Searching for "digital learning"
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
https://mnpals-scs.primo.exlibrisgroup.com/permalink/01MNPALS_SCS/ppvqcp/cdi_proquest_journals_2259584669
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
https://mnpals-scs.primo.exlibrisgroup.com/permalink/01MNPALS_SCS/ppvqcp/cdi_doaj_primary_oai_doaj_org_article_589dc480fa9a48cd828561173c625b39
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
https://mnpals-scs.primo.exlibrisgroup.com/permalink/01MNPALS_SCS/ppvqcp/cdi_crossref_primary_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
https://mnpals-scs.primo.exlibrisgroup.com/permalink/01MNPALS_SCS/ppvqcp/cdi_proquest_journals_2071965296
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
https://mnpals-scs.primo.exlibrisgroup.com/permalink/01MNPALS_SCS/ppvqcp/cdi_proquest_journals_1979139411
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
https://mnpals-scs.primo.exlibrisgroup.com/permalink/01MNPALS_SCS/ppvqcp/cdi_proquest_journals_1675592618
Educause прогнозира нарастваща роля на instructional designer при съставянето на учебни планове: e.g. https://blog.stcloudstate.edu/ims/2019/04/24/2019-educause-horizon-report/; https://blog.stcloudstate.edu/ims/2018/11/09/new-directions-in-instructional-design/; https://blog.stcloudstate.edu/ims/2019/01/06/future-of-libraries-with-instructional-design/; https://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
https://mnpals-scs.primo.exlibrisgroup.com/permalink/01MNPALS_SCS/ppvqcp/cdi_proquest_journals_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
https://mnpals-scs.primo.exlibrisgroup.com/permalink/01MNPALS_SCS/ppvqcp/cdi_doaj_primary_oai_doaj_org_article_6b4a31d0f8b9471bbe2d291cba18719b
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
https://mnpals-scs.primo.exlibrisgroup.com/permalink/01MNPALS_SCS/ppvqcp/cdi_proquest_journals_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.
https://mnpals-scs.primo.exlibrisgroup.com/permalink/01MNPALS_SCS/ppvqcp/cdi_gale_healthsolutions_A617560083
Schachter, R. (2013). Project-based learning 2.0: technology pushes PBL into fifth gear in K12. 49(12), 60–.
https://mnpals-scs.primo.exlibrisgroup.com/permalink/01MNPALS_SCS/ppvqcp/cdi_gale_infotracacademiconefile_A353319541
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
https://mnpals-scs.primo.exlibrisgroup.com/permalink/01MNPALS_SCS/ppvqcp/cdi_proquest_journals_2071965296
From ResearchGate:
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_MethodTran, T. Q., & Ngoc Tu, T. P. (2019). (PDF) The Important Roles of Project-Based Learning in Teaching English to High School Students.
ResearchGate.
https://www.researchgate.net/publication/333935026_The_Important_Roles_of_Project-Based_Learning_in_Teaching_English_to_High_School_StudentsZakaria, 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-PATFrom Academia.com
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
EDUCAUSE Academic Communities: Teaching and Learning + Student Success
https://events.educause.edu/webinar/2020/educause-academic-communities-teaching-and-learning-student-success
Tuesday, February 25, 2020, at 12:00 pm,
Miller Center, MC 205, the SCSU Professional Development Room
(how to get there? https://youtu.be/jjpLR3FnBLI )
You will receive an email from Canvas Catalog when you have been granted access to the event website. This site includes live event login details, program and speaker information, and technical requirements.
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My notes from the Adobe Connect webinar
Malcolm Brown (MB) and Kathe Pelletier (KP)
John Martin, UW-Madison: Interesting that “Student Success” = retention. I feel retention = org success.
Cindy Auclair: Cindy Auclair – ASU – Retention is important that goes hand in hand with well-being.
Kathy Fernandes, CSU Chico: Not sure how one would measure Becoming a Citizen? We do have public Debates, Town Hall, etc. to engage with community.
