ALEC640: RLO
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The document discusses faculty adoption of innovative teaching methods post-pandemic. It outlines Rogers' diffusion of innovation theory and adoption curve. Key aspects are identifying opinion leaders to influence skeptical faculty, using student evaluations and assessments to confirm new approaches, and promoting methods faculty understand to keep innovation progress going post-pivot to hybrid teaching. The goal is ensuring no students are left behind and methods are not reverted from what was learned during the pandemic shift to remote and hybrid instruction.
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Teaching Learning Trends
Current trends in teaching and learning include moving away from traditional lecture-based teaching towards more discovery-based and active learning approaches. Instructors are focusing less on memorization and more on finding and evaluating information. Teaching also emphasizes collaboration, interdisciplinary content, and extending learning beyond the classroom. Assessment now considers formative feedback and student learning outcomes, while acknowledging the digital skills students bring to the classroom.
Social media for pedagogical innovation
Social media allow for the creation and sharing of information through virtual communities and networks. Different types of social media include forums, microblogging, social networking, social bookmarking, and wikis. Innovative pedagogy involves leading students to learn independently by creating environments where they can generate their own knowledge and understandings. Key factors in innovative pedagogy include educational goals, instructional strategies, the educator's philosophy, student background and experience, curriculum, technology, and assessment. Developing innovative pedagogy requires considering what is desirable, possible, viable, beneficial, and sustainable for students, employers, the educational market, community, and environment. The role of teachers is shifting from subject experts who transmit information, to
pedagogical innovation through social media
This document discusses innovative pedagogy and the key steps in developing an innovative educational process. It defines innovative pedagogy as positive changes to how students learn for themselves. The document outlines main considerations for an innovative process, including what is desirable for students and employers, possible with the curriculum and technology, viable in the educational market, beneficial to the community, and sustainable for the environment. It also emphasizes the shifting role of teachers to facilitating student learning and developing skills like problem solving. The document concludes with recommendations for ensuring stakeholder involvement, iterative design and evaluation, and evidence-based investigation of new educational initiatives.
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Chapter ix Education in the New Milieu
The document discusses how information and communication technologies (ICT) are shifting education from a teacher-centered model to a more student-centered one. For students, it marks a shift from passively receiving information to actively seeking and evaluating information themselves, and from viewing the teacher as the sole expert to seeing both the teacher and themselves as sources of knowledge. For teachers, it shifts their role from being the primary information source to a coach and collaborator who encourages student exploration and question-posing. ICT initiatives can help achieve Millennium Development Goals by increasing access to education through distance learning, enabling knowledge-sharing networks for students, training teachers, and broadening access to educational materials and administration.
Toby Zhu Term Paper-Abstract and Introduction
The document discusses how the current media environment requires new pedagogical approaches to provide meaningful learning experiences. It argues conventional teaching focuses on transmitting knowledge and undermines student participation. In contrast, inquiry-based learning that involves active participation better fits students' learning needs, especially in educational technology classes. The author examines students' reflections in online blogs to understand their perspectives on inquiry-based learning.
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This document contains questions and answers about assessment principles and effective instructional material development. It discusses Bass & Glacer's three principles of assessment: models of competence, graphical tools to track progress, and opportunities for reflection and revision. It defines "tailor-making" instructional materials as adapting them to meet state standards. Features recommended for effective material development include instructional goals, accurate and up-to-date information, organization, appropriate reading level, effective presentation, lack of bias, teaching concepts as variations, and real-world applications. It provides definitions for NASTA and NIMAS, and argues that textbooks will continue to be necessary classroom tools for the foreseeable future due to the amount of classroom time spent using them
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Current trends in teaching and learning include moving away from traditional lecture-based teaching towards more discovery-based and active learning approaches. Instructors are focusing less on memorization and more on finding and evaluating information. Teaching also emphasizes collaboration, interdisciplinary content, and extending learning beyond the classroom. Assessment now considers formative feedback and student learning outcomes, while acknowledging the digital skills students bring to the classroom.
Social media for pedagogical innovation
Social media allow for the creation and sharing of information through virtual communities and networks. Different types of social media include forums, microblogging, social networking, social bookmarking, and wikis. Innovative pedagogy involves leading students to learn independently by creating environments where they can generate their own knowledge and understandings. Key factors in innovative pedagogy include educational goals, instructional strategies, the educator's philosophy, student background and experience, curriculum, technology, and assessment. Developing innovative pedagogy requires considering what is desirable, possible, viable, beneficial, and sustainable for students, employers, the educational market, community, and environment. The role of teachers is shifting from subject experts who transmit information, to
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Chapter ix Education in the New Milieu
The document discusses how information and communication technologies (ICT) are shifting education from a teacher-centered model to a more student-centered one. For students, it marks a shift from passively receiving information to actively seeking and evaluating information themselves, and from viewing the teacher as the sole expert to seeing both the teacher and themselves as sources of knowledge. For teachers, it shifts their role from being the primary information source to a coach and collaborator who encourages student exploration and question-posing. ICT initiatives can help achieve Millennium Development Goals by increasing access to education through distance learning, enabling knowledge-sharing networks for students, training teachers, and broadening access to educational materials and administration.
