Reinventing Education To Teach Creativity And Entrepreneurship As you read this, students all over the country are sitting for state standardized exams. Schools spend up to 40% of the year on test prep, so that, shall we say, no child is left behind. Schools’ futures and funding depend on the number of students who fall into performance bands like "Advanced," "Proficient," and "Approaching Basic" based on bubble sheets and number two pencils. But this is not the rant you think it is. Let’s get one thing straight from the beginning: As a former high school teacher, I’m not opposed to standardized testing. Schools used to be gatekeepers of knowledge, and memorization was key to success. Given this argument, many entrepreneurs see a disruptive opportunity to "democratize" education, meaning that everyone now has a platform from which to teach, and anyone can learn anything anywhere anytime. Yet there is an inherent bias in the promise of these new platforms that favors extraordinarily self-directed learners. Which brings me back to my original point.
How Schools Can Teach Innovation cating Innovators: 25 Ways to Prepare Students for a Changing Job Landscape Solutions | Top 7 reasons for lack of creativity in an organization Summary: Leadership is crucial for defining a shared vision and generating buy-in from employees.C-level managers are responsible for creating a learning organization that values systems thinking, craftsmanship, and team learning.C-level managers must design an organization whose structure, processes, metrics, rewards, and talent align with the organization’s mission.Managers are responsible for creating a well-trained, well-organized, well-managed company. If people require constant supervision then management has failed to do its job. Last year, the new CEO at a client decided to leapfrog existing competitors by creating an innovative product; a product that would attract customers and cause competitors to play catch-up. A team that included the best developers, in the company, was hand-picked; the business was told that cost was not a concern; and the group was secluded from the day-to-day madness and allowed to focus on getting the job done. Lack of a compelling vision In conclusion
Coursera UPDATE: we're doing a live, updated MOOC of this course at stanford-online July-2014 (not this Coursera version). See here: CS101 teaches the essential ideas of Computer Science for a zero-prior-experience audience. Computers can appear very complicated, but in reality, computers work within just a few, simple patterns. In CS101, students play and experiment with short bits of "computer code" to bring to life to the power and limitations of computers. Here is another video Nick created for this class.
It's Not What Natives Do, It's Why They Do It - Digital Education During last night's opening keynote here at ISTE 2012 in San Diego, education creativity merchant Ken Robinson suggested that emphasizing the line between digital natives and digital immigrants may actually do more to discourage the modernization of education than encourage it. But in a lecture this morning, David Warlick of The Landmark Project said understanding the difference between the two populations can be beneficial if educators come to comprehend not only the media preferred by digital natives, but why they prefer it. For example, instead of simply trying to implement video games into a class because kids enjoy video games, teachers should instead try to discern the elements of video games students enjoy, be it the responsiveness, social connection, or agency, and weave those into pedagogy any number of ways. The former teacher and current education consultant also suggested concrete ways in which the 21st-century culture has shifted and to which education must adapt.
Éducation: la France dépense trop pour des résultats médiocres Masse salariale, agents administratifs, nombre d'écoles : selon une étude de l'Ifrap, la France consacre 30 milliards de plus que l'Allemagne et le Royaume-Uni à ce secteur. Dans une note inédite et coup de poing, la fondation pour la recherche sur les administrations et les politiques publiques (Ifrap), un think-tank classé à droite, frappe fort en décidant de s'intéresser aux raisons pour lesquelles la France dépense tous les ans «30 milliards de plus» que le Royaume-Uni et l'Allemagne pour ses écoles, ses collèges et ses lycées. Si la fondation a comparé ces trois pays, c'est parce qu'ils comptent environ le même nombre d'élèves scolarisés (10,5 millions) et parce qu'ils obtiennent à peu près les mêmes résultats dans Pisa, une enquête internationale menée tous les trois ans auprès des jeunes de 15 ans et destinée à évaluer leurs «compétences» scolaires dans diverses disciplines. Le deuxième facteur de surcoût est moins connu.
