The definition of a flipped classroom, according to the Flipped Classroom Global Initiative:

Flipped Learning is a framework that enables educators to reach every student. The Flipped approach inverts the traditional classroom model by introducing course concepts before class, allowing educators to use class time to guide each student through active, practical, innovative applications of the course principles.

Some resources regarding the flipped classroom:

 

 

Belief in Learning Styles Myth May Be Detrimental — from apa.org
Many people believe learning styles predict academic and career success, study finds

Excerpts:

WASHINGTON — Many people, including educators, believe learning styles are set at birth and predict both academic and career success even though there is no scientific evidence to support this common myth, according to new research published by the American Psychological Association.

Previous surveys in the United States and other industrialized countries across the world have shown that 80% to 95% of people believe in learning styles. It’s difficult to say how that myth became so widespread, Nancekivell said.

 

Also see:

  • Maybe They’re Born With It, or Maybe It’s Experience: Toward a Deeper Understanding of the Learning Style Myth — from apa.org by Shaylene E. Nancekivell, Priti Shah, and Susan A. Gelman
    .
  • Learning Styles are NOT an Effective Guide for Learning Design — from debunker.club
    Excerpt:
    The strength of evidence against the use of learning styles is very strong. To put it simply, using learning styles to design or deploy learning is not likely to lead to improved learning effectiveness. While it may be true that learners have different learning preferences, those preference are not likely to be a good guide for learning. The bottom line is that when we design learning, there are far better heuristics to use than learning styles.
    .
  • Learning styles: Worth our time? — from Cathy Moore
    .
  • Learning Styles Debunked: There is No Evidence Supporting Auditory and Visual Learning, Psychologists Say — from psychologicalscience.org
    .
  • Learning Styles FAQ — by Daniel Willingham
    Excerpt:
    How can you not believe that that people learn differently? Isn’t it obvious?
    People do learn differently, but I think it is very important to say exactly how they learn differently, and focus our attention on those differences that really matter. If learning styles were obviously right it would be easy to observe evidence for them in experiments. Yet there is no supporting evidence. There are differences among kids that both seem obvious to us and for which evidence is easily obtained in experiments, e.g., that people differ in their interests, that students vary in how much they think of schoolwork as part of their identity (“I’m the kind of kid who works hard in school”) and that kids differ in what they already know at the start of a lesson. All three of these have sizable, easily observed effects on learning. I think that often when people believe that they observe obvious evidence for learning styles, they are mistaking it for ability.

 

From DSC:
While I’ve heard and read through the years that there isn’t support for learning styles — and I’ve come to adopt that perspective as well due to what I’ve read, such as the items listed above — I do think that each of us has our learning preferences (as the debunker club mentioned as well). That is, how we prefer to learn about a new subject:

  • Some people like to read the manual.
  • Others never pick up the manual…they prefer to use the trial and error / hands-on method.
  • Some people prefer to listen to audio books.
  • Others prefer to watch videos.
  • Others like to read about a new topic.
  • Others like to study in a very quiet place — while others prefer some background noise.
  • Some people love to learn in a 100% online-based mode…some people hate it, and that delivery method doesn’t work as well for them.

Along these lines…in my mind, offering learning in multiple media and in multiple ways maximizes the enjoyment of learning by a group of people. And now that we’re all into lifelong learning, the enjoyment of learning has notched waaay up in importance in my book. The more we enjoy learning, the more we enjoy life (and vice versa).

In fact, I’m getting closer to the point of putting enjoyment of learning over grades in terms of importance. Grades are a way to compare people/school systems/colleges/universities/etcetera…they are the currency of our current systems…and they are used to “incentivize” students. But such systems and methods often produce game players, not learners.

 

 
 

5 Research-Backed Studying Techniques — from edutopia.org by Edward Kang
Teachers can guide students to avoid ineffective studying habits in favor of ones that will increase their learning outcomes.

Excerpts:

Ineffective techniques include:

  • Studying for long periods of time
  • Studying a single subject for a long period of time and repeating phrases over and over to memorize them (known as massed practice)
  • Reviewing one topic repeatedly before moving onto another topic (blocked practice)
  • Reading and rereading a text
  • Highlighting or underlining important concepts in a text and then reviewing
  • Reviewing notes

The book Make It Stick identifies several research-proven studying techniques.

  1. Pre-test
  2. Spaced practice
  3. Self-quizzing
  4. Interleaving practice
  5. Paraphrasing and reflecting
 
 

The finalized 2019 Horizon Report Higher Education Edition (from library.educause.edu) was just released on 4/23/19.

Excerpt:

Key Trends Accelerating Technology Adoption in Higher Education:

Short-TermDriving technology adoption in higher education for the next one to two years

  • Redesigning Learning Spaces
  • Blended Learning Designs

Mid-TermDriving technology adoption in higher education for the next three to five years

  • Advancing Cultures of Innovation
  • Growing Focus on Measuring Learning

Long-TermDriving technology adoption in higher education for five or more years

  • Rethinking How Institutions Work
  • Modularized and Disaggregated Degrees

 

 

 

 

 

From DSC:
First of all, an article:

The four definitive use cases for AR and VR in retail — from forbes.com by Nikki Baird

AR in retail

Excerpt (emphasis DSC):

AR is the go-to engagement method of choice when it comes to product and category exploration. A label on a product on a shelf can only do so much to convey product and brand information, vs. AR, which can easily tap into a wealth of digital information online and bring it to life as an overlay on a product or on the label itself.

