Conditions that trigger behaviour change — from peoplealchemy.com by Paul Matthews; via Learning Now TV

“Knowing is not enough; we must apply. Willing is not enough; we must do.”

Johann Wolfgang von Goethe

Learning Transfer’s ultimate outcome is behaviour change, so we must understand the conditions that trigger a behaviour to start.

According to Fogg, three specific elements must converge at the same moment for a specific behaviour to occur. Given that learning transfer is only successful when the learner starts behaving in the desired new ways, Fogg’s work is critical to understanding how to generate these new behaviours. The Fogg Behavioural Model [*1] states that B=MAP. That is, a specific behaviour will occur if at the same moment there is sufficient motivation, sufficient ability and sufficient prompt. If the behaviour does not occur, at least one of these three elements is missing or below the threshold required.

The prompt is, in effect, a call to action to do a specific behaviour. The prompt must be ‘loud’ enough for the target person to perceive it and be consciously aware of it. Once aware of a prompt, the target immediately, and largely unconsciously, assesses their ability to carry out the requested behaviour: how difficult would this be, how long will it take, who can help me, and so on. They base this on their perception of the difficulty of the requested behaviour, and their ability, as they see it, to achieve that behaviour.

 

Guiding Students in Special Education to Generate Ideas for Writing — from edutopia.org by Erin Houghton
When students are stuck, breaking the brainstorming stage down into separate steps can help them get started writing.

Students who first generate ideas about a topic—access what they know about it—more easily write their outlines and drafts for the bigger-picture assignment. For Sally, brainstorming was too overwhelming as an initial step, so we started off by naming examples. I gave Sally a topic—name ways characters in Charlotte’s Web helped one another—she named examples of things (characters), and we generated a list of ways those characters helped one another.

IMPLEMENTING BRAINSTORMING AS SKILL BUILDING
This “naming” strategy is easy to implement with individual students or in groups. These are steps to get you started.

Step 1. Introduce the student to the exercise.
Step 2. Select a topic for practice.


[Opinion] It’s okay to play: How ‘play theory’ can revitalize U.S. education — from hechingerreport.org by Tyler Samstag
City planners are recognizing that play and learning are intertwined and turning public spaces into opportunities for active learning

When we’re young, playing and learning are inseparable.

Simple games like peekaboo and hide-and-seek help us learn crucial lessons about time, anticipation and cause and effect. We discover words, numbers, colors and sounds through toys, puzzles, storybooks and cartoons. Everywhere we turn, there’s something fun to do and something new to learn.

Then, somewhere around early elementary school, learning and play officially become separated for life.

Suddenly, learning becomes a task that only takes place in proper classrooms with the help of textbooks, homework and tests. Meanwhile, play becomes a distraction that we’re only allowed to indulge in during our free time, often by earning it as a reward for studying. As a result, students tend to grow up feeling as if learning is a stressful chore while playing is a reward.

Similar interactive learning experiences are popping up in urban areas from California to the East Coast, with equally promising results: art, games and music are being incorporated into green spaces, public parks, transportation stations, laundromats and more.


And on a somewhat related note, also see:


Though meant for higher ed, this is also applicable to the area of pedagogy within K12:

Space to fail. And learn — from educationalist.substack.com by Alexandra Mihai
I want to use today’s newsletter to talk about how we can help students to own their mistakes and really learn from them, so I’m sharing some thoughts, some learning design ideas and some resources…

10 ideas to make failure a learning opportunity

  • Start with yourself:
  • Admit when you don’t know something
  • Try to come up with “goal free problems”
  • Always dig deeper:
  • Encourage practice:
 

Hotshot, the Legal Learning Platform, Releases First Five in Planned Series of AI Training Videos for Lawyers — from lawnext.com by Bob Ambrogi

Hotshot, a learning platform for legal professionals, today released the first five courses in a planned series designed to teach lawyers and other legal professionals about artificial intelligence and its impact on law practice.

