research

Twitter for Teachers’ Professional Development: A Guide to Advanced Search Tips [educatorstechnology.com]

On 10/11/2021, in Personal Learning Networks (PLNs), platforms, productivity / tips and tricks, research, social learning / networks, social media, student teaching/teacher education, teachers, tools, by Daniel Christian

Twitter for Teachers’ Professional Development: A Guide to Advanced Search Tips — from educatorstechnology.com

Excerpt:

Twitter is one of the most popular microblogging platform among educators. More and more teachers are drawing on its communicative and social networking powers to connect, share, and grow professionally. As such, Twitter embeds tons of educational resources buried deep into its Tweetosphere. In today’s post, I am sharing with a host of practical search tips that will enable you to easily locate resources and grow your PLN. More specifically, you will learn how to search for Tweets that contain specific words, phrase, hashtags, or mentions; how to search Tweets sent from or sent in reply to a given user; how to access Tweets that embed links in them, how to search for Tweets shared during a particular period of time, and many more.

Resources from “The Science of Learning” — from deansforimpact.org

Excerpt:

The Science of Learning summarizes existing cognitive-science research on how students learn, and connects it to practical implications for teaching. The report is a resource for teacher-educators, new teachers, and anyone in the education profession who is interested in how learning takes place.

Deans for Impact believes all teacher-candidates should know the cognitive-science principles explored in The Science of Learning. And all educators, including new teachers, should be able to connect those principles to their practical implications for the classroom.

One of those resources is:

Also see:

There are six major takeaways from our first administration of our Learning by Scientific Design assessment:

In general, future teachers are unfamiliar with basic principles of learning science – and they struggle to connect these principles to practice.
Encouragingly, future teachers recognize the critical role that background knowledge plays in learning.
Future teachers struggle to identify effective forms of practice – and they appear to conflate student engagement with learning.
For the most part, teacher-candidates hold beliefs about teaching and learning that align to principles of learning science –- but there are clear areas for improvement.
Teacher-candidate understanding of learning science does not vary based on key categories we might expect.
Teacher-educators in the LbSD Network do better at identifying learning-science principles in practice than just the principles in the abstract.

Reflections on “Defining the skills citizens will need in the future world of work” [McKinsey & Company]

On 09/17/2021, in 21st century, 24x7x365 access, adult learning, Artificial Intelligence / Machine Learning / Deep Learning, career development, change, cloud-based computing / apps / other cloud-related, communications, communities of practice, competency-based learning/education, content repositories, corporate universities / corporate training, cost of getting a degree, creativity, Critical thinking, dangers of the status quo, Daniel S. Christian, digital learning, education, education reform, entrepreneurship, future, global / globalization, heutagogy, human-computer interaction (HCI), ideas, innovation, intelligent systems, K-12 related, law schools, learning, learning ecosystem, Learning from the Living [Class] Room, legislatures / government / legal, lifelong learning, online learning, platforms, policy, political science, reinvent, research, skills, smart/connected TV, society, staying relevant, streams of content, surviving, training / L&D, trends, tvOS-based apps, United States, using teams, vision/possibilities, vocational / trades, web-based collaboration, by Daniel Christian

Defining the skills citizens will need in the future world of work — from McKinsey & Company; with thanks to Ryan Craig for this resource

Excerpts:

Our findings help define the particular skills citizens are likely to require in the future world of work and suggest how proficiency in them can influence work-related outcomes, namely employment, income, and job satisfaction. This, in turn, suggests three actions governments may wish to take.

Reform education systems
Reform adult-training systems
Ensure affordability of lifelong education

Establish an AI aggregator of training programs to attract adult learners and encourage lifelong learning. AI algorithms could guide users on whether they need to upskill or reskill for a new profession and shortlist relevant training programs.

From DSC:
No one will have all 56 skills that McKinsey recommends here. So (HR) managers, please don’t load up your job postings with every single skill listed here. The search for purple unicorns can get tiring, old, and discouraging for those who are looking for work.

