Searching for "project based"
The blog entry title initially was:
Constructivism: Lecture versus project-based learning
Actually, the article is about both lecture and group work finding a niche in the complex process of teaching and learning.
Excellent points, ideas and discussion in and under a recently published article:
Anyone Still Listening? Educators Consider Killing the Lecture
http://blogs.kqed.org/mindshift/2013/07/anyone-still-listening-educators-consider-killing-the-lecture/
“Professors do not engage students enough, if at all, when trying to innovate the classroom. It’s shocking how out of touch they can be, just because they didn’t take the time to hear their students’ perspectives.”
The article and the excellent comments underneath the article do not address the possibility of cultural differences. E.g., when article cites the German research, it fails to acknowledge that the US culture is pronouncedly individualistic, whereas other societies are more collective. For more information pls consider:
Ernst, C. T. (2004). Richard E. Nisbett. The Geography of Thought: How Asians and Westerners Think Differently … and Why. Personnel Psychology, (2), 504.
Nisbett, R. E. (2009). Intelligence and how to get it : why schools and cultures count / Richard E. Nisbett. New York : W.W. Norton & Co., c2009.
The article generalizes, since another omission is the subject-oriented character of the learning process: there are subjects, where lecture might be more prevalent and there are some where project learning, peer instruction and project-based learning might be more applicable.
from Edutopia: http://t.co/pGPJNbncRe
What’s Inside the PDF?
- Keep It Real with Authentic Products
- Don’t Overlook Soft Skills
- Learn from Big Thinkers
- Use Formative Strategies to Keep Projects on Track
- Gather Feedback — Fast
- Focus on Teamwork
- Track Progress with Digital Tools
- Grow Your Audience
- Do-It-Yourself Professional Development
- Assess Better Together
- BONUS TIP: How to Assemble Your PBL Tool Kit
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
https://blog.stcloudstate.edu/ims?s=finland+phenomenon
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:
https://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
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!
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.)
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/
Despite decades of evidence, good teaching is still considered more art than science. That’s hurting faculty and students alike.
https://www.chronicle.com/article/the-damaging-myth-of-the-natural-teacher
Even as universities have become more bureaucratic and centrally controlled, teaching continues to operate largely independent of oversight
when she was a college administrator, before becoming a professor, she was expected to spend two to four hours a week on professional development. It was written into her job description. Her training as a faculty member, by contrast, “has all been self directed, self led, things I want to do. It’s never been part of my annual evaluation.”
At most research universities if you were publishing in pedagogy journals they would not be counted or weighted as heavily as if you were publishing in a traditional journal.
Valencia College, a community college in Central Florida that relies heavily on part-time instructors, encourages them to improve their teaching by offering certificates and pay increases for participating in 60 hours of professional development.
Some of the most notable reform efforts are coming from external funders and academic associations. The National Science Foundation, the Association of American Universities, the John N. Gardner Institute for Excellence in Undergraduate Education, the American Historical Association, the National Academies of Science, Engineering, and Medicine, and others have sponsored research and projects on teaching reform, including work on how to advance discipline-based education research.
a pilot program at Kansas to reinvent the evaluation process, as part of a multi-campus project called TEval. The new process, she says, considers seven benchmarks, including course planning, class climate, and evidence of student learning. Teaching reviews consider, for example, how well course content is aligned with the curriculum, whether a faculty member is involved in scholarship about pedagogy, and how much time they spend advising and mentoring students. Departments are also encouraged to develop “peer triads,” in which small groups of faculty members whose coursework is related meet regularly to talk about their teaching and course design.
He and his peers were heavily involved in pedagogical innovation on campus, including the Center for Project Based Learning and discipline-based education research.
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More on teaching in this blog
https://blog.stcloudstate.edu/ims?s=teach
35 Amazing Real World Examples Of How Blockchain Is Changing Our World
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
Dubai – Dubai 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.
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
Community-Based Learning (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
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
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, Templates
http://www.learningreviews.com/Project-Based-Learning-Lesson-Plans.html
Personalized Learning персонализирано обучение
http://edglossary.org/personalized-learning/
http://www.personalizelearning.com/
personalized-learning
student-centered learning
обучение фокусирано около студента
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
