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5 Big Ideas In Education That Don't Work : NPR Ed. Small classes.

5 Big Ideas In Education That Don't Work : NPR Ed

High standards. More money. These popular remedies for school ills aren't as effective as they're sometimes thought to be. That's the somewhat controversial conclusion of education researcher John Hattie. Over his career, Hattie has scrutinized more than 1,000 "meta-analyses," looking at all types of interventions to improve learning. Out of that, he's identified five common ideas in education policy that he says should be looked at with a critical eye. 1. By the same token, it seems to make sense to set achievement standards by grade level, but the further along students get in school, Hattie points out, the more of them are performing either behind or ahead of the schedule that's been set. The alternative: a focus on growth and progress for each student, no matter where he or she starts. 2. The alternative: testing that emphasizes giving teachers immediate, actionable feedback to improve teaching. 3. 4. Hattie says reducing class size can have a positive impact.

Tequity

Peer-Driven Learning – College Ready Writing 1.0. Starting during the Fall ’11 semester, I turned my 200-level class (Writing II) into a peer-driven classroom.

Peer-Driven Learning – College Ready Writing 1.0

Of course, I am going to be blogging about it and collecting my posts here. I was tweeting the whole thing, so scroll through for how it all unfolded over the years. Here is a copy of the syllabus I have been using. You can also view the Prezi I created to talk about peer-driven learning for a keynote presentation to the Writing Eastern Kentucky Conference. Osez la classe inversée à l’université ! Vulnerability in the Curriculum: No one cares about your soup! – lawrie : converged. Digital Pedagogy Lab : Prince Edward Island : Fourth Reflections Vulnerability comes from the latin vulnerare, “to wound” and is defined as “exposed to the possibility of being attacked or harmed, either physically or emotionally” I’ve been discussing vulnerability as a part of authenticity for a while now and thinking about it in my own context, through presentations and workshops, putting more of myself into them as part of that.

Vulnerability in the Curriculum: No one cares about your soup! – lawrie : converged

Digital Pedagogy Lab has allowed me to explore this further, thinking about both my own practice and the role education plays in helping students understand vulnerability within the digital landscape, and some of it is linked to what vulnerability may look like in the curriculum. There are inherent problems with this experience—can you really have vulnerability in what is generally considered a safe space, the education experience. Further, if you want students to learn from exposure to vulnerability can you plan for it in the curriculum? Developing accessible web content - Technology Enhanced Learning.

In our recent post Making learning accessible through technology, Tab Betts (@MrTabKey) took us through some valuable tools that promote inclusivity, productivity and help overcome what are for some significant barriers to learning.

Developing accessible web content - Technology Enhanced Learning

Dr David Sloan – UX Research Lead, The Paciello Group A growing range of free content creation tools (e.g. WordPress) and intuitive social media platforms (e.g Facebook) have opened up web authoring to the masses, but as non-experts in web content creation this can inadvertently result in the introduction of accessibility challenges. Authoring tools A good authoring tool can help authors avoid accessibility problems by whenever possible automatically generating code that meets accessibility standards, and by prompting authors to manually add features that promote accessibility, when this can’t be automated. The Quiet and Careful Revolution of OER. It has the capacity to revolutionize the generally accepted model of higher education along with the entire way students learn.

The Quiet and Careful Revolution of OER

It could be one of the most significant advances in teaching since the blackboard, yet few fully understand it and even fewer know how they might apply it. A popular conversation in higher education is in the opportunities provided by Open Educational Resources (OER) and the prospect for educators and students to access open educational learning materials, open licensing and open sourcing to support classroom learning. But if OER is such a game changer, why hasn’t its adoption been central to every classroom and every campus? Despite becoming a favorite buzzword, the actual adoption of OER has been slow, which Nicole Guerrieri, Barnes & Noble College’s Director, Digital Education, explains this way. All of which comes at a time when the arguments for OER have become compelling. Equality Challenge Unit Competence standards and reasonable adjustments: modern languages.

Our research indicated that students with a range of different impairments were able to succeed in French and Spanish HEI provision.

