From DSC to teachers and professors:
Should these posters be in your classroom? The posters each have a different practice such as:

  • Spaced practice
  • Retrieval practice
  • Elaboration
  • Interleaving
  • Concrete examples
  • Dual coding

That said, I could see how all of that information could/would be overwhelming to some students and/or the more technical terms could bore them or fly over their heads. So perhaps you could boil down the information to feature excerpts from the top sections only that put the concepts into easier to digest words such as:

  • Practice bringing information to mind
  • Switch between ideas while you study
  • Combine words and visuals
  • Etc. 

 

Learn how to study using these practices

 

 

Production Values for Audio Podcasts, Part I — from learningsolutionsmag.com by Jeff D’Anza

Excerpts:

There are a number of production values that narrative podcasters find effective for grabbing listener attention and keeping their audiences engaged in the story; you could think of these as technical elements of professional audio quality. They range from techniques for improving content when applied to script writing to methods applied to audio recording and editing. The most successful professional podcasters use these elements to create immersion in the audio environment and to eliminate audio distraction. The result is the creation of a kind of audio theater. Here are four basic practices to embrace while creating your narrative podcasts.

  1. Set the scene first
  2. Hook the audience
  3. Vary character voices
  4. Talk like real people

 

Production Values for Audio Podcasts, Part II — from learningsolutionsmag.com by Jeff D’Anza

Excerpts:

In this article, I will continue with more production tricks that can substantially increase the quality of your narrative podcasts.

Use music to reset scenes
It’s not revolutionary to suggest that learners tend to have short attention spans, and the case is no different when it comes to narrative podcasts. Every so often you need to reset your learners’ brains in order to keep their attention level high.

One excellent way to accomplish this is through the use of musical breaks. Music breaks can function as a type of auditory palate cleanser, allowing the brain a few moments to stop focusing on information that is being presented and prepare the learner to be ready for the next section of content.

Also:

  • Host/producer structure
  • Get out of the studio
  • Don’t fear insignificant details

 


From DSC:

Seems to me there’s some wisdom here for instructional designers as well as professors, teachers, and trainers who are creating learning/training related content and/or who are flipping their classrooms.

 

 

 

Aligning the business model of college with student needs: How WGU is disrupting higher education — from christenseninstitute.org by Alana Dunagan

Excerpt:

Since its inception, Western Governors University (WGU) has aimed to serve learners otherwise shut out of the traditional system. Now, the groundbreaking institution has both graduated 100,000 students and has over 100,000 students currently enrolled. These milestones demonstrate WGU’s ability to scale its high-quality, low-cost model, signaling a momentous shift in the higher education landscape.

In the mid-1990s, governors of 19 states across the western United States were concerned about bringing accessible college education to rural populations, especially working adults.These governors, led by Utah Governor Mike Leavitt, decided to explore building a new university to address the challenge. As the memorandum of understanding between those governors that officially marked the founding of WGU stated, “The strength and well-being of our states and the nation depend increasingly on a strong higher education system that helps individuals adapt to our rapidly changing economy and society. States must look to telecommunications and information technologies to provide greater access and choice to a population that increasingly must have affordable education and training opportunities and the certification of competency throughout their lives.”

 

Now in its third decade, WGU has students in every U.S. state and has over 100,000 enrolled students—a 230% increase since 2011. 

 



Excerpts from their paper:

The potential of competency-based education
Competency-based education is an approach to learning that allows students to determine the pace of their learning and move ahead once they demonstrate mastery in a concept. As described by Clayton Christensen and Michelle Weise:

Competency-based programs have no time-based unit. Learning is fixed, and time is variable; pacing is flexible. Students cannot move on until they have demonstrated proficiency and mastery of each competency but are encouraged to try as many times as necessary to demonstrate their proficiency. Although skeptics may question the “rigor” behind an experience that allows students to keep trying until they have mastered a competency, this model is actually far more rigorous than the traditional model, as students are not able to flunk or get away with a merely average understanding of the material; they must demonstrate mastery—and therefore dedicated work toward gaining mastery—in any competency.

