On 10/17/2019,
in 21st century, 24x7x365 access, A/V -- audio/visual, adult learning, algorithms, Amazon, Apple, Artificial Intelligence / Machine Learning / Deep Learning, attention, blended learning, business side of he, change, changing business models, cloud-based computing / apps / other cloud-related, CMS/LMS, colleges, communities of practice, community colleges, competency-based learning/education, content aggregration, content development, content repositories, convergence, corporate universities / corporate training, cost of getting a degree, credentialing, Daniel S. Christian, digital audio, digital learning, digital storytelling, digital textbooks, digital video, distance education, e-books, education, education technology, educational games / serious games, elearning, emerging technologies, engagement / engaging students, flipping -- inverted learning, future of higher education, game-changing environment, Google, heutagogy, higher education, homeschooling/homeschoolers, human-computer interaction (HCI), ideas, innovation, instructional design, intelligent systems, intelligent tutoring, internet, K-12 related, law schools, learning, learning agents, learning ecosystem, Learning from the Living [Class] Room, learning hubs & pods, learning preferences, learning spaces, lifelong learning, love of learning, media/film, microlearning, mobile learning, MOOCs -- Massive Open Online Courses, more choice more control, multimedia, New "Amazon.com" of Higher Education, new business models, online learning, online media, open courseware and systems, personalized/customized learning, platforms, play, podcasting, pooling resources, professional development, second screen apps, simulations, smart classrooms, smart/connected TV, social learning / networks, society, storytelling, streams of content, student-related, surviving, teachers, teaching & learning, teaching online, technologies for your home, telepresence, television, tools, training / L&D, universities, usability, user experience (UX), user interface design, vendors, videoconferencing, virtual field trips, virtual K-12 schools, Virtual Reality (VR) / worlds / learning, vision/possibilities, voice recognition / voice enabled interfaces, web-based collaboration, webinars,
by Daniel Christian
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On 06/15/2019,
in A/V -- audio/visual, Apple, digital audio, digital learning, distance education, e-books, e-publishing related items (EPUB and more), education technology, educational games / serious games, elearning, flipping -- inverted learning, higher education, homeschooling/homeschoolers, human-computer interaction (HCI), instructional design, IT in HE, K-12 related, media/film, multimedia, online learning, online media, podcasting,
by Daniel Christian
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On 06/12/2019,
in blended learning, digital learning, education, education technology, engagement / engaging students, flipping -- inverted learning, higher education, ideas, innovation, K-12 related, pedagogy, personalized/customized learning, student-related, teachers, teaching & learning, universities,
by Daniel Christian
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:
- The Flipped Learning Global Initiative
- College students’ cognitive learning outcomes in flipped classroom instruction: a meta-analysis of the empirical literature
- Robert Talbert, a professor at GVSU — his blog and his Twitter account
- Example posting: How much research has been done on flipped learning? Update for 2019
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On 05/15/2019,
in blended learning, colleges, communities of practice, community colleges, creativity, digital learning, education technology, face-to-face, flipping -- inverted learning, higher education, hybrid learning, K-12 related, law schools, pedagogy, teachers, teaching & learning, universities,
by Daniel Christian
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On 01/25/2019,
in 21st century, active learning, assessment, blended learning, colleges, community colleges, education, education technology, face-to-face, faculty, flipping -- inverted learning, formal learning, higher education, ideas, informal learning, instructional design, IT in HE, learning, learning ecosystem, online learning, open courseware and systems, personalized/customized learning, platforms, research, science, STEAM-related, teaching & learning, teaching online, tools, trends, universities, web-based collaboration,
by Daniel Christian
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.
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On 01/18/2019,
in 24x7x365 access, active learning, attention, education, education technology, elearning, engagement / engaging students, flipping -- inverted learning, hybrid learning, ideas, innovation, instructional design, K-12 related, learning, learning ecosystem, Learning from the Living [Class] Room, multimedia, online learning, productivity / tips and tricks, professional development, student teaching/teacher education, student-related, teachers, teaching & learning, tools, youth,
by Daniel Christian
Per Jon Bergmann:
We now know exactly what we need to do to effectively reach every student, so we are kicking off 2019 with a new series to help you reflect on each element daily.
The series is called “Do This, Not That.” In less than 90 seconds daily, we’ll cover one of the elements in the Global Elements of Effective Flipped Learning and point to things you’ll want to start doing, stop doing, or continue doing to reach every student in every class every day.
The series as of today includes these videos/topics:
#1 Explain How – Global Elements of Effective Flipped Learning (2019)
#2 Microconversations – Global Elements of Effective Flipped Learning 2019
#3 Embracing Failure in Education – Global Elements of Effective Flipped Learning (2019)
#4 Choice of Utilization- Global Elements of Effective Flipped Learning (2019)
#5 Differentiation – Global Elements of Effective Flipped Learning (2019)
#6 Use Bloom’s Taxonomy to Plan – Global Elements of Effective Flipped Learning (2019)
#7 Barriers to Change – Global Elements of Effective Flipped Learning (2019)
#8 Chunk Media – Global Elements of Effective Flipped Learning (2019)
#9 Appropriate Media – Global Elements of Effective Flipped Learning 2019
#10 Big Ideas – Global Elements of Effective Flipped Learning (2019)
Addendum on 1/21/19:
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On 01/17/2019,
in adjunct faculty, blended learning, digital learning, education technology, expectations, faculty, flipping -- inverted learning, higher education, hybrid learning, learning ecosystem, online learning, pedagogy, platforms, student-related, teaching & learning, teaching online, universities,
by Daniel Christian
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.
