pedagogy

How to lead students to engage in higher order thinking [Harris]

On 01/11/2020, in education, ideas, K-12 related, learning, learning ecosystem, online learning, pedagogy, student-related, teachers, teaching & learning, teaching online, by Daniel Christian

How to lead students to engage in higher order thinking — from edutopia.org by Karen Harris
Asking students a series of essential questions at the start of a course signals that deep engagement is a requirement.

Excerpt:

Essential questions—a staple of project-based learning—call on students’ higher order thinking and connect their lived experience with important texts and ideas. A thinking inventory is a carefully curated set of about 10 essential questions of various types, and completing one the first thing I ask students to do in every course I teach.

Although a thinking inventory is made up of questions, it’s more than a questionnaire. When we say we’re “taking inventory”—whether we’re in a warehouse or a relationship—we mean we’re taking stock of where things stand at a given moment in time, with the understanding that those things are fluid and provisional. With a thinking inventory, we’re taking stock of students’ thinking, experiences, and sense-making at the beginning of the course.

On the care and handling of student ratings [Talbert]

On 12/28/2019, in adjunct faculty, assessment, career development, colleges, community colleges, faculty, higher education, Law Schools, learning, learning ecosystem, pedagogy, student-related, teaching & learning, by Daniel Christian

On the care and handling of student ratings — from rtalbert.org by Robert Talbert
Student evaluations of teaching are not true evaluations. We should call them what they are — perception data — and use them accordingly.

Excerpts:

How to handle student perception data as a department

Never use student perception data as the sole, or even the main source of information about a faculty member’s teaching. Teaching, as I said, is a wickedly complex problem. It simply cannot be reduced to a set of data, or in some cases to a single number. To get an accurate picture of faculty teaching, you need more than just student perceptions. Use faculty self-evaluations, peer evaluations via class visits, faculty-initiated data collected through pre- and post-testing… Insist on using multiple sources of data for faculty evaluations and make it easy to include them.
Never compare one faculty member to another based on student perception data.
Look at trends over time and how faculty respond to their data.

The Secret to Student Success? Teach Them How to Learn. [Bain]

On 12/27/2019, in education, education reform, homeschooling/homeschoolers, ideas, K-12 related, learning, learning ecosystem, learning theories, metacognition / metacognitive skills, pedagogy, research, student-related, teachers, teaching & learning, by Daniel Christian

The Secret to Student Success? Teach Them How to Learn. — from edsurge.com by Patrice Bain

Excerpt:

Abby’s story is hardly unique. I often teach students who react with surprise when they do well in my class. “But I’ve never done well in history,” they say. This is almost always followed by a common, heartbreaking confession. “I’m not smart.” Every time I hear this, I am faced with the gut-wrenching realization that the student has internalized failure by age eleven. Yet every year I see these same students soar and complete the class with high grades.

This raises two questions for me: How can we turn eleven-year-olds who have internalized failure into students like Abby who retain information for years? And how can we teach that poor grades don’t indicate failure, but rather that we haven’t found the correct learning strategy?

Enter research.

Active Learning on the Uptick? [O’Donnell]

On 12/21/2019, in active learning, adjunct faculty, colleges, community colleges, education, engagement / engaging students, faculty, higher education, instructional design, IT in HE, Law Schools, learning, learning ecosystem, learning hubs, learning spaces, pedagogy, student-related, universities, by Daniel Christian

Active Learning on the Uptick?— from LinkedIn.com by Carrie O’Donnell

Excerpt:

The evidence is overwhelming that employing active learning strategies leads to deeper learning, increased retention and higher performance. In fact, the EDCAUSE Horizon Report: 2019 Higher Education Edition states 73 percent of universities surveyed indicate active learning classrooms are in the planning process or being implemented in 2020.

Active learning is an instructional approach that puts the student in the center of the learning. This teaching methodology actively engages the learner and is a contrast with the traditional lecture-based approaches where the instructor does most of the talking and students are passive. Some of the many strategies that instructors use to promote active learning include group discussions, peer instruction, problem-solving, case studies, role playing, journal writing and structured learning groups.

