A Paradigm Shift from Instruction to Learning ERIC Identifier: ED414961 Publication Date: 1997-11-00 Author: Schuyler, Gwyer Source: ERIC Clearinghouse for Community Colleges Los Angeles CA. In the hearts of dedicated education professionals is the belief that the primary goal of education is student achievement. However obvious this may seem, some believe that the goal of student learning has become incongruent with the current way higher education institutions function. A new paradigm of learning has been proposed and discussed largely among community college professionals. While there are vocal supporters of the concept of the "learning paradigm," some critics question whether it is actually a paradigm at all. Increasingly, movements to consider student outcomes, to improve student assessment, and to refocus institutional missions onto student learning are gaining prominence. The learning paradigm is more than incremental changes in an institution's organizational procedure or priorities. Barr, R. Barr, R. Boggs, G.
So You Want to Be an Instructional Designer? Good listener. People person. Lifelong learner. Sound like you? Colleges, K-12 schools and companies increasingly turn to instructional designers to help them improve the quality of teaching in in-person, online or blended-learning environments. Once-lonely techies who helped faculty figure out Blackboard and dwelled in university IT departments, IDs now are growing in number and gaining celebrity status at their institutions. Jobs in the industry take many shapes, but instructional designers act broadly as shamans who guide educators and institutions through the world of digital learning. You’re a good listener IDs often start the design process by talking to faculty and subject matter experts about the courses they teach. You enjoy working with diverse teams Instructional design work is unique to any given organization, but odds are it involves collaborating with people who have vastly different roles and personalities. You have a passion for teaching and learning You can check your ego
Comment les jeunes vivent-ils et apprennent-ils avec les nouveaux médias D’où que l’on regarde, quand on parle du rapport des jeunes à l’Internet et aux réseaux sociaux, tout le monde évoque d’abord les risques, les dangers, les menaces qui pèsent sur eux. Des dangers qui justifient bien souvent toutes les dérives sécuritaires… Pourtant, les chercheurs dénoncent largement ce retournement, cette tentation anxiogène de l’hypercontrôle qui définitivement n’aidera ni les parents ni les jeunes à aborder et comprendre les formes des nouvelles sociabilités qui se développent en ligne.Après avoir observé un problème concret et récent, retour sur une étude de fond sur les rapports des jeunes à l’Internet. En 2008, la Fondation Mac Arthur a livré les résultats d’une imposante étude qualitative sur la pratique des nouveaux médias par les jeunes. Ce projet de recherche sur la jeunesse numérique a rassemblé sur 3 ans plus de 28 chercheurs et s’est intéressé aux pratiques de plus de 800 jeunes. Typologie des pratiques des jeunes
‘Our Technology Is Our Ideology’: George Siemens on the Future of Digital Learning What does it mean to be human in a digital age? Some people researching education technology might not spend their days wondering how their work fits into this existential question—but George Siemens isn’t "some people." “Maybe my mama hugged me extra when I was a baby.” That’s his explanation for how he thinks about the role of education in the 21st century. Siemens’ work is on the cutting edge of what’s possible in digital learning, but he doesn’t want to discuss the latest fads in education technology. “Our technology is our ideology,” Siemens says. Rise of the robots Siemens has both an academic and an industry perspective on digital learning. Siemens also serves on the advisory board of learning analytics company Civitas Learning and is a mentor to startups in Intel’s Education Accelerator. The kind of knowledge that humans need to function in society looks different than it did during the Industrial Revolution. From adaptive learning to adaptive learners The path forward
