liberal arts

New Research: Flipped Classrooms Improve Student Academics and Satisfaction — from techlearning.com by Erik Ofgang
A new analysis of more than 317 studies found flipped classrooms to be tremendously successful although a partially flipped classroom might be best of all.

Excerpt:

In a meta analysis recently published in the Review of Educational Research, Bredow and her co-authors examined 317 high-quality studies with a combined sample size of 51,437 college students in which flipped classes were compared to traditional lecture classes taught by the same instructors. They found significant advantages for flipped versus traditional lecture in terms of academics, interpersonal outcomes, and student satisfaction.

But there were also some surprises in where and when flipped classrooms worked.

From DSC:
I love the idea of the flipped classroom due to its powerful ability to turn over more choice and more control to the students. They have much more control over the pacing of the delivery of content.

Better Questions in the Classroom Lead Students to Think Harder—and Learn Deeper [Bradbury & Berlin]

On 07/02/2021, in adjunct faculty, blended learning, colleges, communities of practice, community colleges, corporate universities / corporate training, distance education, education, engagement / engaging students, experimentation, heutagogy, higher education, homeschooling/homeschoolers, ideas, instructional design, K-12 related, law schools, learning, learning ecosystem, Learning Experience Design, learning theories, liberal arts, lifelong learning, love of learning, memory, online learning, pedagogy, physics, productivity / tips and tricks, remote teaching and learning, research, science, student teaching/teacher education, student-related, teachers, teaching & learning, teaching online, training / L&D, United States, vendors, vocational / trades, by Daniel Christian

Better Questions in the Classroom Lead Students to Think Harder—and Learn Deeper — from edsurge.com by Staci Bradbury and Rebekah Berlin

Excerpt:

The takeaway here is that teachers should ask questions and design tasks that require students to engage in effortful thinking. This “teacher action,” as we like to call it, is one of the ways in which Deans for Impact has operationalized the vast body of research about how people learn in a way that teachers can use.

Also see:

Before providing evidence to support that claim, a quick recap of our organizational journey. Two years ago, we launched the Learning by Scientific Design (LbSD) Network to begin the vital—albeit challenging—work of redesigning how teachers are prepared. This effort is informed by principles of learning science and taking place in what is now a network of 10 educator-preparation programs across the country. More than 70 faculty are working with us to change the arc of experiences that teacher-candidates receive as they prepare to become teachers.

Some great resources re: “The 60-Year Curriculum”

On 06/28/2021, in 21st century, 24x7x365 access, active learning, adult learning, Alternatives, business side of he, career development, change, changing business models, colleges, community colleges, corporate / business world, corporate universities / corporate training, experimentation, future of higher education, game-changing environment, generational differences, higher education, ideas, K-12 related, law schools, learning, learning ecosystem, Learning from the Living [Class] Room, learning preferences, liberal arts, lifelong learning, love of learning, marketplaces, online learning, organizational change, pace of change, reinvent, society, staying relevant, student-related, surviving, teaching & learning, traditional / tradition, training / L&D, trends, United States, universities, vendors, vocational / trades, workplace, by Daniel Christian

A LIFETIME OF LEARNING — from continuum.uw.edu

Excerpts:

The 60-year curriculum is the modern approach to a lifetime of learning. Getting a degree, getting a job and never setting foot in a classroom again are not today’s reality.

A discussion paper from the McKinsey Global Institute predicts that in the next 10 to 15 years, the need for new tech skills will accelerate. We will also need people who will develop, innovate and adapt those technologies. The paper asserts that, right now, 80% of the workforce doesn’t have the skills for most of the jobs that will be available in the next five to 10 years.

From DSC:
It would be good to integrate more vocational types of pathways/items in here as well.

From DSC:
You might be interested in reviewing one or more of the items out at Faculty Focus Live Podcasts.

