Searching for "active learning"
Join us next Tuesday, November 10th from 12:00 PM to 1:00 PM, for a special SIG Series webinar: Tales from the National Forum on Active Learning Classrooms
The WSU Learning Spaces Team attended the National Forum on Active Learning Classrooms at the University of Minnesota – Twin Cities this summer and learned a lot. With topics ranging from picking whiteboards to better integrating classroom design into your campus strategic planning efforts, the conference was a treasure trove of good practices, pictures of cool new classrooms, links to useful information, and pro tips. Join us as we share what we learned at this amazing gathering. If you didn’t get a chance to go, this session will be a great opportunity to zoom in on the highlights. If you went, we would love to compare notes!
Ken Graetz, Tom Hill, Stephanie Stango, Dave Burman, and Eric Wright are all part of the Winona State University Learning Spaces Team and members of the Teaching, Learning, and Technology Services unit of Information Technology Services. They attended the National Forum as a team this summer and were able to cover almost all of the sessions. Each brings a unique perspective to the discussion, from under-the-hood classroom systems design and configuration to instructional design and pedagogical strategies.
Register for the webinar at http://www.eventbrite.com/o/minnesota-online-quality-initiative-7290950883. Please forward this on to anyone on your campus who might be interested.
Link to the Virtual Room:
Or join by phone:
+1 646 568 7788 (US Toll) or +1 415 762 9988 (US Toll)
Meeting ID: 672 493 176
CCUMC Leadership in Media and Academic Technology. http://www.ccumc.org
EduCause learning space rating system.
McGill Principles for Designing of Teaching and Learning Spaces has rubric
most useful technology in an ALC appears to be the whiteboard.
Whiteboards are also very glitchy. Projecting my tablet or laptop is just as effective–with less glitches
evidence that students are reluctant to engage in active learning.
the U has done work, but the “Canadians have the process”
the support faculty gets from technicians: two week in the beginning of the semester in a new classroom.
what is the most important goal of your college education and therefore of this course: a. inquiring information b. learning how to sue information and knowledge in anew situation c. developing skills to continue learning after college
- computer skills
- GPA cutoff above 3.0
- problem solving skills
- teamwork skills
- verbal communication
- written communication skills
GigaPan.com instructor will have students use in classes to identify problems engaging in a virtual field trip. student engagement
wikispaces as GOogle docs, MS Word 16, work collaboratively
not group, but team. team work very important
take what we learned in ALCs to traditional large lecture halls
blending the formal with the informal (including outdoors)
connecting ALCs together across distance
thinking about gear (raised floors, smart kapp boards) http://smartkapp.com/
The Difference Between Emergency Remote Teaching and Online Learning
Moving instruction online can enable the flexibility of teaching and learning anywhere, anytime, but the speed with which this move to online instruction is expected to happen is unprecedented and staggering.
“Online learning” will become a politicized term that can take on any number of meanings depending on the argument someone wants to advance.
Online learning carries a stigma of being lower quality than face-to-face learning, despite research showing otherwise. These hurried moves online by so many institutions at once could seal the perception of online learning as a weak option
Researchers in educational technology, specifically in the subdiscipline of online and distance learning, have carefully defined terms over the years to distinguish between the highly variable design solutions that have been developed and implemented: distance learning, distributed learning, blended learning, online learning, mobile learning, and others. Yet an understanding of the important differences has mostly not diffused beyond the insular world of educational technology and instructional design researchers and professionals.
Online learning design options (moderating variables)
Typical planning, preparation, and development time for a fully online university course is six to nine months before the course is delivered. Faculty are usually more comfortable teaching online by the second or third iteration of their online courses.
In contrast to experiences that are planned from the beginning and designed to be online, emergency remote teaching (ERT) is a temporary shift of instructional delivery to an alternate delivery mode due to crisis circumstances. It involves the use of fully remote teaching solutions for instruction or education that would otherwise be delivered face-to-face or as blended or hybrid courses and that will return to that format once the crisis or emergency has abated.
A full-course development project can take months when done properly. The need to “just get it online” is in direct contradiction to the time and effort normally dedicated to developing a quality course. Online courses created in this way should not be mistaken for long-term solutions but accepted as a temporary solution to an immediate problem.
