Analytics (as if learning mattered) - RIDE Symposium, University of London 10...Adam Cooper
These slides are from a presentaion by Adam Cooper, entitled "Analytics (as if learning mattered)" in the In Focus: Learner analytics and big data symposium, University of London, December 10th 2013
The recorded audio from the session is available at: https://soundcloud.com/cdelondon/analytics-as-if-learning
Related blog post at: http://blogs.cetis.ac.uk/adam/2013/10/31/policy-and-strategy-for-systemic-deployment-of-learning-analytics-barriers-and-potential-pitfalls/
Learning and development professionals are under pressure to produce real results. Many times the traditional methods of instructional design and content development are not getting the job done. We have to think differently on how to design, develop, and leverage technology to create learning experiences that actually impact performance and get the results that matter.
In this session you will learn the importance of building experiences in the form of online scenarios, simulations, and real-world on-the-job tasks. You’ll leave understanding better how to apply research-based guidelines to design, structure, and sequence experiences into optimized learning paths. You’ll see to how to leverage technology, especially mobile and the Experience API (formerly Tin Can) to deliver, capture, and track learning experiences. Finally, in this session you’ll see examples of how learning-experience designers are transforming how people learn professional, technical, sales, and leadership skills.
In this session, you will learn:
How to capture the experiences of experts
How to design effective learning experiences
How to sequence learning experiences into an optimized learning path
How to use mobile and the Experience API to capture and track real-world experience
3 beliefs you need to let go to start you agile journey – Agile EE 2017Antti Kirjavainen
The biggest reasons so many agile transformations fail have reported to be lack of management support and general resistance to change.
In my talk I describe the 3 underlining beliefs that cause resistance to change and lack of management support for agile transformations.
These paradigms are fundamentally incompatible with the agile way of working. Trying to transform or change an organization where these beliefs are prevalent will fail.
How to change these beliefs? Answering that question is the second part of my talk. I will describe my experiments to help people unlearn these beliefs and share what I have found to work to support this kind of change in mindset and culture.
My talk will help people in any knowledge work organisation who want to change their organisation into more agile mindset and ways of working.
SXSWedu 2018: Making Critical Thinking Real with Digital ContentJulie Evans
Everyone from employers to educators are talking about the need for today’s students to develop effective critical thinking and problem solving skills-but few people know what that really looks like in a classroom or how to measure student competency in a meaningful way. This workshop is designed to take the conceptual understanding of critical thinking to a more practical reality. Grounded in research about employers’ expectations and educators’ challenges in this area, the workshop will use innovative digital content and games to demonstrate how students can effectively develop problem solving muscles, and how teachers can measure student competencies. Features Arts, Science and Civics.
From Dr. Julie Evans (Project Tomorrow) and Dr. Kari Stubbs (BrainPOP)
Analytics (as if learning mattered) - RIDE Symposium, University of London 10...Adam Cooper
These slides are from a presentaion by Adam Cooper, entitled "Analytics (as if learning mattered)" in the In Focus: Learner analytics and big data symposium, University of London, December 10th 2013
The recorded audio from the session is available at: https://soundcloud.com/cdelondon/analytics-as-if-learning
Related blog post at: http://blogs.cetis.ac.uk/adam/2013/10/31/policy-and-strategy-for-systemic-deployment-of-learning-analytics-barriers-and-potential-pitfalls/
Learning and development professionals are under pressure to produce real results. Many times the traditional methods of instructional design and content development are not getting the job done. We have to think differently on how to design, develop, and leverage technology to create learning experiences that actually impact performance and get the results that matter.
In this session you will learn the importance of building experiences in the form of online scenarios, simulations, and real-world on-the-job tasks. You’ll leave understanding better how to apply research-based guidelines to design, structure, and sequence experiences into optimized learning paths. You’ll see to how to leverage technology, especially mobile and the Experience API (formerly Tin Can) to deliver, capture, and track learning experiences. Finally, in this session you’ll see examples of how learning-experience designers are transforming how people learn professional, technical, sales, and leadership skills.
In this session, you will learn:
How to capture the experiences of experts
How to design effective learning experiences
How to sequence learning experiences into an optimized learning path
How to use mobile and the Experience API to capture and track real-world experience
3 beliefs you need to let go to start you agile journey – Agile EE 2017Antti Kirjavainen
The biggest reasons so many agile transformations fail have reported to be lack of management support and general resistance to change.