Competency-based education first took hold in the K-12 education system, but it is also growing in higher education. As of fall 2015, roughly 600 institutions were using or exploring competency-based programs in higher education.13 However, only a handful of institutions are using competency-based education exclusively and have designed their business models around it.

WGU offers programs across four industry areas: education, business, information technology, and healthcare. All of these programs are offered online; unlike most higher education institutions, WGU has no physical campus. Instead, it has invested heavily in a technology platform that allows it to deliver curriculum asynchronously, to wherever students are. In addition to its online platform, another unique aspect of WGU’s resources is its approach to faculty. In traditional institutions, faculty are responsible for academic research, course development, teaching, assessment, and advising students. Alternatively, WGU’s model unbundles the faculty role into component parts, with specialists in each role.

 

Coursera’s CEO on the Evolving Meaning of ‘MOOC’ — from by Dian Schaffhauser
When you can bring huge numbers of students together with lots of well-branded universities and global enterprises seeking a highly skilled workforce, could those linkages be strong enough to forge a new future for massive open online courses?

Excerpts:

Campus Technology: Coursera used to be a MOOC operator, but now it’s a tech company, an LMS company, a virtual bootcamp and more. So how are you describing Coursera these days?

Maggioncalda: As a learning platform. We like to say to our universities, “Coursera is a platform for your global campus.”

You have [traditional universities] teaching with some of the world’s best professors, with some of the most cutting-edge research, to a population of people who have sat right here in front of you, on a small parcel of land, and who pay a lot of money to do that. It’s been very high quality that’s been available to the very few.

What we’re interested in doing is taking that quality of education and making it available to a vast group of people. When you think about our business model, I like to think about it as an ecosystem of learners, educators and employers. What we do is we link them together. We have 34 million learners from around the world. Our biggest country represented is the United States, followed by India, followed by China, followed by Mexico, followed by Brazil. A lot of the emerging markets and the learners there are coming to Coursera to learn and prosper.

[Editor’s note: Coursera currently hosts 10 online degree programs. And most recently, in July 2018, the University of Pennsylvania announced that it was launching its first fully online master’s degree, delivered through Coursera and priced at about a third of the cost of its on-campus equivalent.]

CT: Let’s talk about the University of Pennsylvania deal. Do you think that’s going to put some competitive pressure on the other Tier 1 schools to jump into the fray?

Maggioncalda: This is a very well-regarded program. The University of Pennsylvania is a very well-regarded university. I think it’s causing a lot of people to re-evaluate what they were imagining their future might look like: Maybe learners really do want to have access that’s more convenient and lower cost and they don’t have to quit their jobs to take. And maybe there is literally a world of learners who can’t come to campus, in India and Europe and Latin America and Russia and Asia Pacific and China.

 

 

As a learning platform. We like to say to our universities, “Coursera is a platform for your global campus.”

Jeff Maggioncalda, Coursera CEO

 

 

In two years we’ve had over 1,400 companies hire Coursera to deliver university courses at work to their employees.

Now we’re starting to link the 34 million learners out there to the employers who are looking for people who have certain skills, saying, “Look, if you’re on Coursera learning about this thing, there might be companies who want to hire people that know the thing that you just learned.”

Jeff Maggioncalda, Coursera CEO

 

 


 

The Living [Class] Room -- by Daniel Christian -- July 2012

Learning from the Living [Class] Room:
A global, powerful, next generation learning platform — meant to help people
reinvent themselves quickly, cost-effectively, conveniently, & consistently

