From evidence to action - it’s time to join the dots
A new research report says it's time to 'join the dots' and scale up successful examples of flexible learning systems to meet the 21st Century education needs of all Australian school students. The Case, released by the Dusseldorp Forum, brings together the findings of national consultations, a review of research evidence, and a review of current education policy and practice. The independent philanthropic foundation highlights the fact that one in five high-school-aged students in Australia are currently not attending school. It adds although retention rates to Year 12 have increased, recent research shows 21 per cent of youngsters leave school in Australia without a Year 12 qualification. The foundation estimates more than 600 000 students in the high school age group could benefit from more flexible and inclusive learning approaches; and the good news is there are already plenty of examples of effective practice across the country to build on. References
SimDis -find out what people with disabilities experience
You are a global educator. It's time to start thinking like one
True online global collaboration takes place when students with different cultures and points of view gather information and co-create artifacts together, building knowledge and sharing with the world. Schools that foster this type of learning must have: Educators who participate in online global collaboration need professional support in understanding how to build engaging and successful relationships with others at a distance so that deeper global learning is realized. Online global collaboration features a number of typical or usual behaviors and actions, called norms, that are found in both synchronous and asynchronous modes. The eight norms of online global collaboration Be Prepared (connect, communicate)Have a PurposeBe able to ParaphraseBe able to PerceiveMake sure you ParticipateBe PositiveBe ProductiveRealize the Potential Be productive Productivity is a critically important norm. This norm homes in on collaboration and shares essential practices while learning globally online.
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Networks, Networking and Network Literacy – Part One – Linking Learning
As I continue my research into how teachers experience learning through Personal Learning Networks (PLNs), I am spending a lot of time learning about networks, networking and network literacy. Before the internet became almost ubiquitous in the developed world, to many people the idea of networking may have meant dressing in business clothes, and attending some type of function, making small talk and exchanging business cards. Conferences and functions such as this still occur, and certain industries still depend on having the right background and knowing the ‘right’ people. However, networking is rapidly changing, and having network literacy now means more than the ability to balance a serviette and hors d’oeuvre while also shaking hands and looking impressive. This post began as an attempt to take on the huge area of networks, networking and network literacy. However, I am realising that one blog post will not do it justice. Are Networks Important? What are Networks? 1. 2. 3. 4. 5. 6.
Teach Your Monster to Read
Why is the computer version free? The game has been funded by the Usborne Foundation, a charity set up to support initiatives to develop early literacy. The charity was founded by Peter Usborne MBE and his children, Nicola and Martin. What reading level is it suitable for? How do children learn from the game? Will it work on my device? Who are The Usborne Foundation? Testimonials "I was stunned to see how much they enjoyed this. "The kids absolutely love this game - and they're learning!" "This is a fun and engaging way to help your child learn to read.
Students Weigh In On Flipped Classrooms
By Jon Bergmann I am about to complete a book about the relationship between flipped learning and homework. While writing the book, I realised that I needed to hear from students about their perceptions and thoughts about flipped homework. I reached out through my network of flipped teachers and asked them to have their students take a survey. A total of 2,344 students from all over the world took the survey, with the majority of responents coming from the United States. Students from all grade levels took the survey, with most in Grades 6–12. The most common subjects flipped were maths and science, but there was a great representation of students in other subject areas. The first set of questions revolved around the issue of time: How long were their teachers’ flipped videos? This response was encouraging because I have been teaching teachers for years that to effectively flip a classroom, it is imperative that the videos be short. I was a bit surprised by this data. Advantages
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Learning Online – Questions Of Quality And Impact - Education Technology Solutions
As learners increasingly engage online anywhere, anytime, in informal and formal contexts, there are questions related to the quality and impact of the learning. This Cover Story provides a conversation starter about learning online and questions of quality and impact. By Professor Glenn Finger Learners are increasingly mobile and online, enabled by anywhere, anytime access to information and communication. This Cover Story, after providing a caution that we must ask the right questions, suggests that we need to look out the window to see the changes in the ways in which our nation’s young people access and use technologies. Ask The Right Questions We need to ensure that we are asking the right questions. Therefore, we need to ask – what counts as quality? This reflects a more sophisticated understanding aligned with Papert’s earlier thinking that once the technology is introduced, everything else changes. Look Out The Window What The Research Suggests Quality Matters
