Making Videos on the Web -- A Guide for Teachers -- by Richard Byrne, updated for 2011

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The NWP Digital Is website is a teaching-focused knowledge base exploring the art and craft of writing, the teaching and learning of writing, along with ideas that provoke us to think in new ways about education and culture in the digital age.

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Originally saw this at:

Also see:

What does it mean to teach in the 21st century?

Originally saw this at:
The Educator’s PLN- posted by Chris McEnroe on 3/28/11

 


Also, very relevant here is the following posting from Arne Duncan at ED.gov blog:


  • The Changing Face of American Education
    (Cross-posted from the White House Blog

    One of the greatest challenges facing our country is the coming retirement of more than 1 million baby-boomer teachers. This challenge has presented us with a once in a lifetime opportunity to help reshape education in America by recruiting and training the next generation of great American teachers.

Teaching is a rewarding and challenging profession where you can make a lasting impact. Teachers have a positive influence on students, schools, and communities, now and into the future. Schools across the nation are in need of a diverse set of talented teachers, especially in our big cities and rural areas, and especially in the areas of Math, Science, Technology, Special Education, and English Language Learning.

That’s why the department launched the TEACH campaign — a bold new initiative to inspire and empower the most talented and dedicated Americans to become teachers. We know that next to parental support, there is nothing more important to a child’s education than the quality of his or her teachers.

Many of you are already thinking about becoming teachers. The TEACH campaign provides tools at your fingertips to navigate the academic and professional requirements that will credential you to succeed as a teacher in one of our schools. TEACH.gov features an online path to teaching and over 4,000 listed, open teaching positions.

 


 

Also see:

 

 


Special Issue IRRODL — Connectivism: Design and Delivery of Social Networked Learning

This special issue of IRRODL provides an opportunity to step back and reflect on how these dramatic social and technological changes impact education. In 2004, connectivism was presented as a new theory of learning that addresses learning in complex, social, networked environments. Since that time, numerous articles, open online courses, and online conferences have explored connectivism’s application in education. As articles in this issue reflect, sharp criticism and support have been offered. We hope this issue will help to advance the discussion, to clarify areas of needed research, and to contribute to ongoing debate about the influence of the Internet on teaching and learning.

 

Adobe Museum of Digital Media, A lecture by John Maeda

From DSC:
If online courses could feature content done this well…wow! Incredibly well done. Engaging. Professsional. Cross-disciplinary. Multimedia-based. Creative. Innovative. Features a real craftsman at his work. The Forthcoming Walmart of Education will feature content at this level…blowing away most of the competition.

 

John Maeda -- Adobe Museum -- March 2011

 

 

 

 

 

 


This is also true for materials like the item below!


 

 

21st century education requires lifewide learning — from Harvard Business Review by Chris Dede

I have decided to spend the remainder of my career helping to replace industrial era schooling with educational structures better suited to our 21st century, global, innovation-based economy. This sweeping goal of total educational transformation may seem overly ambitious for someone whose work centers in learning technologies. However, in my research I consistently find that new media are at the heart of innovative models for education: contributing to the obsolescence of traditional schools/universities as educational vehicles, while simultaneously empowering new forms of learning and teaching.

If you want to truly engage students, give up the reins — from Ewan McIntosh

During the final half of 2010, I asked more than 1,500 teachers around the globe two questions: what are your happiest memories from learning at school, and what are your least happy experiences?

When I do the “reveal” of what I think their answers will be, every workshop has a “but how did he know?” reaction. It’s more akin to an audience’s response to illusionist Derren Brown than to the beginning of a day of professional development.

For teachers’ answers are always the same. At the top is “making stuff”, then school trips, “feeling I’m making a contribution” and “following my own ideas”. Their least happy experiences are “a frustration at not understanding things”, “not having any help on hand” and “being bored”, mostly by “dull presentations”. “Not seeing why we had to do certain tasks” appeared in every continent.
Most of these educators agreed that the positive experiences they loved about school were too few, and were outnumbered by the “important but dull” parts of today’s schooling: delivering content, preparing for and doing exams.

But while a third of teachers generally remember “making stuff” as their most memorable and happy experience at school, we see few curricula where “making stuff” and letting students “follow their own ideas” makes up at least a third of the planned activity.

More here…

What's the best way to deal with ever-changing streams of content? When information has shrinking half-lives?

From DSC:
After looking at some items concerning Connectivism*, I’ve been reflecting upon the following questions:

  • What’s the best way for us to dip our feet into the constantly moving streams of content?
    (No matter the topic or discipline, the streams continue to flow.)
  • What’s the optimal setup for K-12 based “courses”?
  • What’s the optimal setup for “courses” within higher education?
  • How should L&D departments deal with this phenomenon?
  • How do publishers and textbook authors want to address this situation?

Thinking of Gonzalez (2004; as cited in Siemens (2005)) description of the challenges of rapidly diminishing knowledge life:

“One of the most persuasive factors is the shrinking half-life of knowledge. The “half-life of knowledge” is the time span from when knowledge is gained to when it becomes obsolete. Half of what is known today was not known 10 years ago. The amount of knowledge in the world has doubled in the past 10 years and is doubling every 18 months according to the American Society of Training and Documentation (ASTD). To combat the shrinking half-life of knowledge, organizations have been forced to develop new methods of deploying instruction.”

