Noteworthy studies have been completed in recent years that show factors in the built environment can affect retention, attention, motivation, learning and academic achievement, but there have not been reliable post-occupancy evaluations of how different classroom designs affect student success. To address this important gap, a team of Steelcase Education researchers, in collaboration with academic researchers in Canada and the United States, recently completed studies at four U.S. universities. A robust survey instrument, titled the Active Learning Post Occupancy Evaluation (AL-POE) tool, was developed specifically for measuring the impact of classroom design on student engagement. Engagement is widely recognized as a highly probable predictor of student success.
The results of the beta study and the following term’s aggregated data revealed that classrooms intentionally designed to support active learning increased student engagement on multiple measures as compared to traditional (i.e., row- by-column seating) classrooms.
The U.S. Department of Education on Wednesday [10/14/15] unveiled the Educational Quality Through Innovation Partnerships (EQUIP) program, an experimental pathway to Title IV funding for partnerships between higher ed institutions and nontraditional programs.
The program has been brewing for some time under the experimental sites initiative, though it will remain limited to about 10 applications from applicable partnerships.
Likely candidates for participation in the pilot include coding bootcamps, MOOC providers, and various short-term certificate and corporate training programs, and according to Inside Higher Ed, inclusion will also give institutions freedom from a federal aid ban on colleges that outsource over half of their content or instruction to an unaccredited third party.
Also see:
Excerpt:
Background: The landscape for learning in postsecondary education is undergoing tremendous development. Innovations in technology, pedagogy, and business models are driving rapid change. While much of this development has been led by traditional postsecondary institutions, there are also significant educational changes occurring outside of the traditional educational sector. Non-traditional providers have begun to offer educational opportunities to students in new ways, such as through intensive short-term programs, online or blended approaches, or personalized/adaptive learning. These opportunities have the potential to advance goals such as increased equity and access, more flexible and personalized learning, high-quality student outcomes, and reduced costs.
Although some of these educational opportunities show promise in advancing these priorities, they remain out of reach for many students, particularly those from low-income backgrounds, in part because they generally do not provide students with access to title IV aid. The unavailability of title IV aid could increase the potential for educational inequity, because only those students with significant financial resources are able to enroll in these innovative programs, and it may constrain the growth of promising new approaches to learning.
Reinventing the company — from economist.com Entrepreneurs are redesigning the basic building block of capitalism
Excerpt:
NOW that Uber is muscling in on their trade, London’s cabbies have become even surlier than usual. Meanwhile, the world’s hoteliers are grappling with Airbnb, and hardware-makers with cloud computing. Across industries, disrupters are reinventing how the business works. Less obvious, and just as important, they are also reinventing what it is to be a company.
To many managers, corporate life continues to involve dealing with largely anonymous owners, most of them represented by fund managers who buy and sell shares listed on a stock exchange. In insurgent companies, by contrast, the coupling between ownership and responsibility is tight (see article). Founders, staff and backers exert control directly. It is still early days but, if this innovation spreads, it could transform the way companies work.
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New companies also exploit new technology, which enables them to go global without being big themselves. Startups used to face difficult choices about when to invest in large and lumpy assets such as property and computer systems. Today they can expand very fast by buying in services as and when they need them. They can incorporate online for a few hundred dollars, raise money from crowdsourcing sites such as Kickstarter, hire programmers from Upwork, rent computer-processing power from Amazon, find manufacturers on Alibaba, arrange payments systems at Square, and immediately set about conquering the world. Vizio was the bestselling brand of television in America in 2010 with just 200 employees. WhatsApp persuaded Facebook to buy it for $19 billion despite having fewer than 60 employees and revenues of $20m.
The company put out the call for app submissions on Wednesday for tvOS. The Apple TV App Store will debut as Apple TV units are shipped out next week.
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The main attraction of Apple TV is a remote with a glass touch surface and a Siri button that allows users to search by voice. Apple tvOS is capable of running apps ranging from Airbnb to Zillow and games like Crossy Road. Another major perk of Apple TV will be universal search, which allows users to scan for movies and television shows and see results from multiple sources, instead of having to conduct the same search within multiple apps.