In my talk I describe the 3 underlining beliefs that cause resistance to change and lack of management support for agile transformations.
These paradigms are fundamentally incompatible with the agile way of working. Trying to transform or change an organization where these beliefs are prevalent will fail.
How to change these beliefs? Answering that question is the second part of my talk. I will describe my experiments to help people unlearn these beliefs and share what I have found to work to support this kind of change in mindset and culture.
My talk will help people in any knowledge work organisation who want to change their organisation into more agile mindset and ways of working.
SXSWedu 2018: Making Critical Thinking Real with Digital ContentJulie Evans
Everyone from employers to educators are talking about the need for today’s students to develop effective critical thinking and problem solving skills-but few people know what that really looks like in a classroom or how to measure student competency in a meaningful way. This workshop is designed to take the conceptual understanding of critical thinking to a more practical reality. Grounded in research about employers’ expectations and educators’ challenges in this area, the workshop will use innovative digital content and games to demonstrate how students can effectively develop problem solving muscles, and how teachers can measure student competencies. Features Arts, Science and Civics.
From Dr. Julie Evans (Project Tomorrow) and Dr. Kari Stubbs (BrainPOP)
Presentation by Lynda Donovan, Pedagogical Lead at the Learnovate Centre, on her research report on the use of serious games in the corporate sector at the Irish Symposium on Game Based Learning, Dublin, 6-7 June 2013.
As new Federal, state, and local administrations take office, and the speed of technology changes the way we work, it’s important to create an environment where employees and agency leaders are empowered to bring forth new solutions.
But what does innovation mean in a government setting? And how do we achieve innovation while operating within policies and laws? We'll highlight obstacles that often stall innovation within government agencies, and present solutions to help teams achieve shared goals.
To the man with a hammer, EVERYTHING looks like a nailSascha Cohen
A discussion on education, technology, tool selection, decision-making and the value of knowledge in the early 21st century. DOWNLOAD FOR THE BEST VIEWING EXPERIENCE, as the presentation does include some animation.
Report to the LILAC 2010 conference on a University of Manitoba project which used information literacy and evidence-based methodologies to have students test managers' "conventional wisdom" ideas and practices.
New Models of Purpose-Driven Exploration in Knowledge WorkWilliam Evans
The last 20 years have been a period of radical disruption and transformation in knowledge work. The "why, what, and how" of new value creation and delivery in knowledge-intensive work is shifting and the power has moved from the center to the edges. In his talk, Evans will explore the emergence of new methods of exploration, abductive ideation, and empirical validation that is changing how value creation happens. The very idea first introduced by Buckminster Fuller, when he said that everything was becoming ephemeralized—doing "more and more with less and less until eventually you can do everything with nothing"—or more recently when Marc Andreessen said, "software is eating the world," has had a direct impact on information-seeking and information-synthesizing behaviors. Evans will unpack how many of these models and methods are really the exaptation of Lean, Systems Thinking, and Design Thinking principles, transplanted from the world of manufacturing into the ephemeral world of knowledge work and knowledge management. He'll finish by showing how these models can frame the challenges posed by sense-making (experiential) change in knowledge work.
Will Evans explores the convergence of practice and theory using Lean Systems, Design Thinking, Theory of Constraints, and Service Design with global enterprises from NYC to Berlin to Singapore. As Chief Design Officer, he works with a select group of clients undergoing Lean and Agile transformations across the entire organization. Will earned his Jonah® from AGI, and serves on the Board of Advisors for Rutgers CX (Customer Experience) Program. Formerly, he was Design Thinker-In-Residence at NYU Stern.
LearningCafe Year End Omnibus Webinar 2018LearningCafe
LearningCafe has been quiet for the past few months as we try and pivot to find a new value proposition. But we are back with our popular year-end omnibus webinar discussion featuring three practice leader panels, who discuss the state of organisational learning and how they are dealing with the challenges they face.
The 1.5-hour year-end omnibus webinar features three panels of experienced Learning practice leaders from leading organisations from Australia, US and Singapore.
We discuss the role and impact of L&D in the organisation and whether it is responding to business and employee requirements. We ponder if L&D is able to collaborate across the HR silos to provide an effective employee value proposition.