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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On 10/01/2018,
in education technology, flipping -- inverted learning, ideas, K-12 related, more choice more control, motivation, pedagogy, personalized/customized learning, student teaching/teacher education, student-related, tools, youth,
by Daniel Christian
Choice: The key to reaching every student — from flr.flglobal.org by Terra Graves
Excerpt:
Who doesn’t like to have a choice? This seems like a no-brainer to me. Whenever teachers can give their students choices in their learning process, everyone wins. When we have options, we tend to have more ownership of that experience. It also provides us with a sense of control, which most students do not experience in school. In her article on facultyfocus.com, Elizabeth Betsy Lasley EdD writes, “When students are asked to interpret, construct, and demonstrate their concepts or ideas regarding specific course concepts from a selection of product or performance options, content retention, commitment, motivation, and creativity increase.” Flipped Learning environments are ripe for offering choices to students in how they consume content and how they express their learning outcomes. Giving students choice allows us to reach every student, every day because it honors their individuality. Cassie Shoemaker explains it simply in her article Let it go: Giving students choices, “When teachers give students choices as to how they will show what they have learned, students become better problems solvers, more creative, and more engaged.” Problem-solving: It’s not just for math! Students NEED to have opportunities to make decisions in school to learn to make decisions in life. If we continue to spoonfeed and micromanage our students, they won’t learn to figure things out on their own. Teachers by nature tend to be control freaks (including me). However, when we allow our students to try/fail/try again, we support their growth and confidence.
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On 09/15/2018,
in adjunct faculty, attention, blended learning, digital audio, digital learning, education technology, engagement / engaging students, faculty, flipping -- inverted learning, online learning, podcasting, productivity / tips and tricks, story, teachers, teaching online, training / L&D, user experience (UX), writing,
by Daniel Christian
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.
- Set the scene first
- Hook the audience
- Vary character voices
- 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.
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On 09/08/2018,
in 21st century, A/V -- audio/visual, creativity, digital learning, digital storytelling, flipping -- inverted learning, K-12 related, learning, mobile learning, mobile technologies, story, storytelling, student-related, tools,
by Daniel Christian
30 Sites and Apps for Digital Storytelling — from cyber-kap.blogspot.com
Excerpt:
Digital Storytelling is the process of telling a story through the use of digital means. Also, it happens to be one the easiest ways to integrate technology into the classroom. Educators can use digital storytelling w/ almost any subject and can even “flip” their classroom by using mobile apps. Below is my comprehensive list of sites/apps that can be used for digital storytelling…
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On 09/04/2018,
in cloud-based computing / apps / other cloud-related, flipping -- inverted learning, innovation, Microsoft, online learning, platforms, relationships, teaching online, technologies for your home, tools, vendors, videoconferencing, web-based collaboration, webinars,
by Daniel Christian
Skype launches call recording across desktop, iOS, and Android — from windowscentral.com by Dan Thorp-Lancaster
Recording your Skype calls will now be much, much easier.
Excerpt:
Skype has been testing integrated call recording with preview users for some time, but it looks like the feature is now ready for primetime. The Skype team announced today that call recording is now rolling out across its Android, iOS, and desktop apps, allowing you to capture your calls with a tap. “Call recording is completely cloud-based and is now available on the latest version of Skype and on most platforms, except Windows 10,” Microsoft says. “Call recording is coming to Windows 10 with the latest version of Skype releasing in the coming weeks.”
Also see:
- Introducing Skype call recording—now you can capture, save, and share special moments — from blogs.skype.com
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On 08/11/2018,
in adjunct faculty, education technology, faculty, flipping -- inverted learning, higher education, pedagogy, research, teaching & learning,
by Daniel Christian
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.
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.
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On 07/24/2018,
in 21st century, 24x7x365 access, active learning, adjunct faculty, blended learning, business, career development, change, colleges, communities of practice, community colleges, competency-based learning/education, content aggregration, content development, content repositories, corporate / business world, corporate universities / corporate training, Daniel S. Christian, digital learning, distance education, education, education technology, elearning, face-to-face, faculty, flipping -- inverted learning, heutagogy, higher education, homeschooling/homeschoolers, hybrid learning, ideas, instructional design, K-12 related, law schools, learning, learning ecosystem, Learning from the Living [Class] Room, learning hubs & pods, learning spaces, library / librarians, lifelong learning, microlearning, MOOCs -- Massive Open Online Courses, New "Amazon.com" of Higher Education, online learning, Personal Learning Networks (PLNs), personalized/customized learning, platforms, play, professional development, project-based learning, relationships, RSS, simulations, smart classrooms, social learning / networks, social media, staying relevant, streams of content, student-related, surviving, teachers, teaching & learning, technology (general), tools, training / L&D, universities, virtual tutoring, web-based collaboration, workplace, youth,
by Daniel Christian
What is a learning ecosystem? And how does it support corporate strategy? — from ej4.com by Ryan Eudy
Excerpt:
A learning ecosystem is a system of people, content, technology, culture, and strategy, existing both within and outside of an organization, all of which has an impact on both the formal and informal learning that goes on in that organization.
