pedagogy

Take your flipped classroom — and your learners’ understanding — to the next level via interactive video

On 04/02/2015, in corporate universities / corporate training, Daniel S. Christian, digital learning, digital video, flipping -- inverted learning, higher education, ideas, innovation, interactivity, K-12 related, pedagogy, tools, training / L&D, by Daniel Christian

From DSC:
Consider using one or more of the following tools to take your flipped classroom — and your learners’ understanding — to the next level via the creation of interactive videos.

Touchcast
Video and the web are coming together. Experience both like never before with TouchCast- a new medium that looks like video, but feels more like the web.

edpuzzle.com — a nice example of their product can be seen in their video entitled, The flipped classroom in 90 seconds

Zaption – Interact & Learn with Video Lessons
Don’t just watch. Learn! Zaption makes online video interactive and engaging for students and drives deeper learning.

eduCanon
eduCanon is a free tool to embed rich, dynamic questions with explanations inside video. Use video to differentiate & engage. Promote self-paced learning with pause & rewind. Prevent skipping content not yet watched.

YouTube with new “Cards”:
Make your videos even more interactive with cards [3/16/15]

Excerpt:

As a creator, you’ve probably been using annotations to engage with your viewers for years. But one of the things you’ve told us is that you need more flexibility with the info you share through annotations, and—most importantly—you need it to work across screens and especially on mobile. That’s why today we’re introducing cards.

You can think of cards like an evolution of annotations. They can inform your viewers about other videos, merch, playlists, websites and more. They look as beautiful as your videos, are available anytime during the video and yes, they finally work on mobile.

Right now, you can choose from six types of cards: Merchandise, Fundraising, Video, Playlist, Associated Website and Fan Funding. You’ll find a new “Cards” tab in your Video Editor to create and edit them at any time.

Addendum on 4/7/15:

TechSmith Relay — from techsmith.com

Addendum on 4/23/15:

Also see:

“MIT study shows how educational videos could be better” plus other tips, tricks, tools & resources re: digital video

On 03/27/2015, in digital learning, digital video, education technology, pedagogy, productivity / tips and tricks, social learning / networks, tools, vendors, by Daniel Christian

MIT study shows how educational videos could be better — from bostinno.streetwise.co by Clinton Nguyen

Excerpt:

Subgoal labeling turned out to be a big success for users, and that mode of thinking transferred to newer tasks beyond the initial one.

“Immediately [after the first task], we asked people to attempt another problem, and we found that the people who got the subgoal labels attempted more steps and got them right more often, and they also took less time,” said Mark Guzdial, a professor at Georgia Tech who’s who’s had a hand in similar research for the past five years.

“When we asked them to try a new problem that they’d never seen before, 50 percent of the subgoal people did it correctly, and less than 10 percent of the people who didn’t get subgoals did that correctly,” he said.

Tips for choosing and using educational videos in your classroom — from edtechreview.in by Prasanna Bharti

Excerpt:

No matter if you are an expert of technology or novice, there are a lot of ways by which you can use technology easily in teaching to make lecture more interesting and engaging, one of the best way is to use educational videos. However, you need to be thoughtful before choosing and using them.

Items on Meerkat* and Periscope*

Hashtag automatically uploads users’ Meerkat* posts to YouTube — from springwise.com
Meerkat users can now add #Katch to their Twitter posts and the service will automatically record their livestreams and post them on YouTube.

Excerpt:

One of the major successes of this month’s SXSW festival was Meerkat — a live streaming app which enables users to create and broadcast video footage in the moment. Videos are shared with the world, live, via the user’s own Twitter account, before disappearing forever into the ether of internet-past. That was until hacker Tarikh Korula launched #Katch, a simple hashtag which enables Meerkat users to auto upload their livestreams to YouTube, immortalizing them forever.