Anish Lalchandani LearningCafeMaree HowardDarin Fox - Learning Cafe UnConference
Maree Howard – Head of Learning at Lendlease
Anish Lalchandani – Global Head Talent, Learning & Culture Optimisation at Standard Chartered Bank
Darin Fox – Project Lead, Long Term Workforce Strategy at Sydney Water
The panel discusses whether learning design and development is adapting by innovating and improving its products and services. We examine if we have made any real progress in improving the measurement of learning impact.
Vanessa Blewitt LearningCafeBen Carr
Vanessa Blewitt – Global Transformation Lead: Learning Intelligence & Effectiveness at Nestle
Ben Carr – Director at EY
Our third panel discusses the need for Learning to move to a user-centric approach and changes required in L&D mindset, skills and methods. We assess if Agile should be the new operating system for L&D.
Mike-Pino-LearningCafe-blackwhiteJeevan-Joshi-300x300
Mike Pino – Senior Director, Cognizant Digital Academy (US)
Jeevan Joshi – LearningCafe
Expanding Education to Catapult the Successful Application of Creativity in E...Courtney Huntzinger
This article proposes different avenues that will cultivate the innovations of our next generation of entrepreneurs, and how providing idea-incubating atmospheres and the continuous development of creative skills will result in in this population achieving their fullest potential- benefiting not just new careers and businesses but also setting the tone for a future wave of ingenuity and creative thinking.
Slideshare accompanying World of Warcraft session on Intro to Dungeons produced by Inevitable Betrayal Educator's Guild. YouTube Video Link bit.ly/V0OTHP
Presentation by Lynda Donovan, Pedagogical Lead at the Learnovate Centre, on her research report on the use of serious games in the corporate sector at the Irish Symposium on Game Based Learning, Dublin, 6-7 June 2013.
As new Federal, state, and local administrations take office, and the speed of technology changes the way we work, it’s important to create an environment where employees and agency leaders are empowered to bring forth new solutions.
But what does innovation mean in a government setting? And how do we achieve innovation while operating within policies and laws? We'll highlight obstacles that often stall innovation within government agencies, and present solutions to help teams achieve shared goals.
To the man with a hammer, EVERYTHING looks like a nailSascha Cohen
A discussion on education, technology, tool selection, decision-making and the value of knowledge in the early 21st century. DOWNLOAD FOR THE BEST VIEWING EXPERIENCE, as the presentation does include some animation.
Report to the LILAC 2010 conference on a University of Manitoba project which used information literacy and evidence-based methodologies to have students test managers' "conventional wisdom" ideas and practices.
New Models of Purpose-Driven Exploration in Knowledge WorkWilliam Evans
The last 20 years have been a period of radical disruption and transformation in knowledge work. The "why, what, and how" of new value creation and delivery in knowledge-intensive work is shifting and the power has moved from the center to the edges. In his talk, Evans will explore the emergence of new methods of exploration, abductive ideation, and empirical validation that is changing how value creation happens. The very idea first introduced by Buckminster Fuller, when he said that everything was becoming ephemeralized—doing "more and more with less and less until eventually you can do everything with nothing"—or more recently when Marc Andreessen said, "software is eating the world," has had a direct impact on information-seeking and information-synthesizing behaviors. Evans will unpack how many of these models and methods are really the exaptation of Lean, Systems Thinking, and Design Thinking principles, transplanted from the world of manufacturing into the ephemeral world of knowledge work and knowledge management. He'll finish by showing how these models can frame the challenges posed by sense-making (experiential) change in knowledge work.
Will Evans explores the convergence of practice and theory using Lean Systems, Design Thinking, Theory of Constraints, and Service Design with global enterprises from NYC to Berlin to Singapore. As Chief Design Officer, he works with a select group of clients undergoing Lean and Agile transformations across the entire organization. Will earned his Jonah® from AGI, and serves on the Board of Advisors for Rutgers CX (Customer Experience) Program. Formerly, he was Design Thinker-In-Residence at NYU Stern.
LearningCafe Year End Omnibus Webinar 2018LearningCafe
LearningCafe has been quiet for the past few months as we try and pivot to find a new value proposition. But we are back with our popular year-end omnibus webinar discussion featuring three practice leader panels, who discuss the state of organisational learning and how they are dealing with the challenges they face.
