Do you like podcasts? Chances are, either you or someone you know is a fan of listening to podcasts. According to a 2018 Nielsen study, not only is the number of people listening to podcasts growing rapidly, but the level of engagement is also increasing.
Podcasts and education go hand in hand!
This guide will help you understand what podcasts are, why they’re popular, and how to access or create your own podcasts. We’ve also included a PDF with 50 ideas for student created podcasts.
"It has been several years since Massive Open Online Courses (MOOC) have entered the higher education environment and many forms have emerged from this new way of acquiring knowledge. Teachers have been incorporating MOOCs with more or less success in a traditional classroom setting to support various learning preferences, introduce this new way of learning to students, and to make learning available to those who might not be able to follow traditional instructions. This paper researches a blended learning model where a MOOC has been integrated in a traditional classroom."
In our graduate EdTech program, we have been experimenting with wrapping graduate courses around MOOCs. It's one way to offer academic credit for MOOCs.
"Custom eLearning development is one of the challenging as well as an interesting area for an instructional designer. Its major challenge lies in finding efficient and effective learning solutions that meet unique learning needs. In this blog, I will describe 5 E’s instructional model and propose important suggestions to implement it in eLearning."
What is the purpose and value of Art education in the 21st Century? Foley makes the case the Art’s critical value is to develop learners that think like Artists which means learners who are creative, curious, that seek questions, develop ideas, and play. For that to happen society will need to stop the pervasive, problematic and cliché messaging that implies that creativity is somehow defined as artistic skill. This shift in perception will give educators the courage to teach for creativity, by focusing on three critical habits that artist employ, 1. Comfort with Ambiguity, 2. Idea Generation, and 3. Transdisciplinary Research. This change can make way for Center’s for Creativity in our schools and museums where ideas are king and curiosity reigns.
Cindy Meyers Foley is the Executive Assistant Director and Director of Learning and Experience at the Columbus Museum of Art. Foley worked to reimagine the CMA as a 21st century institution that is transformative, active, and participatory. An institution that impacts the health and growth of the community by cultivating, celebrating and championing creativity. Foley envisioned and led the charge to open the 18,000 sq. ft. Center for Creativity in 2011. In 2013, the museum received the National Medal for Museums in recognition of this work. Foley guest edited and wrote chapters for Intentionality and the Twenty-First-Century Museum, for the summer 2014 Journal of Museum Education.
In 2012, Foley received the Greater Columbus Arts Council Community Arts Partnership award for Arts Educator. She was a keynote speaker for the OAEA (Ohio Art Education Association) 2012 Conference. She is on the Faculty of Harvard University’s Future of Learning Summer Institute.
Foley is a graduate of the University of Kentucky and The Ohio State University. Prior to joining the Museum, she was with the Institute of Contemporary Art at the Maine College of Art, the Portland Museum of Art, and the Wexner Center for the Arts.
In the spirit of ideas worth spreading, TEDx is a program of local, self-organized events that bring people together to share a TED-like experience. At a TEDx event, TEDTalks video and live speakers combine to spark deep discussion and connection in a small group. These local, self-organized events are branded TEDx, where x = independently organized TED event. The TED Conference provides general guidance for the TEDx program, but individual TEDx events are self-organized.* (*Subject to certain rules and regulations)
What is the purpose and value of Art education in the 21st Century? Foley makes the case the Art’s critical value is to develop learners that think like Artists which means learners who are creative, curious, that seek questions, develop ideas, and play. For that to happen society will need to stop the pervasive, problematic and cliché messaging that implies that creativity is somehow defined as artistic skill. This shift in perception will give educators the courage to teach for creativity, by focusing on three critical habits that artist employ, 1. Comfort with Ambiguity, 2. Idea Generation, and 3. Transdisciplinary Research. This change can make way for Center’s for Creativity in our schools and museums where ideas are king and curiosity reigns. Cindy Meyers Foley is the Executive Assistant Director and Director of Learning and Experience at the Columbus Museum of Art. Foley worked to reimagine the CMA as a 21st century institution that is transformative, active, and participatory. An institution that impacts the health and growth of the community by cultivating, celebrating and championing creativity. Foley envisioned and led the charge to open the 18,000 sq. ft. Center for Creativity in 2011. In 2013, the museum received the National Medal for Museums in recognition of this work. Foley guest edited and wrote chapters for Intentionality and the Twenty-First-Century Museum, for the summer 2014 Journal of Museum Education. In 2012, Foley received the Greater Columbus Arts Council Community Arts Partnership award for Arts Educator. She was a keynote speaker for the OAEA (Ohio Art Education Association) 2012 Conference. She is on the Faculty of Harvard University’s Future of Learning Summer Institute. Foley is a graduate of the University of Kentucky and The Ohio State University. Prior to joining the Museum, she was with the Institute of Contemporary Art at the Maine College of Art, the Portland Museum of Art, and the Wexner Center for the Arts. In the spirit of ideas worth spreading, TEDx is a program of local, self-organized events that bring people together to share a TED-like experience. At a TEDx event, TEDTalks video and live speakers combine to spark deep discussion and connection in a small group. These local, self-organized events are branded TEDx, where x = independently organized TED event. The TED Conference provides general guidance for the TEDx program, but individual TEDx events are self-organized.* (*Subject to certain rules and regulations)
If we want students to develop a maker mindset, we need to empower them to hit a state of creative flow. Flow Theory explains what happens when we hit that place of “optimal experience,” where you are fully engaged, present, and focused. The following blog post explores what it means to help students reach a state of flow. A word of caution here. Student engagement is a very personal, internal thing. It starts with the student. You cannot force your students to be engaged in their learning. They have to own it. In other words, the highest place of student engagement isn’t really engagement. It’s empowerment.