More on online learning in this IMS blog
BUILD A LESSON PLAN USING INTERACTIVE 3D FOR A CHANCE TO WIN CASH PRIZES
Students love playing games like Fortnite. What if they could enjoy learning history, math, science, or social studies while they play and create?
Epic Games invites secondary school teachers to submit lesson plans that utilize interactive 3D technology to engage their students for a chance to win cash prizes up to $25,000. To enter the contest, submit a new or existing lesson plan that incorporates Fortnite Creative, Twinmotion, or Unreal Engine by May 31, 2020.
Lesson plans can cover any topic for ages 13 and up—whether that’s a core subject like history, math, or science, or vocational skills like game design, engineering, or urban planning. Need help teaching with real-time tools? We have so many resources and lesson plan examples to help you get started!
Literature on project based learning for K 12
Keywords | search strategy:
project-based learning, kindergarten to high school, online leaching ? Online learning? Methodology? Online platforms.
старо но точно по темата:
Cathy Cavanaugh, & Kara Dawson. (2010). Design of Online Professional Development in Science Content and Pedagogy: A Pilot Study in Florida. Journal of Science Education and Technology, 19(5), 438–446. https://doi.org/10.1007/s10956-010-9210-2
flipped classroom зависи от културни особености. това изследване може да важи за Щатите, но не за България:
Raffaghelli, J. (2017). Does Flipped Classroom work? Critical analysis of empirical evidences on its effectiveness for learning. Form@re : Open Journal Per La Formazione in Rete, 17(3). https://doi.org/10.13128/formare-21216
изследване от Турция
Şahin, S., & Baturay, M. (2016). The effect of 5E-learning model supported with WebQuest media on students’ achievement and satisfaction. E-Learning and Digital Media, 13(3-4), 158–175. https://doi.org/10.1177/2042753016672903
изследване от Гърция|
Georgios FESSAKIS, & Stavroula PRANTSOUDI. (2019). Computer Science Teachers’ Perceptions, Beliefs and Attitudes on Computational Thinking in Greece. Informatics in Education, 18(2), 227–258. https://doi.org/10.15388/infedu.2019.11
Lee, D., Huh, Y., Lin, C., & Reigeluth, C. (2018). Technology functions for personalized learning in learner-centered schools. Educational Technology Research and Development, 66(5), 1269–1302. https://doi.org/10.1007/s11423-018-9615-9
Brookes, T. (2017). Design challenges: Connecting the classroom to the real world. Teaching Science, 63(4), 16–19. Retrieved from http://eric.ed.gov/ERICWebPortal/detail?accno=EJ1165661
училищен библиотекар да работи с преподавател над учебен план много трудно ще стане в съврменна България, но не е невъзможно:
Boyer, B. (2015). Designer Librarian: Embedded in K12 Online Learning. 59(3), 71–76. https://doi.org/10.1007/s11528-015-0855-9
Educause прогнозира нарастваща роля на instructional designer при съставянето на учебни планове: e.g. http://blog.stcloudstate.edu/ims/2019/04/24/2019-educause-horizon-report/; http://blog.stcloudstate.edu/ims/2018/11/09/new-directions-in-instructional-design/; http://blog.stcloudstate.edu/ims/2019/01/06/future-of-libraries-with-instructional-design/; http://blog.stcloudstate.edu/ims/2017/01/04/instructional-design-librarian-2/
Lindsey M Swagerty, & Tara Hodge. (2019). fostering creativity and curiosity: developing safer elementary STEM learning spaces. Technology and Engineering Teacher, 78(8), 20–23. Retrieved from https://search.proquest.com/docview/2226390222
Tandra L. Tyler-Wood, Deborah Cockerham, & Karen R. Johnson. (2018). Implementing new technologies in a middle school curriculum: a rural perspective. Smart Learning Environments, 5(1), 1–16. https://doi.org/10.1186/s40561-018-0073-y
Justin Weidman, & Geoffrey Wright. (2019). promoting construction education in K-12 by using an experiential, student-centered, STEM-infused construction unit. Technology and Engineering Teacher, 79(1), 8–12. Retrieved from https://search.proquest.com/docview/2309762278
това е за твоя офис за професионално ориентиране:
Destinations Career Academies Offer Support to Schools, Families Disrupted by Coronavirus (p. 68–). (2020). NewsRX LLC.