Some example podcasts:

Episode 11: Assessing Online Student Learning: How You Can Gauge Activities and Writing Through Online Assessment
Episode 9: Live with Wendy Trevor: Overcoming Student Distaste for Collaborative Group Work Online
Episode 8: Establishing and Revisiting Our Teaching Philosophies and Teaching Personas
Episode 7: Finding the Missing Piece: How to Help Your Students Who Are Struggling with Online Learning

Why Professors Should Ask Students For Feedback Long Before the Semester Is Over — from edsurge.com by Rebecca Koenig
This article is part of the guide Better, Faster, Stronger: How Learning Engineering Aims to Transform Education.

Excerpt:

About a month into each semester, Gayle Golden sets aside a little time to ask her students about their learning.

The journalism instructor at the University of Minnesota keeps the process simple, with brief questions similar to these:

What should keep happening in this class?
What should we start doing in this class?
What should we stop doing in this class?

Golden collects the results, which students give anonymously, then studies the feedback and makes a list of all the information she’s received. During the next class period, she discusses the findings with her students. She tells them which suggestions she plans to put into practice, which recommendations she can’t act on, and why.

From DSC:
Speaking of feedback…

I think it would be good to have our students journal about their learning — integrating their notes, readings, experiments, lectures, etc. Students could check in on these 3 questions for example.

And in the (potentially) digital process, they could also submit a form to their faculty member to answer the question:

What do I want my professor to know about my learning experience today?

Such a question could be electronically delivered to the professor on any given day. This type of feedback loop would provide real-time, formative feedback to the professor as well as help the students develop their metacognitive skills.

I would think that such a process could also be used within the K-12 realm, including homeschoolers.

Also from edsurge.com, see:

How to Use Podcasts in Teaching — by Bonni Stachowiak
To Support Black Male Teachers, A Nonprofit is Paying Off Student Loans — by Jeffrey R. Young
Millions of Students Are Still Without WiFi and Tech—Why Haven’t Policymakers Stepped Up? — by Mary Jo Madda

One wonders what this type of tech will do for online-based learning, &/or hybrid/blended learning, &/or hyflex-based learning in the future [Christian]

On 05/24/2021, in 21st century, 24x7x365 access, A/V -- audio/visual, attention, collaboration, colleges, communications, communities of practice, community colleges, competency-based learning/education, corporate / business world, corporate universities / corporate training, Daniel S. Christian, digital audio, digital learning, digital storytelling, digital video, disruption, distance education, education technology, emerging technologies, engagement / engaging students, experimentation, future, future of higher education, game-changing environment, global / globalization, Google, higher education, homeschooling/homeschoolers, human-computer interaction (HCI), hybrid learning, ideas, innovation, K-12 related, law schools, learning ecosystem, Learning from the Living [Class] Room, learning hubs & pods & microschooling, learning preferences, learning spaces, liberal arts, more voice more choice more control, New "Amazon.com" of Higher Education, online learning, online media, platforms, remote teaching and learning, smart classrooms, smart/connected TV, social learning / networks, society, student-related, telecommunications, telelegal, telemedicine / telehealth / virtual health, telepresence, television, tools, training / L&D, United States, universities, usability, user experience (UX), vendors, videoconferencing, Virtual courts and law firms, virtual field trips, virtual K-12 schools, virtual tutoring, vision/possibilities, visualizing information, vocational / trades, web-based collaboration, webinars, by Daniel Christian

From DSC:
It will be interesting to see — post Covid19 — how vendors and their platforms continue to develop to allow for even greater degrees of web-based collaboration. I recently saw this item re: what Google is doing with their Project Starline. Very interesting indeed. Google is trying to make it so that the other person feels like they are in the same space with you.

.
Time will tell what occurs in this space...but one does wonder what this type of technology will do for online-based learning, and/or hybrid/blended learning, and/or hyflex-based learning in the future…?

