The facts on higher order thinking — from Faculty Focus by Maryellen Weimer, PhD

.Faculty Focus

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I just read a study that pretty much blew my socks off. An article highlighting the details will appear in the March issue of The Teaching Professor. I’ll give you the nutshell version here. The researchers were interested in finding out if there was empirical evidence to support the frequent criticism that introductory courses are fact filled with little content that challenges higher order thinking. Beyond anecdotal evidence, this research team didn’t find much empirical documentation so, being biologists, they decided to look at introductory-level biology courses.

The Teaching Professor Conference -- May 20-22, 2011

.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

Creating your web presence: A primer for academics — from The Chronicle of Education

This is a guest post by Miriam Posner, Stewart Varner, and ProfHacker’s own Brian Croxall. This post is an extended recap of a recent DiSC workshop on creating a web presence. You can watch a video of the whole workshop at the Internet Archive. Finally, this post has been adapted from one we posted on the Library Blog at Emory’s Robert W. Woodruff Library. —bc

Thinking about how to create and maintain a Web presence might strike some academics as distasteful. After all, why should we go about marketing ourselves? Shouldn’t our work stand on its own? Didn’t we get an advanced degree because we were above such pettiness?

Tagged with:  

Toward a science of learning — from InsideHigherEd.com by Diana Chapman Walsh

In travels around the country, I’ve been seeing signs of a trend in higher education that could have profound implications: a growing interest in learning about learning. At colleges and universities that are solidly grounded in a commitment to teaching, groups of creative faculty are mobilizing around learning as a collective, and intriguing, intellectual inquiry.

This trend embraces the advances being made in the cognitive sciences and the study of consciousness. It resides in the fast-moving world of changing information technology and social media. It recognizes and builds upon new pedagogies and evolving theories of multiple ways of knowing and learning. It encompasses but transcends the evolution of new and better measures of student learning outcomes.

I know that this essay is loaded with fighting words. But I believe we need, and are now beginning to see, ways to reframe the problem of learning outcomes, ways that might galvanize positive energy and support within a faculty. Imagine “the administration” saying to faculty, in effect: We want you to be learning all you can about who your students are now, how they learn and what they need to know in order to be successful in a world that is changing faster than we can imagine much less anticipate. And we want you to have the resources and collegial connections you will need to make the pursuit of that question an exciting and fruitful complement to your scholarship. From learning science there are stunning advances that need translation before they can be brought successfully into classrooms, findings and possibilities that at least some faculty might find inherently fascinating if they were approached right, offered a supportive culture with meaningful incentives and rewards and scholarly payoffs.

Educause: The Changing Landscape of Higher Education— by David Staley and Dennis Trinkle
The authors identify ten fissures in the landscape that are creating areas of potentially tectonic change.

‘Social teaching’ company bets buy-in from Capella Education — from The Chronicle by Josh Fischman

The basic idea behind Sophia is to identify the best teachers for any concept, put their instruction for that concept online, and students all over the world can use these “learning packets”  free of charge. For example, a professor who has a really great lesson on how to factor polynomials can package that lesson—complete with video and any other materials—on Sophia, and search engines like Google will let students find it and use it.

From DSC:
Will the Forthcoming Walmart of Education turn out to be that we teach each other, free of charge? Online marketplaces and exchanges continue to appear; the game-changing environment — filled with disruption and change — continues to develop.

But know this, teaching is tough. It’s not easy, and it’s not an exact science; it’s also an art.

Our minds — and the ways in which we learn — are unbelievably complex. After decades of trying, scholars still do not agree on how we learn. There are numerous learning theories out there (still) and though we’ve come a long way, there are no silver bullets of the teaching and learning world.

So if you decide to be a teacher, you better get ready to spend some serious time honing your craft…otherwise, your ratings on these types of sites will plummet and few will see your modules/contributions. conversely, if you are an effective teacher, your ratings will reflect that and your contributions will be seen/linked to quite frequently — from people all over the world.

Also see:

Sophia -- a new online-based learning exchange


Excellent resource for understanding the basics of a various learning theories!

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.

The pace has changed -- don't come onto the track in a Model T

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From DSC:
If you doubt that…read on…

The New Normal: Universities Sponsoring Online High Schools — from EdReformer.com

K12 announced today that they are partnering with George Washington University to launch The George Washington University Online High School. This private high school will serve students from the US and countries around the world January 2011.