Lisa Durff: I thought of digital citizenship
Jim J – MiraCosta: “as a part of teaching and learning” is a real gray area –
Jim J – MiraCosta: We may measure all of these, but there is very little formality around “teaching and learning”
Lisa Durff: very few measure instructor satisfaction
student success after 2017 shifts from SS and technology to SS and other issues
digital transformation
why tech adoption doesn’t equal digital transformation. article from Forbes. MB: it is not for sale, cannot buy. not a product, but deep and coordinated shifts: culture, workforce, technology.
ask for EDUCAUSE Academic Communities PDF document
Malcolm Brown: 2019 Horizon Report https://library.educause.edu/resources/2019/4/2019-horizon-report
Malcolm Brown: Transforming Higher Ed blog https://er.educause.edu/columns/transforming-higher-ed
Malcolm Brown: EDUCAUSE Student Success https://library.educause.edu/topics/information-technology-management-and-leadership/student-success
https://www.educause.edu/research-and-publications/research/core-data-service
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more on Educause in this IMS blog
https://blog.stcloudstate.edu/ims?s=educause
Digital Agility: Embracing a Holistic Approach to Digital Literacy in the Liberal Arts
https://er.educause.edu/blogs/2020/1/digital-agility-embracing-a-holistic-approach-to-digital-literacy-in-the-liberal-arts
A 2016 Pew Research Center study indicates that the digital divide in the United States is not solely about access to technology; it also is about the ability to use technology to get what we need.1 What does digital readiness mean; applying cumulative knowledge to real-world situations. Having a tech or STEM-related degree does not ensure digital readiness.
How Can We Encourage Digital Agility in the Liberal Arts?
Digital pedagogy often creates opportunities for instructors to create non-disposable assignments—assignments that are not designed to be thrown away but rather have a purpose past being required.3
“We need to marry the best of our academic work with the best of edtech. In other words, what would it look like if education technology were embedded in the everyday practice of academic disciplines?”4
Project-based learning fits well within the curricular flexibility of the liberal arts. In project-based work, students apply what they are learning in the context of an engaging experience.
Building off frameworks that are already in place, like the Association for College and Research Libraries (ACRL) Framework for Information Literacy,
External-facing work offers students real situations where, if we imagine what digital agility looks like, they have to adjust to possible new digital environments and approaches.
Reflection provides a way for meaning-making to happen across individual assignments, projects, and classes. Without the chance to assemble assignments into a larger narrative, each experience lives in its own void.
How Can Institutions Build Systems-Level Support?
Liberal arts colleges in particular are interested in the ways they prepare graduates to be agile and critical in a digital world—as seen in the Association of American Colleges & Universities (AAC&U) Valid Assessment of Learning in Undergraduate Education (VALUE) Rubrics.
he Bryn Mawr Digital Competencies Framework5 was followed by more formal conversations and the formation of a working group (including Carleton College,
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more on digital fluency in this IMS blog
https://blog.stcloudstate.edu/ims?s=digital+fluency
How Intrinsic Motivation Helps Students Manage Digital Distractions
According to the Pew Research Center, 72 percent of teenagers check their phones as soon as they get up (and so do 58 percent of their parents), and 45 percent of teenagers feel as though they are online on a nearly constant basis. Interestingly, and importantly, over half of U.S. teenagers feel as though they spend too much time on their cell phones.
Research on intrinsic motivation focuses on the importance of autonomy, competency and relatedness in classroom and school culture.
According to one Common Sense Media report, called Social Media, Social Life, 57 percent of students believe social media use often distracts them when they should be doing homework. In some ways, the first wave of digital citizenship education faltered by blocking distractions from school networks and telling students what to do, rather than effectively encouraging them to develop their own intrinsic motivation around making better choices online and in real life.
Research also suggests that setting high expectations and standards for students can act as a catalyst for improving student motivation, and that a sense of belonging and connectedness in school leads to improved academic self-efficacy and more positive learning experiences.
Educators and teachers who step back and come from a place of curiosity, compassion and empathy (rather than fear, anger and frustration) are better poised to deal with issues related to technology and wellness.
