pedagogy

Lessons that inspire a love for the arts

On 03/09/2011, in art, creativity, drama/theater, engagement / engaging students, ideas, love of learning, passions, pedagogy, writing, by Daniel Christian

Lessons that inspire a love for the arts — from Edutopia.org

The Importance of Creativity in the Classroom
Blogger Jim Moulton on why an effective arts education requires that students be given freedom within a structure.

Staging Plays for Active Learning
Playwriting teaches kids how to construct a plot, write dialogue, tell a story through action, and much more.

How to Set Up a Literature Circle
Get tips for laying the groundwork, setting up protocols for discussions, and implementing strategies for motiving students to read.

Tagged with: art • creativity • drama/theater • engagement • ideas • K-12 • literacy • love of learning • passions • pedagogy • writing

Upcoming Sloan-C Conference in July — Empowering Next Generation Teaching

On 03/08/2011, in 21st century, educational games / serious games, emerging technologies, future, generational differences, pedagogy, professional development, teaching & learning, by Daniel Christian

Tagged with: 21st century • educational technology • emerging technologies • future • generational differences • pedagogy • professional development • teaching & learning

CLEAR – Spring 2011 Newsletter — Rich Internet Applications for Language Learners

On 03/06/2011, in cloud-based computing / apps / other cloud-related, ideas, instructional design, internet, languages and translation, pedagogy, tools, web-based collaboration, by Daniel Christian

In 2006, CLEAR launched its “Rich Internet Applications for Language Learning” initiative. Web-based tools were designed to offer functionality that is beneficial to language learning, while exploring how technology can enhance language teaching. This article discusses the design principles behind the RIA initiative, explains how the tools are intended to be used, and shares some examples of classroom use.

From DSC:
The article mentions tools such as Wimba (now a part of Bb Collaborate), VoiceThread, and others.

Tagged with: cloud-based computing / apps / other cloud-related • ideas • internet • languages • pedagogy • tools • videoconferencing • Web 2.0 • web-based collaboration • Wimba

The Teaching Professor Conference [Faculty Focus]

On 03/04/2011, in adjunct faculty, blended learning, education technology, emerging technologies, engagement / engaging students, faculty, hybrid learning, instructional design, pedagogy, professional development, teaching & learning, by Daniel Christian

.Some of the sessions being offered include:

Innovative Assessment Techniques
Teaching the Nontraditional Adult Learner
Designing Educational Experiences that Promote Deep Learning
Developing an Academic Honesty Program that Works
Modeling Writing for Developmental Learners
Computers in the Classroom: Evidence of Student Engagement (Not Distraction)
Fostering Student Engagement in Online Learning Environments
Integrating Emerging Technology in the Classroom and Beyond
Setting Up Your Hybrid Course for Success
Engaging Millennial Students in the Basic Course

Tagged with: adjunct faculty • blended learning • educational technology • emerging technologies • engagement • faculty • hybrid learning • instructional design • pedagogy • professional development • professors • teaching & learning

Study: Hands-on projects may be best way to teach engineering and technology concepts

On 02/26/2011, in engineering, K-12 related, learning theories, pedagogy, STEAM-related, technology (general), by Daniel Christian

[2008/09] Study: Hands-on projects may be best way to teach engineering and technology concepts — from Purdue University as reported by Kim Medaris

From DSC:
This study focused on 126 eighth graders from Indiana; it presents one perspective on teaching STEM-related topics.

ABSTRACT:
Exploring the Effectiveness of an Interdisciplinary Water Resources Engineering Module in an Eighth Grade Science Class
Jody L. Riskowski, Carrie Davis Todd, Bryan Wee, Melissa Dark, Jon Harbor

Engineering education has historically been given little attention in U.S. K-12 classrooms even though engineering incorporates scientific and mathematical concepts into meaningful, everyday applications. Including engineering and design projects in K-12 science and mathematics classes may improve student interest and comprehension, while also reaching a broader range of students than traditional lecture-based classes. For this study, the authors implemented an engineering design project focusing on water resources in 8th grade science classes. Students were exposed to either an engineering project (treatment) or a more traditional format (control) and their knowledge of water resource issues was evaluated using a pre-post assessment tool. Overall, students in the treatment classes showed statistically significant improvement in two areas – they displayed higher levels of thinking on open-ended questions and greater content knowledge. This research indicates the effectiveness of engineering in enhancing student learning and supports its inclusion in the middle school science curriculum.