Create, Engage, Assess through Mobile Devices. | Interactive Lessons | Mobile Learning | Apps for Education | iPads in the Classroom The Four Worst Innovation Assassins - Scott Anthony by Scott Anthony | 12:08 PM April 18, 2012 Is there a corporate leader who doesn’t extol the virtues of innovation these days? Yet if innovation is so important, why do so many companies have so much trouble with it? The reflexive response is that it is a human capital problem — that is, that most people just don’t have what it takes to successfully innovate. I reject that view. Academic research in fact shows that almost anyone can become a competent innovator (with sufficient practice). Those people can only be effective in the right context, but, ironically, many of the things leaders do to encourage innovation actually kill it. 1. Instead, consider issuing highly-focused challenges. 2. As an alternative, executives should ask a small number of people to spend a significant amount of time on innovation. 3. Instead of shooting for the moon, executives should encourage what author Peter Sims calls “little bets.” 4. The best companies manage innovation in a disciplined manner.
TEACHERS.NET GAZETTE - Teachers.Net Gazette provides news from Teachers.Net direct to teachers around the world. Teachers.Net features 24 hour discussions with teachers around the globe. Early childhood chatboard primary elementary chatboard upper element Intrinsic Motivationby Kim Tracy "What am I getting out of this?" As educators we often hear our students questioning what it is they will get out of what we are trying to impart upon them. Skinner and other behavior theorists have taught us to first identify the behavior you are trying to change, then reward the positives and provide consequences for the negative behaviors. Eric Jensen states, "Rewards create uncertainty in the mind of the learner." Celebrations of learning are needed in our schools and in our classrooms. Geoffrey and Renate Caine stated that "rewards and punishments can be demotivating in the long-term, especially when others have control over the system." When using extrinsic motivators, educators might see immediate changes in behaviors but the long term problem is not solved. Educators cannot control the extrinsic motivators that students receive from outside of school. Amoebae cultures were separated into three petri dishes.
Fixing College Through Lower Costs and Better Technology NO matter what the University of Virginia’s governing board decides today, when it is scheduled to determine the fate of the university’s ousted president, Teresa A. Sullivan, the intense interest in the case shows how much anxiety surrounds the future of higher education — especially the question of whether university leaders are moving too slowly to position their schools for a rapidly changing world (as some of Ms. Sullivan’s critics have suggested of her). There is good reason for the anxiety. The almost insatiable demand for a college credential meant that schools could raise their prices and families would go to almost any end, including taking on huge amounts of debt, to pay the bill. Students were not the only ones to go deeper into debt. Other information industries, from journalism to music to book publishing, enjoyed similar periods of success right before epic change enveloped them, seemingly overnight. One urgent need is to make better use of technology in the classroom.
TED talk : comment les cours en ligne révolutionnent l'enseignement Vous souhaitez suivre un cours de physique par un éminent professeur de Harvard ? Pas de problème ! Un clic et c'est parti . Même pas besoin d'ouvrir son portefeuille. Bienvenue dans l'univers des MOOC . Ces cours en ligne ouverts et massifs se multiplient sur la toile, et connaissent un succès retentissant. Daphne Koller a confondé Coursera , une des plus importantes plateformes de cours en ligne. "Nous pouvons collecter chaque clic, chaque travail soumis, tous les posts des dizaines de milliers d'étudiants sur le forum. TED Global / Juin 2012 D'autres conférences TED tech & solidaires : > L'open data au service de l'aide internationale > L'artisanat technologique au service des plus pauvres > L'humanitaire à l'heure du numérique
LE FUTUR DU LEARNING – VOL.1 : les ancêtres des MOOCs Dans cette série en trois parties sur le futur du Learning et les MOOCS, nous nous intéressons aux écosystèmes existants d’éducation ouverte et gratuite, vieux pour certains de plusieurs siècles (I). Nous dessinons ensuite un état de l’art actuel, et notamment la stratégie des acteurs traditionnels, les universités, pour épouser ce moment d’ouverture (II). Pour conclure en expliquant que si les MOOCs veulent changer le monde, il faudra commencer par l’expérience utilisateur et le design éducatif (III). INTRODUCTION par Antonin Torikian, Project Director chez FABERNOVEL 27 milliards d’euros. C’est le marché annuel de la formation professionnelle en France. 50 000, c’est le nombre d’organismes de formation. 22 millions, le nombre d’individus en France qui bénéficient des dispositifs de formation continue financés en partie par l’Etat et Pôle Emploi. Nous croyons que les MOOC constituent un véritable vecteur de transformation numérique des entreprises mais aussi de l’économie française.