Several trends we’ve seen on campuses across the country bode well for active learning:

XR for Teaching and Learning — from educause

Key Findings

XR technologies are being used to achieve learning goals across domains.
Effective pedagogical uses of XR technologies fall into one of three large categories: (1) Supporting skills-based and competency-based teaching and learning, such as nursing education, where students gain practice by repeating tasks. (2) Expanding the range of activities with which a learner can gain hands-on experience—for example, by enabling the user to interact with electrons and electromagnetic fields. In this way, XR enables some subjects traditionally taught as abstract knowledge, using flat media such as illustrations or videos, to be taught as skills-based. (3) Experimenting by providing new functionality and enabling new forms of interaction. For example, by using simulations of materials or tools not easily available in the physical world, learners can explore the bounds of what is possible in both their discipline and with the XR technology itself.
Integration of XR into curricula faces two major challenges: time and skills.
The adoption of XR in teaching has two major requirements: the technology must fit into instructors’ existing practices, and the cost cannot be significantly higher than that of the alternatives already in use.
The effectiveness of XR technologies for achieving learning goals is influenced by several factors: fidelity, ease of use, novelty, time-on-task, and the spirit of experimentation.

5 proven ways to make your good online course great [campustechnology.com]

On 12/11/2019, in adjunct faculty, collaboration, colleges, community colleges, consortiums, content development, faculty, instructional design, learning, learning ecosystem, metacognition / metacognitive skills, multimedia, pedagogy, teachers, teaching & learning, teaching online, universities, by Daniel Christian

5 proven ways to make your good online course great — from campustechnology.com

Excerpt:

Recent research uncovered just a handful of distinct elements that set great online teaching apart from the merely good. The findings came out of interviews with eight faculty members who have won awards for their online teaching from three professional associations: the Online Learning Consortium, the Association for Educational Communications & Technology and the United States Distance Learning Association.

Again, the report is here.

For those parts about being relevant and also taking some time for some reflection, also see this separate, somewhat related item:
Helping students develop metacognitive skills to understand the ‘why’ of learning

Free downloads to transform your teaching & unleash the science of learning! [RetrievalPractice.org]

On 12/04/2019, in assessment, learning, learning ecosystem, learning theories, memory, metacognition / metacognitive skills, pedagogy, psychology, research, science, student teaching/teacher education, student-related, teachers, teaching & learning, teaching online, tools, youth, by Daniel Christian

Per RetrievalPractice.org:

Download ALL our free guides, research, and resources!

We’re here to make your life easier. In order to unleash the science of learning, we strive to make it easy to access and quick to implement.

That’s why we really want you to download everything from our library, including free practice guides, book club resources, research, and more.

2019 study of undergraduate students & information technology [educause]

On 12/03/2019, in accessibility, active learning, adjunct faculty, adult learning, analytics, attention, blended learning, CMS/LMS, colleges, community colleges, corporate universities / corporate training, Daniel S. Christian, data mining, digital learning, education technology, engagement / engaging students, face-to-face, faculty, flipping -- inverted learning, formal learning, higher education, hybrid learning, instructional design, interactivity, internet, IT in HE, learning, learning ecosystem, learning preferences, online learning, pedagogy, platforms, student teaching/teacher education, student-related, teaching & learning, teaching online, training / L&D, United States, universities, Wireless, by Daniel Christian

2019 study of undergraduate students & information technology — from library.educause.edu

Excerpts:

Drawing on survey data from more than 40,000 students across 118 US institutions, this report highlights a number of important findings related to students’ technology preferences, supports, and experiences, with the goal of aiding technology and higher education professionals in improving student learning experiences and success.
…
But they want to be more than in-class spectators:

“I want my professors to stop reading PowerPoint slides word-for-word off of a screen, and to start using the technology at hand to create a different kind of lecture that will engage their students in the learning process.”
“I’d love for there to be more interactive polling and questions during class. Even though I don’t like the idea of being in lecture every day, that would keep me more engaged if the instructors were more dynamic with their tech use.”
“Integrate [technology] more into lectures. It’s very difficult to sit and watch you talk. Technology can be so beneficial to learning if used in the right ways to enhance and complement lectures. Use collaborative quizzes (Kahoot, etc.), let us research in class, etc.”
“Provide more online learning tools such as interactive lectures where people on laptops or tablets can also engage with the material being presented.”

Figure 2. Student learning environment preferences for specific course-related activities and assignments

Recommendations

Leverage analytics to gain a greater understanding of the student demographics that influence learning environment preferences.
Continue to promote online success tools and provide training to students on their use through orientations and advisement sessions.
Expand efforts to improve Wi-Fi reliability in campus housing and outdoor spaces.
Allow students to use the devices that are most important to their academic success in the classroom.
Establish a campus community to address accessibility issues and give “accessibility evangelists” a seat at the table.

From DSC:
Well students…you might find that you have a major surprise ahead of you — as a significant amount of your future learning/training will take place completely online. Go ask some folks who have graduated about their onboarding experiences. Then go ask people who have been in the workplace for over a decade. You’ll see what I mean.