Apple CEO Tim Cook hopes the device will simplify how viewers consume content.
From DSC: The days of developing for a “TV”-based OS are now upon us: tvOS is here. I put “TV” in quotes because what we know of the television in the year 2015 may look entirely different 5-10 years from now.
Once developed, things like lifelong learning, web-based learner profiles, badges and/or certifications, communities of practice, learning hubs, smart classrooms, virtual tutoring, virtual field trips, AI-based digital learning playlists, and more will never be the same again.
Addendum on 10/26/15: The article below discusses one piece of the bundle of technologies that I’m trying to get at via my Learning from the Living [Class] Room Vision:
No More Pencils, No More Books — from by Will Oremus Artificially intelligent software is replacing the textbook—and reshaping American education.
Excerpt: ALEKS starts everyone at the same point. But from the moment students begin to answer the practice questions that it automatically generates for them, ALEKS’ machine-learning algorithms are analyzing their responses to figure out which concepts they understand and which they don’t. A few wrong answers to a given type of question, and the program may prompt them to read some background materials, watch a short video lecture, or view some hints on what they might be doing wrong. But if they’re breezing through a set of questions on, say, linear inequalities, it may whisk them on to polynomials and factoring. Master that, and ALEKS will ask if they’re ready to take a test. Pass, and they’re on to exponents—unless they’d prefer to take a detour into a different topic, like data analysis and probability. So long as they’ve mastered the prerequisites, which topic comes next is up to them.
NEW YORK — The New York Times is collaborating with Google to launch a virtual reality project that includes a free app to view films on devices like smartphones.
The newspaper publisher said Tuesday the NYT VR app that will be available for download in both iOS and Google Play app stores starting Nov. 5. The first virtual-reality film in the project is titled “The Displaced” and follows the experiences of child refugees from south Sudan, eastern Ukraine and Syria.
Google will supply cardboard viewers that allow customers to view a three-dimensional version of the films. More than 1 million of the viewers will be distributed to home delivery subscribers early next month, and digital subscribers will receive emails with details on how to get the free viewers.
About three weeks ago, a group of more than 80 colleges — including all eight in the Ivy League and many other highly selective private and public ones — announced that they were developing a free website and set of online tools that would, among other things, inform ninth and 10th graders without savvy college advisers about the kind of secondary-school preparation that best positions them for admission.
What’s more, these colleges plan to use the website for an application process, in place by next fall, that would be separate from, and competitive with, the “Common App,” a single form students can submit to any of more than 600 schools. If colleges in the new group — which calls itself the Coalition for Access, Affordability and Success — have been taking the Common App, they would continue to, but would clearly be encouraging students to explore this alternate route.
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“For every student from the entire bottom half of the nation’s income distribution at Dartmouth, Penn, Princeton, Yale and more than a few other colleges, there appear to be roughly two students from just the top 5 percent (which means they come from families making at least $200,000).”
When the original Watson won on the TV quiz showJeopardy! in 2011, it was one computer tucked away in a room at IBM Research. Now it’s in our cloud, available anywhere. Back then, Watson consisted of a single software application powered by five core technologies. Today, it includes 28 cognitive services. Each represents a different mode of thinking–visual recognition, personality insights, relationship extraction and tradeoff analytics, to name a few. And more are on the way.
That’s a lot of technological progress in five years, underpinned by IBM’s deep technology capabilities in areas like data analytics, open standards, cloud services and security, and our deep knowledge of industries and professions. But just as important is the progress that we and our partners are making in applying cognitive technologies to real-world problems and opportunities.
Because of that progress, IBM is embarking today on a company-wide initiative aimed at accelerating the delivery of cognitive computing to businesses, government, and society. It’s similar to our launch of System/360 in 1964–a move that revolutionized computing and, over time, transformed the way business was done.
We believe that the world has entered a new era in the history of computing, which we call thecognitive era. IBM is committed to advancing cognitive technologies and a new way of solving problems to help transform companies, industries and professions, and to improve the day-to-day lives of individuals everywhere.