The 1.5-hour year-end omnibus webinar features three panels of experienced Learning practice leaders from leading organisations from Australia, US and Singapore.
We discuss the role and impact of L&D in the organisation and whether it is responding to business and employee requirements. We ponder if L&D is able to collaborate across the HR silos to provide an effective employee value proposition.
Anish Lalchandani LearningCafeMaree HowardDarin Fox - Learning Cafe UnConference
Maree Howard – Head of Learning at Lendlease
Anish Lalchandani – Global Head Talent, Learning & Culture Optimisation at Standard Chartered Bank
Darin Fox – Project Lead, Long Term Workforce Strategy at Sydney Water
The panel discusses whether learning design and development is adapting by innovating and improving its products and services. We examine if we have made any real progress in improving the measurement of learning impact.
Vanessa Blewitt LearningCafeBen Carr
Vanessa Blewitt – Global Transformation Lead: Learning Intelligence & Effectiveness at Nestle
Ben Carr – Director at EY
Our third panel discusses the need for Learning to move to a user-centric approach and changes required in L&D mindset, skills and methods. We assess if Agile should be the new operating system for L&D.
Mike-Pino-LearningCafe-blackwhiteJeevan-Joshi-300x300
Mike Pino – Senior Director, Cognizant Digital Academy (US)
Jeevan Joshi – LearningCafe
Expanding Education to Catapult the Successful Application of Creativity in E...Courtney Huntzinger
This article proposes different avenues that will cultivate the innovations of our next generation of entrepreneurs, and how providing idea-incubating atmospheres and the continuous development of creative skills will result in in this population achieving their fullest potential- benefiting not just new careers and businesses but also setting the tone for a future wave of ingenuity and creative thinking.
Slideshare accompanying World of Warcraft session on Intro to Dungeons produced by Inevitable Betrayal Educator's Guild. YouTube Video Link bit.ly/V0OTHP
Similar to Learning Engineering of MOOClets: Simultaneously benefiting Professional Learning, Financial Success, and Cognitive & Learning Sciences Research
Using Experiments and Cognitive Science Research to Improve the Design of Onl...Joseph Jay Williams
The recent explosion of online educational resources has the potential to reorganize how we learn – from K-12 and university to the workplace and the informal learning we do every day. It also raises new questions and opportunities for research that crosses the many disciplines relevant to designing computer programs that help people learn. For example, HCI and cognitive science can provide complementary perspectives in investigating how to design the content and instructional features of an online course, such that a person processes and stores that information in a way that successfully guides their future behavior. Online educational environments provide new optimism in tackling challenges like these because they can be instrumented to collect an unprecedented scale and diversity of data, and allow iterative sequences of experiments to be embedded in authentic educational contexts with real students.
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.
Research Webinar: OERS and Cognitive ScienceiNACOL
This webinar provides practical information on how to use published research findings and make contact with cognitive scientists in order to improve K-12 and university students’ learning from digital online resources, like Khan Academy videos or interactive mathematics exercises. The webinar focuses on how students’ motivation and grades have been increased by helping them believe they can take charge of their learning and become smarter, and how students can be supported in reflective thinking and seeking deep understanding, when questions and prompts for students to explain are inserted in videos and interactive exercises
Leuphana Conference on Entrepreneurship 2015Norris Krueger
Great newer conference that focuses on creativity & innovation at Leuphana University in Luneberg! Silke Tegtmeier and her team has done a great job again thus year:
http://www.leuphana.de/zentren/rce/konferenz.html
My keynote on the entrepreneurial mindset: We talk about it all the time but never really define it :) So... how do we better understand it? Define it? Measure it? Change it? Ping me if you want to join the discussion! (And ACTION!)
Entrepreneurship education: How would we know if we're moving the needle?Norris Krueger
Dubai Manipal talk: the real issues in growing the entrepreneurial mindset - research opportunities and what we really need to do the grow the mindset!
These were my notes and thoughts from the Learn Now conference presented by:
Chad Udell, Managing Director, Float Mobile Learning
Jane Bozarth, E-Learning Coordinator, CN State Government
Julie Dirksen, Learning and Design Strategist, Usable Learning
Joseph Williams – Bloomsburg Corporate Advisory Council MeetingJoseph Jay Williams
Talk on how Cognitive Science can be applied to corporate e-learning and instructional design. 30 minutes, at Bloombsburg Corporate Advisory Council Meeting. Covers problem-based learning, explanation, analogy, comparison, retrieval practice, testing effects, mixing effects, teaching Google search.