Want to save Meerkat* videos to YouTube? Katch’s hashtag wants to help — from mashable.com by Adario Strange

Twitter launches its own live video streaming app, Periscope — from talkingnewmedia.com by D.B. Hebbard
Periscope, which streams live video to your Twitter feed, launches a couple weeks after competitor Meerkat entered the App Store

* Meerkat and Periscope are tools to Tweet live video

Sharing TV Clips Socially (and Legally) with Whipclip — from adweek.com by Adam Flomenbaum

Excerpt (emphasis DSC):

Whipclip – an app that lets viewers splice and share (legally) TV clips – has launched today, and has secured partnerships with major broadcast networks, including Comedy Central, ABC, CBS, FOX, VH1, A&E and Lifetime, Bloomberg, OWN and truTV. In December, we wrote about the company raising $20 million to launch the service.
…
“The days of awkwardly holding your phone up to the TV to record and share your favorite moments may be coming to an end. Whipclip enables users to find and create their favorite TV and music clips and share them intimately with their closest friends or broadly across their entire social network,” said Richard Rosenblatt, co-founder, Chairman and CEO of Whipclip. “Not only benefitting the users but also providing the content owners with a viral user driven method to find new audiences.”

* From DSC:
What if we were talking about lectures on the TV…
what new affordances might there be?

Wipster and Adobe Voice — from markdubois.info by Mark DuBois

Excerpt:

I have been experimenting with the Wipster application for a few weeks. Essentially, this is a site where you post a video for others to review and approve. They can add comments in the video (as it plays). Although the service is not free, I am finding this to be very helpful for work I am doing with our student chapter of Web Professionals as well as within various courses I teach. What I find most beneficial is the use of Adobe Voice to generate short videos on a topic and then seek feedback via Wipster.

Also, though this isn’t just about video, I’m going to include it here anyway:

Sharing our inspiration from the Learning Technologies conference with links to all our liveblogs — from joitskehulsebosch.blogspot.com

Excerpt:

Sibrenne and myself arrived last Friday at Rotterdam airport with a head full of inspiration from the Learning Technologies conference and fresh air from our walk along the Thames. In this blogpost we compile some reflections and provide links to all our liveblogs, so that you may choose which ones to read. Something which struck us when we reflected on all different sessions.
…
If you’d like to read our liveblogs, choose one or several of the 13 liveblogs below:

Addendum on 3/29/15:

A nicer way to share YouTube™ videos! – EdTechReview™ — from edtechreview.in

Resources, ideas, questions, & more regarding the topic of learning spaces

On 03/17/2015, in active learning, collaboration, communications, higher education, K-12 related, learning, learning ecosystem, learning hubs & pods & microschooling, learning spaces, participation, pedagogy, smart classrooms, vendors, by Daniel Christian

Below are some resources, ideas, questions, and more regarding the topic of learning spaces:

Per Jeanne Narum (Principal, Learning Spaces Collaboratory and Founding Director, Project Kaleidoscope), we’ve been asking the following key questions for several years now:

What do we want our learners to become?
What experiences make that becoming happen?
What spaces enable those experiences?
How do we know?

The Learning Spaces Collaboratory

NOTE:
Be sure to see The LSC Guide: Planning for Assessing 21st Century Spaces for 21st Century Learners

Derek Bruff’s Learning Spaces gallery

Active learning increases student performance in science, engineering, and mathematics – a meta-analysis of 225 studies

Abstract
To test the hypothesis that lecturing maximizes learning and course performance, we metaanalyzed 225 studies that reported data on examination scores or failure rates when comparing student performance in undergraduate science, technology, engineering, and mathematics (STEM) courses under traditional lecturing versus active learning. The effect sizes indicate that on average, student performance on examinations and concept inventories increased by 0.47 SDs under active learning (n = 158 studies), and that the odds ratio for failing was 1.95 under traditional lecturing (n = 67 studies). These results indicate that average examination scores improved by about 6% in active learning sections, and that students in classes with traditional lecturing were 1.5 times more likely to fail than were students in classes with active learning. Heterogeneity analyses indicated that both results hold across the STEM disciplines, that active learning increases scores on concept inventories more than on course examinations, and that active learning appears effective across all class sizes—although the greatest effects are in small (n ? 50) classes. Trim and fill analyses and fail-safe n calculations suggest that the results are not due to publication bias. The results also appear robust to variation in the methodological rigor of the included studies, based on the quality of controls over student quality and instructor identity. This is the largest and most comprehensive metaanalysis of undergraduate STEM education published to date. The results raise questions about the continued use of traditional lecturing as a control in research studies, and support active learning as the preferred, empirically validated teaching practice in regular classrooms.

