Lasi 21 century skills panel
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A presentation on 21st century competence and an example of a learning analytic designed to enhance learning to learn: EnquiryBlogger
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2) Her methodology involved research-led action research over four cycles from 2007-2011 using grounded theory-inspired coding of qualitative data from observations, interviews, and documents.
3) Key findings included that a respectful remediation strategy alone was not effective, and that alignment with curricular goals, supporting identities, and in-world
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Noncognitive factors
Three sentences summarizing the key points:
1) While policies aim to improve readiness through rigorous coursework and test scores, students' grades are actually better predictors of their future success than test scores or courses taken. 2) Grades reflect not just content knowledge and skills, but also important noncognitive factors like behaviors, attitudes, strategies, and relationships that support school performance. 3) Noncognitive factors beyond just cognitive abilities and knowledge, such as motivation, self-control, and problem-solving skills, are critical influences on students' academic outcomes.
12handouts todd
The document discusses the role of school libraries in developing students' skills and capabilities. It notes that school libraries can help students develop research skills, thinking skills, information literacy skills, and a love of reading. The document also outlines results from a survey of New Jersey school librarians that found school libraries contribute to student learning outcomes like intellectual engagement, independent learning, and awareness of ethical issues. However, librarians struggled to articulate specific learning outcomes and impacts on deep knowledge and understanding.
Opening Frontiers in Intercultural Academic Practice: Concept mapping as an e...
This document discusses using concept mapping as an equitable approach to academic development with diverse colleagues from different contexts. It explores how to increase the likelihood that globally diverse colleagues will experience academic exercises as respectful and empowering regardless of their gender, ethnicity, culture or other attributes. The session handout references literature on culturally relevant pedagogy and relational-cultural theory to illustrate how concept mapping was used with tutors on three continents in an intercultural manner.
Common corepres iaea 2012
The document discusses how community arts organizations can connect their programs to the Common Core State Standards. It provides an overview of the Common Core, including its goals of preparing students for college and careers. The Common Core focuses on higher-order thinking skills, content mastery, and habits of mind. It also shifts the focus in English Language Arts to more non-fiction texts, argumentative writing, and using textual evidence. In math, it emphasizes practices like problem-solving and modeling with mathematics. Two examples of programs from the Frank Lloyd Wright Preservation Trust are described along with the standards they address.
Ascilite presentation
The document discusses using online scenario-based learning modules to assist non-English speaking background students studying Corporations Law. It notes that different learning styles between countries can cause difficulties for international students and suggests using online modules featuring scenarios and representations of students to help explain complex legal concepts and materials in more accessible ways. References are provided on principles of English language development, challenges international students face, and effective design of online learning environments.
Embracing Imperfection in Learning Analytics
Kirsty Kitto, Simon Buckingham Shum, and Andrew Gibson. (2018). Embracing Imperfection in Learning Analytics. In Proceedings of LAK18: International Conference on Learning Analytics and Knowledge, March 5–9, 2018, Sydney, NSW, Australia, pp.451-460. (ACM, New York, NY, USA). https://doi.org/10.1145/3170358.3170413
Open Access: http://simon.buckinghamshum.net/2018/01/embracing-imperfection-in-learning-analytics
Abstract: Learning Analytics (LA) sits at the confluence of many contributing disciplines, which brings the risk of hidden assumptions inherited from those fields. Here, we consider a hidden assumption derived from computer science, namely, that improving computational accuracy in classification is always a worthy goal. We demonstrate that this assumption is unlikely to hold in some important educational contexts, and argue that embracing computational “imperfection” can improve outcomes for those scenarios. Specifically, we show that learner-facing approaches aimed at “learning how to learn” require more holistic validation strategies. We consider what information must be provided in order to reasonably evaluate algorithmic tools in LA, to facilitate transparency and realistic performance comparisons.
Identifying and facilitating a community of practice in IL - McCluskey Dean
Identifying and facilitating a community of practice in IL - McCluskey DeanIL Group (CILIP Information Literacy Group)
1. The document outlines a research project at York St John University that aims to explore understandings of information literacy across different academic subjects and establish if emerging forms of information literacy are present.
2. The research objectives are to examine how academics experience and evaluate information literacy in their teaching and identify common ground already in curriculums.