The overall set of AI videos is designed to teach lawyers about the technology, its use cases for law practice, its risks and ethical considerations, its impact on different practice areas, and more.

 

State of Higher Ed LMS Market for US and Canada: Year-End 2023 Edition — from onedtech.philhillaa.com by Phil Hill

  • The market continues to be a matter of Canvas and Brightspace winning new accounts, Anthology Bb Learn and Moodle losing accounts, with more variety for smaller institutions.
  • Canvas has further consolidated its position as the market leader in North America, with 41% of the market share. Blackboard fell from 18% of the market share to 17%. Moodle has plateaued at 16% while Brightspace increased to 16%. As a reminder, we have removed Open LMS from the Moodle market share.
  • Populi LMS (3%), Open LMS (3%), Sakai (2%), and Schoology (1%) round out the remainder of the market, with 1% of the market going to Other.
  • As always, market share is very much a story of size, type of institution (public or private), and control. The numbers above refer to the market take as a whole, but if we start to drill down to different sizes and types of institution, we get very different market dynamics.

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From DSC:
Given this need…

We need to take more of the research from learning science and apply it in our learning spaces.
…I’m highlighting the following resources:


How Learning Happens  — from edutopia.org
In this series, we explore how educators can guide all students, regardless of their developmental starting points, to become productive and engaged learners.

These techniques have resonated with educators everywhere: They are focused on taking advantage of the incredible opportunity to help children reach their full potential by creating positive relationships, experiences, and environments in which every student can thrive. In fact, the science is beginning to hint at even more dramatic outcomes. Practices explicitly designed to integrate social, emotional, and cognitive skills in the classroom, the research suggests, can reverse the damages wrought by childhood trauma and stress—while serving the needs of all students and moving them onto a positive developmental and academic path.


Also from edutopia.org recently, see:

How to Introduce Journaling to Young Children — from edutopia.org by Connie Morris
Students in preschool through second grade can benefit from drawing or writing to explore their thoughts and feelings.

The symbiotic relationship between reading and writing can help our youngest students grow their emergent literacy skills. The idea of teaching writing at an early age can seem daunting. However, meeting children where they are developmentally can make a journaling activity become a magical experience—and they don’t have to write words but can convey thoughts in pictures.

7 Digital Tools That Help Bring History to Life — from edutopia.org by Daniel Leonard
Challenging games, fun projects, and a healthy dose of AI tools round out our top picks for breathing new life into history lessons.

We’ve compiled a list of seven teacher-tested tools, and we lay out how educators are using them both to enhance their lessons and to bring history closer to the present than ever.

Integrating Technology Into Collaborative Professional Learning — from edutopia.org by Roxi Thompson
Incorporating digital collaboration into PD gives teachers a model to replicate when setting up tech activities for students.

 

Online Teaching Is Improving In-Person Instruction on Campus — from edsurge.com by Robert Ubell (Columnist)

In fact a slew of research over the past two decades has found that teaching online makes professors better teachers in their classrooms, so much so that one 2009 study recommended that “faculty should be trained in distance education methods and technologies and should be encouraged to use those methods back in the classroom.”

It’s a message I’ve been arguing for a while. But now that so many educators and students have had direct experience with online formats, it’s a narrative that seems to be sinking in.

Now is the time to fully embrace how physical classrooms can be improved by online techniques.

When professors teaching face-to-face adopt online pedagogy, the classroom is transformed into a “blended” experience, moving from conventional to active learning. And that helps students turn from passive to engaged participants in their own intellectual excursions.

 

Ecosystems for the future of learning — from thebigidea.education-reimagined.org by Education Reimagined and the History Co:Lab

The intent of this report is to help communities build their capacity for transformation of education, advancing toward what our society needs most—a system that works for young people. It draws on the experiences and insights of innovators across the United States who are already answering this challenge—creating learner-centered, community-based ecosystems.

This report includes:

  • a landscape analysis of select communities creating learning ecosystems;
  • a framework that emerged from the analysis and can be used by communities to consider their readiness and appetite for this transformation;
  • an invitation to communities to explore and discover their own path for reimagining education; and
  • a call for national and regional institutions to listen, learn from, and create the conditions for communities to pursue their visions.

