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Activity Theory, Authentic Learning and Emerging Technologies: Towards a transformative higher education pedagogy. From Distraction to Engagement: Wireless Device. 7 Ways to Increase Student Engagement in the Classroom Infographic. K12 Infographics Why do we want learners of all ages to be engaged during instruction? Because involved students learn more efficiently and are more successful at remembering what they learned. In addition, students who are engaged in learning are more likely to become passionate about learning in general. Student engagement is one byproduct of effective instruction that has major pay offs. Do you have any other suggestions? Via: Embed This Education Infographic on your Site or Blog! Disruption!

6 Types of Blended Learning | mOOdle_ation[s] | From Tweet to Blog Post to Peer-Reviewed Article: How to be a Scholar Now. Digital media is changing how scholars interact, collaborate, write and publish. Here, Jessie Daniels describes how to be a scholar now, when peer-reviewed articles can begin as Tweets and blog posts. In this new environment, scholars are able to create knowledge in ways that are more open, more fluid, and more easily read by wider audiences. Digital media is changing how I do my work as a scholar.

How I work today bears little resemblance to the way I was trained as a scholar, but has everything to do with being fluid with both scholarship and digital technologies. To illustrate what I mean by this, I describe the process behind a recent article of mine that started with a Tweet at an academic conference, then became a blog post, then a series of blog posts, and was eventually an article in a peer-reviewed journal. The blog has also become a way to support other scholars both in their research and in teaching. This piece is cross-posted on the JustPublics@365 blog. About the Author. ICTs & Higher Education Trends Opportunities Concerns 2012. Learning pathways. What the flip? How Do You Measure Learning? Teaching Strategies Getty It’s not a new question, but it’s certainly a divisive one — how to best measure student learning.

As the Department of Education works toward finding a way to assess student learning beyond what most agree are sub-par standardized tests, and movement for opting out of assessments grows, educators and those who work in the education system are attempting to define the criteria for themselves. At the Big Ideas Fest a few months ago, where teachers, administrators, entrepreneurs and policymakers gathered to parse valuable ideas and figure out how to bring them to action, we asked a few participants their opinion on how to measure learning.

“It depends on how you define what we mean by learning,” said Neeru Khosla, founder of CK12, a nonprofit open education source for free Web-based content in the form of digital “Flexbooks.” Art teacher Constance Moore from Oakland, Calif., suggested that students assess their own work. Watch the full interview here. Related. Learning Styles – a cautionary tale of sloth and complacency « ethinking. The learning styles debate crossed my radar on Twitter this week. It is time to make a ‘State of the Union Address‘ on this matter to spare millions of children from the disempowerment that arises through being allowed to remain in their comfort zone. As a profession we demonstrate a sloth like desire to interrogate these theories and settle for a quick misapplication of vocabulary we already possess: Visual – pictures Auditory – Listening Read Write – Text Kinaesthetic – Movement Simples ;-)……………………………………………..NO NO NO NO NO!!

Lets begin with a summary of Flemming’s Theory. Visual Learning is receiving information presented in ways which enable one to create pictures. To summarize, Flemming is defining ways people process information, not mutually exclusive permanent ways of thinking. If you pidgeon hole learners as requiring a particular style, you are condemning them to becoming ineffective learners. Why are they so unquestioningly misapplied? Like this: Like Loading...

Content as curriculum? 7 Stories From Educators About Teaching In The Flipped Classroom. Informed articles and commentary on this powerful and often misunderstood concept. The University of Wisconsin’s Stout School of Education publishes a great Tech Tips newsletter. The last few issues of this newsletter have been packed with resources focused on topics near and dear to us here at EmergingEdTech, and we strongly recommend signing up for this free publication. I spent a good deal of time reading and appreciating the resources shared in a recent Tech Tips newsletter focused on the concept of “the flipped classroom”. Below I have shared several of the articles listed in the newsletter, along with a few more that I searched out, and I’ve provided a little insight into each of them. (Click image to access a Flipped Classroom Infographic from There is a wealth of experienced, constructive knowledge shared in this content.

The Flipped Class: Myths Vs. About Kelly Walsh Print This Post. Why Is the Research on Learning Styles Still Being Dismissed by Some Learning Leaders and Practitioners? I have been battling the notion of "designing instruction for learning styles" in my own quixotic fashion for a couple of decades now. In my attempt to be a good steward of my clients' shareholders' equity I wished to help them avoid faddish instructional design practices that have been disproven by empirical research. I first learned back in the 1980s at NSPI (now ISPI) conferences that while self-reported learning style preferences do exist, that designing instruction to accommodate them has no basis. When I posted yet again on this topic on my blog a couple of months ago and then sent a Tweet out about it—Jane Bozarth, EIC of this magazine, invited me to publish an article. I accepted and decided to reach out to the usual suspects, those in my professional crowd who know the research, for their inputs.

Here is some of what I got back that day and shared with Jane to show her I was "on it. " Wisdom from This Crowd From Harold Stolovitch: There is so much press about learning styles. Teaching Critical Thinking: Are We Clear? November 30, 2011 By: Maryellen Weimer, PhD in Teaching Professor Blog I’ve been thinking about critical thinking. I just finished reading Stephen Brookfield’s new book on the topic, Teaching for Critical Thinking.

(Side note: Stephen is a prolific author, writing on a variety of teaching-learning topics and his work has generated a number of classics including The Skillful Teacher, Discussion as a Way of Teaching, co-authored with Stephen Preskill, and Becoming a Critically Reflective Teacher. If you don’t know his work, by all means add it to your reading list). My recent journal reading contained a couple of interesting articles on critical thinking as well. Critical thinking seems like such an abstract, even elusive, concept to me. The second article points out that many political science faculty (I think this could be said of most faculty in general) offer pretty generic advice on assignments where students are expected to show evidence of critical thinking. Stassen, M. ‪Education in‬‏

How technology can be used to improve education – a matter of opinion « Online Education News. Conole nlc. Diana Laufenberg: How to learn? From mistakes. Ken Robinson says schools kill creativity. Sir Ken Robinson: Bring on the learning revolution! | Video on T. How the Sheep are Led to Slaughter Fiat Money Web. The Machine is Us/ing Us (Final Version) LLLandWeb20preprint. Social constructivism. Social constructivism is a sociological theory of knowledge that applies the general philosophical constructivism into social settings, wherein groups construct knowledge for one another, collaboratively creating a small culture of shared artifacts with shared meanings.

When one is immersed within a culture of this sort, one is learning all the time about how to be a part of that culture on many levels. It is emphasised that culture plays a large role in the cognitive development of a person. Its origins are largely attributed to Lev Vygotsky. Social constructivism and social constructionism[edit] Social constructivism is closely related to social constructionism in the sense that people are working together to construct artifacts. A very simple example is an object like a cup. For a philosophical account of one possible social constructionist ontology, see the 'Criticism' section of Representative realism.[1] Social constructivism and philosophy[edit] See also[edit] References[edit] Connectivism: A Theory of Personal Learning.

A Vision of Students Today.