Recently I wrote about a novel new tool to telementor surgeons as they operate on patients. The system allows the surgeon performing the operation to receive help and guidance from a more experienced peer using telecommunications equipment.
The technology, called the System for Telementoring with Augmented Reality (STAR), was documented in a recent study and harnesses a range of technologies to provide surgeons with a transparent display, and several sensors to improve the communication between mentor and mentee.
Preparing for surgery
This approach is pretty cool, yet it nonetheless only provides help and support during the surgery itself. A new health tech startup called EchoPixel is hoping to change that by providing an accurate and realistic representation of the organ being operated on prior to the surgery taking place.
The company wanted to improve the existing methods of preparing for surgery, which usually revolve around 2 dimensional images produced by CT and MRI scanners of the relevant organs.
What Will the Future of Collaboration Look Like? — from corporatetechdecisions.com by Jonathan Blackwood Collaboration is a term whose very definition is in flux. So what will collaboration look like in the near future?
Excerpt:
The implementation of unified communication technologies has allowed for multiple offices to communicate, and placed less of a burden on employees being in office, resulting in part-time or full-time employees working from home. As a result, collaboration has centered around allowing employees to work together across distances.
“The out-of-room experience has been where all the focus has been. I think what happened, and the reason that we and Barco and Crestron have devoted so much time and money to the in-room experience is because that was really lacking,” says Rob Balgley, CEO of Mersive. “I think what you’re going to see next is the in-room experience that we’ve created, that others have created, is going to be married with the out-of-room experience, and that’s going to be the next big thing.”
From DSC: These advancements should help us connect remote learners with those learners meeting within a face-to-face setting.
However, simply recognizing learner diversity is one thing; navigating this challenge in the classroom is quite another. How can we possibly hope to present content, structure learning experiences, and devise assessments that will be appropriate and effective for students with different learning strengths and challenges? Fortunately, researchers have developed a framework based in neuroscience that can help.
Universal Design for Learning
Universal Design for Learning (UDL) offers a functional framework to understand and address this variability in our courses. The Center for Applied Special Technology (CAST) outlines three principles that when systematically applied in the classroom help support diverse learners.
multiple means of representing content.
multiple means of action and expression.
multiple means of engagement in learning.
7 Golden Rules Of Learning — from theelearningcoach.com by Connie Malamed A List to Help Subject Matter Experts with Instructional Design
At a recent talk for special education teachers at the Los Angeles Unified School District, child development professor Maryanne Wolf urged educators to say the word dyslexia out loud.
“Don’t ever succumb to the idea that it’s going to develop out of something, or that it’s a disease,” she recalled telling teachers. “Dyslexia is a different brain organization that needs different teaching methods. It is never the fault of the child, but rather the responsibility of us who teach to find methods that work for that child.”
Wolf, who has a dyslexic son, is on a mission to spread the idea of “cerebrodiversity,” the idea that our brains are not uniform and we each learn differently. Yet when it comes to school, students with different brains can often have lives filled with frustration and anguish as they, and everyone around them, struggle to figure out what is wrong with them.
Teachers have always had students pursue their own research projects on their own questions. Students around the globe are engaged in genius hour activities about their passions and are given voice and choice in how they show their learning. These are just some aspects of personalized PBL, and we can improve the model further still when we adopt more tenets of personalization into the already-existing PBL framework. In addition, many teachers are claiming that they’re personalizing learning for students when in fact they are not. However, PBL and personalized learning make an excellent match that creates engagement for students through authentic, personal work on content and skills that they want and need. Here are six strategies that you can try.
Teaching History with 100 Objects— from teachinghistory100.org One hundred objects from museums across the UK with resources, information and teaching ideas to inspire your students’ interest in history.
On their way to this month’s 70th United Nation’s General Assembly, the organization’s annual high-level meeting in New York, diplomats and world leaders will pass by a makeshift glass structure—both a glossy multi-media hub, and a gateway to an entirely different world.
