Searching for "project based"

10 Tips for Assessing Project-Based Learning

from Edutopia: http://t.co/pGPJNbncRe 

What’s Inside the PDF?
  1. Keep It Real with Authentic Products
  2. Don’t Overlook Soft Skills
  3. Learn from Big Thinkers
  4. Use Formative Strategies to Keep Projects on Track
  5. Gather Feedback — Fast
  6. Focus on Teamwork
  7. Track Progress with Digital Tools
  8. Grow Your Audience
  9. Do-It-Yourself Professional Development
  10. Assess Better Together
  11. BONUS TIP: How to Assemble Your PBL Tool Kit
PDF available here: edutopia-10-tips-assessing-project-based-learning_0

Finland’s Phenomenon-based Learning

The Teacher’s Role in Finland’s Phenomenon-based Learning

Tara García Mathewson, The Hechinger ReportDec 10

https://www.kqed.org/mindshift/55006/the-teachers-role-in-finlands-phenomenon-based-learning

Phenomenon-based learning is a lot like project-based learning, a more familiar term in the United States. Both prioritize hands-on activities that give students control over the direction of the project and both emphasize assignments that relate to the real world. They also emphasize student mastery of transferrable skills rather than a narrow set of facts identified by teachers.

Teachers have to make sure students know the foundational knowledge they need on a given topic to even consider developing a research question within it. They need to teach students how to craft appropriate research questions that can lead to interesting and engaging, and hopefully even original, research opportunities. And they need to pause the student-directed investigations to teach and model the skills students should be using on their own along the way.

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more on the FInland Phenomenon in this iMS blog
http://blog.stcloudstate.edu/ims?s=finland+phenomenon

competency-based education

TCC 2016 cordially invites you to join a FREE special pre-conference webinar on competency-based education (CBE).

Unpack CBE
During this session, Diane Singer from Bandman University, and Susan Manning from the University of Wisconsin at Stout, discuss the meaning and processes behind CBE, with a specific eye to how the assessment and recognition of competencies benefit various stakeholders, including business and industry.

Date & time:

March 16, 2:00 PM Hawaii; 6:00 PM Mountain; 8:00 PM Eastern

March 17, 9:00 AM Tokyo & Seoul; 11:00 AM Sydney, Feb. 26

 

Other timezones:

http://bit.ly/tcc16precon2-unpackCBE

 

Full information:

http://2016.tcconlineconference.org/unpacking-cbe/

RSVP for this FREE session!

If you wish to participate, please RSVP. A reminder will be sent a few days prior along with instructions to sign-in.

http://bit.ly/tcc2016precon2-rsvp

The 21st Annual TCC Worldwide Online Conference: April 19-21, 2016
TCC, Technology, Colleges and Community, is a worldwide online conference attended by university and college personnel including faculty, academic support staff, counselors, student services personnel, students, and administrators.

More on competency-based learning in this IMS blog:
http://blog.stcloudstate.edu/ims/?s=competency+based+learning&submit=Search

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webinar archived recording:

http://2016.tcconlineconference.org/make-the-future/

Make the Future! Create a Virtual Makerspace

Join us as we explore hosting a virtual makerspace. During this session, we explain and discuss makerspaces and how to leverage the maker movement in online education.Do you have an activity, project, creation or game that you’d like to share? Show your ideas and creations by sharing your links, favorite tools, and wonderful stories.

Recorded on February 25, 2016

Presenter

Dr. Cynthia Calongne
CTU Doctoral Program | ccalongne@ctuonline.edu
Twitter and Skype: @lyrlobo

Competency Based Programs

Learning Unbound: Student Centered and Competency Based Programs

Thursday, December 17, 2 PM ET

Core tenets of student-centered learning – competency-based, anytime-anywhere, personalized, and student ownership – can be used as the basis for creating customized learning plans that match the interests, talents, and passions of students. During this session, attendees will learn how a new model at New Hampshire’s Virtual Learning Academy Charter School (VLACS) provides students with an almost limitless number of opportunities, including early college courses, experiential learning, learning through projects, and with a team of peers.