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The document discusses how the current media environment requires new pedagogical approaches to provide meaningful learning experiences. It argues conventional teaching focuses on transmitting knowledge and undermines student participation. In contrast, inquiry-based learning that involves active participation better fits students' learning needs, especially in educational technology classes. The author examines students' reflections in online blogs to understand their perspectives on inquiry-based learning.
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This document contains questions and answers about assessment principles and effective instructional material development. It discusses Bass & Glacer's three principles of assessment: models of competence, graphical tools to track progress, and opportunities for reflection and revision. It defines "tailor-making" instructional materials as adapting them to meet state standards. Features recommended for effective material development include instructional goals, accurate and up-to-date information, organization, appropriate reading level, effective presentation, lack of bias, teaching concepts as variations, and real-world applications. It provides definitions for NASTA and NIMAS, and argues that textbooks will continue to be necessary classroom tools for the foreseeable future due to the amount of classroom time spent using them
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This document discusses the foundations of distance education. It defines distance education as educating students who may not always be physically present at school. It discusses important theorists in the field like Börje Holmberg who suggested a framework for studying distance education, and Coldeway who created a quadrant to classify different types of education based on time and place. It also mentions Richard Clark who studied the effects of different media on learning, and Jim Finn who discussed how technology can change society. The document notes that while students initially resist distance learning, evidence shows they demand the flexibility it provides to learn when and where they choose. It concludes by listing several websites with further information on distance education technologies.
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Do not be disheartened as the 21st education is improved to accommodate you to acquire the skills needed today. Educators or Teachers of the 21st Century are more than competent as they possess all the skills that 21st-century learners need.
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1. The document outlines the elements of a differentiated classroom which includes the teacher defining content goals, acknowledging learning differences, employing various assessments, making learning meaningful for students, and implementing flexible grouping and tiered activities.
2. Differentiated instruction refers to classroom practices that allow for differences in students' learning styles, interests, prior knowledge, and comfort levels. It involves the teacher creating activities that support different types of knowledge based on student needs.
3. Recommended print and online resources provide techniques for differentiating instruction using technology, as well as practical strategies for implementing differentiation in the classroom.
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This document outlines a study examining the use of problem-based learning (PBL) and Web 2.0 tools to support student collaboration in a 6th grade science classroom. It discusses how PBL has been used at secondary and college levels but not as much in elementary and middle schools due to lack of scaffolding. The study aims to see if Web 2.0 tools can provide scaffolding to support student collaboration during a PBL science unit to address standards focusing on scientific processes and inquiry.
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The document proposes using adventure-based learning to promote inclusive excellence in education. It argues that traditional "banking models" of education do not put all students on equal footing. Adventure-based learning is presented as an alternative that provides authentic learning experiences through problem-solving, collaboration, interaction with experts and peers, and timely media-rich curriculum delivered online. Key aspects of adventure-based learning identified include distinguishing between well-defined and ill-defined problems, and potential applications in diverse educational settings through open collaboration. The overall goal is to level the playing field for employability skills in communities.
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Distance education is defined as institution-based formal education where the learning group is separated and interactive telecommunications are used to connect learners, resources, and instructors. Key elements include the separation of teachers and students, use of technology to enable interaction, and provision of resources and instructional support. Theories of distance education include those focused on learner independence, industrialization of teaching, and interaction/communication. While seen as new, distance education has roots over a century old, and definitions and understandings continue to evolve with changes in technology and ideas around teaching and learning.
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This is a Trident University course (MAE522), Module 4: The Curriculum Development Process. It is written in APA format, has been graded by Dr. Louise M. Williamson (A), and includes references. Most higher-education assignments are submitted to turnitin, so remember to paraphrase. Let us begin.
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Modular instruction is an approach that divides course content into independent, self-contained units called modules. Each module focuses on well-defined learning objectives and allows students to work through material at their own pace. This individualized approach aims to address differences in learning styles and rates of learning. Modular courses give students flexibility to choose modules and learning modes. While modular instruction has benefits, implementing it also presents challenges for students, instructors, and administrators. Overall, its emphasis on self-paced, individualized learning makes it a promising alternative for higher education.