The hub uses virtual reality to allow the UN attendees to see Jordan’s Zaatari camp for Syrian refugees through the eyes of a little girl. And, by using an immersive video portal, which will launch later this week, they will have the opportunity to have face-to-face conversations with residents of the camp.
The effort aims to put a human face on the high-level deliberations about the refugee crisis, which will likely dominate many conversations at the United Nations General Assembly (UNGA). UN Secretary General Ban Ki-Moon has called on the meeting to be “one of compassion, prevention and, above all, action.”
From DSC: VR-based apps have a great deal of potential to develop and practice greater empathy. See these related postings:
When it comes to virtual reality, the University of Maryland, Baltimore County is going for full immersion.
Armed with funding from the National Science Foundation, the university is set to build a virtual reality “environment” that’s designed to help researchers from different fields. It’s called PI2.
In the 15-by-20-foot room, stepping into virtual reality won’t necessarily require goggles.
A visualization wall at the University of Illinois at Chicago’s Electronic Visualization Lab.
UMBC officials say their project will be similar to this.(Photo courtesy of Planar)
Now you’re ready to turn your class into an immersive game, and everything you need is right here. With the help of these resources, you can develop your own gameful class, cook up a transmedia project, design a pervasive game or create your very own [Augmented Reality Game] ARG. Games aside, these links are useful for all types of creative learning projects. In most cases, what is on offer is free and/or web based, so only your imagination will be taxed.
If augmented reality could be a shared experience, it could change the way we will use the technology.
Something along these lines is currently in development at a Microsoft laboratory run by Jaron Lanier, one of the pioneers of VR since the 1980s through his company VPL Research. The project, called Comradre, allows multiple users to share virtual- and augmented-reality experiences, reports MIT Technology Review.
Because virtual reality takes place in a fully digital environment, it is not hugely difficult to put multiple users into the same virtual instance at the same time, wirelessly synced across multiple headsets.
vrfavs.com— some serious VR-related resources for you. Note: There are some NSFW items on there; so this is not for kids.
Together, virtual reality and augmented reality are expected to generate about $150 billion in revenue by the year 2020.
Of that staggering sum, according to data released today by Manatt Digital Media, $120 billion is likely to come from sales of augmented reality—with the lion’s share comprised of hardware, commerce, data, voice services, and film and TV projects—and $30 billion from virtual reality, mainly from games and hardware.
The report suggests that the major VR and AR areas that will be generating revenue fall into one of three categories: Content (gaming, film and TV, health care, education, and social); hardware and distribution (headsets, input devices like handheld controllers, graphics cards, video capture technologies, and online marketplaces); and software platforms and delivery services (content creation tools, capture, production, and delivery software, video game engines, analytics, file hosting and compression tools, and B2B and enterprise uses).
Talking about augmented reality technology in teaching and learning the first thing that comes to mind is this wonderful app called Aurasma. Since its release a few years ago, Aurasma gained so much in popularity and several teachers have already embraced it within their classrooms. For those of you who are not yet familiar with how Aurasma works and how to use in it in your class, this handy guide from Apple in Education is a great resource to start with.
The Oculus Touch virtual reality (VR) controllers finally have their first full videogames. A handful of titles were confirmed to support the kit back at the Oculus Connect 2 developer conference in September. But still one of the most impressive showcases of what these position-tracked devices can do exists in Oculus VR’s original tech demo, Toybox. [On 10/13/15], Oculus VR itself has released a new video that shows off what players are able to do within the software.
Much like sketching the first few lines on a blank canvas, the earliest prototypes of a VR project is an exciting time for fun and experimentation. Concepts evolve, interactions are created and discarded, and the demo begins to take shape.Competing with other 3D Jammers around the globe, Swedish game studio Pancake Storm has shared their #3DJam progress on Twitter, with some interesting twists and turns along the way. Pancake Storm started as a secondary school project for Samuel Andresen and Gabriel Löfqvist, who want to break into the world of VR development with their project, tentatively dubbed Wheel Smith and the Willchair.