That said, much of what McKinsey’s research/data shows — and what their recommendations are — resonates with me. And that’s why I keep adding to the developments out at:

A powerful, global, next-generation learning platform — meant to help people reinvent themselves quickly, safely, cost-effectively, conveniently, & consistently!!!

McKinsey for Kids: I, Robot? What technology shifts mean for tomorrow’s jobs [mckinsey.com]

On 09/07/2021, in career development, change, education, education reform, emerging technologies, future, pace of change, parents, passions, research, robotics, society, student-related, youth, by Daniel Christian

McKinsey for Kids: I, Robot? What technology shifts mean for tomorrow’s jobs — from mckinsey.com

Tomorrow’s jobs will look different from today’s—and not just because you might be working alongside robots. In this edition of McKinsey for Kids, peer into the future of work and what it may hold for you, whether you’re thinking about becoming a doctor, an influencer—or a garbage designer.

Drexel Researchers Will Develop Artificial Intelligence Technologies for Adult Learning and Online Education as Part of $220 Million NSF Initiative — from drexel.edu with thanks to Ray Schroeder for this resource out on LinkedIn

Excerpt:

Researchers in Drexel University’s College of Computing & Informatics, who are studying artificial intelligence as a tool for teaching, have been selected to join a $220 million National Science Foundation initiative to expand the use of AI technology in areas ranging from agriculture and food supply chains to adult and online learning. Drexel’s team will join AI researchers from around the country in an effort to use the technology to make education more accessible for Americans who are adapting to rapidly changing workplaces. The NSF’s Adult Learning & Online Education (ALOE) Institute will be supported by $20 million over five years.

There’s a New Wave of AI Research Coming to Transform Education [Tamez-Robledo]

On 08/08/2021, in 21st century, algorithms, Artificial Intelligence / Machine Learning / Deep Learning, cloud-based computing / apps / other cloud-related, colleges, communities of practice, community colleges, content aggregration, content development, content repositories, corporate universities / corporate training, data mining, digital learning, education, education reform, education technology, emerging technologies, engagement / engaging students, experimentation, future of higher education, game-changing environment, global / globalization, higher education, homeschooling/homeschoolers, human-computer interaction (HCI), ideas, innovation, instructional design, intelligent systems, intelligent tutoring, learning, learning agents, learning ecosystem, Learning Experience Design, Learning from the Living [Class] Room, learning preferences, online learning, Personal Learning Networks (PLNs), personalized/customized learning, reinvent, research, society, staying relevant, story, storytelling, student-related, surviving, teaching & learning, technologies for your home, United States, vision/possibilities, workplace, by Daniel Christian

There’s a New Wave of AI Research Coming to Transform Education — from edsurge.com by Nadia Tamez-Robledo

Preparing for Students’ Second Act
With a focus on adult learners, the AI Institute for Adult Learning and Online Education, or ALOE, will look to improve online education for the more than 100 million American workers who will need to “reskill” over the next 10 years.

It will also learn from the massive amounts of data generated by online students that isn’t accessible in traditional in-person classes.

IU researchers introduce ambitious new model for large-scale research on student learning — from news.iu.edu

Excerpt:

“The main conclusion of the study — to the great surprise of many teachers — is that there is no overall effect of feedback timing that spans all learning environments,” said Fyfe, an assistant professor in the Department of Psychological and Brain Sciences. “The findings should provide some comfort to teachers. If they take a few days to return feedback, there is no evidence that the delay will hamper their students’ progress, and in some cases, the delay might even be helpful.”

From DSC:
I must admit that I publish this with some hesitation, as I’m a big fan of personalized, customized feedback. I just hope that study doesn’t stop or reduce faculty members from providing such valuable feedback.

Also see:

The Science of Studying Student Learning at Scale — podcast and transcript — from campustechnology.com by Rhea Kelly; with Emily Fyfe and Ben Motz at Indiana University

Excerpt:

MOTZ: So ManyClasses is really an attempt to try and expand the scope of research so that what we’re doing in asking a question of how people learn, is expanding beyond the boundaries of any single classroom, really aiming at developing inferences that could generalize beyond that narrow scope, but also that might be able to identify where a practice might have benefits.
…
FYFE: …I think when we are thinking of ManyClasses as a research team, we’re thinking of it as a new gold standard for how to conduct scientific research in classrooms
…
And so ManyClasses is a model for sort of combining the rigor of these randomized experiments within these authentic settings. And the goal is to sort of, as Ben said, to do this across many classes, so that we’re not just running one experiment, but we’re replicating it across all of these different authentic educational settings. And so really, at the heart of it, ManyClasses is a new model for conducting research in educational settings.