Building Community with FLEXspace: The Flexible Learning Environments eXchange — from educause.com by Lisa Stephens

Key Takeaways

FLEXspace is a large-scale community solution to capture detailed information, images, and video of learning environment exemplars.
The ELI Seeking Evidence of Impact principles encouraged further development of FLEXspace.
Discussions are underway on how to leverage and combine the Learning Space Rating System and FLEXspace.

Seven Principles for Classroom Design: The Learning Space Rating System — from educause.com by Malcolm Brown

Key Takeaways

The Learning Space Rating System tool enables scoring a classroom’s design to see how well it supports active learning.
If the design meets the criteria for a specific credit, a point or points are added to a compiled score.
The higher the score, the better the design for active learning.

Steelcase Education

Herman Miller Education

Gordana Latinovic’s Learning Spaces on Pinterest

Kelley Tanner’s Learning Spaces on Pinterest

Greg Swanson’s Learning Spaces on Pinterest

Bill Duncan’s Learning Spaces on Pinterest

The SCALE-UP Project
The primary goal of the Student-Centered Active Learning Environment for Undergraduate Programs (SCALE-UP) Project is to establish a highly collaborative, hands-on, computer-rich, interactive learning environment for large-enrollment courses.

Some very creative, innovative, music-related items

On 03/11/2015, in ideas, innovation, music, pedagogy, by Daniel Christian

Start a lesson with a music video — from byrdseed.com by Ian Byrd

Excerpt:

I love collecting intriguing images and videos – things that stop me in my tracks and pique my curiosity. I always figure that if it fascinates me, students would probably be interested also. Often, these visuals work as wonderful hooks for a lesson you need to teach.

In that vein, here’s OK Go’s music video, The Writing’s On The Wall (YouTube link in case you don’t see it below)

Hum a tune and it becomes an instrument – NAMM2015 — from usatoday

Published on Jan 24, 2015
Imitone is new software, introduced at NAMM 2015, which turns vocal hums into computer generated instruments. The $25 program for Mac and Windows is previewed at NAMM.

For another innovation involving music, see Open Orchestra

Meet the Keyboard Family Infographic – A Great Overview for Pianists! — from

Music IO: MIDI Over USB – the second such app all in the same weekend! — from ipadmusiced.wordpress.com by Paul Shimmons

Excerpt:

Music IO: MIDI Over USB by Secret Base Design is the second app released this weekend that allows for MIDI to be sent over the charging cable of your iPad when connected to your Mac! Such an amazing new possibility! Actually , this is how things should have worked from the start!

Professional Harmony: The 6 Rules of Songwriting Collaboration — from lynda.com by Cliff Goldmacher

NMC Horizon Report > 2015 Higher Education Edition — from nmc.org

Excerpt:

What is on the five-year horizon for higher education institutions? Which trends and technologies will drive educational change? What are the challenges that we consider as solvable or difficult to overcome, and how can we strategize effective solutions? These questions and similar inquiries regarding technology adoption and educational change steered the collaborative research and discussions of a body of 56 experts to produce the NMC Horizon Report: 2015 Higher Education Edition, in partnership with the EDUCAUSE Learning Initiative (ELI). The NMC Horizon Report series charts the five-year horizon for the impact of emerging technologies in learning communities across the globe. With more than 13 years of research and publications, it can be regarded as the world’s longest-running exploration of emerging technology trends and uptake in education.