Informal Learning: Broadening the Spectrum of Corporate LearningHans de Zwart
A keynote presentation for the 2010 Symposium of the Dommel Valley Group. Delivered on November 7th, 2010. It describes the DNA of the L&D of my employer, describes some very recent experimentation in the learning space and takes a sneak peek into the future of the learning function.
Empowering self-directed learners: Practical strategies and tools for L&DBrightwave Group
In a recent webinar Brightwave's Caroline Freeman discussed a range of self-directed learning strategies, sharing concrete examples of what works. She explored the surprising and effective ways today's new generation learning tools put the learner firmly in control.
To hear the full recording of this lively and interactive webinar session, visit: http://ow.ly/oQbt30hyGQp
2019 New Trends in Education -Teaching Innovation Timothy Wooi
Innovation & Modern approaches to Learning
Introduction
One challenge in public consciousness now is the need to reinvent just about everything, from;
scientific advances,
technology breakthroughs,
political & economic structures,
environmental solutions,
21st century code of ethics, everything is in flux—and everything demands innovative, out of the box thinking.
Here are ten 10 Ways to Teach Innovation
1.Teach concepts, not facts.
2. Move from projects to Project Based Learning.
3. Distinguish concepts from critical information.
4. Make skills as important as knowledge.
5. Form teams, not groups.
6.Use thinking tools.
7. Use creativity tools.
8. Reward discovery.
9. Make reflection part of the lesson.
10. Be innovative yourself.
Similar to Learning Engineering of MOOClets: Simultaneously benefiting Professional Learning, Financial Success, and Cognitive & Learning Sciences Research (20)
CHI (Computer Human Interaction) 2019 enhancing online problems through instr...Joseph Jay Williams
Paper at CHI 2019, PDF at tiny.cc/icepdf.
Digital educational resources could enable the use of randomized
experiments to answer pedagogical questions that
instructors care about, taking academic research out of the
laboratory and into the classroom. We take an instructorcentered
approach to designing tools for experimentation that
lower the barriers for instructors to conduct experiments. We
explore this approach through DynamicProblem, a proof-ofconcept
system for experimentation on components of digital
problems, which provides interfaces for authoring of experiments
on explanations, hints, feedback messages, and learning
tips. To rapidly turn data from experiments into practical improvements,
the system uses an interpretable machine learning
algorithm to analyze students’ ratings of which conditions are
helpful, and present conditions to future students in proportion
to the evidence they are higher rated. We evaluated the system
by collaboratively deploying experiments in the courses
of three mathematics instructors. They reported benefits in
reflecting on their pedagogy, and having a new method for
improving online problems for future students.
Supporting Instructors in MOOCs: Using cognitive science research to guide pe...Joseph Jay Williams
Abstract: How can online learning platforms provide useful information about pedagogy to instructors teaching online, while ensuring that course teams are not constrained in leveraging their teaching expertise to personalize their MOOC? The scientific literature on learning and education provides hundreds of detailed studies, which can be synthesized to identify effective instructional strategies, and mined for examples of how an instructional strategy can be implemented in a specific environment, set of educational materials, or student population. This talk illustrates this approach, by presenting a worksheet guide that supports MOOC designers in using two instructional strategies: increasing student motivation to think through challenges by designing exercises which encourage students to see their intelligence as malleable, and enhancing deep understanding with questions and prompts for students to explain. The talk explains how these two instructional strategies are motivated by both existing literature and recently conducted experimental studies. It also presents the specific details of how the guide is targeted at MOOC instructors and provides them with multiple actionable strategies they can use in their courses.
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.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Unit 8 - Information and Communication Technology (Paper I).pdf
Learning Engineering of MOOClets: Simultaneously benefiting Professional Learning, Financial Success, and Cognitive & Learning Sciences Research
1. Learning Engineering of MOOClets: Simultaneously
benefiting Professional Learning, Financial Success,
and Cognitive & Learning Sciences Research
Joseph Jay Williams
Lytics Lab, Graduate School of Education
Office of the Vice Provost for Online Learning, Stanford
josephjaywilliams@stanford.edu
www.josephjaywilliams.com
1
[Originally from Trinidad & Tobago – apologies for difficulty in following accent.]