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more on intrinsic motivation in this IMS blog
https://blog.stcloudstate.edu/ims?s=intrinsic
https://blog.stcloudstate.edu/ims/2017/04/03/use-of-laptops-in-the-classroom/
The Smartphone Generation Needs Computer Help
Young people may be expert social-media and smartphone users, but many lack the digital skills they need for today’s jobs. How can we set them up for success?
https://www.theatlantic.com/sponsored/grow-google-2019/smartphone-generation-computer-help/3127/
Kenneth Cole’s classroom at the Boys & Girls Club of Dane County, located on a quiet residential street in Madison, Wisconsin.
The classes Cole teaches use Grow with Google’s Applied Digital Skills online curriculum.
One day he may lead Club members in a lesson on building digital resumes that can be customized quickly and make job-seeking easier when applying online. Another day they may create a blog. On this particular day, they drew up a budget for an upcoming event using a spreadsheet. For kids who are often glued to their smartphones, these types of digital tasks, surprisingly, can be new experiences.
The vast majority of young Americans have access to a smartphone, and nearly half say they are online “almost constantly.”
But although smartphones can be powerful learning tools when applied productively, these reports of hyperconnectivity and technological proficiency mask a deeper paucity of digital skills. This often-overlooked phenomenon is limiting some young people’s ability—particularly those in rural and low-income communities—to succeed in school and the workplace, where digital skills are increasingly required to collaborate effectively and complete everyday tasks.
According to a survey by Pew Research Center, only 17 percent of Americans are “digitally ready”—that is, confident using digital tools for learning. Meanwhile, in a separate study, American millennials ranked last among a group of their international peers when it came to “problem-solving in technology-rich environments,” such as sending and saving digital information
teach his sophomore pupils the technology skills they need in the workplace, as well as soft skills like teamwork.
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more on digitally native in this IMS blog
https://blog.stcloudstate.edu/ims?s=digitally+native
more on millennials in this IMS blog
https://blog.stcloudstate.edu/ims?s=millennials
Imagine if we didn’t know how to use books – notes on a digital practices framework
the 20/60/20 model of change. The idea is that the top 20% of any group will be game for anything, they are your early adopters, always willing to try the next best thing. The bottom 20% of a group will hate everything and spend most of their time either subtly slowly things down or in open rebellion. The middle 60% are the people who have the potential to be won or lost depending on how good your plan is
The top stream is about all the sunshine and light about working with others on the internet. It’s advantages and pitfalls, ways in which to promote prosocial discourse. The middle stream is about pragmatics. The how’s of doing things, it starts out with simple guidelines and moves forward the technical realities of licensing, content production and tech using. The bottom stream is about the self. How to keep yourself safe, how to have a healthy relationship with the internet from a personal perspective.
Level 1 – Awareness
Level 2 – Learning
Level 3 Interacting and making
Level 4 – Teaching
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more on digital literacy in this IMS blog
https://blog.stcloudstate.edu/ims?s=digital+literacy
https://www.edsurge.com/news/2018-10-18-what-the-samr-model-may-be-missing
Developed by Dr. Ruben Puentedura, the SAMR Model aims to guide teachers in integrating technology into their classrooms. It consists of four steps: Substitution (S), Augmentation (A), Modification (M), and Redefinition (R).
The problem with many personalized learning tools is that they live mostly in realm of Substitution or Augmentation tasks.
It’s in moments like these that we see the SAMR model, while laying an excellent foundation, isn’t enough. When considering which technologies to incorporate into my teaching, I like to consider four key questions, each of which build upon strong foundation that SAMR provides.
1. Does the technology help to minimize complexity?
2. Does the technology help to maximize the individual power and potential of all learners in the room?
use Popplet and iCardSort regularly in my classroom—flexible tools that allow my students to demonstrate their thinking through concept mapping and sorting words and ideas.
3. Will the technology help us to do something previously unimaginable?
4. Will the technology preserve or enhance human connection in the classroom?
Social media is a modern-day breakthrough in human connection and communication. While there are clear consequences to social media culture, there are clear upsides as well. Seesaw, a platform for student-driven digital portfolios, is an excellent example of a tool that enhances human connection.
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more on SAMR and TRACK models in this IMS blog
https://blog.stcloudstate.edu/ims/2018/05/17/transform-education-digital-tools/
more on personalized learning in this IMS blog
https://blog.stcloudstate.edu/ims?s=personalized+learning
Online Learning’s ‘Greatest Hits’
Robert Ubell (Columnist) Feb 20, 2019
https://www.edsurge.com/news/2019-02-20-online-learning-s-greatest-hits
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
Adaptive Learning
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.