3. The research also looks to implement and evaluate a platform for information literacy dialogue among staff to promote collaborative provision and improve practice.Khoury_natalie 15224222_301197_a1
This document discusses teaching and learning philosophies for the 21st century classroom. It describes 21st century teachers as facilitators, lifelong learners, and reflective practitioners. Learners are described as multiliterate, innovative problem solvers and active citizens. The document advocates for inquiry learning through meaningful experiences that build on students' prior knowledge and authentically integrate subjects. It provides examples of assessment tools like self-assessment and feedback. The conclusion emphasizes integrating the curriculum to acknowledge students as citizens and cultivate lifelong learners.
Noncognitive%20 lit%20review
Grades are better predictors of students' future academic success than test scores alone. Grades capture students' mastery of content knowledge as well as noncognitive factors like their academic behaviors, attitudes, perseverance, and learning strategies. Research shows that these noncognitive factors significantly influence students' academic performance and outcomes. This suggests schools should focus not just on raising academic standards and requiring more rigorous coursework, but also on explicitly developing students' noncognitive skills to help more of them complete high school and college.
i3 2017
This document discusses a research project exploring communities of practice around information literacy among faculty at York St. John University. The research aims to understand differing conceptions of information literacy, establish if critical approaches are already part of teaching practices, examine how faculty experience and evaluate information literacy, and create a platform for information literacy dialogue. It reviews relevant literature on communities of practice and social learning approaches. Initial pilot interviews provided evidence that faculty have information literacy concerns and values embedded in their teaching, with one faculty more aligned with emerging critical approaches and one with traditional skills models.
Webinar: Thinking and Teaching Digitally: Connecting to the Millennial Learner
Today’s students are digital natives with digital expectations. They are coming of age in a Web 2.0 world where Facebook, Twitter and text messaging are the preferred channels for sharing and communicating ideas, but how do we as educators leverage these same social and mobile technologies to increase student engagement and ultimately improve learning outcomes?
Professor Renee Robinson discusses how Saint Xavier University is doing just that!
This presentation covers how both faculty and the institution can leverage Social Media to better:
• Connect with and Engage Millennial Learners
• Identify and Understand Millennial Characteristics and Behaviors
• Re-imagine Pedagogies that Assist Millennial Learning
2016 New Designs for New Times
This document discusses trends in 21st century learning spaces and designs. It defines learning spaces as physical, blended, or virtual environments that enhance learning. It outlines trends like blended learning and challenges in designing learning spaces. It discusses guiding pedagogies like authentic and personalized learning. It provides principles for designing learning spaces like comfort, aesthetics, and blending technological and face-to-face resources. It emphasizes empowering learners with knowledge, skills, and attitudes to continue learning.
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Lasi 21 century skills panel
- 1. Rebecca Ferguson Simon Buckingham Shum Ruth Deakin Crick
- 2. Everybody’s got a little list
- 3. • Communication in the mother tongue • Communication in foreign languages; • Mathematical & scientific basic competence • Digital competence; • Learning to learn; • Social and civic competences; • Sense of initiative and entrepreneurship; • Cultural awareness and expression. Deakin Crick et al (eds) (2013) Learning to Learn: Perspectives from Theory and Practice, Routledge, London Forthcoming.
- 4. 4Deakin Crick, R. (2012). Student Engagement: Identity, Learning Power and Enquiry - a complex systems approach, in: Christenson, S., Reschly, A. & Wylie, C. (eds.) The Handbook of Research on Student Engagement New York: Springer
- 5. Deakin Crick, R. (2007) Learning to learn: The dynamic assessment of learning power. Curriculum Journal,18,2, 135-153. Deakin Crick R., Broadfoot P. & Claxton G. (2004) Developing an Effective Lifelong Learning Inventory: The ELLI Project, Assessment in Education, 11, 3, 247 - 272.
- 6. 21st century challenge….. “educational philosophy and theory face the unfamiliar and challenging task of theorising a formative process which is not guided from the start by the target form designed in advance” Zygmunt Bauman Zygmunt Bauman, 2001: The Individualised Society, Cambridge, Polity Press.
- 7. Deakin Crick, R., Godfrey, P. & Huang S. (2013) Systems Thinking, Systems Design and Learning Power, International Journal of Engineering Education, (in press).
- 8. EnquiryBlogger: Reflection and relationships
- 9. Changing and learning Learning relationships, Creativity Strategic awareness, Resilience Meaning making, Critical curiosity ELLI Spider: learning power
- 10. Choosing, Observing, Questioning, Narrating, Mapping, Enquiry Spiral: structuring knowledge
Editor's Notes
- Information explosion, compression of time and space, radical uncertainty….