Elevating Your Streaming Production Quality [Davis]

On 05/11/2021, in A/V -- audio/visual, colleges, communities of practice, community colleges, content development, aggregation, repositories, corporate / business world, corporate universities / corporate training, digital audio, digital learning, digital video, distance education, education technology, higher education, instructional design, IT in HE, K-12 related, law schools, learning, learning ecosystem, Learning Experience Design, Learning from the Living [Class] Room, learning hubs & pods & microschooling, learning preferences, learning spaces, liberal arts, multimedia, online learning, online media, online tutoring, platforms, podcasting, productivity / tips and tricks, professional development, quality, remote teaching and learning, teachers, teaching & learning, teaching online, tools, training / L&D, vendors, videoconferencing, virtual K-12 schools, web-based collaboration, by Daniel Christian

Elevating Your Streaming Production Quality — from avnetwork.com by Cindy Davis

Excerpt:

The instructional studios started with a mobile standing desk, which serves as the command center for instruction. The desk has a room controller, document camera, and an interactive display with an adapter for laptop content sharing. Behind the desk is a whiteboard with a whiteboard camera. In front of the desk, we designed an AV cart that includes a shotgun mic pair, LED light panels, two large displays, one off-lens teleprompter, and PTZ camera.

The studios put the instructor in control of the meeting using a Zoom Rooms controller— allowing them to easily switch between and share multiple types of content simultaneously: main camera, document camera, laptop content, digital annotations, and whiteboard writing.

Get to know reputable organizations that are linking research (in how people learn) to practice [Simmers]

On 05/10/2021, in adjunct faculty, adult learning, attention, colleges, community colleges, content development, aggregation, repositories, corporate universities / corporate training, education, engagement / engaging students, face-to-face, faculty, heutagogy, higher education, homeschooling/homeschoolers, instructional design, K-12 related, law schools, learning, learning ecosystem, Learning Experience Design, learning preferences, learning theories, liberal arts, pedagogy, productivity / tips and tricks, research, student teaching/teacher education, student-related, teachers, teaching & learning, teaching online, training / L&D, vendors, by Daniel Christian

Excerpt from Education Research Is Still Too Dense. We Need More Teacher-Researcher Partnerships. — from edsurge.com by Kristin Simmers

Get to know reputable organizations that are linking research to practice, such as Deans for Impact, The Learning Scientists, Student Experience Research Network, and The Learning Agency Lab.

Learn How To Study Using… Dual Coding — from learningscientists.org by Megan Smith & Yana Weinstein

Excerpt:

This is the final post in a series of six posts designed to help students learn how to study effectively. You can find the other five here:

What is dual coding?

Dual coding is the process of combining verbal materials with visual materials. There are many ways to visually represent material, such as with infographics, timelines, cartoon strips, diagrams, and graphic organizers.

When you have the same information in two formats – words and visuals – it gives you two ways of remembering the information later on. Combining these visuals with words is an effective way to study.

Now, look at only the visuals and explain what they mean in your own words. Then, take the words from your class materials and draw your own visuals to go along with them!

From DSC:
As the authors comment, this is NOT about learning styles (as research doesn’t back up the hypothesis of learning styles):

When we discuss verbal and visual materials, it does sound like we could be referring to learning styles. However, it is important to remember that a great deal of research has shown that assessing your learning style and then matching your study to that “style” is not useful, and does not improve learning (2). (For more, read this piece.)

What if we could create these kinds of calendars and/or apps for faculty & staff as well as for students? [Christian]

On 05/10/2021, in A/V -- audio/visual, active learning, adjunct faculty, Augmented Reality (AR), Bias | Diversity Equity & Inclusion (DE&I), colleges, community colleges, corporate / business world, corporate universities / corporate training, creativity, Daniel S. Christian, digital audio, digital learning, digital storytelling, digital video, education, education technology, educational games / serious games, elearning, emerging technologies, engagement / engaging students, experimentation, faculty, higher education, ideas, innovation, instructional design, K-12 related, law schools, learning, learning ecosystem, liberal arts, multimedia, new media literacies, online learning, student-related, teachers, teaching & learning, teaching online, tools, training / L&D, United States, XR - extended reality, by Daniel Christian

What if we could create these kinds of calendars and/or apps for faculty and staff as well as for students? — idea from Daniel Christian. The vehicles could be developed as analog/physical formats or in digital formats and apps. In the digital realm, one could receive a daily notification.