Is this the online learning model of the future? — from ecampusnews.com by Rony Zarom
Flex class options are seeing spikes in enrollment among Gen C students; here’s how to get started.

Excerpt:

“Flex-classes,” a preferred learning style among Gen Cs that offers “flex-attendance“ options to join classes “in-person” or “online” throughout the duration of a course, allowing students to more efficiently, and affordably, learn anytime, anywhere.

In fact, if the current enrollment growth rate continues, nearly half of all college students will be enrolled in a flexible online learning course by 2020.

Based on a cross-generational commonality to stay digitally connected and plugged into mobile devices, these two generations expect more accessible, technology-forward learning environments that give them the flexibility, mobility and freedom to learn when and where they want.

…

One of the biggest weather deterrents that disrupts student attendance and educators’ lesson plans is snow days, and thanks to virtual flex-class options, snow day disruptions may be coming to an end for good.

Schools around the country have been implementing flex-classes to allow students the option to join classes online on days they can’t make it to school, instead of making up the lost days at another time and often dipping deep into summer vacations. Students can tune in to their classrooms via mobile device or tablet to complete their learning initiatives for the day. The snow day approach is a realistic option for institutions looking to test the effectiveness of flex-class implementation.

From DSC:
This is an interesting approach. What I like about it is that it provides more choice and more control for the student.

What I wonder about is how would this type of learning environment impact the pedagogies that a professor would need to employ…? Or are we not that far along here yet? That is, how does one simultaneously offer a productive online learning experience as well as an effective face-to-face learning experience?

Also, on a slight tangent here from this model…
I’ve been wondering about whether remote students could effectively/simultaneously come into a face-to-face classroom setting — and I think the answer is yes. As with the corporate world, teams are scattered throughout a nation or from various places throughout the globe — and yet work gets done. Projects get done. Collaboration happens. Learning happens.

Some institutions, including the college where I work at, are experimenting with using telepresence robots to bring in those remote students. The version 2.0’s and above of these robots may be an option. However, I’m wondering if a better option might be available if a vendor could morph something like Cisco’s StadiumVision into an educational setting…? That is, provide 3-4 camera angles/perspectives per classroom and let the remote learners switch between viewing angles on their end of things…? Such as setup would be very interesting to experiment with.

Also, in regards to learning spaces, should one wall be dedicated to bringing in remote students? That is, one of the walls could display who all is coming into a classroom remotely so that they could be a part of the discussions and so that the F2F students could see and interact w/ those remote students.

Finally, might these ideas dovetail into the idea of providing learning hubs — where Subject Matter Experts (SMEs) could be synchronously or asynchronously presenting information (in a digital/virtual manner) and leading a discussion for those who are seated and learning together in a physical setting?

Trying to solve for the problem of education in 2015 — by Dave Cormier; with thanks to Maree Conway for her posting this on her University Futures Update

Excerpt:

The story of the rhizome
The rhizome has been the story i have used, frankly without thinking about it, to address this issue. There are lots of other ways to talk about it – a complex problem does not get solved by one solution. In a rhizomatic approach (super short version) each participant is responsible for creating their own map within a particular learning context. The journey never ‘starts’ and hopefully never ends. There is no beginning, no first step. Who you are will prescribe where you start and then you grow and reach out given your needs, happenstance, and the people in your context. That context, in my view, is a collection of people. Those people may be paying participants in a course, they may be people who wrote things, it could be people known to the facilitator. The curriculum of the course is the community of people pulled together by the facilitator and all those others that join, are contacted or interacted with. The interwebs… you know.

…

The point here is that i attempt to replace the ‘certainty of the prepared classroom’ with the ‘uncertainty of knowing’. In doing so I’m hoping to encourage students to engage in the learning process in their own right. I want them to make connections that make sense to them, so that when the course is over, they will simply keep making connections with the communities of knowing they have met during the class. The community is both the place where they learn from other people, but, more importantly, learning how to be in the community is a big part of the curriculum. Customs, mores, common perspectives, taboos… that sort of thing.