  • A new, global, collaborative learning platform that offers more choice, more control to learners of all ages – 24×7 – and could become the organization that futurist Thomas Frey discusses here with Business Insider:
    • “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.
  • A learner-centered platform that is enabled by – and reliant upon – human beings but is backed up by a powerful suite of technologies that work together in order to help people reinvent themselves quickly, conveniently, and extremely cost-effectively
  • A customizable learning environment that will offer up-to-date streams of regularly curated content (i.e., microlearning) as well as engaging learning experiences
  • Along these lines, a lifelong learner can opt to receive an RSS feed on a particular topic until they master that concept; periodic quizzes (i.e., spaced repetition) determine that mastery. Once mastered, the system will ask the learner as to whether they still want to receive that particular stream of content or not.
  • A Netflix-like interface to peruse and select plugins to extend the functionality of the core product
  • An AI-backed system of analyzing employment trends and opportunities will highlight those courses and “streams of content” that will help someone obtain the most in-demand skills
  • A system that tracks learning and, via Blockchain-based technologies, feeds all completed learning modules/courses into learners’ web-based learner profiles
  • A learning platform that provides customized, personalized recommendation lists – based upon the learner’s goals
  • A platform that delivers customized, personalized learning within a self-directed course (meant for those content creators who want to deliver more sophisticated courses/modules while moving people through the relevant Zones of Proximal Development)
  • Notifications and/or inspirational quotes will be available upon request to help provide motivation, encouragement, and accountability – helping learners establish habits of continual, lifelong-based learning
  • (Potentially) An online-based marketplace, matching learners with teachers, professors, and other such Subject Matter Experts (SMEs)
  • (Potentially) Direct access to popular job search sites
  • (Potentially) Direct access to resources that describe what other companies do/provide and descriptions of any particular company’s culture (as described by current and former employees and freelancers)
  • (Potentially) Integration with one-on-one tutoring services

 


 

 

A rubric for evaluating e-learning tools in higher education — from er.educause.edu by Lauren Anstey and Gavan Watson
The Rubric for E-Learning Tool Evaluation offers educators a framework, with criteria and levels of achievement, to assess the suitability of an e-learning tool for their learners’ needs and for their own learning outcomes and classroom context.

Excerpt:

We organized our rubric’s evaluation criteria into eight categories (functionality; accessibility; technical; mobile design; privacy, data protection, and rights; social presence; teaching presence; cognitive presence). Each category has a specific set of characteristics, or criteria, against which e-learning tools are evaluated, and each criterion is assessed against three standards: works well, minor concerns, or serious concerns. Finally, the rubric offers individual descriptions of the qualities an e-learning tool must have to achieve a standard.

Although our rubric integrates a broad range of functional, technical, and pedagogical criteria, it is not intended to be overly prescriptive. Our goal is for the framework to respond to an instructor’s needs and be adapted as appropriate. For example, when a rubric criterion is not relevant to the assessment of a particular tool, it can be excluded without impacting the overall quality of the assessment.

The rubric reflects our belief that instructors should choose e-learning tools in the context of the learning experience. We therefore encourage an explicit alignment between the instructor’s intended outcomes and the tool, based on principles of constructive alignment. Given the diversity of outcomes across learning experiences, e-learning tools should be chosen on a case-by-case basis and should be tailored to each instructor’s intended learning outcomes and planned instructional activities. We designed the rubric with this intention in mind.

The Rubric for E-Learning Tool Evaluation offers educators a framework, with criteria and levels of achievement, to assess the suitability of an e-learning tool for their learners’ needs and for their own learning outcomes and classroom context. The rubric was designed with utility in mind: it is intended to help decision-makers independently evaluate e-learning tools.

 

 

 

Why demand originality from students in online discussion forums? — from facultyfocus.com by Ronald Jones

Excerpt:

Tell me in your own words
Why demand originality? In relating to a traditional classroom discussion, do students respond to the professor’s question by opening up the textbook or searching for the answer on the Internet and then reading off the answer? Some might try, but by asking questions the professor is looking to see if the students grasp the discussed concept, not if they know how and where to find the answer.

Online students have the advantage of reflection time, along with having the textbook and Internet search engine open when responding to discussion questions. With a few simple clicks, virtually any question can be answered by searching the Internet. Once again, why demand originality? Classroom learning takes place when students are required to think; that’s a few steps beyond clicking copy and paste. As instructors, we should encourage our students to be resourceful and to learn the skills of locating and incorporating scholarly literature into their work. But we also must instill the learning value of synthesizing sources in such a manner that produces evidence of gained knowledge.