Bring your questions and join us to learn more!

Online Game-based Learning in Art History and Museum Contexts

The Games Art Historians Play: Online Game-based Learning in Art History and Museum Contexts

http://chronicle.com/blogs/profhacker/the-games-art-historians-play-online-game-based-learning-in-art-history-and-museum-contexts

game-based learning differs from gamification in several important ways. Sometimes the latter is reduced to bells and whistles such as gold stars and progress bars, but gamification is potentially a much more subtle and powerful teaching strategy.

lizabeth Goins (Rochester Institute of Technology) describes several recent projects including a 3D game based on Hieronymous Bosch’s Garden of Earthly Delights in her blog, and details as well assignments in which the students create games. Keri Watson (University of Central Florida), teaches with both a RPG (role-playing game) and an ARG (alternative reality game). The RPG is Gretchen Kreahling McKay’s “Modernism versus Traditionalism: Art in Paris, 1888-89,” a Reacting to the Past (see earlier PH coverage) game, targeted for use in first year seminars at small liberal arts colleges. She taught with the game several times while at Ithaca College and reflects on her experience here. Watson’s ARG, “Secret Societies of the Avant-garde,” was createdwith a colleague in digital media as a Unity-based game, and is still in development. (Anastasia Salter wrote about this game in February.) Their prototype was deployed this past spring in an upper level modern art course, the game poses for the students a series of the challenges to research and create online exhibitions. (Those interested in developing an ARG might also want to peruse this interesting recent piece from TechCrunch on historical accuracy in games.)

game-based learning

The underlying assumption of an education system that relies so heavily on test-based assessment is that content is what matters.
For those who prioritize learning that can be measured using only quantitative assessments, game-based learning probably just looks like a way to increase student engagement and content retention. It might seem like a complex workbook, or an entertaining quiz. Perhaps game-based learning looks like a great tool for practice and drilling, like a super sophisticated flash-card system that makes memorization more fun. But this kind of thinking doesn’t take into account the broader understanding of what matters. Game-based learning is a great classroom tool because it allows for interdisciplinary learning through contextualized critical thinking and problem solving.
Games in the classroom can encourage students to understand subject matter in context — as part of a system. In contrast to memorization, drilling, and quizzing, which is often criticized because it focuses on facts in isolation, games force players to interact with problems in ways that take relationships into account. The content becomes useful insofar as it plays a part in a larger multi-modal system.

Definition
Game-based learning is an instructional method that allows students to experience, understand, and solve problems in the world of a particular subject, or system, from the inside.

One promise of game-based learning is that it has the potential of building comprehension and literacy rather than retention. It does this by combining instruction, practice, and assessment. Teachers become the facilitators of a process where instruction is experiential. Practice is project based, requiring students to solve new problems and address new challenges using the new ideas to which they’ve been introduced. And assessment no longer measures a student’s ability to regurgitate information, or to choose among multiple answers, but rather, to use the content, or subject matter, in context. Even more impressive is that in order to successfully manipulate one piece within a comprehensive and complex system, the students must understand every piece of the system.
http://blogs.kqed.org/mindshift/tag/games/

 

blockchain

35 Amazing Real World Examples Of How Blockchain Is Changing Our World

https://www.forbes.com/sites/bernardmarr/2018/01/22/35-amazing-real-world-examples-of-how-blockchain-is-changing-our-world

My note: nothing about education by this author. Here it is from our IMS blog
http://blog.stcloudstate.edu/ims/2018/01/12/blockchain-for-libraries/

http://blog.stcloudstate.edu/ims/2017/09/27/blockchain-credentialing-in-higher-ed/

http://blog.stcloudstate.edu/ims/2016/10/03/blockchain-credentialing/

Cybersecurity

Guardtime – This company is creating “keyless” signature systems using blockchain which is currently used to secure the health records of one million Estonian citizens.

REMME is a decentralized authentication system which aims to replace logins and passwords with SSL certificates stored on a blockchain.