Also, potentially relevant here is:

The National Center for Technological Literacy (NCTL)

Tagged with: engineering • K-12 • learning theories • pedagogy • STEM • sustainability • technology (general)

Live Internet video for language learning

On 02/25/2011, in ideas, internet, languages and translation, online media, pedagogy, teaching & learning, by Daniel Christian

Live Internet video for language learning — from Dr. Sarah Elaine Eaton

Web-based video is a hot topic in 21st century language education. The Internet offers a cornucopia of options for language students to include video and television in their target language in order to help them learn the language. Researcher Elizabeth Mejia points out that “video” can mean a variety of things including popular films, documentaries, television advertisements, materials produced by textbook companies to accompany their books and accompany classroom instruction, educational broadcast and amateur videos made by teachers and students.

Tagged with: ideas • internet • languages • online media • pedagogy • teaching & learning • translation

Evidence of learning online: Assessment beyond the paper [Judith Boettcher]

On 02/24/2011, in assessment, blogs / blogging / vlogging, digital audio, digital learning, digital video, education technology, multimedia, online learning, pedagogy, teaching online, tools, by Daniel Christian

Evidence of learning online: Assessment beyond the paper — from CampusTechnology.com by Judith Boettcher
…learning designer Judith Boettcher examines online assessment strategies beyond the traditional end-of-term paper.

Excerpts:

Professional Work Products

Written and audio communications of all types, such as press announcements, white papers, briefs, summaries, memos, project management documentation
Creating and planning news events, such as announcements, interviews, or regular updates of interests, such as podcasts
Setting up personal or group blogs within different contexts of leadership, business, etc.
Setting up wikis for team projects, areas for monitoring developments
Many more listed…

Interviews
The interview medium is a very flexible communication tool and can be used by both faculty and students for demonstrating understanding and eliciting the state of concept development. Here are some possible strategies that can require research, critical thinking, and writing.

Learners identify an expert or a person of interest to them in a particular field germane to the course and then prepare the interview questions, do the interview, and then post the results
Learners identify and interview the author of a textbook or article closely related to the course, possibly updating information critical to the course
Many more listed…

Audio, Video, and Visual Projects
What about other media such as audio and video projects? Today’s learners live surrounded by audio and video and the tools that make it possible for everyone to create and produce audio and video products. Here are some of the possibilities with audio and video spaces.

Podcasting resources now are very common so learners are familiar enough with the format to embrace creating audio and video podcasts of their own
Video shorts and ad hoc documentaries engage learners and draw in their friends and families
Creating and posting short reports via VoiceThread is another “writing space” to consider as are Flickr, YouTube, and Slideshare

Blogs
Blogs are a very underutilized writing space. Blogs share many characteristics with journals and thus can capture snapshots of what learners are thinking, and when; plus they often can also capture the sources of some of their thinking. Blogs help learners understand the growth cycle of learning new concepts and how and why they think the way they do. Here are some ideas on how blogs, both personal and class, might be used.

Personal commentary and self-reflection
Capturing thought processes and generating new ideas
Assist learners in finding their “voice”
Many more…

Wikis

Collaborating on group and team projects of all kinds
Capturing and developing ideas for solving critical problems and case studies and simulations
Developing “featured” Bronze star Wikipedia articles on specific topics in particular disciplines

Tagged with: assessment • blogging • digital audio • digital learning • digital video • educational technology • multimedia • online learning • pedagogy • podcasting • teaching online • tools • vodcasting • wikis

Putting the Learning in Blended Learning

On 02/21/2011, in blended learning, hybrid learning, instructional design, learning, pedagogy, by Daniel Christian

Putting the Learning in Blended Learning — from Faculty Focus by Ike Shibley, PhD. in Instructional Design

Blended learning involves using a combination of face-to-face interactions and online interactions in the same course. Students still regularly meet in the classroom in a blended course, but the frequency of those meetings is usually decreased. The goal of blended learning is to facilitate greater student learning and could thus fit within a learner-centered paradigm.

Many discussions about blended learning, however, focus not on learning but on blending. “Blended” is an adjective and “learning” is a noun; why has our focus been directed at the adjective? Do we assume, as is often done in the teaching paradigm, that learning is automatically assumed? I think that blended learning has become widely established enough that attention can now be paid to the learning portion of the name.

