Archive of ‘open learning’ category

Trello and Slack for education

No Slacking Off! How Savvy Teachers Are Turning to Trello and Slack

By Tony Wan     Jul 28, 2015  https://www.edsurge.com/news/2015-07-28-no-slacking-off-how-savvy-teachers-are-turning-to-trello-and-slack

My note: Email is for old people (https://www.chronicle.com/article/E-Mail-is-for-Old-People/4169) compare with Trello + Slack
“The idea behind us using Slack [last fall] was to kill internal email,” says Green. That’s a common refrain in pro-Slack headlines, with good reason. Users can drop links and files into any Slack conversation.

documented here how educators use Trello to manage project-based learning activities that involve group work and peer review.

Slack has been described as “ a private Twitter on steroids.” At first glance, the tool looks like a chat room—but it’s got more going on inside.

Like Twitter, Slack features hashtags that denote specific “channels” dedicated to topics, but each channel operates like its own chat room. Users can send messages to a channel or directly to one another (one-to-one), and also create private groups for focused discussions (one-to-few).

connected Trello to Slack so that he receives a notification whenever his students make edits on a Trello card. He turns to Slack to communicate directly with students and groups, often leaving feedback on assignments. “It hasn’t been effective as a way to broadcast information to the entire class,” Green admits. “But it’s become a very important tool for us to share resources for kids, and have 1-on-1 conversations with students.”

Other educators are exploring how to use Slack as a professional learning network.

SlackEDU group

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more on Trello in this IMS blog
http://blog.stcloudstate.edu/ims?s=trello

and Slack
http://blog.stcloudstate.edu/ims?s=slack

Open Learning Open University

Open Learning, Educational Media: An Interview with Theo Bastiaens, Newly Appointed Rector Magnificus of Open University and Chair of AACE Edmedia Conference

Open Learning, Educational Media: An Interview with Theo Bastiaens, Newly Appointed Rector Magnificus of Open University and Chair of AACE Edmedia Conference

Since the Open University was founded in 1984, more than 250,000 students have enrolled in courses. The Open University offers courses of study at the bachelor’s and master’s degree levels in cultural studies, education science, law, management, psychology, science and technology. Five of its master’s degree programs were top-ranked in 2017

4CID ID Model  https://edutechwiki.unige.ch/en/4C-ID

http://www.nwlink.com/~donclark/hrd/learning/id/4c_id.html

  1. Learning Tasks — concrete, authentic, whole task experiences that are provided to learners in order to promote schema construction for non-recurrent aspects and, to a certain degree, rule automation by compilation for recurrent aspects. Instructional methods primarily aim at induction, that is, constructing schemata through mindful abstraction from the concrete experiences that are provided by the learning tasks. Design steps:
    • Design learning tasks
    • Sequence task practice
    • Set performance objectives
  2. Supportive Information — information that is supportive to the learning and performance of non-recurrent aspects of learning tasks. It provides the bridge between learners’ prior knowledge and the learning tasks. Instructional methods primarily aim at elaboration, that is, embellishing schemata by establishing nonarbitrary relationships between new elements and what learners already know. Design steps:
    • Design supportive information
    • Analyze cognitive strategies
    • Analyze mental models
  3. JIT Information — information that is prerequisite to the learning and performance of recurrent aspects of learning tasks. Instructional methods primarily aim at compilation through restricted encoding, that is, embedding procedural information in rules. JIT information is not only relevant to learning tasks but also to Part-time practice. Design steps:
    • Design procedural information
    • Analyze cognitive rules
    • Analyze prerequisite knowledge
  4. Part-task Practice — practice items that are provided to learners in order to promote rule automation for selected recurrent aspects of the whole complex skill. Instructional methods primarily aim at rule automation, including compilation and subsequent strengthening to reach a very high level of automatically. Design step:
    • Design part-task practice

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more on open education in this IMS blog
http://blog.stcloudstate.edu/ims?s=open+education

Fortnite is good for children

No, Fortnite Isn’t Rotting Kids’ Brains. It May Even Be Good for Them

The popular video game holds promise, but adults should keep on top of kids’ online behaviors

By Kurt Dean Squire & Matthew Gaydos August 8, 2018
https://www.edweek.org/ew/articles/2018/08/08/no-fortnite-isnt-rotting-kids-brains-it.html
Playing video-game shooters, we now know, is not a major contributor to youth violence. Granted, kids’ enthusiasm for Fortnite can be a little much, but we are old enough to remember Garbage Pail kids and have played Pokémon.
Fortnite is, in many respects, a classic “third place”—a place that is neither home nor school, but where kids can socialize and play beyond the watchful eyes of parents or teachers. These are places where kids learn to negotiate conflict, become independent, and explore what kind of person they want to be. They are important experiences that we too often design out of our kids’ lives through structured activities and all of the shuffling back and forth we do in today’s busy world.
we’ve seen that one of the best things educators can do is bystander training.

