traditional technologies have important limitations
when teaching about efforts many agencies are making to break down functional stovepipes, which often involves having functional experts spend significant time in offsite cross-agency teams with “functionals” from other specialties. This has a number of advantages, but creates risks that employees won’t have anywhere to go to get answers to questions or refresh their knowledge base. My students and I also discussed communities of practice, which allowed employees to ask questions to fellow experts not at the same location.
“social intranet” — a one-stop shop where agency employees can go to find or request information in a number of different ways to help them do their jobs. The social intranet consists of wikis; places for people to go to ask questions or solicit collaboration; publicly available conversation threads; central places for blogs; and opportunities for people to create profiles and (in a professional context) “friend” each other. These elements all appear at one web address, with its common home page, to which an employee can link.
These different features work in different ways. Wikis, for example, allow a group of employees to add knowledge to a text that is then accessible to the whole organization — and to which everyone can edit and add. Other employees can subscribe to the updates. Blogs, on the other hand, allow longer text to provide project updates, comment on industry developments, or introduce new issues more transparently than blast e-mail updates can manage.
Most intranet collaboration platforms do not require an approval chain to publish, which lowers the barriers to quick sharing. And while the personal profiles and “friending” often start by providing occasions for social conversations, the intention is for these to be a gateway to knowledge sharing; Mergel quotes a manager as saying, “The social feeds into the professional.”
Around the world, in both developing and developed countries, too many primary and secondary students are falling below proficiency levels. Measuring and monitoring performance and understanding the factors at play in student achievement can help educators create the right conditions and design the most effective interventions for student success.
resources on student-centered learning and the use of rubrics, multimedia, social media to personalize and engage learners
WHAT:
what is student-centered learning: Student-centered learning, also known as learner-centered education, broadly encompasses methods of teaching that shift the focus of instruction from the teacher to the student. In original usage, student-centered learning aims to develop learner autonomy and independence [1] by putting responsibility for the learning path in the hands of students.[2][3][4] Student-centered instruction focuses on skills and practices that enable lifelong learning and independent problem-solving.[5] Student-centered learning theory and practice are based on the constructivist learning theory that emphasizes the learner’s critical role in constructing meaning from new information and prior experience. https://en.wikipedia.org/wiki/Student-centred_learning
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Student-centered learning moves students from passive receivers of information to active participants in their own discovery process. What students learn, how they learn it and how their learning is assessed are all driven by each individual student’s needs and abilities.
At the system level, this requires implementing curriculum planning practices, pedagogy and assessment methods that support a student-centric approach. In the classroom, teachers craft instruction and apply technology in a way that best serves each student’s learning journey. Technology use is always guided by two primary criteria:
What’s appropriate for the task at hand?
How can activities be designed to develop higher-order thinking skills?
When students take responsibility for their own learning, they become explorers capable of leveraging their curiosity to solve real-world problems. To that end, the ISTE Standards guide teachers toward designing learning experiences that permit student independence and foster lifelong learning.
Technology allows for an unprecedented level of personalized learning, with valuable opportunities to monitor progress and engagement, follow student thinking, and digitally assess competencies. When schools effectively leverage both technology and pedagogy, both students and teachers become empowered to make decisions about their own learning and teaching.
True student-centered learning requires more than just an increase in technology implementation. It represents a shift in the educational culture toward a system that supports technology for standards-based learning and real-world problem solving. As a system transitions to a student-centered approach, educators can more effectively apply technology to improve learning outcomes and help students develop the skills for college and career readiness.
Rejab, M. M., Awang, I. b., Hassan, S. b., & Ahmad, M. b. (2010). Customizable Rubrics Model for Formative Evaluation of Problem-Based Learning Course. Annual International Conference On Infocomm Technologies In Competitive Strategies, 126-131. doi:10.5176/978-981-08-7240-3_I-51
CORLU, M. S. (2013). Insights into STEM Education Praxis: An Assessment Scheme for Course Syllabi.Educational Sciences: Theory & Practice, 13(4), 2477-2485. doi:10.12738/estp.2013.4.1903
Klein, G. C., & Carney, J. M. (2014). Comprehensive Approach to the Development of Communication and Critical Thinking: Bookend Courses for Third- and Fourth-Year Chemistry Majors. Journal Of Chemical Education,91(10), 1649-1654. doi:10.1021/ed400595j
Moore, T. J., Guzey, S. S., Roehrig, G. H., Stohlmann, M., Park, M. S., Kim, Y. R., & … Teo, H. J. (2015). Changes in Faculty Members’ Instructional Beliefs while Implementing Model-Eliciting Activities. Journal Of Engineering Education, 104(3), 279-302. doi:10.1002/jee.20081
student-centered learning through engagement and buy-in: engage with multimedia
Attard, A., Di lorio Emma, Geven, K., & Santa, R. (2010, October). Student-Centred Learning Toolkit for students, staff and higher education institutions. Education International. Retrieved from http://pascl.eu/wp-content/uploads/SCL_toolkit_ESU_EI.pdf
PSE institutions are starting to notice changes in the ways that students and their families evaluate the value of higher ed, and the Chronicle of Higher Education has released a new in-depth report looking at what factors influence these judgments. The report, titled Education Under Review: Examining the value of education for student success—in career and life, investigates the importance students and their families place on critical thinking skills, career readiness training, and student debt, among other factors. Among the report’s key findings is that only 13% of student respondents said they believed the higher education system as a whole provided excellent value. Report
April 22-24
For 48-72 hours across the world, problem solvers like you join us for NASA’s International Space Apps Challenge, one of the largest hackathons in the universe. Empowered by open data, you collaborate with strangers, colleagues, friends, and family to solve perplexing challenges in new and unexpected ways — from designing an interactive space glove to natural language processing to clean water mapping.
In 2013, the Program for the International Assessment of Adult Competencies (PIAAC) released the first-ever global data on how the U.S. population aged 16 to 65 compared to other countries in terms of skills in literacy and reading, numeracy, and problem-solving in technology-rich environments (PS-TRE).
Overall, revealed the data, despite having the highest levels of educational attainment of any previous American generation, Millennials, on average, demonstrate relatively weak skills in all skill sets researched compared to their international peers.
In literacy, U.S. millennials scored lower than 15 of the 22 participating countries. Only millennials in Spain and Italy had lower scores.
Our best-educated millennials—those with a master’s or research degree—only scored higher than their peers in Ireland, Poland, and Spain.
“If we expect to have a better educated population and a more competitive workforce, policy makers and other stakeholders will need to shift the conversation from one of educational attainment to one that acknowledges the growing importance of skills and examines these more critically,” writes Kirsch. “How are skills distributed in the population and how do they relate to important social and economic outcomes? How can we ensure that students earning a high school diploma and a postsecondary degree acquire the necessary skills to fully participate in our society?
Rogers, T., & Feller, A. (2016). Discouraged by Peer Excellence: Exposure to Exemplary Peer Performance Causes Quitting. Psychological Science, 27(3), 365–374. http://doi.org/10.1177/0956797615623770
exposure to exemplary peer performances can undermine motivation and success by causing people to perceive that they cannot attain their peers’ high levels of performance. It also causes de-identification with the relevant domain.
pedagogy can be easily overlooked for convenience or cost.
as educators I think it is in our best interest to realize that just because one modality provides better instructional or assessment models than another, doesn’t mean people won’t sacrifice out of need. As my favorite boss used to say, products and services are all about Time, Money, and Quality… pick two. Progress updates work.
Students who participate in the course will do a project in which they pick a commercial game and describe how it integrates with their chosen content area. They also need to watch kids play their favorite games and play alongside them, then reflect on those experiences.
Flipped classroom is an instructional strategy and a type of blended learning that reverses the traditional educational arrangement by delivering instructional content, often online, outside of the classroom.
In essence, “flipping the classroom” means that students gain first exposure to new material outside of class, usually via reading or lecture videos, and then use class time to do the harder work of assimilating that knowledge, perhaps through problem-solving, discussion, or debates.
I have a long way to go in my skill set in making the videos interesting (they, to me anyway, are really boring to watch).
I’m not sure how much they (the videos) are being utilized. There are just certain items that are learned better through direct one on one contact.
I know as I’m teaching, I get direct feedback from my students by looking at their faces and gauging comprehension. I, as a teacher, don’t get that feedback as I’m designing and creating my videos.”
although learning styletheories serve as a justification for different learning activities it does not provide the necessarytheoretical framework as to how the activities need to be structured (Bishop and Verleger, 2013). p. 99
One observation from the literature is there is a lack of consistency of models of the FCM (Davieset al.,2013, p. 565) in addition to a lack of research into student performance, (Findlay-Thompson andMombourquette, 2014, p. 65; Euniceet al., 2013) broader impacts on taking up too much of thestudents’time and studies of broader student demographics. In another literature review of the FCM,Bishop and Verleger concur with the observation that there is a lack of consensus as to the definitionof the method and the theoretical frameworks (Bishop and Verleger, 2013). p. 99
The FCM isheavily reliant on technology and this is an important consideration for all who consideremploying the FCM. p. 101
Gross, B., Marinari, M., Hoffman, M., DeSimone, K., & Burke, P. (2015). Flipped @ SBU: Student Satisfaction and the College Classroom. Educational Research Quarterly, 39(2), 36-52.
we found that high levels of student engagement and course satisfaction characterised the students in the flipped courses, without any observable reduction in academic performance.
Hotle, S. L., & Garrow, L. A. (2016). Effects of the Traditional and Flipped Classrooms on Undergraduate Student Opinions and Success. Journal Of Professional Issues In Engineering Education & Practice, 142(1), 1-11. doi:10.1061/(ASCE)EI.1943-5541.0000259
It was found that student performance on quizzes was not significantly different across the traditional and flipped classrooms. A key shortcoming noted with the flipped classroom was students’ inability to ask questions during lectures. Students in flipped classrooms were more likely to attend office hours compared to traditional classroom students, but the difference was not statistically significant.
Heyborne, W. H., & Perrett, J. J. (2016). To Flip or Not to Flip? Analysis of a Flipped Classroom Pedagogy in a General Biology Course. Journal Of College Science Teaching, 45(4), 31-37.
Although the outcomes were mixed, regarding the superiority of either pedagogical approach, there does seem to be a trend toward performance gains using the flipped pedagogy. We strongly advocate for a larger multiclass study to further clarify this important pedagogical question.
Tomory, A., & Watson, S. (2015). Flipped Classrooms for Advanced Science Courses. Journal Of Science Education & Technology, 24(6), 875-887. doi:10.1007/s10956-015-9570-8
