Best Online Educational Games for High School Students — from edtechreview.in by Saniya Khan

Excerpt:

…the introduction of educational games to kids helps increase their motivation and engagement, enhance visual skills, improve students’ interaction and collaboration abilities with their peers, and apply gaming values in a real-world situation; most importantly, it improves learning.

Learning Apps For Kids To Explore in 2021 — from edtechreview.in by Priyanka Gupta

Excerpt:

Living in a digital era and in times when technology has kept education going, let’s look at some promising learning apps for kids to explore in 2021.

 

 

U.S. Businesses Potentially Spent Billions on Legal Fees for Inaccessible Websites in 2020 — from boia.org

Excerpt:

In a bombshell report published by Accessibility.com, the organization estimated that 265,000 website accessibility demand letters were sent to businesses last year. Astounding on its own, if the figure is correct or close to correct, U.S. companies could have spent billions of dollars in legal costs as a direct result of inaccessible websites in 2020 alone. Businesses looking for a wake-up call to make website accessibility a priority in 2021 and beyond might have just found it.

The above article linked to:

2020 Website Accessibility Lawsuit Recap -- from Accessibility.com

Also see:

 

 

Interleaving: How Mixed Practice Can Boost Learning— from effectiviology.com

Excerpt:

Interleaving is a learning technique that involves mixing together different topics or forms of practice, in order to facilitate learning. For example, if a student uses interleaving while preparing for an exam, they can mix up different types of questions, rather than study only one type of question at a time.

Interleaving, which is sometimes referred to as mixed practice or varied practice, is contrasted with blocked practice (sometimes referred to as specific practice), which involves focusing on only a single topic or form of practice at a time.

Also see:

 Also see:

Excerpts:

Interleaving boosts learning by mixing up closely related topics, encouraging discrimination between similarities and differences. (Agarwal & Bain, p. 14)

It’s “re-arranging the order of retrieval opportunities during spacing without changing the content to be learned.”  It’s mixing up concepts. (Agarwal & Bain, pgs. 106-107).

Consider this basic example of practice problems in any math course:

Problem Set 1: AAAA BBBB CCCC DDDD [i.e., blocked practice]
Problem Set 2: ABCD BCAD DBAC CBDA [i.e., interleaved practice]

Both have the same practice problems, but they’ve been re-arranged. If letters represented addition, subtraction, multiplication, and division, the students need to be able to choose and retrieve the appropriate strategy — vs. plug-and-chug without thinking about which strategy to use.

Also see:
retrievalpractice.org/interleaving

 

 

The Year TV Leaped Into The Future [Roettgers]

The Year TV Leaped Into The Future [Roettgers]

The Year TV Leaped Into The Future — from protocol.com by Janko Roettgers

The lockdowns this year have transformed our homes into offices, schools, concert halls, movie theaters and gyms. Our homes are working harder for us, but so is our technology. The device that is working the hardest is perhaps the TV—becoming our lifeline to a far more virtual world.

Addendums:

The Second Year of The MOOC: 2020 Saw a Rush to Large-Scale Online Courses

The Second Year of The MOOC: 2020 Saw a Rush to Large-Scale Online Courses — from edsurge.com by Dhawal Shah

Excerpt:

This was the year that more people learned what a MOOC is.

As millions suddenly found themselves with free time on their hands during the pandemic, many turned to online courses—especially, to free courses known as MOOCs, or Massive Open Online Courses. This phenomenon was compounded by media worldwide compiling lists of “free things to do during lockdown,” which tended to include MOOCs.

Within two months, Class Central had received over 10 million visits and sent over six million clicks to MOOC providers. These learners also turned out to be more engaged than usual. In April 2020, MOOC providers Coursera, edX and FutureLearn attracted as many new users in a single month as they did in the entirety of 2019.

.

From DSC:
The pieces continue to come together…

Learning from the living class room

...team-based content creation and delivery will dominate in the future (at least for the masses). It will offer engaging, personalized learning and the AI-based systems will be constantly scanning for the required/sought-after skills and competencies. The systems will then present a listing of items that will help people obtain those skills and competencies.