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more on Fortnite in this IMS blog
http://blog.stcloudstate.edu/ims?s=fortnite

Consortium OER Pilots

ED Accepting Proposals for Consortium OER Pilots

By Dian Schaffhauser 08/02/18

https://campustechnology.com/articles/2018/08/02/ed-accepting-proposals-for-consortium-oer-pilots.aspx?

The U.S. Department of Education has finally made a move on its efforts to fund development of open educational resources. The agency issued a notice this week inviting proposals for an “open textbooks pilot program” with an Aug. 29, 2018 deadline. The program was mandated in an omnibus spending law, H.R. 1625, approved by Congress earlier this year. ED expected to issue between one and three awards.

The winning proposals will be eligible for between $1.5 million and $4.95 million. The latter amount is nearly the entire fund of $5 million stipulated for the pilot in an explanatory document that accompanied the spending bill.

The application has three “absolute priorities” and one “competitive preference” priority. The absolutes are these:

  • The project must involve consortium with at least three institutions participating, along with representation from industry or workforce groups and nonprofit or community organizations;
  • The proposal needs to fill current gaps in the OER “marketplace” and be able to scale beyond the consortium members; and
  • The plan needs to address how the OER will promote degree completion.

For more information, visit the application on the Federal Register.

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more on OER in this IMS blog
http://blog.stcloudstate.edu/ims?s=oer

Pearson selling US K12 business

Pearson Is Selling Its US K-12 Business—Despite Posting a Profit and Digital Growth

By Tony Wan   Feb 26, 2018

https://www.edsurge.com/news/2018-02-26-pearson-is-selling-its-us-k-12-business-despite-posting-a-profit-and-digital-growth

Pearson’s digital textbook transformation will likely face stiff competition. Earlier this month, McGraw-Hill, Barnes & Noble Education and Chegg teamed up for a new digital textbook rental program that the trio claims can help students save as much as 70 percent from buying print copies. In August, Cengage will launch a buffet-style offering where students pay $119.99 a semester to access all of the company’s digital higher-ed materials.
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more on OER in this IMS blog
http://blog.stcloudstate.edu/ims?s=oer

Cultivating Awareness and Resilience for Educators

Why Teachers Say Practicing Mindfulness Is Transforming The Work

https://www.kqed.org/mindshift/46150/why-teachers-say-practicing-mindfulness-is-transforming-the-work

Christa Turksma, is one of the co-founders of Cultivating Awareness and Resilience for Educators, or CARE for Teachers.

In the last few years, teacher job satisfaction has reportedly plummeted to a 25-year low, and turnover is high — almost 50 percent for new teachers.

In a soon-to-be published study, Jennings and her co-authors provided an extended version of CARE training to 224 teachers in high-poverty schools in New York City, with several two-day sessions spaced over the course of a year.

CARE TECHNIQUES TO TRY IN THE CLASSROOM
Mindfulness for students and teachers

1. Calmer Transitions

2. Take 5

3. Quiet Corner Or Peace Corner

4. Mindful Walking And Centering

MLPP Academic COI

Notes from the webinar: https://umn.webex.com/umn/j.php?MTID=m2f3186267dababf407f36d3c2060f34c

For Librarians

Virginia Connell.  Concordia

seems that the “library portion” was only regarding information literacy. I am wondering if the metaliteracy (e.g. visual literacy – how to present) was included and/or is intended to be included
from Plamen Miltenoff to everyone:
I am also wondering if the book can be “templated” and offered to other campuses to be adapted
from Louann to everyone:
I think the value in this could be in faculty exposure –and potential faculty advocates spreading the word

Kathy Johnson from St John’s how much work does it entail. Difficult to quantify. Resize photographs.

Virginia Connell, if there is a WordPress person (myself) and content specialist, it is manageable.

was there already projects going on on the campus. Library-sponsored

Shane Nackerud: need for support when using WordPress,

Terri Fishel to everyone:
Would there be a way to develop a shared FAQ document with issues such as this for the group?

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