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Here's what the last year of teaching has taught one district about selecting the right technology for our online, offline and hybrid classrooms.
Via EDTECH@UTRGV
By now most of us are aware that the quality of our learning depends on a number of different factors, some of which are easier to control than others. But the more we understand about why and how everyday things can affect our ability to commit new information to memory, the more effective our learning will be.
A growing body of research shows that even seemingly insignificant factors such as natural lighting, type of background noise, and the time of day we study can have a bigger impact on our productivity and learning than we ever imagined. Here’s a look what we know so far, and how you can optimise your environment and study routine to learn faster and get better grades.
For some time the debate on digital technologies has been present in the educational environment. However, the true challenge is not whether to use technology or not, but to rethink education with it. Today’s technologies define a new learning environment that modifies our relationship with contents, requires new forms of teaching-learning, and blurs the boundaries between classroom and home, formal and informal education. In this sense, it it not only a case of developing a set of skills and abilities of a technical nature, but a combination of behaviours, specialised and technical knowledge, working habits, arrangements and critical thinking. Talking today about digital education is, therefore, something more than just talking about training in digital literacy.
What if construction were designed to support ongoing change?
An annual survey on video in higher education found that more than half of the institutions who responded now use a video solution integrated into their Learning Management System. The figure is up 6% from 46% last year. In addition, three quarters of students in higher education use video in their assignments, up 4% on last year’s figure of 71%.
This month, SmartBlog on Education is exploring classroom design and management — just in time for the new school year. In this blog post, educational
If you were to design the perfect library, what would it look like? MIT students shared their ideas about library spaces in two sessions held last month. Over fifty students representing both grads and undergrads attended the meetings to discuss upcoming renovations planned for Hayden Library and other library spaces.
This is the first of a series of videos in which Howard Rheingold and Jim Groom walk through creating an open source learning environment using tools like WordPress, MediaWIki, and more. The idea behind this series is to get faculty and students...
This report presents a wealth of international material and features a new framework for understanding innovative learning environments.
Flexibility and personalized education: That’s what the learners of 2014 will expect from their libraries. We must be available everywhere, nimbly respond to students’ needs, and allow kids to learn in ways that suit them.
During the last couple of decades our perception of what constitutes a good learning environment has changed. Educational institutions are facing new challenges resulting from technologically driven changes in teaching and learning, globalization of higher education and changes in the economic climate. Efficient use of facilities is becoming increasingly important as the funding mechanisms of educational institutions are becoming more results oriented. The design of spaces to support the generation of knowledge by students themselves is an important yet neglected field.
Throughout the academic year working with the Center for Teaching Excellence, I built my teaching philosophy from the ground up, holding each of my assumptions under close examination. In the end, I crafted the following Manifesto for Active Learning.
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A day in the life of an educator is chaotic, time-poor and exhausting. Between online classes, student-teacher 1:1s, parent-teacher conferences, teacher appraisals and faculty/staff meetings, there never seems to be enough time in the day.
Via EDTECH@UTRGV
As a follow-up to our 9 Characteristics of 21st Century Learning we developed in 2009, we have developed an updated framework, The Inside-Out Learning Model.
The goal of the model is simple enough–not pure academic proficiency, but instead authentic self-knowledge, diverse local and global interdependence, adaptive critical thinking, and adaptive media literacy.
By design this model emphasizes the role of play, diverse digital and physical media, and a designed interdependence between communities and schools.
Time for an update. The last time I wrote about our co-design project, I let you know that we’re pursuing five exciting ideas, as chosen by you. Since then, we’ve been working with experts and those on the ground to gather research and draw conclusions, and generally work out where to take the projects from here.
Access to online information, shared spaces and cloud based documents have made it easier for learners to participate in collaborative learning. Lecture theatre styled spaces limit this type of learning and create challenges for organisations wanting to facilitate a richer learning experience.
Universities encouraged to use social media and business-orientated software to enthuse students
This is the second of a series of videos in which Howard Rheingold and Jim Groom walk through creating an open source learning environment using tools like WordPress, MediaWIki, and more. The idea behind this series is to get faculty and students...
There are two big categories of e-learning technologies that affect your first decision of how to deliver your learning programme: Learning Management Systems (LMSs), also called Virtual Learning Environments (VLEs), and toolkits / individual tools. How you proceed with your learning design and delivery will need to take into account which direction you want to go.
There's good instructional design – and, as any learner knows, there's bad, too. Get inspired to create the best experience possible for your learners.
It may not be rocket science, but it sure is neuroscience: Happy learners are healthy learners. While this may seem like (ahem) a no-brainer, there is a good amount of neurological evidence to promote the idea that if students do not feel comfortable in a classroom setting, they will not learn. Physiologically speaking, stressed brains are not able to form the necessary neural connections.
This theoretical paper attempts to clarify design issues that the field of education has encountered in the context of OER (Open Educational Resources), Massive Open Online Courses (MOOCs) and increased emphasis on informal learning, as examined through the lens of the Interaction Equivalency Theorem. An overview of the core concepts of the Interaction Equivalency Theorem (the EQuiv) is provided and an explanation of how the EQuiv framework can be used to analyze interaction designs for online and distance education. The paper applies EQuiv ideas to categorize three variants of MOOCs (xMOOCs, sMOOCs and cMOOCs), from the perspective of interaction design so as to elucidate the major design differences. In conclusion, this paper explores the changing role of formal education in an era of learning opportunity where online educational resources and opportunities are readily accessible and in many cases completely free of cost to the learner.
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