From DSC:
The above items was accessed via the article below:

Where Does Work to Imagine a Learner-Centered Ecosystem Begin? — from gettingsmart.com by Alin Bennett

Key Points

  • The Norris School District in Wisconsin exemplifies how learner profiles and community connections can enhance authentic learning experiences for young people, fostering a culture of belonging and responsibility.
  • Purdue Polytechnic High School demonstrates the importance of enabling conditions, such as creating microschools with access to shared services, to support a learner-centered approach while ensuring scalability and access to a variety of resources.
 

Programs, Services, and More: A Map of CTL Tactics — from derekbruff.org

My colleagues and I at the Center for Excellence in Teaching and Learning (CETL) have been reading and discussing Mary C. Wright’s new book Centers for Teaching and Learning: The New Landscape in Higher Education (Johns Hopkins University Press, 2023). Wright identified all the centers for teaching and learning (CTLs) in the United States and then did a content analysis of their websites to see what they were all about. For someone like me, who has spent his career working in CTLs, Wright’s work is a fascinating look at my own field and how it represents itself through mission statements, listings of programs and services, and annual reports.

Also from Derek, see:

Recap: Study skills, flipped learning, and more at spring STEM teaching lunches — from umcetl.substack.com
With the final spring STEM teaching lunch coming up on March 4th, here’s a recap of what you missed at the first two lunches.

    • February 8th – Helping students learn how to learn
    • February 20th – Reconsidering class time through flipped learning
 

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Per Donald Taylor this morning:

The results of this year’s L&D Global Sentiment Survey are now live online!

They are unlike anything else I’ve seen in the 11-history of the Survey.

Over 3,000 people from nearly 100 countries shared their views, and you can see my summary of them on LinkedIn:


 

 

From DSC:
This would be huge for all of our learning ecosystems, as the learning agents could remember where a particular student or employee is at in terms of their learning curve for a particular topic.


Say What? Chat With RTX Brings Custom Chatbot to NVIDIA RTX AI PCs — from blogs.nvidia.com
Tech demo gives anyone with an RTX GPU the power of a personalized GPT chatbot.



 

Healthcare High Schools — from the-job.beehiiv.com by Paul Fain
Bloomberg and hospitals back dual-enrollment path from K-12 to high-demand jobs.

More career exploration in high school is needed to help Americans make better-informed choices about their education and job options, experts agree. And serious, employer-backed efforts to tighten connections between school and work are likely to emerge first in healthcare, given the industry’s severe staffing woes.

A new $250M investment by Bloomberg Philanthropies could be an important step in this direction. The money will seed the creation of healthcare-focused high schools in 10 U.S. locations, with a plan to enroll 6K students who will graduate directly from the early-college high schools into high-demand healthcare jobs that pay family-sustaining wages.


Microschools Take Center Stage with New Opportunities for Learning for 2024 — from the74million.org by Andrew Campanella
Campanella: More than 27,000 schools and organizations are celebrating National School Choice Week. Yours can, too

Last year, the landscape of K-12 education transformed as a record-breaking 20 states expanded school choice options. However, that is not the only school choice story to come out of 2023. As the nation steps into 2024, a fresh emphasis on innovation has emerged, along with new options for families. This is particularly true within the realm of microschooling.

Microschooling is an education model that is small by design — typically with 15 or fewer students of varying ages per class. It fosters a personalized and community-centric approach to learning that is especially effective in addressing the unique educational needs of diverse student populations. Programs like Education Savings Accounts are helping to fuel these microschools.


My Students Can’t Meet Academic Standards Because the School Model No Longer Fits Them — from edsurge.com by Sachin Pandya

Large classes create more distractions for students who struggle to focus, and they inevitably get less attention and support as there are more students for teachers to work with. High numbers of students make it more difficult to plan for individual needs and force teachers to teach to an imaginary middle. A rigid schedule makes it easy to schedule adults and services, but it is a challenge for kids who need time to get engaged and prefer to keep working at a challenge once they are locked in.

