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Student engagement with Technology Enhanced Learning workshop 22 july 2013Alex Spiers
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Due to COVID-19, Student Engagement has been rather difficult especially virtually. This presentation will walk you through platforms that are easy to use and will allow you to improve your student engagement strategies once incorporated. The key features and capabilities of each platform are outlined with tips to best use them.
The Education Futures timeline of education: 1657 - 2045John Moravec
Adapted from www.educationfutures.com/timeline:
Education Futures celebrates its first five years of exploring new futures in human capital development with a timeline of the history of modern education. This timeline provides not only a glimpse into the past and present, but plots out a plausible future history for human capital development. The future history presented is intended to be edgy, but also as a conversation starter on futures for education and future thinking in human capital development.
Although this timeline is largely U.S.-centric, the trends impacting it are global. Please consult the glossary, below, for additional information regarding many of the themes presented. As always, we invite your feedback and suggestions for further development!
Student engagement with Technology Enhanced Learning workshop 22 july 2013Alex Spiers
This is the powerpoint presentation use in two back to back workshops as part of Sheffield Hallam University's event Student engagement with Technology Enhanced Learning http://bit.ly/1bgpT6U
Christina Salmivalli: KiVa antibullying program - From nationwide roll-out to...THL
Professor of Psychology Christina Salmivalli, University of Turku, Finland, at INVEST – Towards the Next Welfare State? EU side event, 4 Oct 2019, THL, Helsinki
Online Student Engagement and PlatformsLeneka Rhoden
Due to COVID-19, Student Engagement has been rather difficult especially virtually. This presentation will walk you through platforms that are easy to use and will allow you to improve your student engagement strategies once incorporated. The key features and capabilities of each platform are outlined with tips to best use them.
The Education Futures timeline of education: 1657 - 2045John Moravec
Adapted from www.educationfutures.com/timeline:
Education Futures celebrates its first five years of exploring new futures in human capital development with a timeline of the history of modern education. This timeline provides not only a glimpse into the past and present, but plots out a plausible future history for human capital development. The future history presented is intended to be edgy, but also as a conversation starter on futures for education and future thinking in human capital development.
Although this timeline is largely U.S.-centric, the trends impacting it are global. Please consult the glossary, below, for additional information regarding many of the themes presented. As always, we invite your feedback and suggestions for further development!
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This talk presents one approach to this kind of research, using experimental comparisons to test the effects of modifying online mathematics exercises to include motivational messages and question prompts for people to explain, the design of which is guided by the psychological literature on motivation and learning. A combination of laboratory experiments and experiments embedded in real-world online education platforms (like www.KhanAcademy.org) reveal that prompting people to explain “why?” facts are true drives them beyond memorization to uncover underlying principles and patterns, and that teaching such self-questioning strategies may accelerate student learning. Motivational messages appear to have limited benefits if they are simply encouraging or aimed at raising confidence, but do increase how much effort students invest if the messages emphasize that aptitude is malleable and can be improved through persistence. Several planned experiments are presented which also use this paradigm of adding minimal but effective textual changes to online exercises to achieve practical impact and explore basic cognitive science questions about learning.
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Current challenges for educational technology researchMartin Oliver
Current challenges for educational technology research
Mayes described educational technology research as being like the film, 'Groundhog Day', with "cycles of high expectation [...] followed by proportionate disappointment", and "a cyclical failure to learn from the past". Fifteen years on, this experience still rings true.
Is this pattern inevitable and inescapable? This paper identified several challenges faced by work in this area. Together, they go some way towards explaining this pattern, and identifying what will need to change if we are to break out of this.
These challenges include the strategic difficulty of maintaining research work across cycles of new technology; the methodological challenge of studying things people have forgotten they are using; the epistemological challenge of reconceptualising the relationship between technology, users and effects; the practical challenge of knowing our learners; and the political challenge of securing funding for anything other than instrumental, applied work.
----
Seminar at Oxford education department, 17/11/10. Cited papers listed in the speaker's notes.
How can Cognitive Science improve Online Learning & Education?Joseph Jay Williams
Slides from Google Tech Talk by Joseph Jay Williams. The video presentation is on Youtube: http://youtu.be/VKW5lZqBWgI
Title: How can Cognitive Science improve Online Learning at Google and Google in Education?
Abstract: Knowledge and technology that maximizes human learning has financial value for Google in customer education and internal training, as well as social value for the public initiatives of Google in Education. Recent research in Cognitive Science provides complementary insights to those gained from practical experience and the research in Computer Science, Education and other Learning Sciences. This talk considers how learning can be improved by: (1) Asking questions and requesting explanations; (2) Presenting specific examples to illustrate abstract principles; (3) Using tests as pedagogical rather than assessment tools. Moreover, online education provides the unique opportunity of hybrid research that is simultaneously applied and academic. Online environments satisfy the scientific requirements of randomized experiments and precise control, as well as the practical need for ecological validity, fidelity, and scalable dissemination. The Cognitive Science focus on identifying both similarities and differences across learning contexts positions it well for doing research that simultaneously advances public education and a corporate mission. In addition to presenting ongoing research at Khan Academy and MOOCs like EdX, I discuss how analogous principles can be explored in teaching end-users Google Power Search, internal training, and customer education.
Bio: Joseph Jay Williams (For resources on Cognitive Science, Online Education, Ed-Tech see: www.josephjaywilliams.com/education, sites.cognitivescience.co/learn, or www.learningresearch.net) does Cognitive Science research on how generating explanations promotes learning, and Online Education work on improving learning from mathematics exercises (Khan Academy), increasing motivation to learn by changing people's beliefs about intelligence (Project for Education Research that Scales: www.perts.net), teaching metacognitive & learning strategies in Massive Open Online Courses (EdX), and using technology to change educational and health habits. He is finishing his PhD in Psychology at UC Berkeley, and also has interests in consulting for corporate e-learning and training, web development for online education, using journalism to disseminate research to practitioners, and education in online search and problem-solving for students and entrepreneurs.
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In March, 2018, we asked a deceptively simple question, does the future need schools? As we look 10, 20, or 50 years into the future, will ‘school’ be relevant? What are schools really for?
Invisible learning: The (r)evolution beyond the classroomJohn Moravec
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9. Invisible Learning FactsInvisible Learning Facts
Serving Size 1 Learner (80.5 kg)Serving Size 1 Learner (80.5 kg)
Calories 0 Calories from Fat 0
% Life Value*
Total Learning 83.33%
Non-formal Learning 100%
Informal Learning 100%
Imagination 100% Innovation 100%
Creativity 100% Passion 120%
*Percent Life Values are based on a full lifespan. Your life values may be higher or lower
depending on your interests and dreams.
*Percent Life Values are based on a full lifespan. Your life values may be higher or lower
10. Formal Invisible
Cost High Low
Learning Low High
Quality Highly controlled, varies Varies by experience
How success is measured Ability to repeat, tests
Individual’s success and
contributions
Mode Dictated, downloaded Conversed, created
Technology Controlled Embraced
Time School hours 24/7/365
Place
Bricks, sometimes clicks
(compartmentalized)
Everywhere (social)
Note. Inspired by Jay Cross’ “Spending/Outcomes Paradox”
http://www.internettime.com/Learning/The%20Other%2080%25.htm
19. 5Most of the discourse around innovation in
education has been around infrastructure,
but doesn’t focus on new strategies for
knowledge acquisition or transfer.