Schachter, R. (2013). Project-based learning 2.0: technology pushes PBL into fifth gear in K12. 49(12), 60–.
Lee, D., Huh, Y., Lin, C., & Reigeluth, C. (2018). Technology functions for personalized learning in learner-centered schools. Educational Technology Research and Development, 66(5), 1269–1302. https://doi.org/10.1007/s11423-018-9615-9
Amissah, P. (2019). ADVANTAGES AND CHALLENGES OF ONLINE PROJECT-BASED LEARNING [MS Media Arts and Technology]. https://www.researchgate.net/publication/336614010_ADVANTAGES_AND_CHALLENGES_OF_ONLINE_PROJECT-BASED_LEARNING
Ching, Y.-H., & Hsu, Y.-C. (2011). Incorporating peer feedback for learning in a project-based online learning environment. ResearchGate. https://www.researchgate.net/publication/277987113_Incorporating_peer_feedback_for_learning_in_a_project-based_online_learning_environment
Handoyono, N. A., & Rabiman, R. (n.d.). (PDF) Improvement of Learning Motivation and Learning Outcomes by Applying The Problem Based-Learning Method
. ResearchGate. Retrieved March 22, 2020, from https://www.researchgate.net/publication/338796878_Improvement_of_Learning_Motivation_and_Learning_Outcomes_by_Applying_The_Problem_Based-Learning_Method
Tran, T. Q., & Ngoc Tu, T. P. (2019). (PDF) The Important Roles of Project-Based Learning in Teaching English to High School Students. ResearchGate
Zakaria, A., Salleh, A., Ismail, Mohd. S., & Ghavifekr, S. (2019). (PDF) Cultivating Positive Values via Online Project-Based Module (m-PAT)
. ResearchGate. https://www.researchgate.net/publication/334044540_Cultivating_Positive_Values_via_Online_Project-Based_Module_m-PAT
VIA (very important article):
McDougall, J., Readman, M., & Wilkinson, P. (2018). The uses of (digital) literacy. Learning, Media and Technology, 43(3), 263–279. https://doi.org/10.1080/17439884.2018.1462206
Reactive realities: VR in the chemistry classroom
“VR gives a superior sense of what is happening in the molecular world – you can zoom in and out, and move around in an intuitive way. It makes it much easier to see molecular structures and key parts of a reaction, which is not done as well via other modes,”
Each learning activity led a pair of students through a series of tasks. They built a molecule, then followed the journey of the enzyme reaction.
Students found the ‘tactile’ experience of VR engaging and they were able to quickly build and move molecules to see how they interacted. Watching the students walk around, bend over and peer around virtual objects was a highlight for the team.
more on VR in this IMS blog
Online Learning’s ‘Greatest Hits’
Robert Ubell (Columnist) Feb 20, 2019
dean of web-based distance learning
Learning Management Systems
Neck and neck for the top spot in the LMS academic vendor race are Blackboard—the early entry and once-dominant player—and coming-up quickly from behind, the relatively new contender, Canvas, each serving about 6.5 million students . The LMS market today is valued at $9.2 billion.
Digital Authoring Systems
Faced with increasingly complex communication technologies—voice, video, multimedia, animation—university faculty, expert in their own disciplines, find themselves technically perplexed, largely unprepared to build digital courses.
instructional designers, long employed by industry, joined online academic teams, working closely with faculty to upload and integrate interactive and engaging content.
nstructional designers, as part of their skillset, turned to digital authoring systems, software introduced to stimulate engagement, encouraging virtual students to interface actively with digital materials, often by tapping at a keyboard or touching the screen as in a video game. Most authoring software also integrates assessment tools, testing learning outcomes.
With authoring software, instructional designers can steer online students through a mixtape of digital content—videos, graphs, weblinks, PDFs, drag-and-drop activities, PowerPoint slides, quizzes, survey tools and so on. Some of the systems also offer video editing, recording and screen downloading options
As with a pinwheel set in motion, insights from many disciplines—artificial intelligence, cognitive science, linguistics, educational psychology and data analytics—have come together to form a relatively new field known as learning science, propelling advances in a new personalized practice—adaptive learning.