For faculty/staff:

Teaching and learning tips; pedagogies (flipped learning, active learning, etc.); ideas that have worked well for others
Creative experiments to try (such as digital storytelling or with an emerging technology such as AR, MR, or VR)
Tips & tricks re: tools within the learning ecosystem of one’s organization
How to make digital content that’s accessible
Items re: bias, diversity, equity & inclusion
Dates to be aware of (for processes on one’s LMS/CMS as an example)
Notes of encouragement and/or humor
Links to key resources
Other

[The Corporate Training / L&D world could do this as well.]

An example of what a page might contain within a physical flip calendar

A calendar page that says Memory if the residue of thought.

Example calendar page that states when courses will be published on an LMS

For students

Studying tips
How to take courses online
How people learn
Resources, books, people to follow on Twitter, blogs and RSS feeds, etc.
Pictures of judges, legislative bodies, law offices, corporate HQs, other
Notes of encouragement
Ethics
Professionalism
Other

7 Things You Didn’t Know PowerPoint Could Do That Will Make Your Next Presentation POP! [Rivera]

On 04/28/2021, in accessibility / UDL, animation, digital photography, graphics, instructional design, liberal arts, Microsoft, online learning, presentations, productivity / tips and tricks, professional development, tools, visualizing information, by Daniel Christian

7 Things You Didn’t Know PowerPoint Could Do That Will Make Your Next Presentation POP! — from Dr. Echo Rivera; posted 4/20/21

Excerpt:

I’m going to show you more than 7 Powerpoint features, but I’ve broken them down into 7 categories.

Here are those seven categories:

Accessibility
Photo Editing
Interactivity
Animations
Custom Visuals
Data Visualization
Saving Time

Improved Student Engagement in Higher Education’s Next Normal [Glantz, Gamrat, Lenze, & Bardzell]

On 03/29/2021, in 21st century, active learning, adjunct faculty, blended learning, collaboration, colleges, communications, community colleges, digital audio, digital learning, digital video, distance education, education technology, engagement / engaging students, experimentation, faculty, future of higher education, higher education, hybrid learning, ideas, instructional design, law schools, learning, learning ecosystem, Learning Experience Design, learning hubs & pods & microschooling, learning spaces, liberal arts, multimedia, online learning, pedagogy, productivity / tips and tricks, reinvent, remote teaching and learning, teaching & learning, tools, universities, user experience (UX), vendors, videoconferencing, web-based collaboration, by Daniel Christian

Improved Student Engagement in Higher Education’s Next Normal — from er.educause.edu by Ed Glantz, Chris Gamrat, Lisa Lenze and Jeffrey Bardzell
Five pandemic-introduced innovative teaching adaptations can improve student engagement in the next normal for higher education.

Excerpt (emphasis DSC):

The five teaching enhancements/adaptations discussed above—collaborative technologies for sense-making, student experts in learning and technology, back channels, digital breakout rooms, and supplemental recording—are well positioned to expand the definition of “student engagement” beyond traditional roll call and attendance tracking. Opportunities to include students at a distance have permitted inclusion of students who are reticent to speak publicly, students whose first language is not English, students with disabilities, and students less engaged through “traditional” channels. With these new conceptions of engagement in mind, we are prepared to be more inclusive of all students in the next normal of higher education.

Self-Assessment (emphasis DSC)

Turn each of your learning outcomes or objectives into a question. Then, ask each student to self-score how confident they feel about being able to demonstrate that outcome or task.

Example:
Learning outcome: Students will be able to compare bacteria vs. viruses.

Change it to a question: How confident are you in comparing bacteria vs. viruses based on today’s lesson?