Students are constantly trying to find options that will set them apart from others and participating in this rigorous college preparatory program could be the key. In addition to the curriculum, students who attend an online high school connected to a University such as GWUOHS will have college counseling, personalized learning tools, test preparation, even guidance through the scholarship process.

GWU is not the only university sponsoring online high schools. Stanford has the EPGY Online High School. University of Missouri High School and The University of Oklahoma offer year-round and dual enrollment courses. Whether public or private schools, the possibilities are endless for students. Training for sports, starting a business, volunteering, working in the arts,  all can become easier by signing in to your online courses from the nearest computer.

Through major universities in partnership with online providers, students are reaping the benefits of university resources online high schools. It is interesting that we do not see this type of partnership more often.

MIT tries new approach for some OpenCourseWare (OCW) — from The Chronicle by Jeff Young

New MIT OpenCourseWare Initiative Aims to Improve Independent Online Learning — from the NYT by Aurey Watters of ReadWriteWeb

MIT OpenCourseWare is launching five new courses today that mark a new model for one of the world’s premier open educational resources. These OCW Scholar courses are designed for use by independent learners, and like the other material made available through MIT OCW, are freely available for anyone to pursue. These aren’t distance learning classes – there is no instructor, no contact with MIT, no credit. But the courses are meant to be stand-alone offerings, not requiring any additional materials for learning.

Technology Empowering Online Learning at Post-Secondary Level — from TMCNet by Beecher Tuttle

Times have changed, however. With lower budgets, limited physical space and new insight into the effectiveness of online learning, a myriad of highly regarded public and private colleges and universities have begun transitioning their curriculum to a digital world. In fact, the University of North Carolina at Chapel Hill, one of the most well thought-of state institutions on the East Coast, recently announced its plans to offer its prestigious MBA program completely online. The business school’s dean told Mashable that the university made the move because it did not see online learning as a lesser form of education, if delivered properly.

Quick aside from DSC:

Re: that last sentence…please…let’s stop asking the question if online learning is as good as face-to-face learning. That question has been answered time and again.

The question now is, how will face-to-face learning begin to keep up and measure up to online learning as online learning begins to hit its real stride? We haven’t seen anything yet; and at this point, innovation is happening at much faster speeds in the online world. Those professors, teachers, and trainers used to working solely in the face-to-face teaching and learning environments better really start asking themselves how they will innovate, and how they will respond to the K-12 students (and employees) that are  changing right in front of our eyes!

New Web Venture Offers ‘Syndicated Courses’ — from The Chronicle by  Tusher Rae

Omnicademy, a for-profit institution conceived at Louisiana State University, hopes to allow professors to syndicate their courses this fall.

The company’s system will let professors upload material from courses they’re already teaching and offer the courses to students at other colleges through the Omnicademy site, said the company’s founder, Stacey Simmons, associate director for economic development at Louisiana’s Center for Computation and Technology.

Universities can review the courses and decide which ones they want to adopt and offer credit for. When students log into Omnicademy—using a .edu e-mail address—they will only be allowed to select from courses that have been approved by their institution.

If a student wishes to take a course offered through Omnicademy that is not on the list approved by his or her university, Omnicademy will negotiate on behalf of that student with the university, Ms. Simmons added.

2020 Vision — from neXtedu

The MEGATRENDS I see changing the Education Industry are:

1) The Knowledge Economy:
Prediction:  By 2020, Assessment becomes the currency for the Knowledge Economy, not where you went to school.  In other words, opportunity will truly be driven by what you know, not by where your degree is from.

2) Globalization:
Prediction: By 2020, there will be Global Schools like Avenues and Mosaica in the primary and secondary market and an acceleration of Global Universities will be driven by online offerings.  Moreover, study abroad will become a standard part of a college education (up from 1% of the students currently) and will even be an important feature for top-tier private K-12 schools.

3) The Internet: …Web 2.0 is truly about “democratizing” education, not only increasing access and lowering cost but also improving quality.
Prediction: By 2020, all college students will have a “blended” or “hybrid” learning experience, as will nearly all high school students.  Virtual School operators such as K12, Connections Academy and Florida Virtual have millions of students and Arizona State University Online becomes the largest University in the World.  The information that is made readily available by new media education sites such as Center for Education Reform’s “Media Bullpen” and the Education Breakthrough Network create a “dismantling of the Berlin Wall” moment for school choice, with a flood of opportunities coming to parents and students throughout the United States.