Recently I learned about a new feature called Virtual Field Trips. In a partnership with 360 Cities, NearPod now gives teachers and students the opportunity to view pristine locations like the Taj Mahal, the Golden Gate Bridge, and The Great Wall of China. You can view famous architecture, famous artifacts, and even different planets! Virtual Field Trips are a great addition to any classroom.
Western University of Health Sciences in Pomona, Calif., has opened a first-of-its-kind virtual reality learning center that’s been designed to allow students from every program—dentistry, osteopathic medicine, veterinary medicine, physical therapy, and nursing—to learn through VR.
The Virtual Reality Learning Center currently houses four different VR technologies: the two zSpace displays, the Anatomage Virtual Dissection Table, the Oculus Rift, and Stanford anatomical models on iPad.
Robert W. Hasel, D.D.S., associate dean of simulation, immersion & digital learning at Western, says VR gives anatomical science teachers the ability to view and interact with anatomy in a way never before experienced. The virtual dissection table allows students to rotate the human body in 360 degrees, take it apart, identify specific structures, study individual systems, look at multiple views at the same time, take a trip inside the body, and look at holograms.
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Addendum on 10/20/15:
Can Virtual Reality Replace the Cadaver Lab?— from centerdigitaled.com by Justine Brown Colleges are starting to use virtual reality platforms to augment or replace cadaver labs, saving universities hundreds of thousands of dollars.
Putting Away the Books to Learn — from medium.com by Jackie Ashton; with thanks to Angela Maiers for this resource The “maker” movement has swept across schools in California and beyond. Can it fundamentally change K-12 education?
Excerpt:
The room, which more closely resembles a fabrication studio than middle school classroom, boasts tools like a drill press, torch, welder, laser cutter, forge, and 3D-printer. Books with titles like Fabrication: Essays on Making Things& Making Meaning and The Geometry of Sheet MetalWork rest on a shelf. Safety goggles and a collection of posters around the room remind students to “respect” the tools and keep in mind “what they can do to you if not used with thought and care.”
East Bay School for Boys (EBSB) is one of many schools across the country?—?and in the Bay Area in particular?—?that sees great value in offering its students DIY (do-it-yourself) learning experiences, as opposed to traditional learning via rote memorization or teacher-led lesson plans. It’s part of the “maker” movement?—?that is, the trend of encouraging people to build new devices from scratch?—?which has exploded in recent years, from elementary school classrooms to Silicon Valley board rooms.
In the education world, public, private, and charter schools alike are empowering kids to roll up their sleeves and jump on the experiential bandwagon. Teachers encourage students to tinker with materials like e-textiles, conductive thread, 3D printed objects, and Makey Makey, a simple invention kit that anyone can use.
“Here’s looking at you, Kid” – Presentation From BSD Future Ready Summit
Getting students started creating videos can seem like a daunting task. There isn’t enough time in the day to get your regular subjects done, how are you supposed to give students time to create videos? I am here to tell you it can be done. I hope that this post/presentation will provide what you need to get started.
Students can create videos on a variety within the context of what they are learning right now. Video story problem for math, a how to science experiment, or a book trailer that covers important story traits are all good ideas. Here is a list of apps, PDF Templates, and equipment that can be helpful when creating movies.
Switcher Studio is a mobile video app that lets you sync up to four iPhones and iPads to record and stream LIVE video to services like YouTube and Ustream. Insert photos and graphic overlays, manage multi-view effects, and more.
From DSC: Now let’s take this one step further.
If REMOTE learners could switch between cameras at any point, NOW we’re talking! That is, it would be great if we could set up 3-4 cameras in a face-to-face classroom, and let the remote learners switch between whichever viewing angle/feed that they want to see at any given point in time (i.e., the professor, the whiteboard, the computer, other).
Addendum on 10/15/15: also see:
Touchcast Studio in a Box: Excerpt:
TouchCast Studio in a Box allows you to transform your iPad into a full, interactive video studio. The TouchCast Studio includes a green screen, lapel mic, mini-tripods, iPad and iPhone holders. Paired with the TouchCast App, you will be able to use the green screen to transport yourself.