In higher education learning must be the focus—the push for learner-centered teaching is a noble, pedagogically defensible goal. Improving the cost-effectiveness of teaching should play only a secondary role. An instructor should not begin a blended design by asking how many face-to-face hours are really necessary, even though some administrators may use reduced hours as a starting point. The course should be designed to maximize learning.

Also see:

Using Blended Learning to Transform the Classroom Experience

Tagged with: blended learning • hybrid learning • instructional design • learning • pedagogy

What’s the optimum length of an online video?

On 02/18/2011, in digital video, India, pedagogy, by Daniel Christian

What’s the optimum length of an online video? — from Digital Inspiration by Amit Agarwal

Tagged with: cognitive psychology / computing • digital video • India • pedagogy

The Fisch Flip in Michigan: Dale Eizenga on flipping traditional lecture and homework routines

On 02/16/2011, in chemistry, faith, flipping -- inverted learning, Michigan, pedagogy, strategy, teaching & learning, by Daniel Christian

The Fisch Flip in Michigan: Dale Eizenga on flipping traditional lecture and homework routines — from singaporeeducationdirectory.com

Excerpt:

Today I had the opportunity to spend time visiting with teachers and students at Holland Christian Schools in Holland, Michigan. One highlight of my day was the following five minutes of sharing by Holland Christian Schools’ chemistry teacher Dale Eizenga. Dale explained how access to a variety of technology resources has enabled him to flip the traditional in-class lecture and at-home assignment model of learning. Using software and websites, Dale records many lessons for students and makes those screencast videos available online and via the school’s podcast channel.

Several things are notable here. First, Dale didn’t read about Jonathan Bergmann and Aaron Sams, or Karl Fisch, online or in print. He stumbled upon this instructional model when his school provided all teachers and students with a robust digital learning environment. That not only includes access to laptops (for everyone in grades 6-12) but also an online learning management system (Moodle,) robust digital curriculum resources, school-supported options for sharing videos online, AND certified educators supporting technology integration. There are a lot of ingredients to this situation, and that’s critical to understand.

Secondly, Dale addresses in the video how some students struggle with this SHIFT to a “lecture at home on video” model. Dale still shares some lectures in class with students. He mixes it up. Dale explains this model forces students to “own their learning” in ways they may not have needed to in a traditional lecture-in-class setting. Dale relates this as “more of a college model,” where students are responsible for THEIR OWN learning. Dale explains his instructional role as one where he surrounds students with learning resources, and then assists students as they access / utilize those resources. When students aren’t “getting it,” he’s able to talk with them to find out if they’ve watched the podcast video which applies to the current topic or skill, and find out what students need specifically to master new content.

From DSC:
The folks at Holland Christian are doing an awesome job! Keep up the great work over there!

Tagged with: chemistry • faith • flipping -- inverted learning • Michigan • pedagogy • strategy • teaching & learning

“Learning about learning” — an excellent resource re: learning theories

On 01/29/2011, in adjunct faculty, faculty, formal learning, informal learning, instructional design, learning ecosystem, learning theories, pedagogy, teachers, teaching & learning, by Daniel Christian

From DSC:
I’d like to thank:

Doug Lynch, Dr. Stanton Wortham, and Elliott Masie for recording these videos and for sharing their insights/expertise
The University of Pennsylvania for making these items available
Capella University for including the above resource in a course that I’m currently taking from Dr. Katherine Emmons entitled, “Learning Theory and the Educational Process.”

2/8/11:
Note/correction from my original posting:
Doug Lynch and Stanton Wortham are not at Penn State, but rather they are at the University of Pennsylvania; Elliot Masie is an Adjunct Faculty Member at the University of Pennsylvania.