MOOCs
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.
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more on online learning in this IMS blog
https://blog.stcloudstate.edu/ims?s=online+learning
Building a Learning Innovation Network
https://www.insidehighered.com/digital-learning/blogs/technology-and-learning/building-learning-innovation-network
a new interdisciplinary field of learning innovation emerging.
Learning innovation, as conceptualized as an interdisciplinary field, attempts to claim a space at the intersection of design, technology, learning science and analytics — all in the unique context of higher education.
professional associations, such as POD, ELI, UPCEA, (https://upcea.edu/) OLC (https://onlinelearningconsortium.org/), ASU GSV (https://www.asugsvsummit.com/) and SXSW Edu (https://www.sxswedu.com/) — among many other conferences and events put on by professional associations.
A professional community of practice differs from that of an interdisciplinary academic network. Professional communities of practice are connected through shared professional goals. Where best practices and shared experiences form the basis of membership in professional associations, academic networks are situated within marketplaces for ideas. Academic networks run on the generation of new ideas and scholarly exchange. These two network models are different.
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https://elearningindustry.com/learning-experience-design-instructional-design-difference
“Learning Experience Design™ is a synthesis of Instructional Design, educational pedagogy, neuroscience, social sciences, design thinking, and User Experience Design.”
The Process: ADDIE Vs. Design Thinking
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more on LX design in this iMS blog
https://blog.stcloudstate.edu/ims?s=learning+design
When Bringing Your Own Device Isn’t Enough: Identifying What Digital Literacy Initiatives Really Need
Authors: by Jenae Cohn and Renee Hewitt Published: Tuesday, April 23, 2019 Columns: Transforming Higher Ed
https://er.educause.edu/blogs/2019/4/when-bringing-your-own-device-isnt-enough-identifying-what-digital-literacy-initiatives-really-need
Device ownership alone doesn’t make people digitally literate; rather, digital literacy is about how and why they use devices to achieve particular goals and outcomes.
According to the 2018 EDUCAUSE Center for Analysis and Research (ECAR) Study of Undergraduate Students and Information Technology, 95% of undergraduate students own a smartphone and 91% own a laptop. This near-ubiquitous ownership of these devices might suggest that digital literacy is mainstream, but just because students own digital devices does not mean that they’ve developed digital literacy.
Definitions of digital literacy can include the ability to use and access digital devices, but studies from the past decade tend to deepen this definition. A commonly cited definition from Colin Lankshear and Michele Knobel asserts that digital literacy is “shorthand for the myriad social practices and conceptions of engaging in meaning making mediated by texts that are produced, received, distributed, exchanged etc., via digital codification.”
More recently, scholars including Jennifer Sparrow have suggested even adopting the term digital fluency instead of literacy in order to capture how students may need the “ability to leverage technology to create new knowledge, new challenges, and new problems and to complement these with critical thinking, complex problem solving, and social intelligence to solve the new challenges.”
Digital Familiarity Implies Intrinsic Knowledge
two-thirds of faculty think that students are prepared to use software applications, but students themselves express discomfort with applying these tools for learning.
instructional designers are key players who could take a more visible role in higher education to support educators in bringing explicit instruction on digital literacy engagement into their classes. University staff in instructional design and educational/faculty development spaces consult with instructors, lead workshops, and develop support documentation on a regular basis. People in these roles could be more empowered to have conversations with the instructors they support around building in particular lessons
Douglas Belshaw can be a source of inspiration for understanding how his essential elements of digital literacy may contribute to the development of students’ digital fluencies. In particular, some practices may include:
- Integrating the use of different applications and platforms so that students obtain practice in navigating these spaces, learning how to locate relevant and reliable information. For example, guiding students to specific databases that provide articles, books, etc., for your discipline may improve information and digital literacy. This is critical because most students default to Google search and Wikipedia, which may not be where you want them to explore topics.
- Developing student’s ability to curate content and how to follow academic integrity guidelines for citations and references.
- Establishing the norms and purpose for effective communication in a digital academic space.