2. Topics
• I. Motivation
• II. Learning through
Questions/Assessments
• III. General Learning & Problem-
Solving Skills
• IV. Performance Support Tools &
Checklists
2
3. Guiding Principles
• Multiple Constraints: Practical, Scientific,
Financial
• Modularity in Product Design:
“MOOClets”
• Future-thinking but Actionable
• Empirical and Integrative Work
• Experiment-Focused Instructional Design
• Matchmaking Relevant Researchers
• Iterative Improvement
• Collaborative Development
3
4. I. Motivation
• Beliefs about Intelligence
• To what extent do you agree?
How smart you are can be significantly
changed by your effort and hard work.
You have a certain amount of intelligence,
and what you do doesn’t really change
that much.
• Growth Mindset vs. Fixed Mindset
• Dweck, 2008; Yeager & Walton, 2012
• Williams, Paunesku, Haley & Sohl-Dickstein, 2013
4
5. MOOClet 1: Exercise (Khan Academy)
5
1. Number of
Problems
Practiced
2. Accuracy
[TEXT SHOWN HERE – Randomize]
7. Growth Mindset Message helpful?
• Growth Mindset
Message
• "Remember, the more you practice
the smarter you become.”,
• "Mistakes help you learn. Think hard
to learn from them.”
• Practice-as-usual
Jascha Sohl-Dickstein
7
8. Results: More motivated?
• Growth Mindset Message > Practice-as-
Usual
• reduction in dropout rate
• increase in Number of problems
practiced
• increase in Number Correct
• Accuracy: Problems correct/Problems
attempted
• Accuracy improvement
8
9. Interpreting results
• Obvious?
• Skeptical? Anything’s statistically
significant with large N…
• Second experiment (run simultaneously)
9
10. Practice-as-usualGrowth Mindset MessagePositive Message
Different motivational messages
Some of these problems are hard. Do your
best!
Remember, the more you practice the smarter you become!
10
11. Does any positive message work?
• Growth Mindset
Message
• "Remember, the more you practice
the smarter you become.”,
• "Mistakes help you learn. Think hard
to learn from them.”
• Positive Message
• "Some of these problems are
hard. Just do your best."
• "This might be a tough problem,
but we know you can do it.”
• Practice-as-usual
11
12. Effects of Positive Messages?
• Positive Messages not better than Practice-as-
Usual!
• Growth Mindset > Positive Message
• How intuitive is this result?
• Teachers?
• Ongoing: After incorrect answer
• www.assistments.org Neil Heffernan
• Gates Grant for Modeling Research
12Rapid Experimentation: tiny.cc/mechanicalturk
13. Guiding Principles
• Multiple Constraints: Practical, Scientific,
Financial
• Modularity in Product Design:
“MOOClets”
• Future-thinking but Actionable
• Empirical and Integrative Work
• Experiment-Focused Instructional Design
• Matchmaking Relevant Researchers
• Iterative Improvement
• Collaborative Development
13
15. “MOOClets” or Modular Online Resources
• E.g. MOOClet: Math exercise, 5 minute
interactive video, 30 minute lesson, Study
Strategy coach, Quiz/Assessment
• www.josephjaywilliams.com/mooclets
• MOOClets Group Tue 12-1 PST (remote)
• tiny.cc/joinmooclets mailing list & updates
• Williams, J.J. & Williams, B. A. (2013). Randomized Experiments
as a Methodological and Conceptual Tool for Improving
Design of Online Learning. Data Driven Education, NIPS
Workshop. tiny.cc/experimentsonlinelearning
15
17. Where is relevant research, best practice, technology, funding,
market? tiny.cc/mapofspace, tiny.cc/stanfordmap
MOOCs
(Coursera, EdX, Udacity)
www.KhanAcademy.org
www.Assistments.org
K-12 Ed-Tech space
(Bay Area, Boston...)