Colleges see equity success with adaptive learning systems [Neelakantan]

On 11/25/2019, in algorithms, Artificial Intelligence / Machine Learning / Deep Learning, assessment, colleges, community colleges, Daniel S. Christian, higher education, homeschooling/homeschoolers, human-computer interaction (HCI), ideas, innovation, instructional design, intelligent systems, intelligent tutoring, learning, Learning Agents, learning ecosystem, learning from the living [class] room, learning hubs, learning preferences, mathematics, pedagogy, personalized/customized learning, platforms, productivity / tips and tricks, student-related, tools, tvOS-based apps, United States, universities, vendors, vision, Walmart of Education --> New Amazon.com of Higher Education, by Daniel Christian

Colleges see equity success with adaptive learning systems — from edtechmagazine.com by Shailaja Neelakantan
Powered by advanced algorithms, adaptive learning technologies boost completion rates and give students confidence.

“I used to teach one class of 100 students, but now I teach 100 classes of one student each,” said Doug Williams, the adaptive learning coordinator at Arizona State University, in the white paper, describing the effect of using such a technology-driven system to improve learning outcomes.

From DSC:
I post this item because I believe that this is the type of thing that will be a piece of our future learning ecosystems. Learning agents. Systems that accommodate each individual’s learning preferences. Real-time formative assessments…that impact what you see and experience next. Intelligent systems. Intelligent tutoring.

People demonstrate mastery at different times — let that be part of our futures — versus this one-size fits all, hop-on-board-or-you-miss-the-train…a train that stops for no one.

Top ten podcasts every teacher needs to hear — from wiley.com; with thanks to Emily Liebtag for her posting on Twitter for this resource

Excerpt:

Listening to podcasts is an easy way to dive into a topic that interests you and learn something new from others who share your passion for education.

We’re highlighting the following ten podcast episodes featuring Jossey-Bass authors that you can listen to whenever, wherever to help you master your craft or reignite your love of teaching.

So, take some time for yourself, grab your earbuds, and press play on these…

Want a quick way to access classroom research on #retrievalpractice? @RetrieveLearn has a database of 50 experiments! Sorted by grade level, content area, type of retrieval practice, and more. https://t.co/5ntKr0ZZ74 #powerfulteaching #edchat #highered

— Retrieval Practice (@RetrieveLearn) November 10, 2019

XR for Teaching and Learning — from library.educause.edu

Excerpt:

The HP/EDUCAUSE Campus of the Future project is now in its second year of investigation into the benefits of XR for teaching, learning, and research at the institution. Our most recent report focuses on the types of learning goals that are effectively supported by XR technology.

See what institutions participating in the XR project discovered about achieving learning goals, effective pedagogical uses, curricula integration challenges, XR adoption requirements, and factors influencing effectiveness.

Also see:

How immersive learning is changing STEAM education — from steamuniverse.com by Donald McKay

The importance of presence offline & online in higher education — from forbes.com by Martin Krislov

Excerpt:

But how can we maintain [human interaction] in the era of online instruction?

That question, it turns out, is a pressing one for distance-education professionals. And the answer, they say, is what the digital world calls “presence.”

Presence means, essentially, being there. It’s something that happens naturally in physical classrooms. But in online education, instructors have to work to create it. Poorly constructed online courses can feel cold and impersonal; online faculty can feel distant. But in a well-designed course, where faculty work to be present, students can thrive. Studies have shown that creating strong presence and engagement in an online class—mimicking that personal connection Gabelli and I so value—improves academic outcomes and student experience.

Instructional Design Basics — from facultyfocus.com by Kristin Ziska Strange

Excerpt:

Instructional designers can help with many different course-based problems and challenges, including helping you figure out where and how to start with your course design. When a course is new or needs a little design love, knowing where to start can be difficult. By starting with your main goals and then moving to assessments and content, it is easier for your course to stay in alignment with your goals than working from topics and assessments to objectives. Starting is as easy as asking yourself one simple question.

Start with a Question
In any course design, whether it is a brand-new course or a redesign, the best place to start is to write down what you hope your students will carry with them several years down the road. What do you want your students to be able to do, and what content is crucial for them to remember? It doesn’t have to be the formalized language of objectives and goals that you put into your syllabus but just a straightforward list.

We do this for a few reasons.

Learning Ecosystems

XR for Teaching and Learning [educause]

5 proven ways to make your good online course great [campustechnology.com]

The importance of presence offline & online in higher education [Krislov]

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