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Several institutions have redesigned  traditional learning spaces to better  realize the potential of active,  experiential learning. We compare  student performance in traditional  and active learning classrooms  in a large, introductory biology  course using the same syllabus,  course goals, exams, and instructor

"The effective implementation and use of adaptive learning systems requires a broad, more inclusive conversation among institutions, vendors, and other stakeholders to realize the benefits of next-generation personalized learning."

As I'm reflecting on the #eci831 experience and actually thinking about something like a grade for my participation, I realize that I may not have been as good a student as I thought. Not that I didn't do a lot of wandering around the interwebs, connecting myself, exploring spaces of education, learning about digital learning theories, examining how others were using these theories, and determining what, of all of this, would be useful to me and to the analogue educators I am closest with. I certainly did that, but I didn't capture all that here. Why is that a problem? Because if you didn't blog it, it didn't happen.

This must be the educator in you talking. Metacognitively speaking => the ability to discuss what you have learned is one of the great opportunities of the web 2.0. And a great way to reinforce your learning, so this idea of "if you didn't blog it, it didn't happen" is an interesting idea for educators. I have a link to post about this.

"According to the recently released 2013 Speak Up National Research Project findings, Flipped Learning-defined in the survey as using lecture videos as homework while using class time for more in-depth learning such as discussions, projects, experiments, and to provide personalized coaching to individual students-is surpassing all other digital trends, including mobile apps and technology…at least, that is, in K-12."

"A new study in the Proceedings of the National Academy of Sciences addressed this question by conducting the largest and most comprehensive review of the effect of active learning on STEM (Science, Technology, Engineering and Mathematics) education. Their answer is a resounding yes. According to Scott Freeman, one of the authors of the new study, "The impact of these data should be like the Surgeon General's report on "Smoking and Health" in 1964-they should put to rest any debate about whether active learning is more effective than lecturing.""

"Of all the challenges facing online learning, I believe the need to train faculty properly to be the most difficult. Without adequate training in teaching methods, I don't see how learning technologies can be used effectively. We cannot afford to go on creating a whole parallel industry of instructional designers to hold the hands of faculty who can't teach effectively. Higher education is costing too much to have amateurs doing the teaching."

"The gap between the skills people learn and the skills people need is becoming more obvious, as traditional learning falls short of equipping students with the knowledge they need to thrive, according to the World Economic Forum report New Vision for Education: Fostering Social and Emotional Learning Through Technology."

" SOLUTIONS FOR EDUCATION AND LEARNING MANAGEMENT SYSTEMS (LMS) The Biomids Biometric solutions address needs in online education and other forms of corporate training and professional development, often facilitated through Learning Management Systems (LMS). They confirm the identity of participants (Authentication) and deter and detect cheating on remotely administered tests and assessments (Proctoring) through the use of advanced biometric technologies. The Biomids Authenticator and Proctor - Is a fully automated Authentication and Proctoring system, available in both web-based and download versions, that provides highly effective, convenient and cost-effective means of ensuring testing validity. Authenticates participants at the beginning and throughout the test/assessment (Persistent Authentication). Validates test results confirming that the participant has completed the assessment without unauthorized assistance through the use of video capture and website monitoring (Proctoring). Try a free 30-day trial download demo: The following video explains how the Biomids Authenticator and Proctor works in the case of test proctoring in online education. The Biomids Authenticator and Proctor is one of the most effective, convenient and economical proctoring systems available in the market today: * Low fixed cost - Allows frequent use for both Authentication and Proctoring. * Assured authentication - Utilizes powerful advanced facial recognition technology. * High integrity - Persistent Authentication throughout the test/assessment period. * Convenience - No need to schedule a human proctor - test taking anytime, anywhere. * Dashboard - Concise results uploaded to instructor or designated staff."

"Presented on May 8, 2019 by Dr. Janette Isaacson and Grant Kirby form Oregon Institute of Technology It all started with the question, "Are we really sure students are learning what we think they are learning?" Hear how faculty at Oregon Institute of Technology have used Quality Matters Standards and Coursetune mapping software to strengthen course design and alignment across the courses they teach. Dr. Janette Isaacson and Grant Kirby have implemented a student-centered instructional design model that begins with three key components: QM is the foundation of quality metrics; Coursetune provides scalable modeling for alignment mapping; real-time student feedback provides an empirical measurement for quality success."

"The Really Useful #EdTechBook' is about experiences, reflections, hopes, passions, expectations, and professionalism of those working with, in, and for the use of technology in education. Not only is it an insight into how, or why, we work with these technologies, it's about how we as learning professionals got to where we are and how we go forward with our own development."

"If technology is seen as the problem in driving the culture too fast for education to adjust and keep up, it may also be seen as a solution to that very same problem. If relationships are the stuff of better learning, then let technology provide better ways to relate. It is technology that can expand an educator's relationships beyond the limits of a school, or district, or state, or even a country. Relationships with other educators, without the expense of taking costly courses are made possible."

What would happen if you decreed (or maybe strongly suggested - we don't really decree in higher ed), that by 2015 that mobile will be the primary platform that our students will interact with digital curriculum and learning platforms.

"#lrnchat is an online chat over the social messaging service Twitter. #lrnchat is on Thursdays at 8:30-10pm ET/5:30-7pm PT. Participants are people interested in the topic of learning from one another and who want to discuss how to help other people learn in formal, informal, social and mobile ways. This summer we aim to renew our commitment to steer clear of topics that are more "training department" oriented (including topics around LMS and instructional design) and focus this time on rather on how people learn, what they learn, and what we're learning."

"If you're interested in discovering more about do it yourself learning there's a new group with authors, experts, parents, educators, and young people who are passionate about empowering individuals to take ownership of their learning. If you are frustrated with traditional schooling this group is a great...

" humans are more important than technology, but inspiring faculty should be our goal. Our organizational cultures need to embrace online learning as unique. We need to be supporting faculty by immersing them in engaging, meaningful online classes as part of their preparation to becoming great online instructors. When our organizational practices convey a hierarchy between face-to-face and online classes, that hierarchy will translate into the attitudes of the instructors who teach those classes."

"Digital Storytelling 106--better known as "ds106"--sprouted in 2010 as a computer science class on digital storytelling at University of Mary Washington in Fredericksburg, Virginia. Founded by Jim Groom, educational technology consultant Alan Levine, and instructional technologists Martha Burtis & Tom Woodward, ds106 has evolved into a model for all instructors and students who aspire to experience, explore, and extend connected learning."

This report is the result of a National Science Foundation-Sponsored Computing Research Association Workshop held at MIT on January 9-11, 2013. This workshop developed a framework for understanding current disruptive change in higher education learning delivery models and outlined steps towards a research agenda for realizing possible benefits while avoiding future pitfalls.

"Technological platforms are creating unprecedented global access to new educational opportunities. But we do not know the extent to which students using these systems are learning. As educators and researchers, we must partner to ensure that these platforms not only deliver information, but also include useful metrics, standards and methods that maximize learning outcomes."

"The key question we face is whether online learning should aim to replace teachers and instructors through automation, or whether technology should be used to empower not only teachers but also learners. Of course, the answer will always be a mix of both, but getting the balance right is critical."

"There's a whole galaxy of terminology that you should know about when it comes to education technology. From PLNs to Blended Learning to Synchronous Online Learning… it can get overwhelming. Dubbed the EdTech Cheat Sheet, I think it's one of the most useful infographics out there today. You should consider printing this out and keeping it handy should you ever come across some crazy term that doesn't make sense to you."