#AI #LearningProfiles #Cloud #LearningFromTheLivingClassRoom #LearningEcosystems #LearningSpaces #21stCentury #24x7x365 #Reinvent #Surviving #StayingRelevant #LifeLongLearning and many more tags/categories are applicable here.

 
 

How E-Learning Content Is Evolving: 7 Trends You Need to Know About — from trainingmag.com by Tiffany Harper
Continuous, personalized learning in small bites through a storytelling approach—that sums up the future of the e-learning industry.

Excerpt:

VR and AR
Technological innovations let us play better games. The progress of VR and AR technology (virtual reality and augmented reality) is closely related to the gaming industry, but that doesn’t mean it stays there.

We can turn any space into an environment that’s ready to explore. If we learn about the universe, we can see it around us. If we learn about industrial technology, we can be virtually present in a plant. This technology is especially important for corporate learning. Instead of sending employees away to develop new skills, companies benefit with lower expenses and greater convenience.

We haven’t seen the best of virtual and augmented reality in e-learning yet. But as the trend progresses and more learners get their devices, it won’t be unusual for AR and VR to be included in every online course of the future.

 

The Future of Hybrid Learning — from techlearning.com by Erik Ofgang
HyFlex pioneer Dr. Brian Beatty discusses what’s working and what’s not in hybrid learning, and what’s to come

Excerpts (emphasis DSC):

When designing his own classes these days, Beatty tends to think about the asynchronous vs. synchronous experience rather than online vs. in-person. 

Beatty says instructors should attempt to create a reasonably good asynchronous version of a course but don’t need to build the perfect version. Instructors then need to block out time to respond to forum posts and other online components of the class the same way online students need to schedule time to work. He advises a mindset of, “I’m learning how to teach differently, and I’m reserving this time for that. So maybe I’m not going to be part of that committee.”

From DSC:
The teaching toolboxes throughout the continuum (PreK-12, higher ed, vocational programs, other alternatives to higher ed, corporate training & development) have been enhanced and expanded greatly during 2020. The ramifications of these larger toolboxes will benefit many for years to come. They should allows us to pivot and adapt much more quickly — while providing a greater array of teaching techniques/tools to choose from.

Enhancing our teaching toolboxes

 

 
 

5 Ways to Keep Students Motivated Right Now — from theartofeducation.edu by Nick Gehl

Excerpts:

  1. Offer them choices.
  2. Make it relevant.
  3. Make it fun!
  4. Create opportunities for collaboration.
  5. Support students’ social-emotional needs.
 

The Journal 2020 Award Winners

THE Journal 2020 New Product Award Winners

For THE Journal’s first-ever New Product Award program, judges selected winners in 30 categories spanning all aspects of technology innovations in K–12 education, from the classroom to the server room and beyond. We are proud to honor these winners for their outstanding contributions to the institution of education, in particular at this time of upheaval in the way education is being delivered to the nation’s 50 million students.

 

3 educational websites for history and social studies — from educatorstechnology.com

Excerpt:

Below are three websites we are featuring in our blog for the first time. These are platforms where teachers (and students) can access resources and teaching materials to help them with their history teaching (learning). We invite you to check them out and share with us your feedback.

 

The Dice Q3 Tech Job Report | Tech Hiring and COVID-19: What You Need to Know

The Dice Q3 Tech Job Report Tech Hiring and COVID-19: What You Need to Know

The Dice Q3 Tech Job Report: Tech Hiring and COVID-19: What You Need to Know — from techhub.dice.com
The report, issued quarterly by Dice, provides exclusive statistics and analysis on the tech hiring landscape, including top cities and states, top employers and the most sought-after skills and occupations.

From DSC:
One can quickly see how valuable this information would be as a data feed into an AI-based, next-generation learning platform.