A vision for radically personalized learning | Katherine Prince | TEDxColumbus

Description:

Could we transform today’s outmoded education system to a vibrant learning ecosystem that puts learners at the center and enables many right combinations of learning resources, experiences, and supports to help each child succeed? Creating personalized learning for all young people will require a paradigm shift in education and a deep commitment to providing each student with the right experiences at the right time.

As Senior Director of Strategic Foresight at KnowledgeWorks, Katherine Prince leads the organization’s work on the future of learning. Since 2007, she has helped a wide range of education stakeholders translate KnowledgeWorks’ future forecasts into forward-looking visions and develop strategies for bringing those visions to life. She also writes about what trends shaping the future of learning could mean for the learning ecosystem.

Two highlighted, K-12 education-related items from Lynda Weinman & Lynda.com

On 01/02/2015, in attention, engagement / engaging students, engineering, K-12 related, pedagogy, project-based learning, STEAM-related, student-related, teaching & learning, youth, by Daniel Christian

Excerpt from Lynda Weinman’s 12/29/14 email:

We published over 1,000 courses this year, and I would never be one to pick favorites, but I did personally oversee the creation of two documentaries that share my passion and support for in-person, project-based learning. If you have a moment, learn about an innovative STEAM high-school program that’s teaching engineering to girls and boys in a way that makes it so fun, the students don’t want to go home at night. Then discover what happens when young minds are encouraged to observe and reflect on school subjects—rather than merely listen and regurgitate facts.

————————

Project-Based Learning: STEM to STEAM with Dos Pueblos Engineering Academy

In 2002, a school district in Goleta, California, attempted an experiment. They introduced DPEA, the Dos Pueblos Engineering Academy, a program designed to teach twenty-first-century skills via project-based learning in science, technology, engineering, and mathematics (STEM). Once “art” was added to the program (STEAM) they attracted 50% more girls, and got better adoption from parents, mentors, the outside community, and students. The Academy has now been running for over ten years and is recognized as a pioneer in education reform, prizing independent thought and modern skills over standardized testing and book-based lectures. Here the students, teachers, and administrators tell us why it works. Learn about their cutting-edge robotics program, multidisciplinary approach, and the unique collaborations that happen between students, teachers, and parents.

Watch the Online Video Course Visual Thinking Strategies
What if teachers taught with questions rather than lectures? What if students were asked to reflect instead of regurgitate? Visual Thinking Strategies (VTS) challenges the standard model of teaching by encouraging a reflection-and-response style of learning. Designed by art educator Philip Yenawine and developmental psychologist Abigail Housen, VTS relies on children’s natural ability to observe, using imagery as the starting point for learning. The teacher asks open-ended questions; students reflect and respond. The process has been proven to strengthen critical thinking skills, language development, confidence, and collaboration. Watch VTS at work in three Louisiana schools and find out what alternative teaching methods like these might have in store for America’s classrooms.

2014 Innovating Pedagogy Report [openuniversity.edu]

On 12/09/2014, in analytics, assessment, learning, MOOCs -- Massive Open Online Courses, open courseware and systems, pedagogy, social learning / networks, storytelling, UK, by Daniel Christian

2014 Innovating Pedagogy Report

Featured in 2014’s annual report:

Massive open social learning
Learning design informed by analytics
Flipped classrooms
Bring your own devices
Learning to learn
Dynamic assessment
Event-based learning
Learning through storytelling
Threshold concepts
Bricolage

Explain Everything Lesson Ideas: One of the free eBooks created and provided for free by Apple

On 11/25/2014, in Apple, education technology, ideas, K-12 related, multimedia, new media literacies, pedagogy, teachers, teaching & learning, by Daniel Christian

Excellent activities and lesson ideas on using Explain Everything in class — from educatorstechnology.com

Excerpt (emphasis DSC):

Explain Everything Lesson Ideas is a free eBook created and provided for free by Apple. This work is part of Apple’s” Apps in the Classroom*” project that aims at helping teachers make the best of educational apps in their instruction. Each of the guides included in this project centres around a popular educational app and provides examples and ideas on how teachers can use it with their students in class. Today’s guide is on the popular screencasting and whiteboard app Explain Everything.