But you are the architect that can build the systems that make flow a reality in your classroom. If you’re interested in this, check out the free Flow Theory Blueprint and Toolbox at the bottom of this post.
Access Below Year13's first research paper, 'After The ATAR: Understanding How Gen Z Transition Into Further Education and Employment' combines the fascinating results of four surveys into Australian high school…
"Is your teaching about to be disrupted? The answer is yes, it definitely is! But in a good way. The emergence of artificial intelligence (AI) technology is transforming every aspect of education, from curriculum development all the way to assessment. Do you want to bring some of these cutting-edge advances to your own classroom, but you’re not sure how to do it?"
La curación de contenidos es una actividad importante en la era actual, tanto para educadores como para alumnos. No debemos confundir curar contenidos con tener un conocimiento sobre una materia. Pero, ¿sabemos diferenciar ambos conceptos?
"Who among us didn’t review our Facebook privacy settings this past March? Were you spurred to do so by the Cambridge Analytica news? By Facebook’s full-page apology in the New York Times? Perhaps you are naturally cautious and just happen to always review your social media privacy settings on the second-to-last Sunday in March?"
You need stellar eLearning courses to keep your learners engaged and glued to the screen. Here are thirty tips to help you create outstanding experiences.
"When professor Lorena Barba talks to other educators about flipping their classrooms, the approach she hears is often similar. Faculty assign homework to expose students to a new concept before they arrive to class, and use class time to ask questions and do more-active learning."
Content based curriculum will always be a part of education that needs to change in order to reflect the ideology of a changing world. Flipping the classroom is an approach many teachers in many institutions are experimenting with, yet it seems that videos have indeed become a crutch for teachers attempting this strategy. In subjects of humanities, this seems to be achieved readily enough, as students can read and work with material prior to class discussion. STEM subjects however become more difficult to deal with. An approach labeled as "Blended Learning" promotes an approach that requires both technology based learning as well as face-time with educators. Is this reasonable to expect? That teachers are capable of balancing the introduction of technology in their classrooms with support and engagement? Perhaps it comes down to pre-service training available to teachers, as they are essentially students learning an unfamiliar platform. Active learning needs to be achieved by teachers first, in order to then be effectively taught to their students.
This is a great site to introduce educators new to the audio side of education to a list of places to find podcast. The article is a list of sites a educator could use to find certain subject matter to share with his students or colleges. This is greatly beneficial for someone just stepping their foot into this door and to find great material. I would say this is a dependable source and should be heavily used by educators.
The Open University’s annual Innovating Pedagogy report is out, this time in collaboration with the Learning In a NetworKed Society (LINKS) Israeli Center of Research Excellence (I-CORE). It’s the sixth year we’ve done one (well done to Rebecca Ferguson and Mike Sharples on pushing this through). When we started the intention was to make it distinct from the NMC New Horizon reports by focusing on pedagogy. I think, to be honest, in those early ones there was probably a technology focus still, but as it’s progressed it has really moved away from this to more pedagogy, socially focused issues.
The Open University’s annual Innovating Pedagogy report is out, this time in collaboration with the Learning In a NetworKed Society (LINKS) Israeli Center of Research Excellence (I-CORE). It’s the sixth year we’ve done one (well done to Rebecca Ferguson and Mike Sharples on pushing this through). When we started the intention was to make it distinct from the NMC New Horizon reports by focusing on pedagogy. I think, to be honest, in those early ones there was probably a technology focus still, but as it’s progressed it has really moved away from this to more pedagogy, socially focused issues.
Unlock your creative potential with free access to 3D design software from Autodesk. Free software downloads available to students, educators, educational institutions.
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