4) Outsourcing:
Prediction: By 2020, students in Charter Schools will have more than tripled from 3% to 10% of America’s student body, and it will become standard to integrate specialists, from foreign languages to mathematics, into the “traditional” school. Teach for America becomes a “for profit” as does KIPP, eliminating the ongoing need to raise tens of millions of dollars every year and instead utilize investor capital to sustain and grow their businesses.  I predict over 25% of Universities will have partnerships with outsourced providers to manage their online offering.  Several states will decide to “privatize” their public university system.

5) Consolidation:
Prediction: By 2020, the trend of less power and money from local coupled with a rationalization of the market will see many districts consolidate under either regional or state governance.   As many as 1/3 of the private colleges and universities will either “merge” with other universities or go away.

6) Demographics:
Prediction: By 2020, Education is the #1 national issue driven by minorities understanding that equal access to education is key to their future — and zip code shouldn’t determine a student’s earnings power.  Early stage childcare becomes much more of a national priority with leaders such as Bright Horizons being the model for how corporations and parents work together to provide the early learning needed to be “school ready”.  Gaming will be a standard component of core curriculum and supplementary learning with companies like Dreambox, Tabula Digita , Knewton and Grockit creating powerful adaptive platforms.

7) Network Effects:
Prediction:  By 2020, large learning networks are created in K12, Higher Ed and the Corporate Marketplace driven by gigantic network effects.  Platforms that support “apps” such as digital content, assessment, and social collaboration are supported by three or four large players.

8)  Freemium:
Prediction:  By 2020 some of the largest education companies will be “freemium” models with revenues driven by premium services, sponsorships and ads.  In a world where “assessment is the currency” for opportunity, freemium models that deliver high value knowledge at no cost or a fraction of the cost (like Academic Earth) will be very disruptive to high cost providers.

9) Open:
Prediction:  By 2020, most colleges and universities have abandoned their captive LMS and have adopted open solutions, and service providers such as RSmart and Moodle Rooms are thriving.

10) Brands:
Prediction:  By 2020, institutions with substantial brand equity will have multiple partners to leverage into cash to supplement endowments and flattish tuitions.  As with case studies from other sectors that have created network effects with freemium models, GLOBAL MEGABRANDS will be created with a number of education companies obtaining $10 billion plus market caps.

Arizona State University’s Education Innovation Network

The Education Innovation Network is an open innovation platform where entrepreneurs can find the resources to validate concepts, accelerate growth and reach transformative scale.

From DSC:
Again…do you hear the waves of change crashing on our shores? Do you sense the increased speeds of the “cars on the racetrack”?

The academy in hard times

Also see:

Blackboard Exemplary Course Winners for 2010

Example excerpts from 2010 University of Nevada, Reno

Best Practices

When asked to identify three best practices achieved by this course, one course reviewer wrote: “In all honesty this course is so well done that choosing three is like saying you have a favourite child. I really can’t do it.”

Organized and intriguing layout

  • The overall layout of the course is great. Students should not have any difficulty with navigation.
  • The content is provided in appropriate chunks in both text and as narrated presentations with a text transcript. I think this would appeal students of all learning styles.
  • Overall organization and consistent,uniform design of modules makes the progression of learning intuitive and exciting. The modules include introductions and objectives, a variety of media, self-checks, and multiple assessments.
  • Each unit is clearly defined with goals and objectives. The instructor does a very nice job connecting one unit to the next by providing a welcome at the beginning of each unit which recaps the previous unit and introduces the new unit.

Innovative use of technology

  • The extensive use of video and screencasts is wonderful.
  • The active use of the Voiceboard tools is fantastic.
  • The use of voice chats and voice boards make interaction and collaboration more effective than the usual discussion boards.
  • This course strategically places these tools where they can best be utilized to meet the objectives – this course not only uses great technology, but also uses it in a pedagogically sound manner.
  • The Soapbox Moment blog is a wonderful tool that allows the instructor to voice his/her viewpoints in the most appropriate place, helping him/her to remain neutral in other discussions and let his/her students’ thoughts flow freely. The soapbox uses current issues that are directly related to the course and allows students to apply what they have learned to real-world situations.

