Sharples, M., McAndrew, P., Weller, M., Ferguson, R., FitzGerald, E., Hirst, T., Mor, Y., Gaved, M. and Whitelock, D. (2012). Innovating Pedagogy 2012: Open University Innovation Report 1. Milton Keynes: The Open University.

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Exploring new forms of teaching, learning and assessment, to guide educators and policy makers

 

Contents

  • Executive summary 3
  • Introduction 6
  • New pedagogy for e-books
    Innovative ways of teaching and learning with next-generation e-books 8
  • Publisher-led short courses
    Publishers producing commercial short courses for leisure and professional development 11
  • Assessment for learning
    Assessment that supports the learning process through diagnostic feedback 13
  • Badges to accredit learning
    Open framework for gaining recognition of skills and achievements 16
  • MOOCs
    Massive open online courses 19
  • Rebirth of academic publishing
    New forms of open scholarly publishing 21
  • Seamless learning
    Connecting learning across settings, technologies and activities 24
  • Learning analytics
    Data-driven analysis of learning activities and environments 27
  • Personal inquiry learning
    Learning through collaborative inquiry and active investigation 30
  • Rhizomatic learning
    Knowledge constructed by self-aware communities adapting to environmental conditions 33

Learning Analytics -- Moving from Concept to Practice -- Malcolm Brown -- Educause ELI -- July 2012

Tagged with:  

Flipping the elementary classroom  — from flipped-learning.com by J. Bergmann

Excerpt (emphasis DSC):

A question I have been frequently asked is how do you flip an elementary classroom?  Does the flipped methodology work for the younger grades?  The answer is yes–sorta.

My current role is that of a K-8 technology facilitator.  I work directly with an amazing staff who has taught me much about students in the younger grades.

Here is my advice for elementary teachers.

Don’t flip a class:  Flip a lesson.

Start with a lesson that students struggle with and make a short video.  An easy way to determine what to make a video of is to ask yourself:  What do I constantly have to repeat or what do kids really need extra help on?

American Educator

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Example article:
Principles of Instruction — from American Educator by Barak Rosenshine
Research-based strategies that all teachers should know

Excerpt:

The following is a list of some of the instructional principles that have come from these three sources. These ideas will be described and discussed in this article:

  • Begin a lesson with a short review of previous learning.
  • Present new material in small steps with student practice after each step.
  • Ask a large number of questions and check the responses of all students.
  • Provide models.
  • Guide student practice.
  • Check for student understanding.
  • Obtain a high success rate.
  • Provide scaffolds for difficult tasks.
  • Require and monitor independent practice.
  • Engage students in weekly and monthly review.

 

What will improve a students memory? -- by Daniel Williamham

 

Excerpt:

How does the mind work—and especially how does it learn?  Teachers’ instructional decisions are based on a mix of theories learned in teacher education, trial and error, craft knowledge, and gut instinct.  Such gut knowledge often serves us well, but is there anything sturdier to rely on?  Cognitive science is an interdisciplinary field of researchers from psychology, neuroscience, linguistics, philosophy, computer science, and anthropology who seek to understand the mind. In this regular American Educator column, we consider findings from this field that are strong and clear enough to merit classroom application.

Guest blog for WISE (Qatar) on re-designing spaces for learning — from the professional blog of Stephen Harris, Director & Founder of the Sydney Centre for Innovation in Learning – www.scil.nsw.edu.au

Excerpt:

My focus is the key importance of spatial awareness in redesigning spaces for learning. I hope the second decade of this century will be marked by an awareness that redesigning spaces will be as important to change processes, as describing the new skills deemed necessary for learning and career creation in the last decade. I will focus on our journey of change as a case study for education redesign.

The benefits are well captured in this equation:
180 students + 6 teachers + one agile space + collaborative learning + BYOD (bring your own device) = engaged learners + zero behavior issues.

 

From DSC:
I originally saw this at:

whatiflearning.co.uk -- Examples of connecting Christian faith and teaching across various ages and subjects.

 

Excerpt:

This site is for teachers who want their classrooms to be places with a Christian ethos whatever the subject or age group you teach. It explores what teaching and learning might look like when rooted in Christian faith, hope, and love. It does this by offering 100+ concrete examples of creative classroom work and an approach which enables you to develop your own examples.

‘What if Learning’ is a “distinctively Christian” approach developed by an international partnership of teachers from Australia, the UK and the USA. It is based on the premise that a Christian understanding of life makes a difference to what happens in classrooms. Its aim is to equip teachers to develop their distinctively Christian teaching and learning strategies for their own classrooms.

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 Addendum on 4-17-12:

 

Discuss online reputation using historical figures — from byrdseed.com by Ian Byrd

Excerpt:

Internet

It’s becoming increasingly obvious that students need instruction in online behavior and consequences. Unfortunately, we’re stuck with textbooks that feature “internet” lessons like the one seen above. We have to prepare our students for an online world that our curriculum isn’t even aware of.

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Concept Attainment — from byrdseed.com by Ian Byrd

Excerpt:

Concept Attainment is probably my favorite model of instruction. It takes the opposite road of direct instruction, and forces students to make their own connections. It builds drama, gives students ownership, and is plain old fun.

