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Watchworthy Wednesday: Google Scientist Tells How Tech Affects Learning - DML Central. When his daughter was studying linguistics, Daniel M.

Watchworthy Wednesday: Google Scientist Tells How Tech Affects Learning - DML Central

Russell observed her reading a book on Turkish grammar while connected to her earbuds, listening to Turkish news on an online app. Leading for pedagogical change in an online learning environment. The digital imperative: Connect learning with the world. Story skepticism. I have been thinking about storytelling lately as a lot of people are talking about it as essential for business, leadership, and whatever ails you.

story skepticism

I have discussed it a few times over the years and have reviewed these thoughts. From Written to Digital: The New Literacy. Both the 21st-century economy and the careers needed to fuel it are changing at an unprecedented rate.

From Written to Digital: The New Literacy

Students must be prepared for nonlinear careers, pivoting to match the ever-changing work landscape. We thus need to rethink not just how we teach our students but what we teach our students. The people who were comfortable at this humanities-technology intersection helped to create the human-machine symbiosis that is at the core of this story. In his book about the history of the digital revolution, Walter Isaacson contends that the major innovations of the digital revolution—from the first general-purpose computer to the transistor to the iPhone—were all created by individuals who understood how to synthesize the humanities with technology. Yet even though there is much focus in higher education on how we teach using technology (e.g., e-texts, flipped classrooms, adaptive learning, personalized learning), what we teach about technology is just as important. Thinking is awesome – eportfolios. Current online information environments and associated transactions are considered an important ‘information ecosystem’ (Haythornthwaite & Andrews, 2011, p in ch 8) influencing and shaping professional engagement and digital scholarship in communities of learning in the higher education sector (Lee, McLoughlin & Chan, 2008).

Thinking is awesome – eportfolios

This kind of information ecosystem is also considered to be social in practice and making use of use of participatory technologies and online social networks to share, reflect, critique, improve, and validate academic engagement and scholarship (Veletsianos & Kimmons, 2012, p.768). Thanks to advances in technology, the powerful tools at our disposal to help students understand and learn in unique ways are enabling new ways of producing, searching and sharing information and knowledge (Conole, 2013). A Diagram Of Pedagogy in the 21st Century - TeachThought: A Diagram Of Pedagogy in the 21st Century by Terry Heick We know that thinking in the 21st century seems different.

A Diagram Of Pedagogy in the 21st Century -

What about teaching? Flexible Seating and Student-Centered Classroom Redesign. I remember exactly where I was when I had a watershed moment that changed me as a teacher forever.

Flexible Seating and Student-Centered Classroom Redesign

In fact, it inspired my EdSurge column, Why the 21st-Century Classroom May Remind You of Starbucks. I was working on my TEDx presentation at my local Starbucks and, looking around, I realized that everyone seemed to be happy, engaged in their work, and relaxed. Some people chose the traditional chairs and tables while I opted for a big, comfy chair with my MacBook on my lap. The quiet music, perfect lighting, and overall aesthetics of the coffee shop were favorable for a variety of learners. And if I wanted to switch up my seat during my stay, I was free to do just that. Problem Solvers Now = Problem Solvers Later. How Google Impacts The Way Students Think. The next 100 years of Education. Debunking 4 Myths of Social Learning. Social Learning Doesn’t Have Broad Appeal Dial-up: RIP.

Debunking 4 Myths of Social Learning

Roaming charges: RIP. COFA Online Gateway. Contact Us.

COFA Online Gateway

Meet Learner 2.0. Blended Learning and Technology Integration. Why Online Courses [Really] Need an Instructional Design Strategy. In this post I examine and define instructional design, and share why it’s essential to the development of online courses.

Why Online Courses [Really] Need an Instructional Design Strategy

“Design brings forth what would not come naturally“ Klaus Krippendorff Developing an online course that is engaging, promotes interaction, motivates learners, and above all facilitates learning is easier said than done. It’s even more challenging when trying to modify a face-to-face course for the online format. I know because I worked at a four-year college as lead curriculum designer where my job was to collaborate with faculty to transition their face-to-face courses to a 100% online course. Student Engagement with Blended Learning: 9 Unique Ideas. There are many different ways to engage students, and one of those ways is through blended learning options.

Student Engagement with Blended Learning: 9 Unique Ideas

By using blended learning ideas in the classroom, students often learn more easily because they are interested in the activities and the knowledge. Presenting information to students the right way can be the key to seeing them develop a higher level of interest for anything they need to learn. Here are nine ways to achieve meaningful student engagement with blended learning. Flat Projects. Australian Flexible Learning Framework. Blended Learning and Technology Integration. Are We Training Our Students to be Robots? — Bright. Riding the Magic Escalator of Acquired Knowledge. Introducing the Magic Escalator of Acquired Knowledge Robin’s experience is familiar to anyone who has experienced complex software they didn’t understand.

Interestingly, we can also explain it with an interesting device we call the Magic Escalator of Acquired Knowledge. The Magic Escalator of Acquired Knowledge represents all the knowledge the user can have about the design. Digital Age Learning. Mapping the 21st Century Classroom — Bright. The increased connectivity of our K-12 classrooms has opened the informational floodgates, giving students and teachers unprecedented access to eye-catching digital resources that are ostensibly superior to, say, a Florida textbook that still references the Soviet Union. But without a skilled, passionate teacher to curate, sequence, and focus students’ attention, the overwhelming availability of digital content can result in information overload and shortened attention span. (On that note, my colleagues at TNTP — formerly The New Teacher Project — which works with school districts nationwide, has developed guidance to support instruction in blended learning classrooms.)

The spike in digital learning software in K-12 classrooms has unlocked a treasure trove of student data that give teachers tremendous potential to transform learning outcomes for their students. Educators now have access to Big Classroom Data. How Course Design Puts the Focus on Learning Not Teaching. This is the second post in a series of four on instructional design for online courses. The goal of this series is to introduce a fresh, innovative approach to course design.

Instructional design, also known as learning design, appears to be making a comeback, which is most fortunate given that I am writing a series on this very topic. Massive open online courses [MOOCs] that mimic the classroom model where the learner is passive and the instructor is not, highlights the need for fresh, new approach to course design.