Interesting content

  • The Getting Started Activities, including a course tour and the use of Camtasia for the first week Assignment, were a really great idea.
  • The orientation is execellent. The instructor does a great job explaining the course goals and objectives as well as taking time to make students feel comfortable. In the orientation you get the sense that this instructor is available and accessible for students.
  • The self check exercises and varied assessments are appealling. The proctored exams ensure the integrity of the course.
  • The interactions and outcomes, reflected in student testimonials, show a community at work!
  • The inclusion of guest speakers is a wonderful design practice. Students can gain some real world experience by interacting with subject matter experts, who have experience in particular content areas.
  • I enjoyed the final discussion project, which incorporates the use of peer-review. Students are given the opportunity to engage with classmates, receiving and providing feedback.

eLearning predictions for 2011 and beyond — from Web Courseworks.com by Jon Aleckson

Excerpts:

This summer I attended the 2010 Distance Teaching and Learning Conference in Madison, Wisconsin. Some very interesting topics came up in the facilitated Think Tanks, and I wanted to share some of the predictions that were developed from these active group discussions regarding where eLearning will go in the next ten years.

Below you will find a table that summarizes the different opportunities and challenges that were predicted to arise in the next ten years by the participants in the conference Think Tanks and by [Jon Aleckson].

Opportunities Challenges
Learner
  1. Bridging informal and formal education
  2. Movement between schools to obtain courses needed for custom degrees
  3. Increase in shared knowledge among students and learners
  4. Networking and learning from each other
  5. Resumes will include informal and formal learning experiences acquired via the Internet
  1. Developing standards to gauge education and competency from multiple sources
  2. Providing an authoritative, reliable source for information (e.g. not just Wikipedia)
  3. Physical and psychological distance from other learners and instructors.
  4. Quality measures for informal and formal professional development attained on the Internet.
K-12 Instruction
  1. Reducing barriers to funding, certification, credit and accreditation
  2. Increase access to quality education for all students
  3. Open “course” concept to new blends of delivery and teaching
  4. Providing for more game-based learning experiences and techniques for a variety of learning styles
  5. Using new technology in the classroom
  1. Defining online and blended education
  2. Development of technical infrastructure, internet access and equipment
  3. Maintaining the custodial function of school
  4. Acquiring funding for bold Internet delivered experiences for the classroom
  5. Allowing use of new technology in the classroom
Corporate Training
  1. Just-in-time learning
  2. Greater access to information
  3. Peer coaching
  4. Cloud training
  5. Ability to reach those previously unreachable
  1. Intellectual property rights
  2. Resistance to using open content
  3. Peer review of resources
  4. Unknown impact of open universities
  5. Technical challenges related to size of offerings and rapidly changing technology
Content
  1. Tools allowing for easier collaboration and interaction
  2. Richer media experience (videos and simulations)
  3. Content repositories & Learning Object distribution and searchability
  4. Movement away from static textbooks as primary resource
  1. Growing tension between standard core content and differentiation of content
  2. Where will content for curriculum come from?
  3. What part will student-generated content play?
  4. More copyright issues
Learning Environment
  1. Customized learning spaces, i.e. personal learning environments (PLEs)
  2. Customization of content presentation and access
  3. eReaders and eBooks providing better and more interactive content (just in time)
  4. Changing paradigm of “bounded courses” to unbounded courses where learning is a continuous process that can occur anywhere and at any time
  1. Determining fit and purpose of new tools and pedagogical approaches
  2. Standards for smart phones/mobile apps
  3. Issues with accreditation, privacy and copyrights
  4. Universal access to technology, equipment, and the internet
Faculty
  1. More involvement and collaboration with online and distance learning initiatives
  2. More part-time faculty teaching for several institutions
  3. Faculty practices and entrepreneurs
  4. Changing role of faculty and PD instructors
  1. What will the primary role of faculty be?
  2. Faculty segmentation into master teachers, mentors, researchers, tutors, etc.
  3. Changing of promotion and tenure to accommodate different roles
  4. Changing pay structure
Administration
&
Management
  1. Continued growth of open education with some program stabilization
  2. Improved learner focus
  3. Increased blending/blurring of traditional on-campus with online options
  4. More collaboration with other administrators to influence policy makers
  1. Managing and maintaining growth
  2. How to blend on and off campus learner programs
  3. Regulatory and accreditation issues
  4. Student accountability issues (plagiarism/doctoring)
  5. Improving faculty/ instructor readiness
International Perspectives
  1. Providing access to education even to remote, rural, and developing areas
  2. Promote intercultural mixing and diversity through education
  3. Improving educational access in segregated societies
  4. Sharing resources and co-producing content to reduce cost
  5. Serve new growing customer groups
  6. Informal learning, sharing own learning with others via internet (e.g. blogs, wiki)
  1. Technological infrastructure of societies
  2. Understanding of different people and places
  3. Eliminating the “we and they” thinking
  4. Illiterate audiences
  5. International/cultural conflicts
  6. Developing culturally aware curricula
  7. Differences in cost of education and fees
  8. Selecting suitable types of content delivery
  9. Refiguring content for different learner communities

