Archive of ‘EDAD’ category

Academically Adrift

This week we’re diving into measuring student growth in the company of a leading scholar.  On Thursday, April 1st, from 2-3 pm EDT, we’ll be joined by professor and dean Richard Arum, co-author of Academically Adrift (2011) and project lead for the Next Generation Undergraduate Success Measurement Project.
Richard Arum is dean of the School of Education and professor of education and (by courtesy) sociology, criminology, law and society at the University of California, Irvine.  He recently served as senior fellow at the Bill & Melinda Gates Foundation from 2013-2015; and director of the Education Research Program at the Social Science Research Council from 2006-2013, where he oversaw the development of the Research Alliance for New York City Schools, a research consortium designed to conduct ongoing evaluation of the New York City public schools.
He is author of Judging School Discipline: A Crisis of Moral Authority (Harvard University Press, 2013); coauthor of Aspiring Adults Adrift: Tentative Transitions of College Graduates (University of Chicago Press, 2014) and Academically Adrift: Limited Learning on College Campuses (University of Chicago Press, 2011); as well as coeditor of Improving Quality in American Higher Education: Learning Outcomes and Assessment for the 21st Century (Jossey Bass, 2016), Improving Learning Environments: School Discipline and Student Achievement in Comparative Perspectives (Stanford University Press, 2012), and Stratification in Higher Education: A Comparative Study (Stanford University Press, 2007).  He received a Masters of Education in Teaching and Curriculum from Harvard University, and a Ph.D. in Sociology from the University of California, Berkeley.

To RSVP ahead of time, or to jump straight in at 2 pm ET this Thursday, click here:

https://shindig.com/login/event/arum

To find more information about the Future Trends Forum, including notes and recordings of all previous sessions, click here: http://forum.futureofeducation.us/.

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more on Future Trends by Bryan Alexander in this IMS blog
https://blog.stcloudstate.edu/ims?s=future+trends

2021 technology education

6 Ed Tech Tools to Try in 2021

1. MOTE

justmote.me

https://youtu.be/MWoA-gqsG5Q

2. ALLSIDES

allsides.com

3. GOOGLE LENS

lens.google.com

https://youtu.be/bqD9i4_S87s

4. BULB

bulbapp.com

5. EMBRACERACE

embracerace.org

6. PREZI VIDEO

prezi.com/video

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more on technology education in this IMS blog
https://blog.stcloudstate.edu/ims?s=technology+education

learning paradigms

Radianti, J., Majchrzak, T. A., Fromm, J., & Wohlgenannt, I. (2020). A systematic review of immersive virtual reality applications for higher education: Design elements, lessons learned, and research agenda. Computers & Education, 147, 103778. https://doi.org/10.1016/j.compedu.2019.103778

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2.2. Learning paradigms

An understanding of the existing learning paradigms is essential for performing an analysis of the current state of VR applications in higher education. Thus, we introduce the main ideas behind the existing learning paradigms. Literature distinguishes between behaviorism, cognitivism, and constructivism (Schunk, 2012). Other scholars also include experiential learning (Kolb & Kolb, 2012) to this list and, recently, connectivism has been introduced as a new learning paradigm (Kathleen Dunaway, 2011; Siemens, 2014). Each learning paradigm has developed various theories about educational goals and outcomes (Schunk, 2012). Each of these theories also offers a different perspective on the learning goals, motivational process, learning performance, transfer of knowledge process, the role of emotions, and implications for the teaching methods.

Behaviorism assumes that knowledge is a repertoire of behavioral responses to environmental stimuli (Shuell, 1986; Skinner, 1989). Thus, learning is considered to be a passive absorption of a predefined body of knowledge by the learner. According to this paradigm, learning requires repetition and learning motivation is extrinsic, involving positive and negative reinforcement. The teacher serves as a role model who transfers the correct behavioral response.

Cognitivism understands the acquisition of knowledge systems as actively constructed by learners based on pre-existing prior knowledge structures. Hence, the proponents of cognitivism view learning as an active, constructive, and goal-oriented process, which involves active assimilation and accommodation of new information to an existing body of knowledge. The learning motivation is intrinsic and learners should be capable of defining their own goals and motivating themselves to learn. Learning is supported by providing an environment that encourages discovery and assimilation or accommodation of knowledge (Shuell, 1986),RN23. Cognitivism views learning as more complex cognitive processes such as thinking, problem-solving, verbal information, concept formation, and information processing. It addresses the issues of how information is received, organized, stored, and retrieved by the mind. Knowledge acquisition is a mental activity consisting of internal coding and structuring by the learner. Digital media, including VR-based learning can strengthen cognitivist learning design (Dede, 2008). Cognitive strategies such as schematic organization, analogical reasoning, and algorithmic problem solving will fit learning tasks requiring an increased level of processing, e.g. classifications, rule or procedural executions (Ertmer & Newby, 1993) and be supported by digital media (Dede, 2008).