Healthcare

Gem – This startup is working with the Centre for Disease Control to put disease outbreak data onto a blockchain which it says will increase the effectiveness of disaster relief and response.

SimplyVital Health – Has two health-related blockchain products in development, ConnectingCare which tracks the progress of patients after they leave the hospital, and Health Nexus, which aims to provide decentralized blockchain patient records.

MedRec – An MIT project involving blockchain electronic medical records designed to manage authentication, confidentiality and data sharing.

Financial services

ABRA – A cryptocurrency wallet which uses the Bitcoin blockchain to hold and track balances stored in different currencies.

Bank Hapoalim – A collaboration between the Israeli bank and Microsoft to create a blockchain system for managing bank guarantees.

Barclays – Barclays has launched a number of blockchain initiatives involving tracking financial transactions, compliance and combating fraud. It states that “Our belief …is that blockchain is a fundamental part of the new operating system for the planet.”

Maersk – The shipping and transport consortium has unveiled plans for a blockchain solution for streamlining marine insurance.

Aeternity – Allows the creation of smart contracts which become active when network consensus agrees that conditions have been met – allowing for automated payments to be made when parties agree that conditions have been met, for example.

Augur – Allows the creation of blockchain-based predictions markets for the trading of derivatives and other financial instruments in a decentralized ecosystem.

Manufacturing and industrial

Provenance – This project aims to provide a blockchain-based provenance record of transparency within supply chains.

Jiocoin – India’s biggest conglomerate, Reliance Industries, has said that it is developing a blockchain-based supply chain logistics platform along with its own cryptocurrency, Jiocoin.

Hijro – Previously known as Fluent, aims to create a blockchain framework for collaborating on prototyping and proof-of-concept.

SKUChain – Another blockchain system for allowing tracking and tracing of goods as they pass through a supply chain.

Blockverify –  A blockchain platform which focuses on anti-counterfeit measures, with initial use cases in the diamond, pharmaceuticals and luxury goods markets.

Transactivgrid – A business-led community project based in Brooklyn allowing members to locally produce and cell energy, with the goal of reducing costs involved in energy distribution.

STORJ.io – Distributed and encrypted cloud storage, which allows users to share unused hard drive space.

Government

DubaiDubai has set sights on becoming the world’s first blockchain-powered state. In 2016 representatives of 30 government departments formed a committee dedicated to investigating opportunities across health records, shipping, business registration and preventing the spread of conflict diamonds.

Estonia – The Estonian government has partnered with Ericsson on an initiative involving creating a new data center to move public records onto the blockchain. 20

South Korea – Samsung is creating blockchain solutions for the South Korean government which will be put to use in public safety and transport applications.

Govcoin – The UK Department of Work and Pensions is investigating using blockchain technology to record and administer benefit payments.

Democracy.earth – This is an open-source project aiming to enable the creation of democratically structured organizations, and potentially even states or nations, using blockchain tools.

Followmyvote.com – Allows the creation of secure, transparent voting systems, reducing opportunities for voter fraud and increasing turnout through improved accessibility to democracy.

Charity

Bitgive – This service aims to provide greater transparency to charity donations and clearer links between giving and project outcomes. It is working with established charities including Save The Children, The Water Project and Medic Mobile.

Retail

OpenBazaar – OpenBazaar is an attempt to build a decentralized market where goods and services can be traded with no middle-man.

Loyyal – This is a blockchain-based universal loyalty framework, which aims to allow consumers to combine and trade loyalty rewards in new ways, and retailers to offer more sophisticated loyalty packages.

Blockpoint.io – Allows retailers to build payment systems around blockchain currencies such as Bitcoin, as well as blockchain derived gift cards and loyalty schemes.

Real Estate

Ubiquity – This startup is creating a blockchain-driven system for tracking the complicated legal process which creates friction and expense in real estate transfer.

Transport and Tourism

IBM Blockchain Solutions – IBM has said it will go public with a number of non-finance related blockchain initiatives with global partners in 2018. This video envisages how efficiencies could be driven in the vehicle leasing industry.

