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On 09/02/2010,
in 1:1, Europe, Lifelong learning, education technology, future, future of higher education, global / globalization, informal learning, learning ecosystem, open courseware and systems, personalized/customized learning, tools, training / corporate universities, trends,
by Daniel Christian
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Ten tips for personalized learning via technology — from Edutopia.org by Grace Rubenstein
To challenge and support each child at his or her own level, the educators of Forest Lake Elementary deploy a powerful array of digital-technology tools. Discover what your school can learn.
From DSC:
Their first tip got my attention and I agree wholeheartedly; the following graphic relays my viewpoint/hope here:
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On 08/23/2010,
in 1:1, change, cognitive psychology, disruption, education technology, engineering, intelligent tutoring, learning ecosystem, learning styles, learning theories, personalized/customized learning,
by Daniel Christian
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On 08/18/2010,
in 1:1, K-12 related, digital learning, education, education reform, education technology, educational games / serious games, elearning, emerging technologies, engagement / engaging students, innovation, leadership, legislation / legislatures, strategy,
by Daniel Christian
Digital Learning Council press release — from EdReformer.com
Tallahassee, Florida and Washington, D.C. August 18, 2010 – Jeb Bush, governor of Florida 1999 – 2007, and Bob Wise, governor of West Virginia 2001 – 2005, today launched the Digital Learning Council to identify policies that will integrate current and future technological innovations into public education. The Digital Learning Council unites a diverse group of more than 50 leaders from education, government, philanthropy, business, technology, and think tanks to develop the roadmap of reform for local, state and federal lawmakers and policymakers.
“Technology has the power to customize education for every student in America,” said Jeb Bush, co-chair of the Digital Learning Council. “Providing a customized, personalized education for students was a dream just a decade ago. Technology can turn that dream into reality today. The Digital Learning Council will develop the roadmap to achieve that ultimate goal.”
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On 07/08/2010,
in 1:1, elearning, incentive systems, instructional design, motivation, personalized/customized learning,
by Daniel Christian
In Designing e-Learning Motivation Makes all the Difference — from Allen Interactions
What was deeply personal to one group was irrelevant and pointless to another.
This is exactly the problem we face so often as designers of e-learning. Our subject matter experts or project owners live and breathe the content we are to teach. And they expect that the same values that have given significance to the content for them over many years can be directly transferred to the learners. Unfortunately, that’s impossible. To get learners engaged in understanding new content and performing new skills, we as designers need to tie the content to some motivation existing in the learner, or to manufacture an urgency (using game design, networking, or simulation aspects) that the learners buy into. This is important in all learning, but particularly so in e-learning where learners are, for the most part, working entirely on their own.
So equal to the task of analyzing content and designing instruction is the challenge of understanding our learners and designing interactivity that will provide personal motivation.
…
Here are some ideas for designing for motivation:
- Ensure learners are aware of meaningful consequences
- Develop a sense of risk
- Ensure the learner benefits from adaptive content and branching
- Draw the learner in by expert storytelling and creation of suspense
- Appreciate the aesthetic appeal of graphics and media
- Engage in meta-thinking with questions whose importance is elevated through multiple-step tasks and delayed judgment
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On 07/02/2010,
in 1:1, K-12 related, education technology, leadership, personalized/customized learning,
by Daniel Christian
Study shows which technology factors improve learning — EdNetNews.com
Technology-assisted classes help students stay in school – reducing drop-out rates
- The most important factor that Project RED found in reducing drop-out rates is using technology frequently in intervention classes. Students in reading intervention, special education, Title I (poverty program) and English Language Learners benefit from the individualized instruction that technology can provide best.
- Principal leadership is the second most important factor in reducing dropout rates. Change management requires trained and committed leaders who are able to drive the school culture in new directions. Principals who model and lead technology usage are associated with schools with reduced dropout rates.
- Daily use of technology in core classes is the third most important factor. Just as students can take control of their iPod, they also want to take control of their learning. Student engagement is one of the serious issues facing schools with high-entertainment-value options available elsewhere,
“We found that technology-infused classes in core subject areas, such as science and math, and in intervention classes such as Reading, Title I, English Language Learners and special education, were a significant factor in improvement. They were Key Implementation Factors in higher high stakes test score improvements, dropout rate reduction,, and improved discipline, tied with low students per computer ratios, “ said Jeanne Hayes, President of the Hayes Connection and co-author of the study.
- Schools with 1:1 learning programs have better education success than do schools with fewer computing devices. Schools with one computing device per student also performed significantly better than schools with higher ratios, such as 3 students per computer.
- Schools with 1:1 programs reported a 15 point reduction in disciplinary actions and a 13 point decrease in dropout rates as compared to all other schools.
- Schools with properly implemented programs – those with frequent use of collaboration and online testing for improvement – found even greater gains. Compared to all 1:1 schools, properly implemented programs report a 15 point gain in high stakes test score improvement and even larger improvements in graduation rates and college attendance plans.
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On 06/28/2010,
in 1:1, AI - artificial intelligence, innovation, personalized/customized learning,
by Daniel Christian
…
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On 06/24/2010,
in 1:1, K-12 related, engagement / engaging students, personalized/customized learning,
by Daniel Christian
…
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On 06/07/2010,
in 1:1, K-12 related, educational games / serious games, interaction design, personalized/customized learning, social learning / networks,
by Daniel Christian
Like Facebook, but for learning — from eSchoolNews.com by Laura Devaney
Combining social networking with studying, Grockit encourages academic success through peer interaction
Aiming to engage students who are multitasking with different forms of technology, companies are creating collaborative learning spaces online where students can help one another solve homework problems and study—all while building important 21st-century skills.
One such social-networking study site is Grockit, which currently offers test-prep services and is expanding its focus to include math and English for students in grades 8-12, with history and science soon to follow. Grockit has opened enrollment for a free Summer Enrichment Academy, which is designed to keep students from falling behind during summer vacation as they participate in collaborative group study forums online.
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