Constructivism posits that learning is an active, constructive process. Learners serve as information constructors who actively construct their subjective representations and comprehensions of reality. New information is linked to the prior knowledge of each learner and, thus, mental representations are subjective (Fosnot, 2013; Fosnot & Perry, 1996). Therefore, constructivists argue that the instructional learning design has to provide macro and micro support to assist the learners in constructing their knowledge and engaging them for meaningful learning. The macro support tools include related cases, information resources, cognitive tools, conversation, and collaboration tools, and social or contextual support. A micro strategy makes use of multimedia and principles such as the spatial contiguity principle, coherence principle, modality principle, and redundancy principle to strengthen the learning process. VR-based learning fits the constructivist learning design (Lee & Wong, 2008; Sharma, Agada, & Ruffin, 2013). Constructivist strategies such as situated learning, cognitive apprenticeships, and social negotiation are appropriate for learning tasks demanding high levels of processing, for instance, heuristic problem solving, personal selection, and monitoring of cognitive strategies (Ertmer & Newby, 1993).

Experientialism describes learning as following a cycle of experiential stages, from concrete experience, observation and reflection, and abstract conceptualization to testing concepts in new situations. Experientialism adopts the constructivist’s point of view to some extent—e.g., that learning should be drawn from a learner’s personal experience. The teacher takes on the role of a facilitator to motivate learners to address the various stages of the learning cycle (Kolb & Kolb, 2012).

Connectivism takes into account the digital-age by assuming that people process information by forming connections. This newly introduced paradigm suggests that people do not stop learning after completing their formal education. They continue to search for and gain knowledge outside of traditional education channels, such as job skills, networking, experience, and access to information, by making use of new technology tools (Siemens, 2014).

convert snow days to remote learning days

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more on principals in this IMS blog
https://blog.stcloudstate.edu/ims?s=principal

Provost CTL

9 Reasons Why Your Next Provost Should Be a CTL Director

Rethinking the recruitment pool.

https://www.insidehighered.com/blogs/learning-innovation/9-reasons-why-your-next-provost-should-be-ctl-director

No. 1: Teaching and Learning Is What Colleges and Universities Do

No. 2: Institutional Resilience and Instructional Continuity

No. 3: The Alignment of Institutional Structures to Learning Science

No. 4: The Integrated CTL Model and Institutional Leadership

No. 5: The Prioritization of Diversity, Equity and Inclusion

No. 6: Relationships With Faculty Colleagues

No. 7: Experience Leading Institutional Change Initiatives

No. 8: The Scholarship of Teaching and Learning

No. 9: The Strategic Shift to Blended and Online Learning

digital onboarding

What Is Digital Onboarding?

Digital onboarding has many advantages over traditional onboarding processes. For example:

  • It can reduce costs, as it requires less in-person training time and less time spent getting the information new employees need. It can also reduce the costs of paper and ink that would typically be used for materials.
  • New employees can start working sooner, as they’re not spending their entire first day or their first few days filling out paperwork. Digital onboarding allows this process to be spread out, reducing overwhelm and allowing employees to get on-the-job training and experience quickly.
  • Digital onboarding can be offered to new hires before they even step foot on-site. That said, bear in mind that many onboarding activities are considered work activities and will still need to be paid; this is something to consider before offering any onboarding that occurs before payroll has been set up for a new hire.
  • It will ensure that the materials presented to each new employee are consistent because they are kept centrally located.
  • It will ensure all new hires get the most current version of policies and forms, as the central location can easily be kept up to date rather than having copies in every hiring manager’s hands.
  • Digital onboarding may make it easier to track which items a new employee has and has not completed, as they’re available online and can be tracked automatically instead of manually.
  • Employees can complete the entire onboarding process at a pace that is preferable to them, within reason.
  • It will ensure nothing is missed because checklists and confirmations can be built into the process.
  • The digital onboarding process can be seamlessly integrated with other learning management software or HRIS the organization uses.
  • It can provide reference materials for employees to use in the future.
  • It can help the employer stay in compliance with all legally required forms.

School Leaders Early Exit

https://blogs.edweek.org/edweek/District_Dossier/2020/08/coronavirus_principal_early_retirement.html

Will the pandemic change the cycle for educational leaders?

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more on EDAD in this IMS blog
https://blog.stcloudstate.edu/ims?s=edad

Classroom Routines Change

Classroom Routines Must Change. Here’s What Teaching Looks Like Under COVID-19

By  August 5, 2020

https://www.edweek.org/ew/articles/2020/08/06/classroom-routines-have-to-change-heres-what.html

Class cultures built on collaboration or group project work will change.

discuss these priorities and present ideas for adapting common classroom routines for remote or socially distanced settings.

  • Frequent, meaningful engagement
  • Cognitively demanding work
  • Responding to formative assessment

Adapting Common Classroom Routines in an Online (or Socially Distanced) Environment

  • Introduce yourself to students at the beginning of the year
  • Hold a remote discussion
  • Plan a socially distanced art, music, or physical education lesson
  • Have students think-pair-share

 

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