Stephen Downes addresses this and points to a possible solution to this phenomenon in his presentation from 3/15/11 entitled “Educational Projection: Supporting Distributed Learning Online.”

Excerpt/slides:

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I need to put more thought into this, but wanted to throw this question out there…more later…

 

 


* From DSC: Some of the items I looked at regarding Connectivism — some directly related, others indirectly-related — were:


Siemens, G.  (2005).  Connectivism: A learning theory for the digital age.  Retrieved from http://www.elearnspace.org/Articles/connectivism.htm.

Downes, S.  (2005).  An introduction to connective knowledge.  Retrieved from http://www.  downes.  ca/post/33034.  Downes noted that this was published in Hug, Theo (ed.  ) (2007): Media, knowledge & education – exploring new spaces, relations and dynamics in digital media ecologies.  Proceedings of the International Conference held on June 25-26, 2007.  November 27, 2007.

Kop, R.  & Hill, A.  (2008).  Connectivism: Learning theory of the future or vestige of the past? International Review of Research in Open and Distance Learning, v9 n3 p1-13 Oct 2008.

Tracey, R.  (2009). Instructivism, constructivism or connectivism? Training & Development in Australia, December, 2009. p08-09, 2p.  Retrieved from EBSCOhost. ISSN 0310-4664.

Kerr, B.  (2007).  A challenge to connectivism.  Retrieved at http://learningevolves.  wikispaces.  com/kerr.

Sims, R.  (2008).  Rethinking (e)learning: A manifesto for connected generations.  Distance Education Vol.  29, No.  2, August 2008, 153–164.  ISSN 0158-7919 print/ISSN 1475-0198 online.  DOI: 10.  1080/01587910802154954

Lisa Dawley.   (2009).  Social network knowledge construction: emerging virtual world pedagogy.  On the Horizon, 17(2), 109-121.   Retrieved from ProQuest Education Journals.  (Document ID: 1880656431).

Hargadon, S.  (2011).  Ugh.  Classic politics now extends to social networking in education.  Retrieved from http://www.  stevehargadon.  com/2011/03/ugh-classic-politics-now-extends-to.  html.

Cross, J.  (2001).  Crowd-inspired innovation.  Retrieved from http://www.internettime.com/2011/03/crowd-inspired-innovation.

Rogers-Estable, M..  (2009).  Web 2.0 and distance education: Tools and techniques.  Distance Learning, 6(4), 55-60.  Retrieved from ProQuest Education Journals.  (Document ID: 2017059921).

Marrotte-Newman, S..  (2009).  Why virtual schools exist and understanding their culture.  Distance Learning, 6(4), 31-35.  Retrieved from ProQuest Education Journals.  (Document ID: 2017059881).

Hilton, J., Graham, C., Rich, P., & Wiley, D. (2010). Using online technologies to extend a classroom to learners at a distance.  Distance Education, 31(1), 77-92.  Retrieved from ProQuest Education Journals.  (Document ID: 2074810921).

Attwell, G. (2010). Personal learning environments and Vygotsky. Retrieved from http://www.pontydysgu.org/2010/04/personal-learning-environments-and-vygotsky.

Quote/excerpt from Sims (2008) paper entitled, “Rethinking (e)learning: A manifesto for connected generations”:

Advances in theories of human memory parallel, and perhaps depend on, advances in technology… The information processing approach has been an important source of models and ideas, but the fate of its predecessors should serve to keep us humble concerning its eventual success… Unless today’s technology has somehow reached its ultimate development, and we can be certain it has not, then we have not reached the ultimate metaphor for the human mind either. (Roediger, 1980, p. 244 as cited in Sims, 2008)

Roediger’s remarks remind us that, not only are we in a constant state of change and development, but also that there are inherent risks in arguing that we know what there is to know about teaching, learning, and e-learning. Therefore, without undermining the importance of understanding the dynamics of human learning, this article adopts the position that it is untimely to let the e of e-learning disappear, because without that e we might lose sight of the value digital technology provides, especially through social networks, to emergent forms of learning and knowledge construction.

Emergent forms of learning cannot easily be addressed by current instructional design methodologies (Kays & Francis, 2004), which are often teacher-centered. New models and strategies embracing the roles and skills of the teacher, the learner, and the design team are required to address such developments (Sims & Koszalka, 2008). Recent reports by Oblinger (2004), Irlbeck, Kays, Jones, and Sims (2006), and Siemens (2007) posit that these emergent technologies and interactions have opened doorways to new ways of learning and that these deserve new models of thinking about the very essence of the teaching and learning dynamic. While this article accepts that e is becoming more mainstream and part of the infrastructure of developed nations, the real question is whether the models we use to create learning environments and measure outcomes retain their relevance in a generation in which technology is the medium of communication for many.

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Sims, R. (2008). Rethinking (e)learning: a manifesto for connected generations. Distance Education (29) 2. August 2008, 153–164.


TED-ED March 2011

artwithmre.blogspot.com

Also see:
Ted Edinger: Art Teacher Inspiring Creativity — from EdReformer.com by Bennet Ratcliff

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Google Apps for e-Portfolios

From NCCE Presentation — March 11, 2011

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Helen Barrett - Google Apps For e-Portfolios - Workshop for NCCE - 3-2011

From NCCE workshop 2011

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Is the future of e-portfolios in your pocket? A presentation by Dr. Helen Barrett.

From AAEEBL SLC February 11, 2011

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.

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