Now that I know what can engage and motivate these students, I can imagine creating more opportunities that allow them to harness their talents and grow their skills and knowledge. But we’re already a third of the way through the school year, and my curriculum requires me to teach certain topics for certain lengths of time, which doesn’t leave room for many of the types of experiences these kids need. Soon, June will come and I’ll pass them along to the next teacher, who won’t know what I know and will need another four months to learn it, wasting valuable time in these students’ educations.

From DSC:
We need teachers and professors to be able to contribute to learners’ records. Each student can review and decide whether they want to allow access to other teachers– or even to employers. Educators could insert what they’ve found to work with a particular student, what passions/interests that student has, or what to avoid (if possible). For example, has this student undergone some trauma, and therefore trauma-informed teaching should be employed. 

IEPs could be a part of learners’ records/profiles. The teams working on implementing these IEP’s could share important, searchable information.


The State of Washington Embraces AI for Public Schools — from synthedia.substack.com by Bret Kinsella; via Tom Barrett
Educational institutions may be warming up to generative AI

Washington state issued new guidelines for K-12 public schools last week based on the principle of “embracing a human-centered approach to AI,” which also embraces the use of AI in the education process. The state’s Superintendent of Public Instruction, Chris Reykdal, commented in a letter accompanying the new guidelines:

 

Augment teaching with AI – this teacher has it sussed… — from donaldclarkplanb.blogspot.com by Donald Clark

Emphasis (emphasis DSC):

You’re a teacher who wants to integrate AI into your teaching. What do you do? I often get asked how should I start with AI in my school or University. This, I think, is one answer.

Continuity with teaching
One school has got this exactly right in my opinion. Meredith Joy Morris has implemented ChatGPT into the teaching process. The teacher does their thing and the chatbot picks up where the teacher stops, augmenting and scaling the teaching and learning process, passing the baton to the learners who carry on. This gives the learner a more personalised experience, encouraging independent learning by using the undoubted engagement that 1:1 dialogue provides.

There’s no way any teacher can provide this carry on support with even a handful of students, never mind a class of 30 or a course with 100. Teaching here is ‘extended’ and ‘scaled’ by AI. The feedback from the students was extremely positive.


Reflections on Teaching in the AI Age — from by Jeffrey Watson

The transition which AI forces me to make is no longer to evaluate writings, but to evaluate writers. I am accustomed to grading essays impersonally with an objective rubric, treating the text as distinct from the author and commenting only on the features of the text. I need to transition to evaluating students a bit more holistically, as philosophers – to follow along with them in the early stages of the writing process, to ask them to present their ideas orally in conversation or in front of their peers, to push them to develop the intellectual virtues that they will need if they are not going to be mastered by the algorithms seeking to manipulate them. That’s the sort of development I’ve meant to encourage all along, not paragraph construction and citation formatting. If my grading practices incentivize outsourcing to a machine intelligence, I need to change my grading practices.


4 AI Imperatives for Higher Education in 2024 — from campustechnology.com by Rhea Kelly

[Bryan Alexander] There’s a crying need for faculty and staff professional development about generative AI. The topic is complicated and fast moving. Already the people I know who are seriously offering such support are massively overscheduled. Digital materials are popular. Books are lagging but will gradually surface. I hope we see more academics lead more professional development offerings.

For an academic institution to take emerging AI seriously it might have to set up a new body. Present organizational nodes are not necessarily a good fit.


A Technologist Spent Years Building an AI Chatbot Tutor. He Decided It Can’t Be Done. — from edsurge.com by Jeffrey R. Young
Is there a better metaphor than ‘tutor’ for what generative AI can do to help students and teachers?

When Satya Nitta worked at IBM, he and a team of colleagues took on a bold assignment: Use the latest in artificial intelligence to build a new kind of personal digital tutor.