Arcade City – An application which aims to beat Uber at their own game by moving ride sharing and car hiring onto the blockchain.

La’Zooz – A community-owned platform for synchronizing empty seats with passengers in need of a lift in real-time.

Webjet – The online travel portal is developing a blockchain solution to allow stock of empty hotel rooms to be efficiently tracked and traded, with payment fairly routed to the network of middle-men sites involved in filling last-minute vacancies.

Media

Kodak – Kodak recently sent its stock soaring after announcing that it is developing a blockchain system for tracking intellectual property rights and payments to photographers.

Ujomusic – Founded by singer-songwriter Imogen Heap to record and track royalties for musicians, as well as allowing them to create a record of ownership of their work.

It is exciting to see all these developments. I am sure not all of these will make it into successful long-term ventures but if they indicate one thing, then it is the vast potential the blockchain technology is offering.

Bernard Marr is a best-selling author & keynote speaker on business, technology and big data. His new book is Data Strategy. To read his future posts simply join his network here.

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

online discussion with Plovdiv University

April 21, 2016

Culture and Education

Adobe Connect Recording http://scsuconnect.stcloudstate.edu/p53yxcavsih/

online discussions with faculty from School of Education at St. Cloud State University, faculty and students from Plovdiv University and faculty from New Bulgarian University.

http://www.stcloudstate.edu/sped/faculty-staff.aspx
John Hoover: jhhoover@stcloudstate.edu – SCSU
Martin Lo: hlo@stcloudstate.edu – SCSU

Kyounghee Seo: kseo@stcloudstate.edu – SCSU

Galin Tzokov: g_tzokov@mail.bg, Gal.tzokov@gmail.com g – Plovdiv

zlaty.sh@gmail.comg – Plovdiv

Vladimira Angelova: vladiang@abv.bg – Plovdiv

Ludmil Duridanov : duridanov@gmail.com – NBU

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community based learning, project based learning, personalized learning

Adobe Connect link: http://scsuconnect.stcloudstate.edu/ims/
Adobe Connect Recording from the December 10, 8AM (4PM local time in Bulgaria) with students and faculty from Plovdiv University and practitioners from K12 school in Plovdiv: http://scsuconnect.stcloudstate.edu/p20nzpx5g02/

online discussion with faculty, pre-service teachers and K12 teachers on the definitions and connection among these types of learning. Please share your questions and observations in the the comment section under the blog entry.

обучение в общности (community based learning), обучение базирано на проекти 9 project based learning ) и индивидуално обучение (personalized learning)

за краткото време от един час, ще се дискутираме дефинициите и връзката между три вида обучение, които са обект на внимание като част от реформата в американското обучение. Моля споделете мненията си и въпросите си в секцията за коментарии под блога

Constructivism: Lecture and project-based learning

10 Tips for Assessing Project-Based Learning

Inquiry Learning

Community-Based Learning (CBL)

CBL

CBL

http://www.swarthmore.edu/lang-center-civic-social-responsibility/community-based-learning-cbl

Community Based Learning (CBL) is a pedagogical approach that is based on the premise that the most profound learning often comes from experience that is supported by guidance, context-providing, foundational knowledge, and intellectual analysis.The opportunity for students to bring thoughtful knowledge and ideas based on personal observation and social interaction to a course’s themes and scholarly arguments brings depth to the learning experience for individuals and to the content of the course. The communities of which we are a part can benefit from the resources of our faculty and students, while the courses can be educationally transformative in powerful ways.

http://www.princeton.edu/cbli/

community based learning project based learning

community based learning project based learning

The Community-Based Learning Initiative (CBLI) connects students’ academic work with their interest in and concern for the communities around the University. Working with local nonprofits, students develop research projects, collect and analyze data, and share their results and conclusions, not just with their professors, but also with organizations and agencies that can make use of the information. Working with CBLI, students can do community-based research in courses, as a summer research internship, and as part of their junior paper or senior thesis.