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And don’t forget to add video apps (vApps) to make your video interactive. Your audience can tap these to dive deeper into other videos, web pages and more.
Level, a venture that offers students courses in data analytics, has a motto of sorts. It’s written in large letters across the program’s website: “Real skills. Real experience. Two months.”
The motto sounds a lot like the boot-camp style of education offered by companies like General Assembly. But Level, a product of Northeastern University, is neither a private company nor a Silicon Valley startup. It is one of the first boot-camp programs created by a traditional university,and it exists alongside Northeastern’s master’s programs in subjects such as urban informatics and information design and visualization.
Also see:
How Nanodegrees Are Disrupting Higher Ed — from Campus Technology’s October 2015 edition New “micro” online certification programs are changing the educational pathways to success in certain industries.
Excerpt:
CAMBRIDGE, Mass. (AP) – The Massachusetts Institute of Technology has offered free online courses for the last four years with one major downside: They didn’t count toward a degree. That’s about to change. In a pilot project announced Wednesday, students will be able to take a semester of free online courses in one of MIT’s graduate programs and then, if they pay a “modest fee” of about $1,500 and pass an exam, they will earn a MicroMaster’s credential, the school said. The new credential represents half of the university’s one-year master’s degree program in supply chain management. As part of the pilot project, students who perform well in the online half can take an exam to apply for the second semester on campus. Those who get in would pay $33,000, about half the cost of the yearlong program.
Colleges and universities have spent hundreds of millions of dollars on technology they believe will improve student outcomes and simplify administrative tasks. Educational technology companies continue to demolish investment records on a quarterly basis. With all this money raised and spent under the guise of improving postsecondary education, the 2015 Inside Higher Ed Survey of Faculty Attitudes on Technology suggests that many instructors believe the gains in student learning justify the costs — even if the results are perhaps less significant than desired.
Inside Higher Ed partnered with Gallup to ask faculty members and academic technology administrators to share their thoughts on this and other ed-tech issues in the news. A copy of the survey results, based on responses from 2,175 faculty members and 105 administrators, can be downloaded here.
The Core Problem
Why is teaching so stressful? Teaching isn’t a job, it’s at least three jobs:
Lesson planner: design and deliver creative, meaningful learning experiences
Student caretaker: you can listen to, interact with, and inspire kids of all types (not just the ones you like)
Organizer: Your files are labeled, grades are up to date, and desk is cleared
You’re probably really good at (and really enjoy) one of these jobs. You might even have two bright spots. But I’ve never met someone who excels in all three roles. As a result, you always have that nagging feeling that you’re not doing your job well.
Reflections from DSC: As we’re talking about stress and change here, the topic of resilience comes to my mind. (This is also most likely due to my currently teaching a First Year Seminar (FYS) course at Calvin College, where we recently covered this very topic.) From that FYS course, I wanted to mention thatPBS.org offers some further thoughts and resources on resilience. I also want to pass along some of the (healthier) coping strategies that folks can use:
Active coping – doing something active to alleviate stress such as talking to the person causing the stress, or problem solving for solutions
Emotional support – seeking a way to balance emotions primarily through sharing emotions with others
Instrumental support – seeking out professional or expert advise on the situation
Positive reframing – seeing the glass as half full (vs. half empty)
Planning – reprioritizing responsibilities to keep stress more manageable
Humor – laughter at the situation if appropriate, but more effective when combined with more action-based coping
Acceptance – if a situation is unchangeable, being able to accept it allows you to move forward in a positive direction to take appropriate action to help cope
Religion – prayer, scripture, reassurance from God’s promises
Also, for further information re: focusing on your strengths and obtaining maximum impact from them, seethe work of Marcus Buckingham.
Also see Ian Byrd’s related articles to being a healthier teacher:
![The Living [Class] Room -- by Daniel Christian -- July 2012 -- a second device used in conjunction with a Smart/Connected TV](http://danielschristian.com/learning-ecosystems/wp-content/uploads/2012/07/The-Living-Class-Room-Daniel-S-Christian-July-2012.jpg)
