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The Dangers of Knowing A Little: Pseudo-Journalism and Education Discourse. I recently saw an article from The Atlantic making the rounds on my various social media feeds.

The Dangers of Knowing A Little: Pseudo-Journalism and Education Discourse

After reading a handful of teachers respond positively to the article’s claims, I wanted to offer an alternative perspective. The article in question, “The Writing Revolution”, presents an informal case study of a high school’s writing program. Students at New Dorp High School were struggling to grow as writers and thinkers. Administration and teachers tried multiple strategies to rectify the deficit, but nothing seemed to work. It wasn’t until the school emphasized grammar and sentence construction that the quality of student writing skyrocketed. Author Peg Tyre suggests that New Dorp’s problems are endemic to American education (“But the truth is, the problems affecting New Dorp students are common to a large subset of students nationally.”). Openness, a practice for innovation in higher education – E-Learn. Read the PDF Openness has been a feature of higher education for decades thanks to the establishment of open universities and digital technologies.

Openness, a practice for innovation in higher education – E-Learn

Due to technological evolution, Open Educational Resources (OERs) have become the bridge between education and digital development[1]. The concept of openness Openness is seen as a fundamental value that supports societal changes and is necessary for higher education institutions aiming to promote change while being relevant for everyone[2]. Three quarters of the public think teachers contribute greatly to society’s wellbeing, poll shows. Almost three quarters of the public believe that teachers are among those that contribute the most to society’s wellbeing, according to a survey.

Three quarters of the public think teachers contribute greatly to society’s wellbeing, poll shows

New research has revealed that 73 per cent of people feel teachers give as much to society as firefighters, with only doctors (87 per cent) and hospital workers (81 per cent) ranking higher. The YouGov survey, commissioned on behalf of the Fire Brigades Union (FBU), showed that teachers were ranked ahead of nine other professions, including police officers (67 per cent), scientists (53 per cent) and engineers (34 per cent).

More than 1,000 survey respondents were asked to choose six professions that they felt contributed most to society’s wellbeing. 'We must cherish our professional status as teachers' During a recent trip to the doctor, I couldn’t help but notice the array of qualifications displayed prominently above the GP’s desk.

'We must cherish our professional status as teachers'

There is clearly a sense of pride amongst doctors about their professional status. Bob Awesome collected this story. Teacher shortage getting worse, say MPs. Sir Ken Robinson: Bring on the learning revolution! He who pays the piper – Distant Ramblings on the Horizon. You may have seen the reports in the press this week about the plans to set up a series of low cost independent schools which would charge parents just £2,700 per annum.

He who pays the piper – Distant Ramblings on the Horizon

Not only is this way below the average costs of a place in an average independent school where costs are £13,566, but it is also considerably below the cost of the average student in a state maintained school. Whilst many of the reports have taken this plan at face value I guess we shouldn’t get too excited about what is in essence a PR stunt. But I do think it’s an interesting exercise to see if such a school is even possible. There are many ways to look at the cost of such a school but I though I’d try and do it as simply as possible (given that all figures will be educated guesswork) and work it out in terms of numbers of kids per class. The median primary school teacher salary in England is around £24,400. Now this teacher needs a classroom to teach in. #15toptips for Student-Centred Teaching 1: Trust your students and they will trust you. Teaching in higher education can be hugely rewarding experience.

#15toptips for Student-Centred Teaching 1: Trust your students and they will trust you

However, most of us teaching in higher education found our way into this role because we had previously built-up a considerable body of discipline-specific expertise via our research. As a landscape historian, when I first started teaching as a PhD student my first thought was to think about what I wanted to teach (content), rather than HOW I was going to teach (pedagogy). I ‘knew my stuff’ in terms of the history, but was less than confident in designing a pedagogical approach that would ensure that the students learnt what I wanted them to. Looking back on these first experiences, I now realise that my approach was strongly tutor-centred, rather than student-centred – too much of me talking and students listening passively. Demand for Digital Courseware Is Higher Than Supply, Survey Says. Now, more than ever, higher education stakeholders believe digital course materials are the key to solving systemwide problems.

Demand for Digital Courseware Is Higher Than Supply, Survey Says

A recent Pearson Education survey called “Digital appetite vs. what’s on the table,” found that at least 84 percent of students, teachers and administrators said a shift to digital could help with challenges they face. Open leadership involves becoming a master of balance. Open leaders are systems thinkers.