Journal article takeaways
Designing a New Learning Environment-Journal Response Kim, P., Kim, F.H., & Karimi (2012). Public Online Charter School
Students: Choices, Perceptions, and Traits. American Educational
Research Journal. Pp. 1-25.DOI: 10.3102/000283/2/2443078.
Re-Examining Cognition during Student-Centered, Web-Based Learning
The document discusses the cognitive demands of student-centered web-based learning compared to externally directed learning. It outlines that student-centered learning requires learners to determine their own goals, monitor progress, adapt strategies, and decide when goals are met. When learning from the vast resources online, learners must identify appropriate tools and resources and manage their own learning. The document contrasts the cognitive loads of the different learning approaches and examines how student-centered learning assumptions relate to design strategies. It also discusses issues like information overload, reconciling epistemological differences, and addressing limited cognitive resources in student-centered web-based learning.
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The document summarizes important theories and research on distance education. The Theory of Independent Study by Charles Wedemeyer outlines six characteristics of distance learning including the student and teacher being in different locations and learning taking place through individual student activity. Malcolm Knowles' theory of Andragogy describes characteristics of adult education, such as creating a supportive learning environment and using instruction that fits learner needs and interests. Research on online teaching and learning identifies four primary categories that impact distance education, including course environment, learner outcomes, learner characteristics, and administrative factors. Key findings indicate a lack of clear definitions, need for instructional design theory, and that interaction and reducing learner anxiety are important for success in online programs.
Foundation of Distance Education
This document discusses the foundations of distance education. It defines distance education as educating students who may not always be physically present at school. It discusses important theorists in the field like Börje Holmberg who suggested a framework for studying distance education, and Coldeway who created a quadrant to classify different types of education based on time and place. It also mentions Richard Clark who studied the effects of different media on learning, and Jim Finn who discussed how technology can change society. The document notes that while students initially resist distance learning, evidence shows they demand the flexibility it provides to learn when and where they choose. It concludes by listing several websites with further information on distance education technologies.
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The document discusses inclusion and making learning environments more student-friendly for all students, including those with disabilities. It argues that inclusion has benefits like peer mentoring and preparing students for an inclusive society. Research shows students with disabilities do better academically and socially in regular classrooms compared to separate settings. Schools need a shared vision between administrators and teachers, proper resources, data analysis, and professional development to remove barriers to inclusion and achievement for all students.
Professor Marcia Devlin: "Learning Theories and Interdisciplinary Epistemolog...
Professor Devlin was an invited speaker at the International Conference on Teaching and Learning in Higher Education: National University of Singapore, Dec 3-5, 2008
Dr. William Kritsonis, Dissertation Chair
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The document discusses the role of teachers in educating students for globalization. It defines globalization as the integration of economies and societies worldwide through technological, economic, political, and cultural exchanges. Teachers have a responsibility to shape students' futures and develop skills like cooperation, critical thinking, and active participation. The aims of global education are to create global citizens who respect diversity, understand how the world works, and are willing to act for social justice. Teachers should teach with a global perspective using student-centered and experiential learning. They must also model lifelong learning and develop the skills needed for the 21st century like creativity, problem solving, and adaptability.
Openedu
This document discusses open education and surveys campus leaders on their institutions' involvement. It defines open education as sharing educational resources freely online. While some early adopters have embraced open education, it is not yet mainstream. According to a survey, campus leaders said their institutions lack awareness of open education and do not see it as a strategic priority. The document outlines challenges like copyright concerns and producing high quality content. It recommends raising awareness, starting small pilots, and exploring sustainable models to increase open education adoption.
21st century education
The technology has evolved that makes the world fast Transition. One of the criteria for credentials for employment today is the one who has the skills that the 21st Century individual must-have.
Do not be disheartened as the 21st education is improved to accommodate you to acquire the skills needed today. Educators or Teachers of the 21st Century are more than competent as they possess all the skills that 21st-century learners need.
Kedmon hungwepresentation
Innovative teaching aims to explore practices that best support student learning and development. Learning is an active social process where students construct meanings within their zone of proximal development, the gap between their current knowledge and what they can learn with guidance. Innovative teaching supports diverse learners by adapting to their capacities and communicating in multiple ways. It also aims to develop independent learners through goal setting, planning, attention control, use of learning strategies, self-motivation, self-evaluation and challenging tasks using technology.
Differentiated instruction workshop
1. The document outlines the elements of a differentiated classroom which includes the teacher defining content goals, acknowledging learning differences, employing various assessments, making learning meaningful for students, and implementing flexible grouping and tiered activities.