Of the top providers, Coursera, the Wall Street-financed company that grew out of the Stanford breakthrough, is the champion with 37 million learners, followed by edX, an MIT-Harvard joint venture, with 18 million. Launched in 2013, XuetangX, the Chinese platform in third place, claims 18 million.
Former Yale President Rick Levin, who served as Coursera’s CEO for a few years, speaking by phone last week, was optimistic about the role MOOCs will play in the digital economy. “The biggest surprise,” Levin argued, “is how strongly MOOCs have been accepted in the corporate world to up-skill employees, especially as the workforce is being transformed by job displacement. It’s the right time for MOOCs to play a major role.”
In virtual education, pedagogy, not technology, drives the metamorphosis from absence to presence, illusion into reality. Skilled online instruction that introduces peer-to-peer learning, virtual teamwork and other pedagogical innovations stimulate active learning. Online learning is not just another edtech product, but an innovative teaching practice. It’s a mistake to think of digital education merely as a device you switch on and off like a garage door.
more on online learning in this IMS blog
4 eLearning Trends To Treat With Caution
Jumping onboard to a new industry trend with insufficient planning can result in your initiative failing to achieve its objective and, in the worst case, even hinder the learning process. So which hot topics should you treat with care?
1. Virtual Reality, or VR
Ultimately, the key question to consider when adopting anything new is whether it will help you achieve the desired outcome. VR shouldn’t be incorporated into learning just because it’s a common buzzword. Before you decide to give it a go, consider how it’s going to help your learner, and whether it’s truly the most effective or efficient way to meet the learning goal.
considering introducing an interactive element to your learning, don’t let this deter you—just ensure that it’s relevant to the content and will aid the learning process.
3. Artificial Intelligence, or AI
If you are confident that a trend is going to yield better results for your learners, the ROI you see may well justify the upfront resources it requires.
Again, it all comes down to whether a trend is going to deliver in terms of achieving an objective.
The theory behind microlearning makes a lot of sense: organizing content into sections so that learning can fit easily with modern day attention spans and learners’ busy lifestyles is not a bad thing. The worry is that the buzzword, ‘microlearning’, has grown legs of its own, meaning the industry is losing sight of its’ founding principles.
more on elearning in this IMS blog
Key Issues in Teaching and Learning
A roster of results since 2011 is here.
1. Academic Transformation
2. Accessibility and UDL
3. Faculty Development
4. Privacy and Security
5. Digital and Information Literacies
Three Models of Digital Literacy: Universal, Creative, Literacy Across Disciplines
United States digital literacy frameworks tend to focus on educational policy details and personal empowerment, the latter encouraging learners to become more effective students, better creators, smarter information consumers, and more influential members of their community.
National policies are vitally important in European digital literacy work, unsurprising for a continent well populated with nation-states and struggling to redefine itself, while still trying to grow economies in the wake of the 2008 financial crisis and subsequent financial pressures
African digital literacy is more business-oriented.
Middle Eastern nations offer yet another variation, with a strong focus on media literacy. As with other regions, this can be a response to countries with strong state influence or control over local media. It can also represent a drive to produce more locally-sourced content, as opposed to consuming material from abroad, which may elicit criticism of neocolonialism or religious challenges.
p. 14 Digital literacy for Humanities: What does it mean to be digitally literate in history, literature, or philosophy? Creativity in these disciplines often involves textuality, given the large role writing plays in them, as, for example, in the Folger Shakespeare Library’s instructor’s guide. In the digital realm, this can include web-based writing through social media, along with the creation of multimedia projects through posters, presentations, and video. Information literacy remains a key part of digital literacy in the humanities. The digital humanities movement has not seen much connection with digital literacy, unfortunately, but their alignment seems likely, given the turn toward using digital technologies to explore humanities questions. That development could then foster a spread of other technologies and approaches to the rest of the humanities, including mapping, data visualization, text mining, web-based digital archives, and “distant reading” (working with very large bodies of texts). The digital humanities’ emphasis on making projects may also increase
Digital Literacy for Business: Digital literacy in this world is focused on manipulation of data, from spreadsheets to more advanced modeling software, leading up to degrees in management information systems. Management classes unsurprisingly focus on how to organize people working on and with digital tools.