Community-Based Learning

http://nationalcenterforcommunityschools.childrensaidsociety.org/sites/default/files/community-based-learning.pdf

Introduction to community based learning

http://academics.holycross.edu/files/cbl/Introduction_to_Community-Based_Learning.pdf

another form of experiential learning. Wide variation of definitions: off-campus academic learning or service learning. Field work, internships, community based research etc. connects classroom learning objectives with civic engagement.

service learning

service learning

service learning

https://en.wikipedia.org/wiki/Service-learning

Service-Learning must properly connect the traditional classroom experience with the real life lessons that come through service.

What is Project Based Learning (PBL)?

обучение базирано на проекти

http://bie.org/about/what_pbl

Project-based learning is a dynamic classroom approach in which students actively explore real-world problems and challenges and acquire a deeper knowledge. http://www.edutopia.org/project-based-learning

https://www.pinterest.com/rxinsider/experiential-learning-service-learning-experientia/

https://www.youtube.com/watch?v=LMCZvGesRz8

Project Based Learning Ideas, Lesson Plans, Examples, Templatesproject based learning

http://www.learningreviews.com/Project-Based-Learning-Lesson-Plans.html

Personalized Learning персонализирано обучение

http://edglossary.org/personalized-learning/

http://www.personalizelearning.com/

personalizelearning

personalized-learning

personalized-learning

 

student-centered learning

обучение фокусирано около студента

student-centered learning

student-centered learning

student-centered learning

Socratic method

Socratic method, also known as method of elenchus, elenctic method, or Socratic debate, is named after the classical Greek philosopher Socrates. It is a form of inquiry and discussion between individuals, based on asking and answering questions to stimulate critical thinking and to illuminate ideas.

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

student-centered learning socratic method

ed tech companies

Investment continues to flow to ed tech, with $803 million injected during the first six months of the year, according to the industry news website EdSurge. But half of that went to just six companies, including the celebrity tutorial provider MasterClass, the online learning platform Udemy and the school and college review site Niche.

From the outside, the ed-tech sector may appear as if “there’s a bonanza and it’s like the dot-com boom again and everybody’s printing money,” said Michael Hansen, CEO of the K-12 and higher education digital learning provider Cengage. “That is not the case.”

Even if they want to buy more ed-tech tools, meanwhile, schools and colleges are short on cash. Expenses for measures to deal with Covid-19 are up, while budgets are expected to be down.

Analysts and industry insiders now expect a wave of acquisitions as already-dominant brands like these seek to corner even more of the market by snatching up smaller players that provide services they don’t.

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Tech-based contact tracing could put schools in murky privacy territory

https://www.educationdive.com/news/tech-based-contact-tracing-could-put-schools-in-murky-privacy-territory/584881/

  • A white paper from the Surveillance Technology Oversight Project (STOP) suggests the use of contact tracing technology by schools could erode student privacy and may not be effective in preventing the spread of coronavirus.

Despite the pandemic, schools still must conform to the Family Educational Rights and Privacy Act (FERPA) and other laws governing student privacy. Districts can disclose information to public health officials, for example, but information can’t be released to the general public without written consent from parents.

The Safely Reopen Schools mobile app is one tool available for automating contact tracing. The idea is that if two mobile phones are close enough to connect via Bluetooth, the phone owners are close enough to transmit the virus. The app includes daily health check-ins and educational notifications, but no personal information is exchanged between the phones, and the app won’t disclose who tested positive.

Colleges are also using apps to help trace and track students’ exposure to coronavirus. In August, 20,000 participants from the University of Alabama at Birmingham were asked to test the GuideSafe mobile app, which will alert them if they’ve been in contact with someone who tested positive for COVID-19. The app determines the proximity of two people through cell phone signal strength. If someone reports they contracted the virus, an alert will be sent to anyone who has been within six feet of them for at least 15 minutes over the previous two weeks.

Critics of the technology claim these apps aren’t actually capable of contract tracing and could undermine manual efforts to do so.