 

From DSC:
Applying this concept to the academic world…what might this mean for a student in a chemistry class who has a mobile device and/or a pair of smart goggles on and is working with an Erlenmeyer flask? A burette? A Bunsen burner?

Along these lines...what if all of those confused students — like *I* was struggling through chem lab — could see how an experiment was *supposed to be done!?*

That is, if there’s only 30 minutes of lab time left, the professor or TA could “flip a switch” to turn on the AR cloud within the laboratory space to allow those struggling students to see how to do their experiment.

I can’t tell you how many times I was just trying to get through the lab — not knowing what I was doing, and getting zero help from any professor or TA. I hardly learned a thing that stuck with me…except the names of a few devices and the abbreviations of a few chemicals. For the most part, it was a waste of money. How many students experience this as well and feel like I did?

Will the terms “blended learning” and/or “hybrid learning” take on whole new dimensions with the onset of AR, MR, and VR-related learning experiences?

#IntelligentTutoring #IntelligentSystems #LearningExperiences
#AR #VR #MR #XR #ARCloud #AssistiveTechnologies
#Chemistry #BlendedLearning #HybridLearning #DigitalLearning

 

Also see:

 

“It is conceivable that we’re going to be moving into a world without screens, a world where [glasses are] your screen. You don’t need any more form factor than [that].”

(AT&T CEO)

 

 

Is Thomas Frey right? “…by 2030 the largest company on the internet is going to be an education-based company that we haven’t heard of yet.”

From a fairly recent e-newsletter from edsurge.com — though I don’t recall the exact date (emphasis DSC):

New England is home to some of the most famous universities in the world. But the region has also become ground zero for the demographic shifts that promise to disrupt higher education.

This week saw two developments that fit the narrative. On Monday, Southern Vermont College announced that it would shut its doors, becoming the latest small rural private college to do so. Later that same day, the University of Massachusetts said it would start a new online college aimed at a national audience, noting that it expects campus enrollments to erode as the number of traditional college-age students declines in the coming years.

“Make no mistake—this is an existential threat to entire sectors of higher education,” said UMass president Marty Meehan in announcing the online effort.

The approach seems to parallel the U.S. retail sector, where, as a New York Times piece outlines this week, stores like Target and WalMart have thrived by building online strategies aimed at competing with Amazon, while stores like Gap and Payless, which did little to move online, are closing stores. Of course, college is not like any other product or service, and plenty of campuses are touting the richness of the experience that students get by actually coming to a campus. And it’s not clear how many colleges can grow online to a scale that makes their investments pay off.

 

“It’s predicted that over the next several years, four to five major national players with strong regional footholds will be established. We intend to be one of them.”

University of Massachusetts President Marty Meehan

 

 

From DSC:
That last quote from UMass President Marty Meehan made me reflect upon the idea of having one or more enormous entities that will provide “higher education” in the future. I wonder if things will turn out to be that we’ll have more lifelong learning providers and platforms in the future — with the idea of a 60-year curriculum being an interesting idea that may come into fruition.

Long have I predicted that such an enormous entity would come to pass. Back in 2008, I named it the Forthcoming Walmart of Education. But then as the years went by, I got bumbed out on some things that Walmart was doing, and re-branded it the Forthcoming Amazon.com of Higher Education. We’ll see how long that updated title lasts — but you get the point. In fact, the point aligns very nicely with what futurist Thomas Frey has been predicting for years as well:

“I’ve been predicting that by 2030 the largest company on the internet is going to be an education-based company that we haven’t heard of yet,” Frey, the senior futurist at the DaVinci Institute think tank, tells Business Insider. (source)

I realize that education doesn’t always scale well…but I’m thinking that how people learn in the future may be different than how we did things in the past…communities of practice comes to mind…as does new forms of credentialing…as does cloud-based learner profiles…as does the need for highly efficient, cost-effective, and constant opportunities/means to reinvent oneself.

Also see:

 

 

Addendum:

74% of consumers go to Amazon when they’re ready to buy something. That should be keeping retailers up at night. — from cnbc.com

Key points (emphasis DSC)

  • Amazon remains a looming threat for some of the biggest retailers in the country — like Walmart, Target and Macy’s.
  • When consumers are ready to buy a specific product, nearly three-quarters of them, or 74 percent, are going straight to Amazon to do it, according to a new study by Feedvisor.
  • By the end of this year, Amazon is expected to account for 52.4 percent of the e-commerce market in the U.S., up from 48 percent in 2018.