Equality Challenge Unit Competence standards and reasonable adjustments: modern languages

For example, new technology had greatly enhanced the potential for students with some hearing loss. Example: one of the hearing impaired students was anxious about aural exams. At ‘A’ level she had found it difficult to hear the comprehension passage which was delivered on a device which played to the class as a whole, however, at university delivery was via headphones in a language lab, so there was no difficulty. Using technology to improve curriculum design. Introduction The process of curriculum design combines educational design with many other areas including: information management, market research, marketing, quality enhancement, quality assurance and programme and course approval.

Using technology to improve curriculum design

The curriculum must evolve to meet the changing needs of students and employers. Top 20 principles from psychology for teaching & learning. Back to Top The project needs are based on several reports, e.g.

Eurydice “Content and Language Integrated Learning (CLIL) at School in Europe 2006” which in “Factors inhibiting general implementation” points at a need for training language teachers in the special skills needed to provide CLIL through initial and in-service training programs devoted to methods used to teach a subject in other languages. The report also points at a need for teaching materials geared to CLIL in the target language that cover subjects in the national curriculum. In “CLIL/EMILE in Europe”, the recommendations for extending good practice proposes to develop thematic CLIL modules that would also act as a means for developing teacher competence in CLIL. CLIL (Content and Language Integrated Learning) is emerging across Europe where only six countries appear to be bystanders. The project consortium represents different stages in the application of CLIL. Saving Energy Level A2. 7 Essential Principles of Innovative Learning. Flirck:WoodleyWonderworks Every educator wants to create an environment that will foster students’ love of learning.

7 Essential Principles of Innovative Learning

Because the criteria are intangible, it’s difficult to define or pinpoint exactly what they are. But one group is giving it a try. Researchers at the Organization for Economic Cooperation and Development (OECD) launched the Innovative Learning Environments project to turn an academic lens on the project of identifying concrete traits that mark innovative learning environments.

They sifted through and categorized the research on learning science, documented case studies, and compiled policy recommendations they hope will transform the current system. The Nature of Learning: Using Research to Inspire Practice. Key messages || Executive summary || Table of contents || How to obtain this publication || Other Information Executive summary Why such interest in learning?

The Nature of Learning: Using Research to Inspire Practice

Over recent years, learning has moved increasingly centre stage for a range of powerful reasons that resonate politically as well as educationally across many countries, as outlined by Dumont and Istance (Chapter 1). These define the aims of this important volume from the work on Innovative Learning Environments produced by OECD’s Centre for Educational Research and Innovation (CERI ). OECD societies and economies have experienced a profound transformation from reliance on an industrial to a knowledge base. Reimagining learning for a post-digital world (part 1) – Solutions not problems.

Over the last few years I have made the case for a substantive and meaningful debate about redefining pedagogy and reimagining teaching and learning firstly for a digital age and more recently for what many are calling the post-digital world. The logical impossibility of Status Quo: Six disconnects that demand a digital pedagogy (or at least a good debate about it) ‘I am going to blow the whole thing to kingdom come’: In praise of discontinuity within a digital pedagogy Shit or get off the pot: Why are we still talking about the seismic impacts technology will have on higher education? But why do we need to debate or design a new pedagogical approach for our modern institutions?

There are now more university students and graduates than ever before. Design_Patterns_for_Open_Online_Teaching_and_Learning_42. Pedagogical planner. Learning Design Issues for ILDC#3: Move-it-online! Course Resource Appraisal Model. Can we improve the quality of students’ learning experience without increasing staff workload, even for greater student numbers? The introduction of technology enhanced learning (TEL) methods changes the deployment of the most important resource in the education system: teachers’ and learners’ time. New technology promises greater personalisation and greater productivity, but without careful modelling of the effects on the use of staff time, TEL methods can easily increase cost without commensurate benefits.

The Course Resource Appraisal Model is a digital design tool that helps academics developing a module to construct a plan for improved learning benefits, and controlled teaching costs. The intended end users are programme/module leaders who are interested especially in costing the move from traditional to blended or online courses. Course Resource Appraisal Model. The Course Resource Appraisal Model is a digital design tool that helps innovators construct a plan for improved learning benefits, and controlled teaching costs. It focuses on the costs linked to staff and student time, and the benefits linked to the types of learning and teaching, not benefits such as flexible study times, reach to off-campus students etc. One of its principal advantages is that it enables innovators to plan and understand the relationship between the expected learning benefits and the likely teaching costs. Untitled. Technology Integration Matrix.