The word “ecosystem” is worth paying attention to here. It’s not just there to make the term sound fancy or scientific. A learning ecosystem is the L&D equivalent of an ecosystem out in the wild. Just as a living ecosystem has many interacting species, environments, and the complex relationships among them, a learning ecosystem has many people and pieces of content, in different roles and learning contexts, and complex relationships.
Just like a living ecosystem, a learning ecosystem can be healthy or sick, nurtured or threatened, self-sustaining or endangered. Achieving your development goals, then, requires an organization to be aware of its own ecosystem, including its parts and the internal and external forces that shape them.
From DSC:
Yes, to me, the concept/idea of a learning ecosystem IS important. Very important. So much so, I named this blog after it.
Each of us as individuals have a learning ecosystem, whether we officially recognize it or not. So do the organizations that we work for. And, like an ecosystem out in nature, a learning ecosystem is constantly morphing, constantly changing.
We each have people in our lives that help us learn and grow, and the people that were in our learning ecosystems 10 years ago may or may not still be in our current learning ecosystems. Many of us use technologies and tools to help us learn and grow. Then there are the spaces where we learn — both physical and virtual spaces. Then there are the processes and procedures we follow, formally and/or informally. Any content that helps us learn and grow is a part of that ecosystem. Where we get that content can change, but obtaining up-to-date content is a part of our learning ecosystems. I really appreciate streams of content in this regard — and tapping into blogs/websites, especially via RSS feeds and Feedly (an RSS aggregator that took off when Google Reader left the scene).
The article brings up a good point when it states that a learning ecosystem can be “healthy or sick, nurtured or threatened, self-sustaining or endangered.” That’s why I urge folks to be intentional about maintaining and, better yet, consistently enhancing their learning ecosystems. In this day and age where lifelong learning is now a requirement to remain in the workforce, each of us needs to be intentional in this regard.
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On 06/09/2018,
in active learning, adjunct faculty, colleges, community colleges, faculty, flipping -- inverted learning, higher education, learning, learning ecosystem, pedagogy, student-related, teaching & learning, universities,
by Daniel Christian
7 characteristics of successful flipped learning experiences — from linkedin.com by Barbi Honeycutt, Ph.D.
Excerpt:
If your flipped classroom isn’t working the way you thought it would, step back and take a closer look. One of these seven characteristics is probably missing.
Many faculty members report frustration with students coming to class unprepared or unmotivated which makes it difficult to implement flipped or active learning strategies. After all, if students don’t do the pre-class work, how can they effectively participate in activities that require them to engage in higher level learning experiences?
While this is one of the most common challenges about the flipped classroom, there are other variables that can affect the success of the model.
Here are seven characteristics of successful flipped learning experiences based on my book The FLIP It Success Guide: the 7 Characteristics of Successful Flipped Classrooms and Active Learning Experiences (2018). Let’s take a brief look at each one…
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On 05/23/2018,
in active learning, adjunct faculty, colleges, community colleges, faculty, flipping -- inverted learning, global / globalization, higher education, ideas, K-12 related, learning, pedagogy, teachers, teaching & learning, universities,
by Daniel Christian
Flipped Learning Global Standards Project Spawns Active Learning Nonprofit — from marketwatch.com
Academy of Active Learning Arts and Sciences Formed to Support International Best Practices for Flipped Learning Training and Practice
Excerpt:
LOS ANGELES, May 22, 2018 /PRNewswire/ — Today, the Flipped Learning Global Initiative (FLGI), announced that the Global Standards Project created to establish an international framework for Flipped Learning, has incorporated as a non-profit organization. All GSP activities are migrating to the new entity which will operate as the Academy of Active Learning Arts and Sciences (AALAS). The new organization will maintain a narrow focus on identifying and supporting global standards for Flipped Learning and related active learning instruction. AALAS will also focus on research, education, and accreditation.
AALAS was formed in response to confirmation from educators around the globe that standards are needed and wanted. The adoption of Flipped Learning is accelerating worldwide from K-12 to higher education and corporate training. But the growing gap in understanding about Flipped Learning leads to implementations that far underperform the potential for active learning.
“I think a lot of people have a rather naive conception of Flipped Learning. They think Flipped Learning is simply watching videos before class. That’s it. Boom. Done,” said Eric Mazur, a professor at Harvard University and one of the pioneers of Flipped Learning. “But it is a much deeper process, and that is why it’s so terrifically important to have a greater conception of what Flipped Learning is.”
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