(www.edsurge.com)
(www.edudemic.com )
Higher-Ed Technology/LMS
E-Learning & Training for
Corporate, State, Federal, Army
Psychological Scientists
Computer Scientists
Education
Corporate Training
Funding Agencies:
IES, Dept. of Education, Dept. of Labor,
NIH, NSF
Practical Reports:
What Works Clearinghouse
IES Practice Guides
University Teaching & Learning Centers
Department of Education reports
Think Tanks:
SRI International
WestEd
Pittsburgh Science of Learning Center
Learning Sciences
Mooc Research Initiative
Open Learning Initiative
Distance Learning
Athabasca, Western Governor’s University
Economics of Education
Habit & Behavior Change
Medical Education
Centers/Scholarship of
Teaching & Learning
Assessment
Pearson
ETS
Open Education Resources
Creative Commons
Foundations:
Gates, Spencer, Hewlett, Kresge
Venture Capital
Private VCs
New Schools
Impact Investing
Accelerators:
Imagine K-12,
HCI, Design Thinking
Workforce Development
17
18. Relevant Resources
• www.josephjaywilliams.com/home/useful-
software
• www.josephjaywilliams.com/education
• www.josephjaywilliams.com/online-education-
experiments
• tiny.cc/mapofspace
• Applying Cognitive Science to Online Learning.
Paper presented at NIPS Workshop on Data
Driven Education
(tiny.cc/cognitivescienceinmoocs)
• Improving Outcome of Psychosocial Treatments
by Enhancing Memory and Learning.
Perspectives in Psychological Science.
18
19. Guiding Principles
• Multiple Constraints: Practical, Scientific,
Financial
• Modularity in Product Design:
“MOOClets”
• Future-thinking but Actionable
• Empirical and Integrative Work
• Experiment-Focused Instructional Design
• Matchmaking Relevant Researchers
• Iterative Improvement
• Collaborative Development
19
20. Messages in Coursera?
20
Week 6 Quiz
Whether or not you’re correct on the first try, each attempt at a tough problem can
make you better at statistics.
22. Instructor Guide to foster Growth Mindset
• tiny.cc/idstrategymindset
22
Where do you think you will apply this?
Do you have any questions or want
clarification?
Click to see any of the Case Studies below
Would you like to?
23. Guiding Principles
• Multiple Constraints: Practical, Scientific,
Financial
• Modularity in Product Design:
“MOOClets”
• Future-thinking but Actionable
• Empirical and Integrative Work
• Experiment-Focused Instructional Design
• Matchmaking Relevant Researchers
• Iterative Improvement
• Collaborative Development
23
24. Topics
• I. Motivation
• II. Learning through
Questions/Assessments
• III. General Learning & Problem-
Solving Skills
• IV. Performance Support Tools &
Checklists
24
25. II. Learning through Questions/Assessments
• Discovery of patterns
(Williams & Lombrozo, 2010, Cognitive Science)
• Use of prior knowledge
(Williams & Lombrozo, 2013, Cognitive Psychology)
• Children’s causal learning
(Walker, Williams, Lombrozo, Gopnik, 2012)
• Overgeneralize at expense of specific facts
(Williams et al, 2013, Journal of Experimental Psychology: General)
• Contradictions & belief revision
(Williams, et al 2013; 2014; Cog Sci, CHI WiP)
• Comparison of examples
(Edwards, Williams, Lombrozo, Gentner, 2013)
GLORP
DRENT
Online/Blended
Educational
Resources
35. Guiding Principles
• Multiple Constraints: Practical, Scientific,
Financial
• Modularity in Product Design:
“MOOClets”
• Future-thinking but Actionable
• Empirical and Integrative Work
• Experiment-Focused Instructional Design
• Matchmaking Relevant Researchers
• Iterative Improvement
• Collaborative Development
35
36. Topics
• I. Motivation
• II. Learning through
Questions/Assessments
• III. General Learning & Problem-
Solving Skills
• IV. Performance Support Tools &
Checklists
36
41. Topics
• I. Motivation
• II. Learning through
Questions/Assessments
• III. General Learning & Problem-
Solving Skills
• IV. Performance Support Tools &
Checklists
41
42. Guiding Principles
• Multiple Constraints: Practical, Scientific,
Financial
• Modularity in Product Design:
“MOOClets”
• Future-thinking but Actionable
• Empirical and Integrative Work
• Experiment-Focused Instructional Design
• Matchmaking Relevant Researchers
• Iterative Improvement
• Collaborative Development
42
43. Acknowledgements
• Tania Lombrozo & Tom Griffiths
• John Mitchell & Candace Thille
• Jascha Sohl-Dickstein
• Jace Kohlmeier & Khan Academy
• Sam Maldonado
• Lytics Lab (lytics.stanford.edu)
• VPOL (Vice Provost for Online
Learning, online.stanford.edu)
43
Editor's Notes
Originally from Trinidad. Thank you for having me here, it’s a pleasure because of how this entire movement has impacted me. Two years ago was finishing my dissertation work in cognitive science – psychology experiments on learning, & computational psychology, or using Bayesian statistics & machine learning to model human thinking, but I had been doing work in the education school, and wanted to have a real-world impact, and actually build products. Seemed impossible to do both, but all of a sudden – online education exploded!