From DSC:
I’m interested in trying to take pulse checks on a variety of constantly moving bulls-eyes out there — one of which is new business models within the world of teaching and learning (in higher education, K-12, and the corporate world).
I have no idea whether the courses that this site/service offers are truly great or not. To me, it doesn’t matter right now. What matters is whether this model — or this type of business model — takes off. The costs of obtaining an education could be positively impacted here, as competition continues to heat up and the landscapes continue to morph.

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The Great Courses -- online lectures from across the lands

The Rise of the ‘Edupunk’ — from InsideHigherEd.com by Jack Stripling

NEW YORK — The “Edupunks” will inherit the Earth … or at least some attention.

Those in higher education who continue hand-wringing over the relative merits of online learning and other technology-driven platforms will soon find themselves left in the dust of an up-and-coming generation of students who are seeking knowledge outside academe. Such was an emerging consensus view here Monday, as college leaders gathered for the TIAA-CREF Institute’s 2010 Higher Education Leadership Conference.

“We’re still trying to fit the Web into our educational paradigm.… I just don’t think that’s going to work,” said Mary Spilde, president of Lane Community College, in Eugene, Ore.

Today’s students are “pretty bored with what we do,” she added.

In a notable acknowledgment of the tail wagging the dog, several panelists alluded here to the possibility that if colleges don’t change the way they do business, then students will change the way colleges do business.

College leaders don’t yet know how to credential the knowledge students are gaining on their own, but they may soon have to, said Mark David Milliron, deputy director for postsecondary improvement at the Bill & Melinda Gates Foundation. We are not far from the day when a student, finding unsatisfactory reviews of a faculty member on ratemyprofessors.com, will choose to take a class through open courseware online and then ask his home institution to assess him, Milliron said. Colleges need to prepare for that reality, he said.

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Staying Relevant

These 12 unique blogs are written by professors — from theelearningcoach.com

Fortunately for us, blogging is an excellent channel professors can leverage without going through the rigors of formal publishing. So if you’d like to see what professors of instructional design/technology, education, media and business technology are writing about, here are some you’re bound to find interesting. And for multilingual readers, there’s a bonus Spanish eLearning blog at the end.

Tagged with:  

Powerful clip.

From DSC:
First of all, I got this item from:

One Facet of the Future of Educational Publishing — by Jeff Frank

I really enjoyed watching the Strage Prize video, and it led me to think more about the relationship between online video and the publication of educational research. In my role as Managing Editor of the Teachers College Record, I read a very large number of qualitative and ethnographic studies. While the best of these papers give the reader a strong sense of the subjects and the study location (and the author/researcher), after watching the 2010 Strage Prize video, I was fascinating by how much this video added to my understanding and appreciation of Lalitha’s paper.

I think having the two together–the written work and the video/podcast–adds something of unique value. I hope more educational researchers and publishers experiment with these kinds of paired works, because I think they offer readers a wonderful educative experience.

Side note from DSC:
Think interactive, multimedia on an iPad sort of device.

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Which led me to:

Strage Prize 2010 — by Gary Natriello | October 8, 2010

This video features the work of Lalitha Vasudevan and her paper, “Performing New Geographies of Literacy Teaching and Learning.” The paper focuses on the literacies and digitally mediated lives of youth, and was published in the July 2009 issue of English Education.

The video’s production and publication is supported by the Strage Junior Faculty Prize. The Prize was established in 2009 by Teachers College alumna Alberta Strage and her husband Henry to recognize junior faculty achievement. Alberta also serves on both the President’s Advisory Council and the International Advisory Council for Teachers College. We appreciate both their generosity to Teachers College and support for the work of our junior faculty.

The Prize supports the production of a web video to highlight original and innovative work of a junior faculty member at Teachers College. All currently untenured members of the faculty in tenure-line appointments are eligible to compete for the prize by submitting an article, book chapter, paper, or other original product appearing during the previous year.

Congratulations Professor Vasudevan!


© 2024 | Daniel Christian