2. Differentiated instruction refers to classroom practices that allow for differences in students' learning styles, interests, prior knowledge, and comfort levels. It involves the teacher creating activities that support different types of knowledge based on student needs.
3. Recommended print and online resources provide techniques for differentiating instruction using technology, as well as practical strategies for implementing differentiation in the classroom.
Problem-based Learning
This document outlines a study examining the use of problem-based learning (PBL) and Web 2.0 tools to support student collaboration in a 6th grade science classroom. It discusses how PBL has been used at secondary and college levels but not as much in elementary and middle schools due to lack of scaffolding. The study aims to see if Web 2.0 tools can provide scaffolding to support student collaboration during a PBL science unit to address standards focusing on scientific processes and inquiry.
Promoting Inclusive Excellence in Education
The document proposes using adventure-based learning to promote inclusive excellence in education. It argues that traditional "banking models" of education do not put all students on equal footing. Adventure-based learning is presented as an alternative that provides authentic learning experiences through problem-solving, collaboration, interaction with experts and peers, and timely media-rich curriculum delivered online. Key aspects of adventure-based learning identified include distinguishing between well-defined and ill-defined problems, and potential applications in diverse educational settings through open collaboration. The overall goal is to level the playing field for employability skills in communities.
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Inter slides
MOOCs provide geographically independent and affordable or free education to anyone with internet access through new presentations of educational materials. They have the potential to democratize education by transferring knowledge to younger generations and shaping curriculums around individual student interests, opposing standardized education. While MOOCs increase access to education, their economic sustainability is unclear. Higher levels of education have been linked to greater economic productivity and GDP, so MOOCs may increase incomes if participants attain higher education levels through the courses. This study aims to test the hypothesis that individuals who take MOOCs earn higher average incomes than matched individuals who do not take MOOCs.
Utrecht sb- ora kwo
This document discusses teaching and learning, focusing on diversity, pedagogical implications, and global discourse. It notes the need to engage and empower students as knowledge seekers amid changing contexts and identities. Effective teaching requires ongoing inquiry and understanding different motivations and needs inclusively as a community. While new approaches are not advocated, relationships and language can build rapport. Global dialogue is needed regarding tensions between policy, practice, and creativity versus accountability.
Definitions, Historry, and Theories of Distance Education
Distance education is defined as institution-based formal education where the learning group is separated and interactive telecommunications are used to connect learners, resources, and instructors. Key elements include the separation of teachers and students, use of technology to enable interaction, and provision of resources and instructional support. Theories of distance education include those focused on learner independence, industrialization of teaching, and interaction/communication. While seen as new, distance education has roots over a century old, and definitions and understandings continue to evolve with changes in technology and ideas around teaching and learning.
Presentation1
The document discusses the importance of linking learning spaces with teacher pedagogy. It addresses that the learning space, whether physical or virtual, has an influence on learning. Teachers should strive to create learning spaces that allow students to learn collaboratively in a supported environment. The document then addresses considerations for designing classrooms and schools, including providing natural light and opportunities for student input. It also discusses teaching beyond the classroom through excursions and incorporating electronic learning spaces using devices. The importance of individual and group learning spaces is addressed.
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This presentation was delivered at the Higher Education Research Group Conference which took place at Sheffield Hallam University on 22 June 2012 http://hersg.wordpress.com/
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This is a Trident University course (MAE522), Module 4: The Curriculum Development Process. It is written in APA format, has been graded by Dr. Louise M. Williamson (A), and includes references. Most higher-education assignments are submitted to turnitin, so remember to paraphrase. Let us begin.
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Presentation at the National Council on Family Relations Annual Conference, November 13, 2020 (Session 323A)Bringing Faculty into the Conversation about the Future of Liberal Education ...
This document discusses the need for greater faculty involvement in conversations around new technologies and issues related to the future of liberal education. While discussions appear to be ongoing, faculty are not always fully participating in decision-making. It suggests ensuring those experienced in liberal education pedagogy have a meaningful role at the table. Questions are proposed for framing approaches to change in terms of liberal education values and learning outcomes. Resources on educational technologies and frameworks for effective practices are also provided to help guide the conversation.
De los santos, stephanie bain the lecture method is d e-a-d focus v10 n1 2016
Published by NATIONAL FORUM JOURNALS - A group of national refereed, peer-reviewed, scholarly, academic periodicals. William Allan Kritsonis, PhD, Editor-in-Chief, NFJ (Since 1982)
De los santos, stephanie bain the lecture method is d e-a-d focus v10 n1 2016
Published by NATIONAL FORUM JOURNALS (Founded 1982) William Allan Kritsonis, PhD, Editor-in-Chief, Houston, Texas.