New Research: Flipped Classrooms Improve Student Academics and Satisfaction — from techlearning.com by Erik Ofgang
A new analysis of more than 317 studies found flipped classrooms to be tremendously successful although a partially flipped classroom might be best of all.

Excerpt:

In a meta analysis recently published in the Review of Educational Research, Bredow and her co-authors examined 317 high-quality studies with a combined sample size of 51,437 college students in which flipped classes were compared to traditional lecture classes taught by the same instructors. They found significant advantages for flipped versus traditional lecture in terms of academics, interpersonal outcomes, and student satisfaction.

But there were also some surprises in where and when flipped classrooms worked.

From DSC:
I love the idea of the flipped classroom due to its powerful ability to turn over more choice and more control to the students. They have much more control over the pacing of the delivery of content.

Better Questions in the Classroom Lead Students to Think Harder—and Learn Deeper [Bradbury & Berlin]

On 07/02/2021, in adjunct faculty, blended learning, colleges, communities of practice, community colleges, corporate universities / corporate training, Critical thinking, distance education, education, engagement / engaging students, experimentation, heutagogy, higher education, homeschooling/homeschoolers, ideas, instructional design, K-12 related, law schools, learning, learning ecosystem, Learning Experience Design, learning theories, liberal arts, lifelong learning, love of learning, memory, online learning, pedagogy, physics, productivity / tips and tricks, remote teaching and learning, research, science, student teaching/teacher education, student-related, teachers, teaching & learning, teaching online, training / L&D, United States, vendors, vocational / trades, by Daniel Christian

Better Questions in the Classroom Lead Students to Think Harder—and Learn Deeper — from edsurge.com by Staci Bradbury and Rebekah Berlin

Excerpt:

The takeaway here is that teachers should ask questions and design tasks that require students to engage in effortful thinking. This “teacher action,” as we like to call it, is one of the ways in which Deans for Impact has operationalized the vast body of research about how people learn in a way that teachers can use.

Also see:

Before providing evidence to support that claim, a quick recap of our organizational journey. Two years ago, we launched the Learning by Scientific Design (LbSD) Network to begin the vital—albeit challenging—work of redesigning how teachers are prepared. This effort is informed by principles of learning science and taking place in what is now a network of 10 educator-preparation programs across the country. More than 70 faculty are working with us to change the arc of experiences that teacher-candidates receive as they prepare to become teachers.

Potential unfulfilled: COVID-19, the rapid adoption of online learning, and what could be unlocked this year — from christenseninstitute.org by Thomas Arnett

Excerpt:

The foundational tenets of conventional instruction hinge on uniformity and compliance. Schools and classrooms, by and large, need students to conform to a common set of requirements in order for cohort-based learning to work. Unfortunately, nearly all students struggle to one degree or another to fit conventional instruction’s norms.

For example, conventional instruction requires students to show up to school ready to learn at times dictated by the school schedule, but for some students, life gets in the way. Conventional instruction moves all students through content at a uniform pace, but not all students master content in the time allotted. And conventional instruction often obliges students to sit and work or sit and listen for large portions of the day, yet some students struggle to sit quietly for extended periods of time. Fortunately, online learning offers the ability to replace many of these systemic rigidities with greater adaptability to students’ needs.

From DSC:
The above excerpt brings the image (below) back to my mind. The image represents our educational systems’ ways of never stopping or slowing down for anyone. They leave the station at such and such a time and then they move at a very face pace for everyone. There’s no stopping them — regardless of whether a student has mastered the content or not.

K-12 education in America is a like a quickly moving train that stops for no one.