Open leadership involves becoming a master of balance

When they look at the world, they see a series of dynamic relationships—between people, teams, and resources. These relationships are the elements that are always in motion, always in flux, and ultimately drive the success (or failure) of our businesses. In fact, the problems that drive us today demand this kind of thinking, because solving them requires us to think beyond the walls of our organizations and devise ways we can leverage the best talent, the best resources, and the best ideas from anywhere. That's what open organizations, as Jim Whitehurst defines them, do best. Open leaders understand the way these interconnected relationships make their businesses hum.

Future Teacher – Just another thinking.is.ed.ac.uk site. What is the meaning of free? – Enrichmentality. There is a Russian proverb that ‘Only mousetraps have free cheese’ (бесплатный сыр бывает только в мышеловке.)

What is the meaning of free? – Enrichmentality

It’s reminiscent of the English saying (though slightly more brutal) ‘There’s no such thing as a free lunch’. As I sit here digesting one such ‘free lunch’, I must admit, I do feel somewhat like a trapped mouse. Paris's École 42 University wants to launch the next Zuckerberg. Beppe Giacobbe It's 9.30am on a grey Thursday morning in May, and long banks of iMacs stand idle in a former government building on Boulevard Bessières in north Paris.

Paris's École 42 University wants to launch the next Zuckerberg

The morning lack of activity, explains Xavier Niel, a French billionaire who is leading a tour of his three-year-old experimental university, isn't a concern; rush hour is 2 or 3am. "You'd see 300 or 400 students here at night," Niel says. "We're open 24 hours - the French president was here taking selfies at midnight. Education Technology and the 'New Economy' 21 min read This is part six of my annual review of the year in ed-tech One of education technologies’s greatest luminaries passed away this year.

Seymour Papert died at his home in Blue Hill, Maine in August (yes, that’s the site of the Blue Hill Fair, where Charlotte the spider saved Wilbur the pig). Openness as a Value. Several months ago I received an invitation to contribute a brief Foreword to a book Patrick Blessinger and TJ Bliss were editing. Open Education: International Perspectives in Higher Education is now available in print and online under a CC BY license. I’m excited to share the Foreword with you now that the book has been published. These few paragraphs sum up my feelings about openness, perhaps better than anything else I have written. The last several decades have seen dramatic changes to education. Even top teachers ‘not recognised or compensated’, warns research. Top teachers at research-intensive universities are not seeing their passion for and commitment to their work matched by their institutions, according to new research.

The findings of the US study, which drew on interviews with award-winning teaching faculty, point to a series of challenges that teaching staff must overcome to succeed in such universities. These include the shortage of time for course preparation, marking, planning and development, the lack of recognition for their efforts and the effect of emerging technology on student attitudes – all of which suggests that research-intensive universities lack the policies to support teaching in the same way that they do for research.

Carolyn Mitten, doctoral fellow, and Dorene Ross, professor emeritus, both at the University of Florida’s College of Education, interviewed 10 teaching staff who had won undergraduate teacher of the year accolades at a large US research-intensive institution about the challenges they face. Educators making copyright work for them – Copyright Untangled – Medium. In this series, we have already pointed out several areas where the rules of copyright do not mix very well with the practice of modern education: 5 outrageous things educators cannot do because of copyright , or why teachers are a stakeholder in the copyright debate , and why the possible lack of copyright in material can cause so much confusion.

Today, we want to talk a bit more positively about ways that educators and students are leveraging alternative tools that sit within the copyright system (such as Creative Commons licenses) in a way that promotes creativity, collaborative creation, and a culture of sharing. We will share three inspirational examples that showcase the potential of new technologies and flexible legal tools in 21st century education. SETUP and the 3D-print-pen SETUP Medialab is a Dutch non-profit aimed at a nuanced understanding of technological issues, often through (non-formal) education projects. ‘Collegiality’ has become an empty word. As we in the northern hemisphere inch past the winter solstice, the lure of the cosy log fire grows ever greater.

Of course, such extravagances are rare indeed in your average academic office, but those bereft of nature’s elemental comfort could do worse than cuddle up around the glow of academia’s cosiest word. “Collegiality” conjures up the bygone image of a gentler, more benign era. But when academics bemoan the “loss” of collegiality, is it anything other than a longing for a golden age that never actually existed?