Ostiane Mathon | Enseignant-formateur, consultant, auteur | Paris | Paris D'une logique d'enseignement je suis progressivement passée à une logique d'accompagnement et de conseil appliquée aux personnes et aux équipes de professionnels. 23 ans d'expérience au sein et hors de l'Éducation nationale, en France comme à l'étranger me permettent de valoriser un profil qui traduit à la fois le reflet d’un parcours, d’une personnalité et d’un projet professionnel en lien avec des compétences développées dans des domaines d’expertise variés et sur des terrains très diversifiés. Spécialités:accompagnement de projets - coaching d'équipe - animation et formation - développement professionnel - ingénierie des réseaux sociaux Expériences à l'internationalGRECE: 3 ansDANEMARK: 6 ansIRAN: 4 ansVIETNAM: 4 ansPORTUGAL: 5ans DOMAINES D’ACTIVITÉSingénierie pédagogique formation professionnellerechercheécriture et publicationenseignement en France et à l'étranger ACTIVITÉS D'ÉCRITURE ET DE PUBLICATIONAuteur chez Delagrave et chez ESFéditeur
Online Classes Get a Missing Piece: Teamwork Most online courses are a solitary experience for learners. Students lack the ability to strike up an impromptu conversation about last week’s homework or compare notes with whoever’s sitting next to them in class. The absence of social interaction could be one reason behind high dropout rates in online classes. Instead their interactions are relegated to stale chat forums, where questions go unanswered or where few students regularly visit. Students enrolled in online classes at community colleges drop out of class at a higher rate than peers in face-to-face environments, according to the Community College Research Center. Several California community colleges are hopeful that adding a way for learners to interact with each other in online classes will help them complete their coursework. MOOCs get social Carolyn Rosé, an associate professor in the Human-Computer Interaction Institute at Carnegie Mellon University, has been exploring ways to add social engagement to MOOCs since 2013.
Old school? On reçoit souvent chez Balloon des jeunes plutôt doués qui sont développeurs, marketeux, commerciaux et qui veulent refaire une ou deux années d’étude avant d’accepter un CDI dans une entreprise. Avoir un diplôme, apprendre encore un peu, ne pas commencer à travailler tout de suite. La peur de se lancer, la crise? Ils n’apprennent pas à « networker »: Les écoles ne peuvent pas nous apprendre à networker. Ils n’apprennent pas à se planter: échouer, apprendre à reconnaître les erreurs, apprendre à ne pas refaire deux fois les mêmes… Au prix que coûtent ces écoles et vu leur prestige, l’echec ne fait pas partie du contrat. Ils n’apprennent pas à vendre: Même les écoles de « commerce » ne vous apprendront pas à vendre un truc. Ils n’apprennent pas à recruter: on apprend à se vendre en entretien, à trouver du boulot mais pas à recruter. Que des « soft-skills » me direz vous… Compétences que l’on apprend pas en cours.
NWeLearn: Creativity in Instructional Design | Brainstorm in Progress These are only my notes and impressions. Non-tangential ramblings are my own. Contents may settle in shipping: Creativity in Instructional Design Shannon Riggs, Director of Ecampus Course Development and Training at Oregon State University Instructional designers wear many hats in online education. She was reticent to get involved in online education but found that ALL of the online students had to be engaged because the courses were designed that way. The eCampus as 50 online programs, 3k students have earned a degree since 2002, 19k students from 50 states and 19 countries. 1k+ online courses. They are growing at 15% a year and they are proud that they have not let the quality slip – it has improved. “ECampus Essentials”: This requires the collaboration of an instructional designer. The question for the tables was “what role do instructional designers play on campus?” Instructional designers are artists.
Mark Brumley (markbrumley) sur Twitter NWeLearn: Limitless Education: Is Open Source an Option? | Brainstorm in Progress Bell tower at Oregon State University. (Photo credit: Wikipedia) Limitless Education: Is Open Source an Option? Tamara Mitchell, Assistant Director Career Success Center at Oregon State University / Arkansas State University Mountain Home / Western Oregon UniversityBrian Daigle, Center for Academic Innovation at Western Oregon UniversityAlexis Terell, Undergraduate Pathway Associate Program Manager at Oregon State UniversityCraig Geffre, Division of International Programs at Oregon State UniversityJennifer Kepka, Linn-Benton Community College Open Source tools are reducing barriers and encouraging innovation among higher education faculty, staff, and administrators. Engage with a panel of higher education professionals to learn about the latest trends in OS, discover useful software and content available for immediate use in classrooms and campuses, and participate in a discussion that will record your voice as part of the larger OS community online. Some of the tools looked at: