Mar
2015
Digital Literacy for St. Cloud State University
“the perfect combination of catalysts for a rapid conversion to student-centered schooling,” according to a new report from the Christensen Institute.
most K-12 educators aren’t equipped with the skill sets needed to run student-centered schools. For student-centered learning to be adopted, educators must be trained for student-centered competencies,
the report suggests school and district leaders:
While testing could help with personalized instruction, a report from the Center on Reinventing Public Education stressed the need for professional development so teachers can interpret the resulting data and let it guide instruction this year.micr
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more on microcredentials in this IMS blog
https://blog.stcloudstate.edu/ims?s=microcredential
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
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
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
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.
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
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.
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
The EDUCAUSE Learning Initiative has just launched its 2018 Key Issues in Teaching and Learning Survey, so vote today: http://www.tinyurl.com/ki2018.
Each year, the ELI surveys the teaching and learning community in order to discover the key issues and themes in teaching and learning. These top issues provide the thematic foundation or basis for all of our conversations, courses, and publications for the coming year. Longitudinally they also provide the way to track the evolving discourse in the teaching and learning space. More information about this annual survey can be found at https://www.educause.edu/eli/initiatives/key-issues-in-teaching-and-learning.
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learning and teaching in this IMS blog
https://blog.stcloudstate.edu/ims?s=teaching+and+learning
Hope seen in “personalized” software for math
http://hechingerreport.org/three-lessons-rigorous-research-education-technology/
an August 2017 working paper, “Education Technology: An Evidence-Based Review,” published by the National Bureau of Economic Research with clear tables on which technology improves learning and which doesn’t.
1. Computers and internet access alone don’t boost learning
Handing out laptops, providing high-speed internet access or buying most other kinds of hardware doesn’t on its own boost academic outcomes. The research shows that student achievement doesn’t rise when kids are using computers more, and it sometimes decreases.
2. Some math software shows promise
math programs such as SimCalc and ASSISTments. One popular program, DreamBox, showed small gains for students, as well. Only one piece of software that taught reading, Intelligent Tutoring for the Structure Strategy (ITSS), showed promise, suggesting that it is possible to create good educational software outside of math, but it’s a lot harder.
One commonality of the software that seems to work is that it somehow “personalizes” instruction. Sometimes students start with a pre-test so the computer can determine what they don’t know and then sends each student the right lessons, or a series of worksheet problems, to help fill in the gaps. Other times, the computer ascertains a student’s gaps as he works through problems and makes mistakes, giving personalized feedback. Teachers also get data reports to help pinpoint where students are struggling.
3. Cheap can be effective
a study in San Francisco where texts reminded mothers to read to their preschoolers. That boosted children’s literacy scores.
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more on educational technology in this IMS blog
https://blog.stcloudstate.edu/ims?s=education+technology
Dr. Baiyun Chen, OLC Institute faculty for the Blended Learning Mastery Series: Research into Practice, joins us to discuss the future of blended learning in higher education
The design of blended learning curriculum will be more diversified and personalized with the integration of creative in-class active learning strategies and innovative educational technologies, such as adaptive learning, virtual reality, mobile technologies
Quality assurance is the biggest challenge with implementing blended learning in the higher education environment today. I would propose institutions to adopt evidence-based standards for course evaluations. For instance, the OLC Quality Scorecard for Blended Learning Programs
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more on blended learning in this IMS blog
https://blog.stcloudstate.edu/ims?s=blended+learning
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According to Weller (2011), a pedagogy of abundance should consider a number of assumptions such as that content often is freely available and abundant. Content further takes on various forms and it is often easy and inexpensive to share information. Content is socially based and since people filter and share content, a social approach to learning is advisable. Further, establishing and preserving connections in a network is easy and they do not have to be maintained on a one-to-one basis. Successful informal groupings occur frequently, reducing the need to formally manage groups.
Resource-based learning. Ryan (as cited in Weller, 2011) defines resource-based learning as “an integrated set of strategies to promote student centred learning in a mass education context, through a combination of specially designed learning resources and interactive media and technologies.”
Problem-based learning. Problem-based learning takes place when learners experience the process of working toward resolving a problem encountered early in the learning process (Barrows & Tamblyn, as cited in Weller, 2011). Students often collaborate in small groups to identify solutions to ill-defined problems, while the teacher acts as facilitator and assists groups if they need help. Problem-based learning meets a number of important requirements such as being learner-directed, using diverse resources and taking an open-ended approach.
Communities of practice. Lave and Wenger’s (as cited in Weller, 2011) concept of situated learning and Wenger’s (as cited in Weller, 2011) idea of communities of practice highlight the importance of apprenticeship and the social role in learning.
My note: this article spells out what needs to be done and how. it is just flabeghasting that research guides are employed so religiously by librarians. They are exactly the opposite concept of the one presented in this article: they are closed, controlled by one or several librarians, without a constant and easy access of the instructor, not to mention the students’ participation
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more on teaching w social media in this IMS blog
https://blog.stcloudstate.edu/ims?s=social+media+teaching
This year we’d like to involve a wider segment of the teaching and learning community to help us design the survey. Please join us online for one of two 30-minute discussion sessions:
Sept 14 at 12pm ET OR Sept 15 at 2pm ET
To join, just go to https://educause.acms.com/eliweb on the date and time of the session and join as a guest. No registration or login needed.
http://www.educause.edu/eli/initiatives/key-issues-in-teaching-and-learning
1. Academic Transformation
3. Assessment of Learning
4. Online and Blended Learning
5. Learning Analytics
6. Learning Space Design
8. Open Educational Resources & Content
9. Working with Emerging Technology
10. Next Gen Digital Learning Environments (NGDLE) & Services
11. Digital & Informational Literacies
12. Adaptive Learning
13. Mobile Learning
14. Evaluating Tech-Based Instructional Innovations
15. Evolution of the Profession
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
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:
http://www.iste.org/standards/essential-conditions/student-centered-learning
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.
http://www.iste.org/standards/essential-conditions/student-centered-learning
HOW:
student-centered learning is including different methods, such as:
The University of Minnesota Cooperative Learning Center.
http://www4.ncsu.edu/unity/lockers/users/f/felder/public/Student-Centered.html
http://edglossary.org/student-centered-learning/
#2 from http://www.edweek.org/tm/articles/2013/12/24/ctq_powell_strengths.html
Steffens, K. (2014). E-rubrics to facilitate self-regulated learning. Revista De Docencia Universitaria, 12(1), 11-12.
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
Ma, A. W. (2009). A Longitudinal Study of the Use of Computer Supported Collaborative Learning in Promoting Lifelong Learning Skills. Issues In Informing Science & Information Technology, 665-86.
http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3daph%26AN%3d44457533%26site%3dehost-live%26scope%3dsite
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
More on student centered learning in this blog:
https://blog.stcloudstate.edu/ims/?s=student+centered+learning&submit=Search
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