In 1988, James Bess of New York University identified three distinct kinds of collegiality in his book Collegiality and Bureaucracy in the Modern University: The Influence of Information and Power on Decision-Making Structures. The first is what he called “structural collegiality”: the academic self-governance that has its historical roots in Oxbridge colleges. Humanities Commons: Networking the Humanities through Open Access, Open Source and Not-for-Profit. So much discussion about scholarly communication in the humanities focuses on the so-called crisis of the monograph (and, by inference, of university presses) that we frequently overlook the rich range of scholarly and pedagogic material produced by humanists.

Not so at the Modern Language Association (MLA) where, four years ago, the innovative MLA Commons platform was launched. Earlier this month, MLA – in association with three partner societies – launched the beta version of the expanded and now interdisciplinary Humanities Commons — a non-profit network where humanities scholars can share their work in a social, open access repository, discuss ideas, collaborate on common interests, and store research and teaching materials. Robots, virtual reality and the future of education. One of the greatest challenges for education is that there is an ever-increasing divide between the demand for learning and the supply of schooling. RT @NachhaltigesNRW Andreas Schleicher of @OECD #EU2030: Education is the backbone of Sustainable Development. EU is lagging behind.

Blended Learning in Higher Education. Curriculum for Digital Education Leadership: A Concept Paper. A Siri for Higher Ed Aims to Boost Student Engagement. The Presentation Escape Hatch: Blogging My #OpenEd16 Talk. Gardner Campbell shared a wonderful anecdote with those who remained in the room following my Open Education presentation on further developing out the content paradox: In 2012, upon receiving the invitation to keynote he noted the conference theme, beyond content. Can technology replace teachers? You asked Google – here’s the answer. Faculty Members’ Instructional Priorities for Adopting OER. In Search for the Open Educator: Proposal of a Definition and a Framework to Increase Openness Adoption Among University Educators. 3 Ways to Prove the ROI in Open Educational Resources.

After years of paying for college textbooks as an undergraduate and graduate student, I love the ideology (and the affordability) of open educational resources (OER). I love the idea of sharing ideas and granting access to many who couldn’t otherwise afford education. Openness and praxis (at #SRHE) This blog post is a summary of my presentation at SRHE (Society for Research into Higher Education) in London on November 18, 2016.

The event was organised by the SRHE Digital University Network, convened by Lesley Gourlay, Ibrar Bhatt, and Kelly Coate. These 6 new technology rules will govern our future. Opendistanceteachingandlearning. Motivation through collaboration with ownership, challenge and reflection – Revisiting Case Studies in Motivating the Learner (Part 5b) – Matt Cornock. I’m continuing my reference to a case study by John R Savery (1999) in ‘Inspiring Students: Case Studies in Motivating the Learner’ (see previous blog post in this series), as there were three aspects to engaging and motivating learners that I wanted to explore further. As part of a suggested approach to lead students to become self-motivated and less dependent upon the teacher role, Savery (drawing upon other authors) referred to learning communities, the way that learning together leads to increased engagement and effectiveness.

Whilst not clear whether the case study referred exclusively to small learning groups or the larger cohort, learner ownership of solutions to problems, challenging thinking and opportunities for reflection were cited as ways to encourage motivation (p.40). I’d like to take these three ideas and more broadly explore where online learning and platforms offer scope for developing learning experiences that engage and motivate students. Learner ownership. Commentary: Preparing teachers for open L2TL: Frameworks for critical awareness and transformation. 1In recent years the open education movement has garnered interest and support by many professionals in second and foreign language teaching and learning (L2TL). Government spent £205k on doomed National Teaching Service.

**STATEMENT OF OCCUPATION** – Warwick for Free Education. Troubling Open Education - Czerniewicz. OEB16 – Kate Green. Towards an open pedagogy for online learning. Open educational practices: on not being (much) published – helenbeetham. A Domain of One’s Own. Creative Commons at WIPO: Supporting a more fair copyright for teaching and learning. Nottingham academic on casual contract: 'I had more rights as a binman' Shouldn't lectures be obsolete by now? Ed Tech and the circus of unreason – helenbeetham. University opens without any teachers. Introduction to Structured Data  

UnderstandingMetadata. Metadata Definition. Computers are replacing foreign language teachers in US high schools — Quartz. Seven ways to think like the web. Working openly on the web: a manifesto. A Domain of One's Own in a Post-Ownership Society. Literacies.