Now ask students to score their confidence or ability to do this outcome using a simple scale such as: “1 = I’m not confident that I can do it” to “5 = I am very confident that I can do it.”

If equity is a priority, UDL is a must [Novak]

On 03/26/2021, in accessibility / UDL, adjunct faculty, assessment, Bias | Diversity Equity & Inclusion (DE&I), colleges, community colleges, content development, aggregation, repositories, corporate universities / corporate training, digital audio, digital learning, digital video, faculty, higher education, homeschooling/homeschoolers, instructional design, K-12 related, law schools, learning, Learning Experience Design, Learning from the Living [Class] Room, learning preferences, liberal arts, more voice more choice more control, multimedia, neurodivergent/special needs, new media literacies, online learning, pedagogy, productivity / tips and tricks, teachers, teaching & learning, teaching online, Uncategorized, universities, by Daniel Christian

If equity is a priority, UDL is a must — from cultofpedagogy.com by Katie Novak

Once you identify the firm goal, ask yourself, “Based on the variability in my class, what barriers may prevent learners from working toward that goal and how can I eliminate those barriers through design?”

Excerpt:

When we design the same learning pathways for all learners, we might tell ourselves we are being fair, but in fact, single pathways are exclusionary. Beverly Daniel Tatum, author of the critically acclaimed book, Why Are All The Black Kids Sitting Together in the Cafeteria? And Other Conversations About Race, challenges us to focus on impact over intentions. It may not be our intent to exclude our learners, but the reality is that many students do not have opportunities to learn at high levels or to access curriculum and instruction that is accessible, engaging, culturally sustaining, and linguistically appropriate.

Luckily, there is a framework that rejects these one-size-fits-all solutions and empowers educators to proactively design learning experiences so all students can increase their brainpower and accelerate and own their learning. The framework is Universal Design for Learning (UDL).

UDL is a framework for designing learning experiences so students have options for how they learn, what materials they use, and how they demonstrate their learning.

From DSC:
I put together this graphic as I’m working on a Module (for Canvas) to address the topic of accessibility:

By Daniel Christian March 2021

Chrome now instantly captions audio and video on the web [Ian Carlos Campbell]

On 03/22/2021, in accessibility / UDL, assistive technologies, colleges, communications, community colleges, digital audio, digital learning, digital video, education technology, experimentation, Google, higher education, homeschooling/homeschoolers, human-computer interaction (HCI), innovation, instructional design, internet, IT in HE, K-12 related, law schools, learning ecosystem, Learning from the Living [Class] Room, learning preferences, liberal arts, media/film, Natural Language Processing (NLP), neurodivergent/special needs, new media literacies, online learning, student-related, teachers, teaching & learning, teaching online, tools, universities, user experience (UX), vendors, vision/possibilities, voice recognition / voice enabled interfaces, web-based collaboration, by Daniel Christian

Chrome now instantly captions audio and video on the web — from theverge.com by Ian Carlos Campbell
The accessibility feature was previously exclusive to some Pixel and Samsung Galaxy phones

Excerpt:

Google is expanding its real-time caption feature, Live Captions, from Pixel phones to anyone using a Chrome browser, as first spotted by XDA Developers. Live Captions uses machine learning to spontaneously create captions for videos or audio where none existed before, and making the web that much more accessible for anyone who’s deaf or hard of hearing.
…
Chrome’s Live Captions worked on YouTube videos, Twitch streams, podcast players, and even music streaming services like SoundCloud in early tests run by a few of us here at The Verge. Google also says Live Captions will work with audio and video files stored on your hard drive if they’re opened in Chrome. However, Live Captions in Chrome only work in English, which is also the case on mobile.

Learning Ecosystems

You might be interested in reviewing one or more of the items out at Faculty Focus Live Podcasts.

7 Things You Didn’t Know PowerPoint Could Do That Will Make Your Next Presentation POP! [Rivera]

Improved Student Engagement in Higher Education’s Next Normal [Glantz, Gamrat, Lenze, & Bardzell]

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