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: Maryellen Weimer, PhD
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.
12 Critical Competencies For Leadership in 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
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
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:
How Public Libraries Balance Thorny Issues Raised by 3D Printers
The ALA has recommended guidelines for libraries to address concerns about safety, access and liability.
Copyright 2015 KWMU-FM. To see more, visit http://www.stlpublicradio.org.
Encrypted chat app Telegram reverses stance, bans 78 ISIS accounts
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:
The Unwritten Rules of College
a grass-roots assessment project of 25,000 students at 27 institutions in seven countries. Results showed that a simple approach can yield big results. Making the process of teaching and learning explicit to students — especially those who don’t know what to expect
Professors who have signed on to the project consider three questions when creating assignments: what, exactly, they’re asking students to do (the “task”); why students have to do it (the “purpose”); and how the work will be evaluated (the “criteria”).
How to Design a Classroom Built on Inquiry, Openness and Trust
Many teachers have likely engaged in some type of inquiry or project-based learning, but with frustrating or dismal results.
Two of the best resources I’ve found for creating an inquiry classroom are Carol Kuhlthau’s work and Alberta Learning’s Guide to Inquiry Learning.
greater autonomy for students, greater levels of feedback, and a variety of assignments.
More on badges in this blog:
In each of the classes for which I use badges I have 24 different badges that students can earn. Each one is a “micro-assignment” which asks students to apply some concept or set of concepts we are covering in the class. Students submit their responses and if they meet the badge criteria they earn the badge. When they earn a badge they receive the points for that in their grades and also receive a badge graphic uploaded to their own personal profile which only they can see. One feature I would like to incorporate is the ability to share these badges via their social networks but I am not sure about how this would work with regard to FERPA requirements. More research on my part is needed regarding this.
If the student does not earn the badge, they are provided with detailed feedback and allowed to resubmit to try and earn the badge. They can submit as many times as they want or need to in order to earn the badge. Students need to earn a minimum of 14 badges to earn a C in the course and 18 badges to earn an A.