Also see:

Create Killer Presentations with Explain Everything — from edudemic.com by Ann Elliott

* The Apps in the Classroom series was created by Apple to provide teachers with a few ideas on how to integrate apps into daily classroom instruction. Inspired by Apple Distinguished Educators, this book is a collection of activities that let students ages 5 to 14+ use Explain Everything to demonstrate their learning across a range of subjects.

MindShift Guide to Digital Games and Learning; also Karl Kapp’s course on the Gamification of Learning

On 11/19/2014, in assessment, attention, creativity, educational games / serious games, engagement / engaging students, participation, pedagogy, by Daniel Christian

MindShift Guide to Digital Games and Learning

Excerpt:

How can games unlock a rich world of learning? This is the big question at the heart of the growing games and learning movement that’s gaining momentum in education. The MindShift Guide to Digital Games and Learning [PDF] explains key ideas in game-based learning, pedagogy, implementation, and assessment. This guide makes sense of the available research and provides suggestions for practical use.

The MindShift Guide to Digital Games and Learning started as a series of blog posts written by Jordan Shapiro with support from the Joan Ganz Cooney Center at Sesame Workshop and the Games and Learning Publishing Council. We’ve brought together what we felt would be the most relevant highlights of Jordan’s reporting to create a dynamic, in-depth guide that answers many of the most pressing questions that educators, parents, and life-long learners have raised around using digital games for learning. While we had educators in mind when developing this guide, any lifelong learner can use it to develop a sense of how to navigate the games space in an informed and meaningful way.

Also see Karl Kapp’s course out on Lynda.com:

.

A collection of curated items [questioning, OER, UDL, helping students pay attention, new $100M audio teaching complex]

On 11/14/2014, in accessibility / UDL, attention, digital audio, instructional design, learning spaces, open courseware and systems, pedagogy, teaching & learning, by Daniel Christian

A collection of curated items:

Socratic questioning: 30 thought-provoking questions to ask your students — from opencolleges.edu.au by Saga Briggs

Open Educational Resources – from the Babson Survey Research Group by I. Elaine Allen, Ph.D. and Jeff Seaman, Ph.D.

Opening the Curriculum: Open Education Resources in U.S. Higher Education, 2014

This report, funded by a grant from The William and Flora Hewlett Foundation with additional support from Pearson, examines the attitudes, opinions, and use of Open Educational Resources (OER) among teaching faculty in U.S. higher education. Some of the key findings:

Katie Novak: Universal Design for Learning, an introduction — from edtalks.org
Dr Katie Novak is a Reading curriculum coordinator and an independent ‘Universal Design for Learning’ (UDL) consultant. Universal Design for Learning is a framework that allows teachers to meet the needs of all learners in the classroom, and in this keynote speech at ULearn14 Katie outlines the background to UDL and demonstrates how UDL enables teachers to take rigorous curriculum and make it accessible to all students.

Related:
What is UDL?
UDL Guidelines

Five inspiring EdTekTalks — from iste.org by Diana Fingal

Harvard researchers spent six years studying innovative entrepreneurs to find out how their creative processes work. What they found was that the number one skill all innovators practice regularly is connecting across a variety of disciplines. In other words, innovators are people who cross-pollinate, or use ideas from other industries to spark their own creativity.

With that in mind, ISTE reached out to inspiring people from a range of fields and asked them to share their insights in mini-keynotes called EdTekTalks. This provocative series of five talks includes futurists, designers and entrepreneurs from beyond the world of ed tech.