Digital Literacy for Computer Science: Naturally, coding appears as a central competency within this discipline. Other aspects of the digital world feature prominently, including hardware and network architecture. Some courses housed within the computer science discipline offer a deeper examination of the impact of computing on society and politics, along with how to use digital tools. Media production plays a minor role here, beyond publications (posters, videos), as many institutions assign multimedia to other departments. Looking forward to a future when automation has become both more widespread and powerful, developing artificial intelligence projects will potentially play a role in computer science literacy.
6. Integrated Planning and Advising Systems for Student Success (iPASS)
7. Instructional Design
8. Online and Blended Learning
In traditional instruction, students’ first contact with new ideas happens in class, usually through direct instruction from the professor; after exposure to the basics, students are turned out of the classroom to tackle the most difficult tasks in learning — those that involve application, analysis, synthesis, and creativity — in their individual spaces. Flipped learning reverses this, by moving first contact with new concepts to the individual space and using the newly-expanded time in class for students to pursue difficult, higher-level tasks together, with the instructor as a guide.
Let’s take a look at some of the myths about flipped learning and try to find the facts.
Myth: Flipped learning is predicated on recording videos for students to watch before class.
Fact: Flipped learning does not require video. Although many real-life implementations of flipped learning use video, there’s nothing that says video must be used. In fact, one of the earliest instances of flipped learning — Eric Mazur’s peer instruction concept, used in Harvard physics classes — uses no video but rather an online text outfitted with social annotation software. And one of the most successful public instances of flipped learning, an edX course on numerical methods designed by Lorena Barba of George Washington University, uses precisely one video. Video is simply not necessary for flipped learning, and many alternatives to video can lead to effective flipped learning environments [http://rtalbert.org/flipped-learning-without-video/].
Myth: Flipped learning replaces face-to-face teaching.
Fact: Flipped learning optimizes face-to-face teaching. Flipped learning may (but does not always) replace lectures in class, but this is not to say that it replaces teaching. Teaching and “telling” are not the same thing.
Myth: Flipped learning has no evidence to back up its effectiveness.
Fact: Flipped learning research is growing at an exponential pace and has been since at least 2014. That research — 131 peer-reviewed articles in the first half of 2017 alone — includes results from primary, secondary, and postsecondary education in nearly every discipline, most showing significant improvements in student learning, motivation, and critical thinking skills.
Myth: Flipped learning is a fad.
Fact: Flipped learning has been with us in the form defined here for nearly 20 years.
Myth: People have been doing flipped learning for centuries.
Fact: Flipped learning is not just a rebranding of old techniques. The basic concept of students doing individually active work to encounter new ideas that are then built upon in class is almost as old as the university itself. So flipped learning is, in a real sense, a modern means of returning higher education to its roots. Even so, flipped learning is different from these time-honored techniques.
Myth: Students and professors prefer lecture over flipped learning.
Fact: Students and professors embrace flipped learning once they understand the benefits. It’s true that professors often enjoy their lectures, and students often enjoy being lectured to. But the question is not who “enjoys” what, but rather what helps students learn the best.They know what the research says about the effectiveness of active learning
Assertion: Flipped learning provides a platform for implementing active learning in a way that works powerfully for students.
9. Evaluating Technology-based Instructional Innovations
What is the total cost of my innovation, including both new spending and the use of existing resources?
What’s the unit I should measure that connects cost with a change in performance?
How might the expected change in student performance also support a more sustainable financial model?
The Exposure Approach: we don’t provide a way for participants to determine if they learned anything new or now have the confidence or competence to apply what they learned.
The Exemplar Approach: from ‘show and tell’ for adults to show, tell, do and learn.
The Tutorial Approach: Getting a group that can meet at the same time and place can be challenging. That is why many faculty report a preference for self-paced professional development.build in simple self-assessment checks. We can add prompts that invite people to engage in some sort of follow up activity with a colleague. We can also add an elective option for faculty in a tutorial to actually create or do something with what they learned and then submit it for direct or narrative feedback.
The Course Approach: a non-credit format, these have the benefits of a more structured and lengthy learning experience, even if they are just three to five-week short courses that meet online or in-person once every week or two.involve badges, portfolios, peer assessment, self-assessment, or one-on-one feedback from a facilitator
The Academy Approach: like the course approach, is one that tends to be a deeper and more extended experience. People might gather in a cohort over a year or longer.Assessment through coaching and mentoring, the use of portfolios, peer feedback and much more can be easily incorporated to add a rich assessment element to such longer-term professional development programs.