Tagged with: adjunct faculty • faculty • formal learning • informal learning • instructional design • learning ecosystem • learning theories • pedagogy • teachers • teaching & learning

10 ways technology supports 21st century learners in being self directed

On 01/29/2011, in 21st century, 24x7x365 access, education technology, ideas, metacognition / metacognitive skills, online learning, pedagogy, personalized/customized learning, publishing, ubiquitous learning, videoconferencing, web-based collaboration, by Daniel Christian

10 ways technology supports 21st century learners in being self directed — from the Innovative Educator

Personal Learning Networks
Tweet to Connect with Experts
Skype an Expert
Free Online Educational Resources
Online Learning
Authentic Publishing
Use YouTube and iTunes to Learn Anything
Passion (or talent) Profiles
Develop Authentic Learning Portfolios
Empower Students to Assess and Learn Themselves

Tagged with: 21st century • 24x7x365 • customized learning • educational technology • ideas • iTunes U • metacognition • new publishing models • online learning • pedagogy • personal learning networks (PLNs) • personalized learning • publishing • Skype • ubiquitous learning • videoconferencing • web-based collaboration

Voki for education

On 01/29/2011, in A/V -- audio/visual, blogs / blogging / vlogging, communications, creativity, digital audio, digital video, ideas, pedagogy, web design and production, by Daniel Christian

Originally saw this item at iLearnTechnology.com

Excerpt:

Voki is a free web tool that let’s students create personalized speaking avatars that can be used in a variety of online formats (blogs, email, direct link, social network profiles, etc.). Now, Voki has released an exclusive education edition of their service. Voki Education has some additional features that make it even more useful for the classroom. Sharing is now easier than ever. Students and teachers can embed their finished Voki in webpages, email, and social network profiling, they can also share using a “Voki link” which will allow students to share a simple URL to a Voki page. Students no longer need access to a website or blog to share their Voki scene! Voki also provides custom links for educational partners like SymbalooEdu, very handy. A new lesson plan database provides teachers with a searchable database of lesson plans that utilize Voki for learning. Teachers are encouraged to share their Voki enhanced lesson plans. In the new Teacher’s Corner, teachers and “expert” users can discuss anything related to Voki. There is even a Newbies corner with a series of discussions in Q&A format. Voki is now ad-free, this makes it an even sweeter deal for the classroom!

Tagged with: A/V • blogging • communications • creativity • digital audio • digital video • ideas • pedagogy • web design

Curiosity-Driven Education

On 01/27/2011, in education, education reform, love of learning, passions, pedagogy, strategy, teaching & learning, vision/possibilities, by Daniel Christian

Curiosity-Driven Education — from Futurist Thomas Frey

“If a teacher can be replaced by a machine, they should be.” – Arthur C. Clark

Wilhelm Konrad von Roentgen became famous for “accidentally” discovering x-rays. Roentgen found something in nature that seemed useless, but fascinated him. He devoted countless hours to studying how electrons move from one point to another within a gas. He did this because he had an amazing sense of curiosity that was driven by a need to understand nature.

X-rays weren’t discovered by chance. Chance is when something comes from nothing. Yes, his discovery was serendipitous, but it was followed by a lot of hard work. Today, a scientist in a similar situation would be confronted with the challenges of finding the funding to proceed with this type of research.

Roentgen’s story is a classic example of a scientist who didn’t begin with a well-defined question. So, how do we remove the constraints and incentivize people to build on a hunch, with the remote possibility that their hunch may lead to an enormous breakthrough in society?

We do it by creating systems that empower our curiosity.

Tagged with: love of learning • passions • pedagogy • strategy • teaching & learning • vision

“Seeking Evidence of Impact” — Educause online event

On 01/20/2011, in pedagogy, strategy, teaching & learning, by Daniel Christian

EDUCAUSE Learning Initiative 2011 Online Spring Focus Session: Seeking Evidence of Impact

Join us April 13 and 14 for “Seeking Evidence of Impact,” the 2011 ELI Online Spring Focus Session, where we will engage the teaching and learning community in exploring initial questions on seeking evidence. Do our innovations accomplish our desired outcomes? How do we define “impact”? How do we measure impact? Through plenary sessions and various institutional case studies, we will:

Examine research strategies designed to evaluate teaching and learning innovation and practice
Review various approaches and designs for collecting evidence
Explore evaluation tools and methodologies and how they can be used to effectively measure the impact of our innovations and practices
Discuss evidence-of-impact challenges and opportunities at various institutional levels and across various institutional types and controls (public, private, two year, four year)
Learn how to infuse instructional objectives and pedagogy into the evidence-seeking process
Tour institutional case studies and the research frameworks that have been used to evaluate their effectiveness and construct future improvements

Tagged with: evaluation • pedagogy • strategy

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