Archive of ‘pedagogy’ category

augmented reality

4 AR tools to build executive function and engagement

https://www.iste.org/explore/articleDetail?articleid=496

Luis Perez and Kendra Grant 7/23/2015
Topics: Assistive and adaptive technologies, Augmented reality, Learning spaces, Mobile learning, Tools

the Universal Design for Learning (UDL) framework, which aims to develop expert learners. In addition to removing barriers and making learning accessible to the widest varied of learners possible, UDL addresses many of the metacognitive and self-efficacy skills associated with becoming an expert learner, including:

Executive functions. These cognitive processes include initiation, goal setting, attention, planning and organization.

Comprehension skills. This skillset encompasses knowledge construction, making connections, developing strategies and monitoring understanding.

Engagement principles. These soft skills include coping, focus, resilience, effort, persistence, self-assessment and reflection.

QR codes

AR apps : two types of AR apps: those for experience and for creation. Experience AR apps, such as Star Walk, are designed to provide the user with an AR experience within a specific content or context. Creation AR apps, such as BlippAR and Aurasma, allow users to create their own AR experiences.

Posters : To support comprehension and metacognitive skills, images related to classroom topics, or posters related to a process could serve as the trigger image.

iBeacons : Beacon technology, such as iBeacon, shares some similarities with QR codes and AR, as it is a way to call up digital content from a specific spot in the physical world. However, unlike QR codes and AR, you do not have to point your device at a code or use a trigger image to call up content with iBeacon. Your device will automatically sync when it is near a beacon, a small device that emits a low-power Bluetooth signal, if you have an iBeacon-enabled app. The beacon then automatically launches digital content, such as a video, audio file or webpage. Beacon technology is well suited for center-based activities, as you can set up the app to trigger instructions for each center, exemplars of what the finished work will look like and/or prompts for the reflection when the center’s activity has been completed.

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More on QR codes in this IMS blog:

http://blog.stcloudstate.edu/ims/?s=qr+codes&submit=Search

Teaching Culturally Diverse Learners

Strategies for Teaching Culturally Diverse Learners

February 28, 2016 in Volume 6, Dr. Hope J. Hartman

the author explores the importance of understanding the multidimensional of cultural diversity and inclusion and how this understanding can be used by professors and instructors to more effectively develop varied instructional strategies which will allow them to teach with better cultural responsiveness. The author describes a variety of approaches she has used in highly diverse classrooms with undergraduate and graduate teacher education students.

Teaching with cultural responsiveness means applying strategies for culturally responsive teaching in my own courses. Teaching for cultural responsiveness means that students, pre and in-service teachers, should implement culturally responsive teaching strategies with their own preK-12 or higher education students.

Maturity

Both pre and in-service teachers are aware of culturally specific behavioral norms that result in discrepancies between the culture of many black students and the culture of the classroom. To address this gap, my students learn strategies for “culturally responsive social skills instruction” specifically designed for black adolescent males

Intelligence

Learning about this research helps students realize that even when they think that they are being responsive to cultural differences, they might be blinded by a cultural lens of invalid assumptions, causing them to lose sight of important cultural differences that can affect thinking and learning.

Cultural Identity

Everyone should realize that cultural stereotypes affecting identity go beyond race and ethnicity. For many people, their identity as adults is defined by their careers.

Gender identity/sexual orientation

Making LGBTQ resources and discussions a formal part of the curriculum helps to create a safe and accepting environment for the LGBTQ community, including not only people who identify as such, but also their parents, relatives, friends and teachers.

Special needs learners

 

RTTT versus NCLB

John King is trying to repair the Obama administration’s frayed relationship with teachers

https://www.washingtonpost.com/local/education/john-king-is-trying-to-repair-the-obama-administrations-frayed-relationship-with-teachers/2016/02/19/a28b88de-d666-11e5-9823-02b905009f99_story.html

February 20

In one of his first major speeches as acting U.S. secretary of education, John King apologized to teachers for the role that the federal government has played in creating a climate in which teachers feel “attacked and unfairly blamed.”