40 Ideas For Using FlipGrid In The Classroom — from teachthought.com

Interesting…”Curiosity Stream Is the Streaming Service Tailored for People Who Love To Learn”

On 05/26/2021, in 24x7x365 access, Alternatives, learning, learning ecosystem, Learning from the Living [Class] Room, lifelong learning, love of learning, mathematics, research, robotics, science, society, STEAM-related, streams of content, youth, by Daniel Christian

Curiosity Stream Is the Streaming Service Tailored for People Who Love To Learn — from
And for less than $20 a year, Curiosity Stream offers something for everyone.

Excerpt:

Once upon a time, channels like Discovery and The Learning Channel sought to enlighten their viewers about the world around them with documentaries and other educational programing. But today, there are fewer and fewer channels committed to this goal, and watered-down “reality television” reigns supreme. It seems the golden age of basic cable television is gone all but gone. Luckily, there’s Curiosity Stream, a streaming service that’s committed to educational, informative content that enlightens as it entertains.

Get to know reputable organizations that are linking research (in how people learn) to practice [Simmers]

On 05/10/2021, in adjunct faculty, adult learning, attention, colleges, community colleges, content development, corporate universities / corporate training, education, engagement / engaging students, face-to-face, faculty, heutagogy, higher education, homeschooling/homeschoolers, instructional design, K-12 related, law schools, learning, learning ecosystem, Learning Experience Design, learning preferences, learning theories, liberal arts, pedagogy, productivity / tips and tricks, research, student teaching/teacher education, student-related, teachers, teaching & learning, teaching online, training / L&D, vendors, by Daniel Christian

Excerpt from Education Research Is Still Too Dense. We Need More Teacher-Researcher Partnerships. — from edsurge.com by Kristin Simmers

Get to know reputable organizations that are linking research to practice, such as Deans for Impact, The Learning Scientists, Student Experience Research Network, and The Learning Agency Lab.

Learn How To Study Using… Dual Coding — from learningscientists.org by Megan Smith & Yana Weinstein

Excerpt:

This is the final post in a series of six posts designed to help students learn how to study effectively. You can find the other five here:

What is dual coding?

Dual coding is the process of combining verbal materials with visual materials. There are many ways to visually represent material, such as with infographics, timelines, cartoon strips, diagrams, and graphic organizers.

When you have the same information in two formats – words and visuals – it gives you two ways of remembering the information later on. Combining these visuals with words is an effective way to study.

Now, look at only the visuals and explain what they mean in your own words. Then, take the words from your class materials and draw your own visuals to go along with them!

From DSC:
As the authors comment, this is NOT about learning styles (as research doesn’t back up the hypothesis of learning styles):

When we discuss verbal and visual materials, it does sound like we could be referring to learning styles. However, it is important to remember that a great deal of research has shown that assessing your learning style and then matching your study to that “style” is not useful, and does not improve learning (2). (For more, read this piece.)

Education Research Is Still Too Dense. We Need More Teacher-Researcher Partnerships. [Simmers]

On 05/06/2021, in collaboration, colleges, communications, community colleges, education, experimentation, faculty, higher education, ideas, instructional design, K-12 related, research, United States, universities, by Daniel Christian

Education Research Is Still Too Dense. We Need More Teacher-Researcher Partnerships. — from edsurge.com by Kristin Simmers

Excerpts:

Many have spoken of the need for various “bridges” in educational research. Bridges linking theory to practice, lab to classroom, and perhaps the most problematic of all, transdisciplinary bridges allowing multiple fields of experts (education, psychology, cognitive science, neuroscience) to collaborate and communicate more effectively. With teachers. As in, the people who are actually tasked with actioning all of this advice!
…
We can do better. By inviting researchers to sit down with actual teachers to discuss real issues in real schools and co-create real solutions that we can adapt to a variety of circumstances.

Get to know reputable organizations that are linking research to practice, such as Deans for Impact, The Learning Scientists, Student Experience Research Network and The Learning Agency Lab.

Learning Ecosystems

Drexel Researchers Will Develop Artificial Intelligence Technologies for Adult Learning and Online Education as Part of $220 Million NSF Initiative

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