Creating knowledge viii: Teaching the next generation of IL educators
This document summarizes an information literacy module taught to future educators. The module uses Entwistle's Teaching-Learning Environments model to examine the context of the course. It is offered in both face-to-face and distance learning formats, with similar content but different delivery methods. The goals are for students to understand information literacy concepts, develop their own skills, and learn approaches for teaching others. Assessments include an annotated bibliography and designing an information literacy intervention with reflection. Student characteristics and quality of learning are also discussed.
Emerging Leadership in Developing Quality OERs
The document discusses developing quality open educational resources (OER) for educators in developing countries. It proposes developing a MOOC to train educators to find, adapt, and create locally relevant OERs. Emergent leadership and notions of sustainability and social justice inform this approach. The MOOC would teach skills like identifying, finding, adapting, creating, and sharing OERs through activities and community building. It aims to minimize costs and reach teachers across contexts by using open resources and platforms.
Passion CF
This document discusses a presentation on shifting learning to focus on student-centered, collaborative, project-based approaches. It notes that the world is changing and education needs to transform from a book-based, linear system focused on individual achievement to a web-based, divergent system focused on community building. Effective learning relies on problem finding rather than just being given problems, and occurs through student collaboration using digital tools both inside and outside the classroom. Project-based learning allows students to investigate real-world problems through extended, hands-on projects while developing 21st century skills like multiliteracy and global collaboration.
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De los santos, stephanie bain the lecture method is d e-a-d focus v10 n1 2016
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Creating knowledge viii: Teaching the next generation of IL educators
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2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
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ALEC640: RLO
- 1. Madison Hollier ALEC640 Resuable Learning Object
- 2. • • •
- 3. Faculty Members Should be Able to...
- 4. Alternative Assessments Leveraging Lessons Learning (L3) Flipped Classroom Learning
- 8. Post Pivot & On • Scaffolding and integrating teaching methods and redefining the classroom • Thinking about how to leverage online content and grow faculty niches to include technology in normalcy (Cohn, 2021). Pre-Pivot • Traditional assessments and lecture • Grades outweigh feedback Pivot • Hybrid teaching, learner-control, expansive reach • Zoom fatigue and how to manage tech based anxiety • Shifting from when to engage to how to engage (Cohn, 2021).
- 11. • Rogers defines opinion leadership as "the degree to which an individual is able to influence other individual's attitudes or overt behavior in a desired way..." (2003, p. 388). • Identifying the faculty members who are well respected within academia and with their students are the key to influencing skeptical educators to adopting innovative teaching methods post pivot
- 12. • The final stage of adoption is when an individual confirms or "seeks reinforcement for the innovation decisions already made, and may reverse this decision if exposed to conflicting messages about the innovation" (Roger, 2003, p. 189). • End of course evaluations serve as a measure of student enjoyment and development with the delivery of the course. • Grade comparisons and distributions
- 13. The most important persuasion of an innovation "is the degree to which an innovation is perceived as better than the idea it supercedes" (Roger, 2003, p. 229). • No learners being left behind • Not reverting on technologically innovative progress made in teaching methods and delivery • How to keep this going? (Darby, 2021) ⚬ Students enjoy anonymous polling ⚬ Having discussion-based assignments ⚬ Promoting platforms that YOU understand yourself to students
- 14. 1 2 3
- 16. References Rogers, E.M. (2003). Diffusion of innovations (5th ed.). The Free Press. Scott, I. (2020). Education during COVID‐19: pivots and consequences. The Clinical Teacher, 17(4), 443-444. Cohn, J. (2021, July 12). How to prepare for the next phase of hybrid teaching. The Chronicle of Higher Education. https://www.chronicle.com/article/how-to-prepare-for-the-next-phase-of-hybrid-teaching Blumenstyk, G. (2021, May 20). ‘Those that stay the same during a transition end up losing’. The Chronicle of Higher Education. https://www.chronicle.com/article/those-that-stay-the-same-during-a-transition-end-up-losing Gonzalez, J. (2021, May 16). No more easy button: A suggested approach to post pandemic teaching. Cult of Pedagogy. https://www.cultofpedagogy.com/easy-button/ Darby, F. (2021, May 5). 7 dos & don’ts for post pandemic teaching with technology. The Chronicle of Higher Education. https://www.chronicle.com/article/7-dos-donts-for-post-pandemic-teaching-with-technology Welsh, M. (2007, October 12). A vision of today’s students [Video]. YouTube. https://www.youtube.com/watch?v=dGCJ46vyR9o&feature=emb_imp_woyt
Editor's Notes
- 18. 11. 2021