The Mentoring Approach: The mentors often don’t set specific learning goals with the mentee. Instead, it is often a set of structured meetings, but also someone to whom mentees can turn with questions and tips along the way.
The Coaching Approach: A mentor tends to be a broader type of relationship with a person.A coaching relationship tends to be more focused upon specific goals, tasks or outcomes.
The Peer Approach:This can be done on a 1:1 basis or in small groups, where those who are teaching the same courses are able to compare notes on curricula and teaching models. They might give each other feedback on how to teach certain concepts, how to write syllabi, how to handle certain teaching and learning challenges, and much more. Faculty might sit in on each other’s courses, observe, and give feedback afterward.
The Self-Directed Approach:a self-assessment strategy such as setting goals and creating simple checklists and rubrics to monitor our progress. Or, we invite feedback from colleagues, often in a narrative and/or informal format. We might also create a portfolio of our work, or engage in some sort of learning journal that documents our thoughts, experiments, experiences, and learning along the way.
The Buffet Approach:
10. Open Education
11. Learning Analytics
12. Adaptive Teaching and Learning
13. Working with Emerging Technology
In 2014, administrators at Central Piedmont Community College (CPCC) in Charlotte, North Carolina, began talks with members of the North Carolina State Board of Community Colleges and North Carolina Community College System (NCCCS) leadership about starting a CBE program.
Building on an existing project at CPCC for identifying the elements of a digital learning environment (DLE), which was itself influenced by the EDUCAUSE publication The Next Generation Digital Learning Environment: A Report on Research,1 the committee reached consensus on a DLE concept and a shared lexicon: the “Digital Learning Environment Operational Definitions,
, CEO and founder of edX as well as Professor of Electrical Engineering and Computer Science at MIT
An interactive discussion on MOOCs, online learning, and the goal of 100 million learners by 2022
The Future Trends Forum welcomes
, the founder and CEO of edX
, a non-profit venture created by Harvard University and the Massachusetts Institute of Technology, focused on transforming online and on-campus learning through groundbreaking methodologies.
He aims to help bring quality education to everyone, everywhere. Anant has also been a Professor of Electrical Engineering and Computer Science at MIT for 30 years.
more on MOOC in this IMS blog
Wednesday, 11/21/2018 – Wednesday, 12/12/2018
Looking for a beginner’s crash course in game making software and process? Games can be an excellent teaching resource, and game development is easier than ever. Whether you’re looking to develop your own teaching resources or run a game-making program for users, this course will give you the information you need to choose the most appropriate software development tool, structure your project, and accomplish your goals. Plain language, appropriate for absolute beginners, and practical illustrative examples will be used. Participants will receive practical basic exercises they can complete in open source software, as well as guides to advanced educational resources and available tutorials.
This is a blended format web course:
The course will be delivered as 4 separate live webinar lectures, one per week on Wednesday November 21 and then repeating Wednesdays, November 28, December 5 and December 12 at Noon Central time. You do not have to attend the live lectures in order to participate. The webinars will be recorded and distributed through the web course platform for asynchronous participation. The web course space will also contain the exercises and discussions for the course.
- Participants will be able to name five different software tools available to assist them or their users in creating games and interactive web content, as well as identify the required knowledge and skills to effectively use each program.
- Participants will be able to effectively structure the development process of a game from brainstorming to launch.
- Participants will be able to identify and articulate areas in which games can increase educational effectiveness and provide practical, desirable skills.
Who Should Attend
Library staff looking to develop educational games or run game making programs for users (including tween or teen users).
Ruby Warren believes in the power of play, and that learning is a lot more effective when it’s interactive. She is the User Experience Librarian at the University of Manitoba Libraries, where she recently completed a research leave focused on educational game prototype development, and has been playing games from around the time she developed object permanence.
- LITA Member: $135
- ALA Member: $195
- Non-member: $260
Moodle and Webinar login info will be sent to registrants the week prior to the start date.
How to Register
Register here, courses are listed by date and you need to log in.
more on games and libraries in this IMS blog