Education 3.0 - How can we personalize at scale?
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The document discusses how to personalize education at scale. It proposes that learning involves cognition, affection, and conation (directed effort). It advocates for more active, engaging, and experiential learning approaches like "do first" education over passive lecturing. The document suggests incorporating principles from game design, like rewarding pattern recognition and hidden challenges, to increase student motivation and learning through directed effort and involvement. Personalizing different learning styles at scale could involve better understanding concepts like perception, emotion, and how the brain functions during sleep versus active learning states.
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Education 3.0 - How can we personalize at scale?
- 1. http://innovation.saintleo.edu EDUCATION 3.0 How Can We Personalize AT SCALE? Dr. Jeff D Borden
- 5. http://innovation.saintleo.edu Learningā¦ ā¢ Learning is to acquire knowledge of or a skill in (something) by study, experience, or being taught.
- 6. http://innovation.saintleo.edu What if we learnā¦wrong?
- 9. http://innovation.saintleo.edu The āCāsā of Education
- 10. http://innovation.saintleo.edu How do we personalize at scale? ā¢ Define the Term: ā Conation
- 14. http://innovation.saintleo.edu Tell me and I forget. Teach me and I remember. Involve me and I learn. Benjamin Franklin
- 15. http://innovation.saintleo.edu Connecting To Perception ā¢Internal Perception What you believe to be true. ā¢External Perception What others believe to be true about you. Ice Cream Flavor Test Iām Funny He Thinks Heās Funny
- 19. http://innovation.saintleo.edu National Survey of Student Engagement, USA 2009 Lecturing
- 20. http://innovation.saintleo.edu Lectures = Less Success ā¢ āStudents in lectures are 1.5 times more likely to failā¦ā ā¢ Exam Scores: -5%
- 23. http://innovation.saintleo.edu Angry Birds & Do First Education
- 27. http://innovation.saintleo.edu Cut Off R.E.M. = B.A. of .10
- 36. http://innovation.saintleo.edu Thank You! jborden@jeffpresents.com ā¢ @bordenj ā¢ http://jeffpresents.com ā¢ http://innovation.saintleo.edu ā¢ http://insights.wired.com/profile/DrJeffBorden#axzz2UZ4cxP1R ā¢ To see the Short-Film āSchool of Thoughtā that Jeff wrote and produced: http://researchnetwork.pearson.com/sot
Editor's Notes
- Understanding & identifying how learners incorporate technology into everyday life Meeting learners in their space Support for digital learning Connections & Curation Communication & Critical Thinking Effective technology-integrated learning environments
- http://en.wikipedia.org/wiki/Conation
- http://www.edutopia.org/blog/big-things-transformational-teachers-do-todd-finley
- We tend to think that the spellbinding lecturers we had in college survey classes were gifted actors who could strut and fret 50 amazing minutes on the stage. But I think that the best of those lecturers are highly adept at reading their audiences. They use practical means to do this ā tests and quizzes, papers and evaluations. But they also deploy something tantamount to artistry. They are superb at sensing the mood of a room. They have a sort of pedagogical sixth sense. They feel it when the class is engaged and when it slips off. And they do something about it. Their every joke is a sounding. Itās a way of discerning who is out there on a given day. A large lecture class can also create genuine intellectual community. The Internet teacher, even one who responds to students via e-mail, can never have the immediacy of contact that the teacher on the scene can, with his sensitivity to unspoken moods and enthusiasms. This is particularly true of online courses for which the lectures are already filmed and in the can. It doesnāt matter who is sitting out there on the Internet watching; the course is what it is.
- Lecturing is still the single predominant activity, the numbers for each category have dropped by about 2% in 10 years.
- 3:00 minutes ā 6:00 minutes
- 10% - Larks 20% - Owls 70% - Hummingbirds http://www.slideshare.net/pearpress/brain-rule-7-sleep