This was before ChatGPT existed, and fewer people were talking about the wonders of AI. But Nitta was working with what was perhaps the highest-profile AI system at the time, IBM’s Watson. That AI tool had pulled off some big wins, including beating humans on the Jeopardy quiz show in 2011.

Nitta says he was optimistic that Watson could power a generalized tutor, but he knew the task would be extremely difficult. “I remember telling IBM top brass that this is going to be a 25-year journey,” he recently told EdSurge.


Teachers stan AI in education–but need more support — from eschoolnews.com by Laura Ascione

What are the advantages of AI in education?
Canva’s study found 78 percent of teachers are interested in using AI education tools, but their experience with the technology remains limited, with 93 percent indicating they know “a little” or “nothing” about it – though this lack of experience hasn’t stopped teachers quickly discovering and considering its benefits:

  • 60 percent of teachers agree it has given them ideas to boost student productivity
  • 59 percent of teachers agree it has cultivated more ways for their students to be creative
  • 56 percent of teachers agree it has made their lives easier

When looking at the ways teachers are already using generative artificial intelligence, the most common uses were:

  • Creating teaching materials (43 percent)
  • Collaborative creativity/co-creation (39 percent)
  • Translating text (36 percent)
  • Brainstorming and generating ideas (35 percent)

The next grand challenge for AI — from ted.com by Jim Fan


The State of Washington Embraces AI for Public Schools — from synthedia.substack.com by Bret Kinsella; via Tom Barrett
Educational institutions may be warming up to generative AI

Washington state issued new guidelines for K-12 public schools last week based on the principle of “embracing a human-centered approach to AI,” which also embraces the use of AI in the education process. The state’s Superintendent of Public Instruction, Chris Reykdal, commented in a letter accompanying the new guidelines:


New education features to help teachers save time and support students — from by Shantanu Sinha

Giving educators time back to invest in themselves and their students
Boost productivity and creativity with Duet AI: Educators can get fresh ideas and save time using generative AI across Workspace apps. With Duet AI, they can get help drafting lesson plans in Docs, creating images in Slides, building project plans in Sheets and more — all with control over their data.

 

Vocational training programs for special education students teach work, life skills — from edsource.org by Lasherica Thornton
Programs also foster acceptance in the community

Through hands-on experience at the hotel, students gain skills to work in the housekeeping and hospitality industry – whether at El Capitan or elsewhere – after they graduate. And they develop life skills for adulthood.

This is not the case with Merced County’s program which, instead, integrates students into the housekeeping career, making it one of a few in California and across the nation to do so. The program now serves as a model for other districts aspiring to integrate students with disabilities into careers and society.

Fong said the year-long program is critical for the students “to be in the actual field,” get on-the-job training and be able to model employees’ behavior, which in turn provides them with real world experience while allowing them to interact with others.


From DSC:
This hits home for my family and me. We are entering a phase of our youngest daughter’s life where we need to help her build life skills. This type of program is excellent — highly relevant to many families out there.


 

Educational practices to identify and support students experiencing homelessness — from edresearchforaction.org by Alexandra Pavlakis, J. Kessa Roberts, Meredith Richards,  Kathryn Hill. &  Zitsi Mirakhur

The EdResearch for Action Overview Series summarizes the research on key topics to provide K-12 education decision makers and advocates with an evidence base to ground discussions about how to best serve students. Authors – leading experts from across the field of education research – are charged with highlighting key findings from research that provide concrete, strategic insight on persistent challenges sourced from district and state leaders.

 

Make class prep easy with 8 flexible prompts for retrieval practice — from retrievalpractice.org by Pooja K. Agarwal, Ph.D.

Here are 8 flexible prompts you can customize for your students:

  • What would you like to remember about [topic]? Why is this important to you?
  • What was really memorable for you about [topic]? Why did it stand out to you?
  • What is one thing that’s surprising or confusing to you about [topic]?
  • What is one thing I didn’t ask you about [topic] that you learned?
  • What is an example of [topic] from your own life?
  • …plus three others
 
© 2024 | Daniel Christian