Digital Learning Team. When developing, refreshing or overhauling a course, this process enables a multidisciplinary team—including teaching staff, academic developers, educational technologists, and students—to see the course outline at a glance.
From this they can develop a pedagogical approach and supporting course structure (or understand the one already in place), and then examine the details of the activities, resource types, delivery mode, etc., that are required to make this design work. An effective and engaging course requires the careful alignment of outcomes, assessments, student activities, learning resources, and lecturer support and involvement. Course mapping highlights each of these areas, so that they can considered separately and together. Max neef. Max neef. Lifelong learners. No-one knows just how fiercely the winds of automation will blow through our economies in the next decade or two.
Estimates of the proportion of jobs likely to be lost range from half at the high end to only one in ten. But few doubt that millions of jobs will either disappear or change, from manufacturing to services and the professions. These shifts have big implications for how young people are educated (see our project with Pearson). But hundreds of millions of adults will also have to learn new skills, from handling digital technologies to more human skills like how to collaborate, communicate or create. As that reality dawns, attention will turn to adult education and retraining. Classroom conundrums, tackled together. The kids are coding.
They’re making websites, programmes and apps. Slowly, but surely, we’re chipping away at the digital skills shortage. CAS Authentication wanted! Dec 13th: Mobile 3.0 – The 12 Apps of Christmas 2016.
Comm Design Stuff. Sal Khan: Let's teach for mastery. 5 Habits of Creative Teachers. Ready to Flip: Three Ways to Hold Students Accountable for Pre-Class Work - Faculty Focus. One of the most frequent questions faculty ask about the flipped classroom model is: “How do you encourage students to actually do the pre-class work and come to class prepared?”
This is not really a new question for educators. We’ve always assigned some type of homework, and there have always been students who do not come to class ready to learn. However, the flipped classroom conversation has launched this question straight to the top of the list of challenges faculty face when implementing this model in their classrooms. By design, the flipped model places more emphasis on the importance of homework or pre-class work to ensure that in-person class time is effective, allowing the instructor and the students to explore higher levels of application and analysis together. If students are unprepared, it leads to frustration, stress, and anxiety for everyone. First, let’s clarify what we mean by a “flipped” classroom. Many instructors use video in their flipped classrooms. Five Time-Saving Strategies for the Flipped Classroom. A few months ago, I heard a podcast by Michael Hyatt, a best-selling author and speaker who helps clients excel in their personal and professional lives.
This particular podcast focused on how to “create margins” in life to reduce stress and avoid burnout. Quoting Dr. Richard Swenson’s work, Hyatt defines a margin as “the space between our load and our limits. It is the amount allowed beyond that which is needed. . . . Margin is the gap between rest and exhaustion. . . . Five Ways to Motivate Unprepared Students in the Flipped Classroom. In the previous article “Ready to Flip: Three Ways to Hold Students Accountable for Pre-Class Work,” I mentioned that one of the most frequently asked questions about the flipped classroom model is, “How do you encourage students to actually do the pre-class work and come to class prepared?”
A few days after the article was published, a reader emailed me to ask a follow up question. It’s actually the second most popular question I hear from educators. Constructive alignment and learning outcomes. ALL case study: Collaborative problem solving. The First Thing I Ever Designed: Elana Schlenker and Gratuitous Type MagazineEye on Design. “I have what’s probably not a great inclination to pursue what I love first and figure out the money later,” says Elana Schlenker matter-of-factly as she recounts putting together the very first issue of Gratuitous Type, her celebrated “journal of typographic smut.”
These words are ones that probably ring true to anyone who’s ever started their own independent magazine, a notoriously ambitious, time-consuming venture. The story of Schlenker’s first issue of Gratuitous Type is a lot like the story of many first issues, which are often a tense combination of a passionate desire to make and say something new, a lot of head bashing with printers and distributors, and a clueless, frantic stab in the dark. Magazines have become key portfolio pieces for young designers, the perfect medium for showcasing a range of skills. For Schlenker, the self-initiated Gratutious Type was integral to launching her career. The magazine was a big investment, and I paid for it all myself. Issue C. Issue 2. Transnational - Online Resources for Learning and Teaching - All guides at RMIT University.
Week 3 Demonstrating Expressiveness - Aesop. A veteran teacher turned coach shadows 2 students for 2 days – a sobering lesson learned. The following account comes from a veteran HS teacher who just became a Coach in her building.
Because her experience is so vivid and sobering I have kept her identity anonymous. How to Criticize with Kindness: Philosopher Daniel Dennett on the Four Steps to Arguing Intelligently. By Maria Popova “In disputes upon moral or scientific points,” Arthur Martine counseled in his magnificent 1866 guide to the art of conversation, “let your aim be to come at truth, not to conquer your opponent.
So you never shall be at a loss in losing the argument, and gaining a new discovery.” Of course, this isn’t what happens most of the time when we argue, both online and off, but especially when we deploy the artillery of our righteousness from behind the comfortable shield of the keyboard. Global Learning by Design - RMIT University. Untitled. Theconversation. The old jokes about creative arts and humanities graduates serving at the local fast food outlet are hard to put to rest – they speak to long-held concerns around the value of creative degrees, and to worries that students of creative arts programs aren’t employable when they graduate.
But soon-to-be released national graduate tracking research findings conducted by my research team at the Australian Research Council Centre of Excellence for Creative Industries and Innovation show that, while Australian creative arts graduates can take a while to settle in to their careers, their outcomes are actually very good. But it seems likely the federal government’s new “earn or learn” social security policy will hinder the graduates’ attempts to launch into creative careers. Building a creative career It is well known that students of creative arts degrees (visual, performing and literary arts, music, film and television) can have a tougher time than others becoming established in careers. A veteran teacher turned coach shadows 2 students for 2 days – a sobering lesson learned. Teaching for quality learning at university – By John Biggs & Catherine Tang - RMIT University Library.
Open Education Resources. Reflection. Basic Skills Tutorials. Feedback. Grade grubbing. Inclusive teaching. Activity templates. Learning theory. Teaching portfolio. Rubrics / Assessment. Learning Styles. Teaching Resources.
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