 

“In New England, there will be between 32,000 and 54,000 fewer college-aged students just seven years from now,” Meehan said. “That means colleges and universities will have too much capacity and not enough demand at a time when the economic model in higher education is already straining under its own weight.” (Marty Meehan at WBUR)

 

 

Huge study finds professors’ attitudes affect students’ grades — and it’s doubly true for minority students. — from arstechnica.com by Scott Johnson

Excerpt:

Instead, the researchers think the data suggests that—in any number of small ways—instructors who think their students’ intelligence is fixed don’t keep their students as motivated, and perhaps don’t focus as much on teaching techniques that can encourage growth. And while this affects all students, it seems to have an extra impact on underrepresented minority students.

The good news, the researchers say, is that instructors can be persuaded to adopt more of a growth mindset in their teaching through a little education of their own. That small attitude adjustment could make them a more effective teacher, to the significant benefit of a large number of students.

 

Along these lines, also see:

 


 

 

Horizon Report Preview 2019 — from library.educause.edu
Analytics, Artificial Intelligence (AI), Badges and Credentialing, Blended Learning, Blockchain, Digital Learning, Digital Literacy, Extended Reality (XR), Instructional Design, Instructional Technologies, Learning Analytics, Learning Space, Mobile Learning, Student Learning Support, Teaching and Learning

Abstract
The EDUCAUSE Horizon Report Preview provides summaries of each of the upcoming edition’s trends, challenges, and important developments in educational technology, which were ranked most highly by the expert panel. This year’s trends include modularized and disaggregated degrees, the advancing of digital equity, and blockchain.

For more than a decade, EDUCAUSE has partnered with the New Media Consortium (NMC) to publish the annual Horizon Report – Higher Education Edition. In 2018, EDUCAUSE acquired the rights to the NMC Horizon project.

 

 

 

 

Learning and Student Success: Presenting the Results of the 2019 Key Issues Survey — from er.educause.edu by Malcolm Brown

Excerpts:

Here are some results that caught (Malcolm’s) eye, with a few speculations tossed in:

  • The issue of faculty development reclaimed the top spot.
  • Academic transformation, previously a consistent top-three finisher, took a tumble in 2019 down to 10th.
  • After falling to 16th last year, the issue of competency-based education and new methods of learning assessment jumped up to 6th for 2019.
  • The issues of accessibility and universal design for learning (UDL) and of digital and information literacy held more or less steady.
  • Online and blended learning has rebounded significantly.

 

 

 

Is Teaching an Art or a Science? New Book Takes a Fresh Look at ‘How Humans Learn.’ — from edsurge.com by Jeff Young

Excerpts:

Eyler: That is the perennial question. We actually wrote a post for our Teaching Center’s blog with that title, “Is teaching an art or a science?” It has by far been read more than any other blog post that we’ve written.

My answer might be a little unfulfilling because I think it’s actually both. I think there is a scientific element to teaching. The book is about understanding the science of how we learn, how learning has evolved over time, and the social interactions that shape teaching. And the best teachers also often approach teaching and teaching issues scientifically. They have a hypothesis of what they think will help students learn, and they’re going to test it out and then learn from it and revise.

But if we focus too much on the science, we lose the human element of teaching—what I think of as the art of teaching.

What’s the thing that surprised you most in your research or putting this book together?

Much of what surprised me most makes up a lot of the final chapter, which is on failure. As teachers, we don’t get trained to think of failure as a positive thing in any way, even though as researchers we know that failure is a part of the learning process. No one walks into a lab right away and comes up with the Nobel Prize-winning discovery. It’s an iterative cycle.

We have these educational systems that are set up to move in exactly the opposite way. We give students really high-stakes assignments and assessments with very few opportunities to do them.

 

 

 

 

6 key trends to 21st century teaching — from edsurge.com

Excerpt:

It’s popular these days to complain that college teaching hasn’t changed in hundreds of years. And sure, it’s possible to find some professors on any campus holding yellowed lecture notes, or clinging to dusty chalk. But the reality is that the internet and digital technologies have already brought profound changes to instructional styles and tools in higher education.

So what are the new teaching approaches catching on at today’s campuses? And what are the broader cultural changes around college teaching?

We set out to answer those questions over the past year, with a series of articles and interviews exploring what teaching in the 21st century looks like. Some show the nuances of the challenges of teaching with technology by telling stories of innovative professors, including how a water agency official who teaches an online community college course got started in creating open educational resources when her class was incorporated into a zero-cost textbook degree program. Others dive into research on the culture of teaching, like a talk with an anthropologist studying how professors react to (and sometimes resist) research on teaching practices.

 

 

 

Survey: Online, Blended Dominate Today’s Learning Environments — from campustechnology.com by Rhea Kelly
In our latest Teaching with Technology Survey, the vast majority of faculty members said they teach in either a fully online or blended format.

 

Most faculty members either teach in a blended or fully online learning environment

 

However, that doesn’t mean those instructors blend every course. When we asked faculty how many of their classes are blended, 29 percent said they teach all blended classes, while 45 percent blend some of their classes. Six percent said they plan to use the blended model in the next year or are exploring the option.

 

 

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