Course Design

Get flash to fully experience Pearltrees

Digital Media Literacy

Rethinking Education as the Practice of Freedom: Paulo Freire and the Promise of Critical Pedagogy

http://archive.truthout.org/10309_Giroux_Freire

Paulo Freire and Henry A. Giroux, Amherst, Massachusetts, 1981. (Photo: Henry A. Giroux) Paulo Freire is one of the most important critical educators of the 20th century.[ 1 ] Not only is he considered one of the founders of critical pedagogy, but he also played a crucial role in developing a highly successful literacy campaign in Brazil before the onslaught of the junta in 1964.

Bringing the Blog to the Classroom: Special Topics Blogging and Presentations | Blogging Pedagogy

- e-Literate

http://mfeldstein.com/rhiz-o-matic-scaling-the-mooc/

And three people do it, three, can you imagine, three people walking in singin’ a bar of Alice’s Restaurant and walking out? They may think it’s an organization. And can you, can you imagine fifty people a day, I said fifty people a day walking in singin’ a bar of Alice’s Restaurant and walking out?

Flickr:AllHails At the star-studded Harvard Initiative on Learning and Teaching (HILT) event earlier this month, where professors gathered to discuss innovative strategies for learning and teaching, Harvard’s professor Eric Mazur gave a talk on the benefits of practicing peer instruction in class, rather than the traditional lecture. The idea is getting traction. Here’s more about the practice. By Emily Hanford , American RadioWorks

Don’t Lecture Me: Rethinking How College Students Learn

Authors: Jane Bozarth

http://www.learningsolutionsmag.com/authors/293/jane-bozarth

Dr. Jane Bozarth is the Elearning Coordinator for the North Carolina, USA, Office of State Personnel. She is the author of ELearning Solutions on a Shoestring ; Better than Bullet Points: Creating Engaging Elearning with PowerPoint ; From Analysis to Evaluation: Tips, Tools, and Techniques for Trainers ; and Social Media for Trainers, coming out in August 2010. She is a popular conference speaker and is frequently found at both live and online international events. She also serves as one of the moderators of the popular weekly Twitter event #lrnchat, Thursdays at 8:30 PM ET. She describes herself on Twitter profile as a rabid, feral, and tribal learner, World's Oldest Millenial, Positive Deviant, and Constructive Heretic.

Relaxing in the Digital Garden: How to Thrive in the 21st Century

http://hastac.org/blogs/cathy-davidson/2011/12/18/relaxing-digital-garden-how-thrive-21st-century#.TvsiExKChPU.twitter

"Garden." "Relax." Those are the answers to two questions I've been asked more often than any other on this Now You See it book tour that began back in August. I know those words don't seem as if they are the key to success in the digital future, so let me explain. “Garden” is the answer I give most frequently to parents and educators when they ask what I see as the most important characteristic of successful schools.

Creating a Common Craft-style video is part of the classroom assignment. By Shelley Wright I teach in an inquiry, project-based, technology embedded classroom. A mouthful, I know.

Life in a 21st-Century English Class

What skills should we be teaching to future-proof an education?

Some time last year I spent quite a bit of time reflecting on what skills we could be focusing on in higher education to “future-proof” a degree. What skills will stay relevant no matter what future careers look like? There are two frameworks used and endorsed in K-12 education: Partnership for 21st Century Skills and Equipped for the Future .

Gamification

Challenge-Based Learning

Learner-Centered Classroom

November 16, 2011 By: Mary Bart in Teaching and Learning The first indication that the Millennial Generation may be different from previous generations is to consider how many different names we have for the generation and the people who belong to it. They’re referred to as Generation Y, Nexters, Baby Boom Echo Generation, Echo Boomers, Digital Natives, Generation Next, Generation Me and, of course, Millennials. If nothing else, they’re one of the most studied generations. And while it’s important we don’t stereotype an entire generation of individuals, the large body of research on those born between 1981 and 1999 (or there about) has provided us with unique insights into their learning preferences, behaviors and attitudes.

http://www.facultyfocus.com/articles/teaching-and-learning/the-five-rs-of-engaging-millennial-students/

Characteristics of Millennial Students: What Professors Need to Know

s - Google Blooms Taxonomy

It’s my week at #change11 . My topic? Rhizomatic Learning.

Rhizomatic Learning – Why we teach?

http://davecormier.com/edblog/2011/11/05/rhizomatic-learning-why-learn/

Teaching for Enduring Understanding

Earlier this summer I discussed the idea of backward design , which comes from Grant Wiggins and Jay McTighe’s excellent book Understanding by Design . Recall that backward design is a three-stage process, in which you as a teacher first identify your desired results for a class, then determine what would count as evidence that your students did or did not reach those results, and finally, design your learning experience around your desired results and evidence. The idea behind backward design is simple, yet it’s something I find myself relearning again and again. Even now, as I prep for the upcoming semester, I am tempted to focus on what I want my students to read , rather than what I want my students to understand .

Planning a Class with Backward Design

It’s easy to switch into automatic pilot mode when it comes to planning a course. It goes something like this: (1) we look at the topic of the course we’re assigned to teach, (2) we select enough essential/canonical/anti-canonical reading material to fill out fifteen or so weeks, and then (3) we plot that reading onto a calendar. Instant Syllabus! I found myself falling into this very mode of course design recently, as I began planning an upper-level science fiction class for Fall 2011.