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more on ed tech in this IMS blog
http://blog.stcloudstate.edu/ims?s=educational+technology

Populism vs Meritocracy

Michael Sandel: ‘The populist backlash has been a revolt against the tyranny of merit’

https://www.theguardian.com/books/2020/sep/06/michael-sandel-the-populist-backlash-has-been-a-revolt-against-the-tyranny-of-merit

Even a perfect meritocracy, he says, would be a bad thing.

Centre-left elites abandoned old class loyalties and took on a new role as moralising life-coaches, dedicated to helping working-class individuals shape up to a world in which they were on their own. “On globalisation,” says Sandel, “these parties said the choice was no longer between left and right, but between ‘open’ and ‘closed’. Open meant free flow of capital, goods and people across borders.”

“Those at the top deserved their place but so too did those who were left behind. They hadn’t striven as effectively. They hadn’t got a university degree and so on.” As centre-left parties and their representatives became more and more middle-class, the focus on upward mobility intensified.

Blue-collar workers were in effect given a double-edged invitation to “better” themselves or carry the burden of their own failure. Many took their votes elsewhere, nursing a sense of betrayal. “The populist backlash of recent years has been a revolt against the tyranny of merit, as it has been experienced by those who feel humiliated by meritocracy and by this entire political project.”

Does he empathise, then, with Trumpism? “I have no sympathy whatsoever for Donald Trump, who is a pernicious character. But my book conveys a sympathetic understanding of the people who voted for him. For all the thousands and thousands of lies Trump tells, the one authentic thing about him is his deep sense of insecurity and resentment against elites, which he thinks have looked down upon him throughout his life. That does provide a very important clue to his political appeal.

“Am I tough on the Democrats? Yes, because it was their uncritical embrace of market assumptions and meritocracy that prepared the way for Trump. Even if Trump is defeated in the next election and is somehow extracted from the Oval Office, the Democratic party will not succeed unless it redefines its mission to be more attentive to legitimate grievances and resentment, to which progressive politics contributed during the era of globalisation.”

“We need to rethink the role of universities as arbiters of opportunity,” he says, “which is something we have come to take for granted. Credentialism has become the last acceptable prejudice. It would be a serious mistake to leave the issue of investment in vocational training and apprenticeships to the right. Greater investment is important not only to support the ability of people without an advanced degree to make a living. The public recognition it conveys can help shift attitudes towards a better appreciation of the contribution to the common good made by people who haven’t been to university.”

A new respect and status for the non-credentialed, he says, should be accompanied by a belated humility on the part of the winners in the supposedly meritocratic race.

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Why meritocracy isn’t working

https://www.ft.com/content/f881fb55-8f06-4508-a812-815a10505077

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As we “knowledge workers” know, clever people aren’t always the most collaborative. And what they have in brainpower, they often lack in empathy. We live, after all, in a cognitive meritocracy in which IQ is valued much more highly than EQ (emotional intelligence) or most physical abilities.

political analyst David Goodhart, whose new book Head, Hand, Heart

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Over the past several decades, as traditional class structures in countries such as the US and the UK began to break down, they were replaced by a new system of educational and professional advancement based on test scores, grades and intelligence, at least as narrowly defined by IQ. Suddenly, smart working-class kids could become part of a meritocratic elite.

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But there was a dark side. As British sociologist Michael Young observed when he coined the term in his prescient book of dystopian fiction The Rise of the Meritocracy (1958),

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members of the working class must judge themselves not by their own standards — in which traits of character, experience, common sense and grit are often as important as test-based intelligence — but by the standards of the meritocratic elite. Without the appropriate degrees, professional qualifications and opinions sanctioned by their educated overlords, they were all too often deemed unworthy — or as Hillary Clinton once put it in a quip that helped end her political career, “deplorables”.

In their book Deaths of Despair, Anne Case and Angus Deaton spelt out the toll this has taken on working-class white men in particular. Contempt can be just as lethal as poverty — low status in a hierarchy produces the stress and anxiety that trigger immune system-damaging cortisol to be released in the body.

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

on meritocracty in this IMS blog
http://blog.stcloudstate.edu/ims?s=meritocracy

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