 

From DSC:
I like the idea of asking students to put it into their own words. Not just to get by the issue of copying/pasting or trying to stem plagiarism, but because it’s more along the line of journaling about our learning. We need to actually engage with some content in order to put that content into our own words. Not outsourcing our learning to others. Journaling can help us clarify what we’re understanding and where we still have questions and/or concerns.

 

 

Encouraging participation of all in the course: Moving from intact classes to individuals students — from scholarlyteacher.com by Todd Zakrajsek, University of North Carolina, Chapel Hill

Excerpts:

During every class session, read the room by watching individuals. Are students taking notes, nodding along as others speak, or even advancing the discussion by building on the comments of classmates? Are verbal responses merely defining terminology, or do they make connections between the text and real-world examples? Analyze the extent to which certain examples or content areas are received by individual students. Take note when student responses are merely noise to fill the void when you are not talking. Overall, look for individual characteristics that emerge within your course as a community of learning is being established.

Keep in mind that it is often less threatening to one’s ego to claim a lack of preparation for class than it is to admit that one is finding it difficult to understand the material. For those who need a bit of motivation to come prepared, a quiz at the beginning of class will help students to come to class ready to discuss the material for that day.


As all students are pressed for time these days, a quiz might be the added motivation that most students need. These quizzes do not need to be extremely challenging, but they should be challenging enough to ensure the required preparation is done. That is, one should not be able to get responses correct simply by guessing. For students who do not understand the material, quizzes will not prepare them to engage in class discussions or to answer your questions during a discussion lecture. For those students, failed quizzes might add additional pressure and cause less engagement with the material. Struggling students who are not prepared for class need assistance to understand the material. Carefully structured small group projects and discussions might be the best way to get their voices into the class. Ask increasingly difficult questions as part of the discussion, and when you know you have struggling students reserve some of the easier questions for those students.

 

 

Gen Zers look to teachers first, YouTube second for instruction — from campustechnology.com by Dian Schaffhauser

Excerpt:

Students in Generation Z would rather learn from YouTube videos than from nearly any other form of instruction. YouTube was designated as the preferred mode of learning by 59 percent of Gen Zers in a survey on the topic, compared to in-person group activities with classmates (mentioned by 57 percent), learning applications or games (47 percent) and printed books (also 47 percent). A majority (55 percent) believe that YouTube has “contributed to their education.” In fact, nearly half of survey participants (47 percent) reported spending three or more hours every day on YouTube.

The only method of instruction that beat out YouTube? Teachers. Almost four in five Gen Zers (78 percent) reported that their instructors “are very important to learning and development.” That’s nearly 20 percentage points higher than the YouTube option.

While Millennials also value teachers above all else for learning (chosen by 80 percent), that’s followed by printed books (60 percent), YouTube (55 percent), group activities (47 percent) and apps or games (41 percent).

 

 

Also, see the work from Pooja K. Agarwal | @PoojaAgarwal
Assistant Professor, Cognitive Scientist, & Former K-12 Teacher. Follow  and subscribe for teaching strategies at .

An example posting:

Retrieve, Space, Elaborate, and Transfer with Connection Notebooks — from retrievalpractice.org

Excerpts:

How can we encourage students to retrieve, elaborate, and connect with course content? Here’s a strategy called Connection Notebooks by James M. Lang, Professor at Assumption College. Connection Notebooks include retrieval practice, spacing, elaboration, and transfer – all in five minutes or less!

Ask students to dedicate a specific notebook as their Connection Notebook at the beginning of the semester (or provide one for them) and have them to bring it to class every day. Approximately once a week, ask students to take out their Connection Notebook and write a one-paragraph response to a “connection prompt” at the end of class. For example:

  • How does what you learned today connect to something you’ve learned in another class?
  • Have you ever encountered something you learned today in a TV show, movie, song, or book?
  • Have you ever experienced something you learned today in your life outside of school?