Berklee College of Music Opens Major WSDG-Designed Audio Teaching Complex in 160 Mass. Ave. Tower — from aeccafe.com; via @eduwiretech

Excerpt:

BOSTON, MASS. Berklee College of Music opened the doors to its 160 Massachusetts Avenue,residence tower in January 2014. The building now features one of the largest, most progressive, and versatile professional audio teaching/production/performance complexes in the U.S. Over three years and $100 million have been invested in the development and construction of this cusp point educational compound. Situated over four dedicated floors in a striking, sixteen-story, 155,000 sq. ft. William Rawn Associates building, the ten-studio Walters-Storyk Design Group – designed, audio education component represents a pinnacle of contemporary studio planning.

7 Simple Ways You Can Help Students Pay Attention In A Traditional Classroom — from teachthought.com

Use the 10:2 method (2 minutes of response for every 10 minutes of instruction.)
Incorporate movement into your lessons
Pick up the pace
Provide frequent feedback
Allow 5-7 seconds of “think time”
Have students use the 3-2-1 method of summarizing
Periodically pause mid-sentence

Impacts of MOOCs on Higher Education [Dulin Salisbury]

On 10/23/2014, in business side of he, change, changing business models, future of higher education, game-changing environment, higher education, MOOCs -- Massive Open Online Courses, new business models, organizational change, pedagogy, strategy, universities, vision/possibilities, by Daniel Christian

Impacts of MOOCs on Higher Education — from insidehighered.com by Allison Dulin Salisbury

Excerpt:

An international group of higher education institutions—including UT Arlington, Stanford University, Hong Kong University and Davidson College—convened by learning researcher and theorist George Siemens gathered last week to explore the impacts of MOOCs on higher education (full list of participating institutions below).

The takeaway? Higher education is going digital, responding to the architecture of knowledge in a digital age, and MOOCs, while heavily criticized, have proven a much-needed catalyst for the development of progressive programs that respond to the changing world.

After sharing challenges, key innovations and general impacts, we were collectively awed by our similarities. Sure, Harvard and Stanford have larger budgets and teams, and the Texas system is, well, a system, while Davidson College enrolls a little under 2,000 students; yet, these fundamentally different institutions voiced similar challenges in their transitions to digital environments.

During a wide-ranging, engaging conversation, participants focused on themes that have to do with organizational change, the state of higher education, and what it is we want our purpose to be—collectively—over the coming years.

Here are a few of the effects MOOCs have had on our colleges or universities:

From DSC:
Thanks George for your continued work and assistance in helping higher education adapt, change, and improve our outcomes (as well as adding your expertise towards teaching and learning, tools, and/or pedagogies).

iBeacons, sensors, & similar M2M communications: Connecting the physical world with the digital world

On 10/16/2014, in 21st century, 24x7x365 access, blended learning, communications, corporate universities / corporate training, Daniel S. Christian, digital learning, digital storytelling, education technology, educational games / serious games, emerging technologies, engagement / engaging students, experimentation, face-to-face, ideas, innovation, interactivity, internet, IT in HE, K-12 related, learning, learning ecosystem, learning hubs & pods & microschooling, learning spaces, library / librarians, machine-to-machine communications, mobile learning, mobile technologies, Near Field Communication (NFC), participation, pedagogy, platforms, play, second screen apps, smart classrooms, tablets, teaching & learning, tools, training / L&D, trends, ubiquitous learning, universities, user experience (UX), wearables, workplace, by Daniel Christian

From DSC:
iBeacons, sensors, & similar machine-to-machine (M2M) communications: Connecting the physical world with the digital world while opening up enormous possibilities for education & training-related applications.

DanielChristian-Combining-Digital-Physical-Worlds-Oct2014

Learning Ecosystems

Some very creative, innovative, music-related items

Reflections on “Is this the online learning model of the future?” [Zarom]

MindShift Guide to Digital Games and Learning; also Karl Kapp’s course on the Gamification of Learning

A collection of curated items [questioning, OER, UDL, helping students pay attention, new $100M audio teaching complex]

Impacts of MOOCs on Higher Education [Dulin Salisbury]

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