Race to the Top, abbreviated R2T, RTTT or RTT

https://en.wikipedia.org/wiki/Race_to_the_Top

More on NCLB in this blog:

http://blog.stcloudstate.edu/ims/?s=no+child+left+behind&submit=Search

pedagogy across disciplines

This article pleads for a consideration what now is a full-blown reform in Finland (replacing subjects with topics) and seriously considered in the UK, as reported in this IMS blog: http://blog.stcloudstate.edu/ims/2015/03/24/education-reform-finland/

Broadening Pedagogical Knowledge by Learning from Other Disciplines

By: January 20th, 2016

http://www.facultyfocus.com/articles/teaching-professor-blog/broadening-our-pedagogical-knowledge-by-learning-from-other-disciplines/

there’s a long-standing and still fairly widely held belief that the teaching needed for a particular kind of content is unique. Unless you know the content, you can’t know how to teach it.

What and how we teach are linked, but there are other connections besides those between method and material, and those connections aren’t all unique to the discipline. All (well, almost all) teachers want students engaged, and student engagement in physics and philosophy doesn’t look all that different. All teachers are concerned with classroom management issues. If students are dealing more with their phones than the material, the content is irrelevant. All teachers have a responsibility to prevent cheating. All teachers aspire to use fair and equitable grading practices. Course design principles transcend disciplines. The features of a good multiple-choice question are not discipline specific. And then there are those student characteristics that challenge teachers in every field: passivity, lack of motivation, low self-esteem, less than adequate study skills, and excessive grade-orientation start the list.

leadership competencies

12 Critical Competencies For Leadership in the Future

http://qaspire.com/2016/01/06/leadership-skills-for-the-future

1. Develop an Adaptive Mindset

2. Have a Vision

3. Embrace Abundance Mindset

4. Weave Ecosystems for Human Engagement

5. Anticipate and Create Change

6. Self-Awareness

7. Be an Agile Learner

8. Network and Collaborate

9. Relentlessly Focus on Customer

10. Develop People

11. Design for the Future

12. Constantly Clarify and Communicate

Critical Competencies For Leadership in the Future

Plagiarism or Collaboration?

Is It Plagiarism or Collaboration?

http://ww2.kqed.org/mindshift/2014/01/23/is-it-plagiarism-or-collaboration/

a recent PEW research study found that while educators find technology beneficial in teaching writing skills, they feel it has also led to a direct increase in rates of plagiarism and infringement of intellectual property rights.

We want students to do “group work,” to collaborate, and to discuss. However, we have very specific realms in which we want this to happen: the group assignment, the in-class discussion, studying for exams, etc. At the same time, many of us want to put up barriers and halt any collaboration at other times (during assessments, for example). When collaboration takes place during assessment, we deem it plagiarism or cheating, and technology is often identified as the instrument that tempts students into such behavior.

A student may produce an entirely wrong answer, but if how they got there was through logic, reasonable assumption, educated guessing (not just plain old “guessing”) – and they were effective in communicating that process – then there is evidence of learning that I can take into account.

More on plagiarism, academic integrity and academic dishonesty in this IMS blog:

http://blog.stcloudstate.edu/ims/?s=plagiarism&submit=Search
http://blog.stcloudstate.edu/ims/tag/academic-integrity/
http://blog.stcloudstate.edu/ims/tag/academic-dishonesty/

 

civil disobedience

Encrypted chat app Telegram reverses stance, bans 78 ISIS accounts

http://bgr.com/2015/11/19/encrypted-chat-telegram-isis/

Telegram is an encrypted chat service that lets users create anonymous channels that can be followed by hundreds of users.

In addition to Telegram, Twitter and YouTube have also removed ISIS-affiliated content, with hacker organization Anonymous having taken down more than 6,000 Twitter accounts following the Paris attacks.

Meanwhile, Telegram said it only takes steps against confirmed ISIS channels. “For example, if criticizing the government is illegal in a country, Telegram won’t be a part of such politically motivated censorship,” the company said. “While we do block terrorist (e.g. ISIS-related) bots and channels, we will not block anybody who peacefully expresses alternative opinions.”

More on this topic in this IMS blog:

http://blog.stcloudstate.edu/ims/2014/09/30/disruptive-technologies-from-swarming-to-mesh-networking/

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