The Technology Integration Matrix (TIM) illustrates how teachers can use technology to enhance learning for K-12 students. The TIM incorporates five interdependent characteristics of meaningful learning environments: active, constructive, goal directed (i.e., reflective), authentic, and collaborative (Jonassen, Howland, Moore, & Marra, 2003).

The TIM associates five levels of technology integration (i.e., entry, adoption, adaptation, infusion, and transformation) with each of the five characteristics of meaningful learning environments.

Learning analytics

Collaborating across borders: OER use and open educational practices within the Virtual University for Small States of the Commonwealth. This paper presents the findings of a research collaboration between the Virtual University for Small States of the Commonwealth (VUSSC) and the UK Open University-based OER Research Hub (www.oerresearchhub.org) and suggests that when user communities’ needs do not coincide with those of the majority, a model of OER development and sharing through open, transnational collaboration can offer a solution. Bespoke E-learning vs. Off-the-shelf Courses. Organizations, throughout the world, are integrating online training solutions into their existing training methods. Being in the eLearning domain for the past 14 years, we have seen clients coming to us in a dilemma – whether to buy bespoke eLearning solutions or off-the-shelf eLearning courses. More Than Blended Learning. The Top 10 Things You Should Know About Teaching Online.

Paper: Review of pedagogical models and frameworks. TEC-VARIETY by Curtis J. Bonk and Elaine Khoo. CALL@Hull: OTiS Online Tutoring E-book. Editor Carol A. Higgison The OTiS (Online Teaching in Scotland) programme, run by the now defunct Scotcit programme, ran an International e-Workshop on Developing Online Tutoring Skills which was held between 8–12 May 2000. The Forgetting Curve in eLearning: What eLearning Professionals Should Know. The human brain is an amazing mechanism. TEC-VARIETY by Curtis J. Bonk and Elaine Khoo. Journal of Learning Development in Higher Education. New EUA Publication: ‘E-learning in European Higher Education Institutions’ All news November 20, 2014. Blended Learning. Welcome to eLearning Guidelines. HOME. The Conundrum of Talking about Access, Equity, and Diversity.

App Evaluation. Rubric for Digital-Age Learning Experiences & Assessments - educational technology. Designing according to cognitive theory of multimedia design in one place. Mapping tools. The Learning Curve. Teachers as designers: a new book on teaching with technology [Interview] Draft Copyright and Rights in Performances (Research, Education, Libraries and Archives) Regulations 2014. Doing what comes naturally SmartBlogs. Language learning: what motivates us?

Oer

Serious eLearning Manifesto. Student engagement in online content-based lear. Why online teaching requires rigorous training (Mary Burns. We Need to Educate to Create New Knowledge. Improving Learner Motivation for eLearning. Leading Innovation = Vulnerability. The proposed exceptions to copyright law offer greater flexibility to teaching and research activities.

Writing on surfaces in learning spaces. E-Tivities Stories from the front line- Ale Armellini - Gilly Salmon. E-Tivities Stories from the front line- Ale Armellini - Gilly Salmon. Assessment and Feedback Topics. Teachers learning about and with ICT as collaborative design. 10 Expectations. CC/LTI Conformance Directory. Mind your language – a language based approach to pedagogy. About. Stephen Powell, thoughts mostly about learning » Blog Archive » Online Community of Inquiry – Online Community of Practice. 12 Things Teachers Must Know About Learning. 26 Internet safety talking points.

Marc Prensky's Weblog: Verbs vs. Nouns. Formal, non-formal and informal learning: The case of literacy and language learning in Canada. Can Foreign Languages Go Digital with Online Education? The Curious Case of the Flipped-Bloom's Meme. Speak to the future - The campaign for languages. Does Curiosity Guide Children's Learning? Log In - The New York Times. How KLOO the Language Game works. Language gift keeps giving, EU students keep taking. The non-formal learning toolkit. Instructional Design for Beginners – What Motivates People To Learn?