Connection Notebooks are effective for a few reasons:

 

 

Also, see the work from Learning Scientists | @AceThatTest | learningscientists.org

An example posting:

 

In this digest, we put together 5 blog posts by teachers that focus on implementing spaced practice in one specific subject at a time. For more of an overview of spaced practice, see this guest post by Jonathan Firth (@JW_Firth).

 

sapced practice in practice
 

 

Despite increase in Instructional Designers, there is no ‘universal profile’ for the role — from campustechnology.com by Dian Schaffhauser

Excerpt:

In higher education, one 2016 estimate pegged the “minimum” number of instructional designers employed by colleges and universities at some 13,000. But, as a new report from the Online Learning Consortium pointed out, “There is still a certain mystery surrounding who instructional designers are.”

Instructional Design in Higher Education: Defining an Evolving Field seeks to clear up the mystery. The report is the second in a series to examine aspects of the digital learning landscape by doing a literature survey of existing research. The first report looked at accessibility. The series is being produced by OLC’s Research Center for Digital Learning & Leadership.

 

 

 

Campus Technology recently announced the recipients of the 2018 Campus Technology Impact Awards.

 

Campus Technology recently announced the recipients of the 2018 Campus Technology Impact Awards.

 

Categories include:

  • Teaching and Learning
  • Education Futurists
  • Student Systems & Services
  • Administration
  • IT Infrastructure & Systems

 

From DSC:
Having served as one of the judges for these competitions during the last several years, I really appreciate the level of innovation that’s been displayed by many of the submissions and the individuals/institutions behind them. 

 

 

How much research has been done on flipped learning? Annual update for 2018 –from rtalbert-org.cdn.ampproject.org by Robert Talbert

Excerpt:

It’s now a tradition here at my blog to do an annual update of my answer to the common question, How much research is out there about flipped learning? I first posted about this two years ago after my book was published, and updated it last June to include info on 2016 and make some predictions about 2017. I’ve gone through and done it again this year, and I’d like to share the results of publication on flipped learning in 2017 and make some more predictions.

 

The amount of research on flipped learning is mainly since 2014

 

Taking the mid-2018 numbers into account, which bring the publication grand total up to 271, this means that over half the research that has ever been published on flipped learning has been published in the last 18 months (i.e. in 2017 and 2018); over two-thirds of it in the last two and a half years; and almost 90% of it in the last three and a half years.

 

 

 

 

You’re already harnessing the science of learning (you just don’t know it) — from edsurge.com by Pooja Agarwal

Excerpt (emphasis DSC):

Now, a decade later, I see the same clicker-like trend: tools like Kahoot, Quizlet, Quizizz and Plickers are wildly popular due to the increased student engagement and motivation they can provide. Meanwhile, these tech tools continue to incorporate powerful strategies for learning, which are discussed less often. Consider, for example, four of the most robust research-based strategies from the science of learning:

  1. Retrieval practice
  2. Spaced practice
  3. Interleaving
  4. Feedback

Sound familiar? It’s because approaches that encourage students to use what they know, revisit it over time, mix it up and learn about their own learning are core elements in many current edtech tools. Kahoot and Quizlet, for example, provide numerous retrieval formats, reminders, shuffle options and instant feedback. A century of scientific researchdemonstrates that these features don’t simply increase engagement—they also improve learning, higher order thinking and transfer of knowledge.

 

 


From DSC:
Pastors should ask this type of question as well: “What did we talk about the last time we met?” — then give the congregation a minute to write down what they can remember.


 

 

Also from Pooja Agarwal and RetrievalPractice.org

For teachers, here’s what we share in a minute or less about retrieval practice:

And when it comes to students, the first thing we share are Retrieval Warm Ups. These quick, fun questions engage students in class discussion and start a conversation about how retrieval is something we do every day. Try one of these with a teacher to start a conversation about retrieval practice, too!

 

 

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