The platform would connect the marketable skills with the courses, websites, blogs, RSS feeds/streams of content, etc. that would help a learner quickly and affordably build such in-demand skills. Given the shortening half-lives of many kinds of information, such a service is needed desperately…especially now with the impact of the Coronavirus.

Also relevant: See how ISTE built its upcoming virtual event!

 

Temperament-Inclusive Pedagogy: Helping Introverted and Extraverted Students Thrive in a Changing Educational Landscape — from onlinelearningconsortium.org by Mary R. Fry

Excerpt (emphasis DSC):

So how do we take these different approaches to learning into account and foster a classroom environment that is more inclusive of the needs of both extraverts and introverts? Let’s first distinguish between how extraverts and introverts most prefer to learn, and then discuss ways to meet the needs of both. Extraverts tend to learn through active and social engagement with the material (group work, interactive learning experiences, performing and discussing). Verbalizing typically helps extraverts to think through their ideas and to foster new ones. They often think quickly on their feet and welcome working in large groups. It can be challenging for extraverts to generate ideas in isolation (talking through ideas is often needed) and thus working on solitary projects and writing can be challenging.

In contrast, introverts thrive with solitary/independent work and typically need this time to sort through what they are learning before they can formulate their thoughts and articulate their perspectives. Introverted learners often dislike group work (or at least the group sizes and structures that are often used in the classroom (more on this in a moment)) and find their voice drowned out in synchronous discussions as they don’t typically think as fast as their extroverted counterparts and don’t often speak until they feel they have something carefully thought out to share. Introverted learners are often quite content, and can remain attentive, through longer lectures and presentations and prefer engaging with the material in a more interactive way only after a pause or break.

From DSC:
Could/would a next-generation learning platform that has some Artificial Intelligence (AI) features baked into it — working in conjunction with a cloud-based learner profile — be of assistance here?

That is, maybe a learner could self-select the type of learning that they are: introverted or extroverted. Or perhaps they could use a sliding scaled to mix learning activities up to a certain degree. Or perhaps if one wasn’t sure of their preferences, they could ask the AI-backed system to scan for how much time they spent doing learning activities X, Y, and Z versus learning activities A, B, and C…then AI could offer up activities that meet a learner’s preferences.

(By the way, I love the idea of the “think-ink-pair-share” — to address both extroverted and introverted learners. This can be done digitally/virtually as well as in a face-to-face setting.)

All of this would further assist in helping build an enjoyment of learning. And wouldn’t that be nice? Now that we all need to learn for 40, 50, 60, 70, or even 80 years of our lives?

The 60-Year Curriculum: A Strategic Response to a Crisis

 

Virtual Reality: Realizing the Power of Experience, Excursion and Immersion in the Classroom — from nytimes.com
A framework for teaching with New York Times 360 V.R. videos, plus eight lesson plans for STEM and the humanities.

A Guide for Using NYT VR With Students

  • Getting Started With V.R. in the Classroom
  • Lesson 1: A Mission to Pluto
  • Lesson 2: Meet Three Children Displaced by War and Persecution
  • Lesson 3: Four Antarctic Expeditions
  • Lesson 4: Time Travel Through Olympic History
  • Lesson 5: Decode the Secret Language of Dolphins and Whales
  • Lesson 6: Memorials and Justice
  • Lesson 7: The World’s Biggest Physics Experiment
  • Lesson 8: Journey to the Hottest Place on Earth

 

 

OPM Market Landscape and Dynamics: Fall 2020 updates — from philonedtech.com by Phil Hill; with thanks to Edsurge.com for this resource

Excerpt:

There has been growing interest in the Online Program Management (OPM) market, as more schools try to develop a strategy and revenue model for online programs (particularly for master’s level). In addition, there has been a broad question to what degree schools would turn to OPM partners to help out with the Covid-driven move to online education in 2020 and beyond. We’re in the middle of the chaotic period of the pandemic, so there are no clear answers yet, but the consistent message is that OPM vendors are seeing a marked increase in interest from colleges and universities this year.

 
© 2021 | Daniel Christian