Here’s a video explaining the steps…

My students don’t like group work — from Faculty Focus by Maryellen Weimer

http://edudemic.com/2012/02/remixing-high-school-education/

Excerpt:

The Hip-Hop culture is one both traditional and dynamic, an approach or philosophy as much as a term connotative of the East Coast rap scene. And as Sam Seidel explains, it has the potential to inform re-imagining of how we learn.

We’re going to have a much closer look at this concept in the March of our iPad Edudemic Magazine. For a quick preface…

Tagged with:  

Active Learning Classrooms (ALC’s) at University of Minnesota — from Educause

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Active Learning Classrooms at the U of Minnesota

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Walker Figure 4

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Implications and Recommendations

  • Where local resources allow, administrators might consider refitting older learning spaces along the lines of the ALCs to improve student learning outcomes and increase student satisfaction.
  • Instructors teaching in an ALC-style classroom should be aware that the space’s de-centered nature can make traditional, expository teaching techniques difficult. They might wish to incorporate more active learning techniques and approaches into their repertoires.
  • The beneficial impact of aligning pedagogy with the learning space indicates that faculty development programs designed to support the redesign of courses being taught in ALC-type spaces deserve continued or increased institutional support.

Further research is needed into the connections among learning spaces, pedagogical approaches, and student learning outcomes. In particular, future research should investigate the mechanisms underlying the positive effects of space and aligned pedagogy that our studies have found. Furthermore, as ALC-type learning environments become more common, it will be possible to conduct longitudinal studies of the impact of taking multiple classes in new learning spaces on broad strategic outcomes such as student retention, persistence, and failure rates.


Matt makes his point on memory and attention in a very entertaining way
(…note the solid applause and genuine excitement at the end of the clip on math)


 

Very clever use of technology by Matthew Weathers -- October 2011

— from http://www.fractuslearning.com/2011/11/21/4-videos-from-matthew-weathers/

 

From DSC:
And, due to the date, check out the Symbols of Thanksgiving as well!  🙂

 

 

The principles of eLearning -- cognitive theory of multimedia design - by Allen Partridge

 


A list of Allen Partridge’s on-demand/online-based seminars (free, requires free ID at Adobe):


1: Making Effective Adobe Captivate eLearning Modules
… a foundation in multimedia design concepts for eLearning, and help you understand the reasons / rationale behind many of the eLearning strategies you see implemented today.

2: Balancing cognitive load in eLearning content with Adobe Captivate 5
…session focuses on the Multimedia eLearning Design Principle known as Personalization, which suggests that people learn more effectively when conversational styles and or learning agents are used to enhance the social aspects of the experience.

3: Applying Personalization to eLearning with Adobe Captivate 5
…session focuses on the Multimedia eLearning Design Principle known as Personalization, which suggests that people learn more effectively when conversational styles and or learning agents are used to enhance the social aspects of the experience.

4: Creating effective eLearning Multimedia with Adobe Captivate 5
…session will center on the Multimedia Principle (the importance of combining images & text) of eLearning Design.

5: Making Effective Adobe Captivate eLearning Modules Part 5: Contiguity
…the Contiguity Principle, which indicates that the spatial relationship (proximity) of symbols (like text) to analogous images (things that look like the subject of the learning) is significant, and plays a key role in how effectively we learn.

6: Making Effective Adobe Captivate eLearning Modules Part 6: Redundancy
…focuses on the Multimedia eLearning Design Principle known as Redundancy, which suggests that presenting symbols via both text and aural channels is less effective than presenting via only one.

7: Making Effective Adobe Captivate eLearning Modules Part 7 : Coherence
…focuses on the Multimedia eLearning Design Principle known as Coherence, which suggests that off topic ancillary material can distract from learning. This theory stands in opposition to arousal theory, providing research based evidence that when stimulating animation or any form of non-relevant information is provided, it can actually decrease the efficacy of the instruction.

8: Making Effective Adobe Captivate eLearning Modules Part 8: Segmenting
...the Multimedia eLearning Design Principle known as the Segmenting Principle, which suggests that authors of eLearning content should break content up into small pieces or chunks in order to help avoid cognitive overload for the learners.

9: Making Effective Adobe Captivate eLearning Modules Part 9: Pre-Training
The session focuses on the Multimedia eLearning Design Principle known as pre-training, which suggests that elearning content authors should first build up basic information about essential elements which are pre-requisites to understanding the larger concepts.

10: Making Effective Adobe Captivate eLearning Modules Part 10: Individual Differences
…the Individual Differences Principle, which suggests that design effects are stronger for low-knowledge learners than for high knowledge learners, and for high-spatial learners rather than for low-spatial learners.

More resources re: Adobe Captivate

Using Twitter? @AdobeElearning OR HASHTAG: #AdobeCaptivate
Using YouTube? http://www.youtube.com/adobeElearning/
On Adobe TV: http://tv.adobe.com/channel/e-learning/
Captivate Blog: http://blogs.adobe.com/captivate/

 

Also see:

 

Also see:

  • The NMC Announces New Horizon Report Series of Regional Analyses
    Under the umbrella of the NMC Horizon Report, The NMC has launched the Technology Outlook, a new series of regional analyses aimed specifically at understanding both local and global differences in technology uptake, as well as the current and future state of education in different parts of the world. These publications are a product of collaborations between the NMC and innovative organizations across the world that seek to leverage the well-known medium of the NMC Horizon Report to bring important research, trends, and challenges in their regions to light. The Technology Outlook series furthers the NMC’s goal of driving innovation in every part of the world.

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