Tremendously excited, started research in collaboration with Khan Academy, and have been trying to add value by bringing to bear scientific knowledge about learning in a way that’s actually practically useful, and linking researchers to these practical platforms, like writing grants with Khan Academy & Stanford Online. So I will present a subset of that work.
But it will be different from a typical research talk, because I took such an amazing group as a chance to share explicitly on the approach I take to developing online educational materials, point to resources people here might also find useful, and emphasize some broad themes in online learning where I think real-world impact and science converge.
Interested in discussion & feedback from you on these – you have thought about it a tremendous deal here at Coursera, and much more familiar with your and others’ platforms. Don’t hesitate to make suggestions or state different opinion, I’d like to learn more about your thinking on these issues.
Start with practical or “product-first”. Not necessarily a typical focus for researchers, except Candace Thille, Ken Koedinger, ?
50% is primary research, which I’ll present. 50% synthesizing existing work, having broad view of technology, entrepreneurship. I like collecting these list, and think there’s a lot of value to be tapped.
Take a business perspective – where is there unrealized value, because of lack of information?
So I’m going to discuss ongoing work with Khan Academy & MOOCs and residential education.
Atypical Trajectory, which means the talk has many moving pieces: Use digital online educational resources to do use-inspired basic research.
Extremely tough to link research and practice, so the last few years I’ve taken positions that allowed me to invest a lot of time into having a broad view of the emerging trends – understanding technology and goals of the MOOC platforms, Khan Academy, hundreds of Startups in Bay Area, as well as e-learning in the corporate training & workforce development world.
Also been trying to get a broad view of which research topics and themes are particularly well suited to these contexts, from cognitive psychology to educational topics, social & clinical, health behavior change. Methodologies from HCI, education policy.
Collaborative Development
Guided by Practical and Research Goals
ASSESSMENT/MEASUREMENT/COMPETENCY BASED?
o.32
0.27
Collaborative Development
Guided by Practical and Research Goals
ASSESSMENT/MEASUREMENT/COMPETENCY BASED?
Have an unusual background, so I thought it might help to provide some context.
Approach: Use digital educational resources to do inspired basic research (e.g. math exercises), understand how cognitive processes like explaining can guide learning & how people’s beliefs influence motivation. (Pasteur’s Quadrant).
Principles & Demonstrations for doing this kind of work laid by PSLC.
ust to provide some context about Use digital online An interdisciplinary approach to linking research and practice,PhD training is a mixture of Experimental Psychology, Computational Psychology (using methods from machine learning & Bayesian statistics to model cognition),
Exhausting… but exciting!
Criticized for not using literature… but don’t have time to.
Researchers haven’t looked at & thought enough about platforms, to synthesize the key ideas. Also rare to have the time to take a broad view.
Collaborative Development
Guided by Practical and Research Goals
ASSESSMENT/MEASUREMENT/COMPETENCY BASED?
Add textbox below first two questions for people to type into.
Add some hyperlink looking things below “Click … case studies” with something like these fields:
Encouraging students to see literary skills as malleable through class emails
Improving persistence in Database Course programming assignments
Enhancing receptiveness to peer feedback in management courses
Under would you like to, same kind of thing, but with:
Learn more about the research behind this concept
Ask a question or share thoughts with the Teach-Net mailing list
Request a future reminder for applying this guide
Collaborative Development
Guided by Practical and Research Goals
ASSESSMENT/MEASUREMENT/COMPETENCY BASED?
Not traditional, but ubiquitous
A challenging choice… Take the next theoretical step in this line of research, with a new set of materials.
On the other hand, this is venturing into new territory. PSLC & others been successful, they have full control.
Also, since there’s little direct past research in many of these contexts, don’t even know yet what form the phenomenon takes.
Start with a practical challenge first, seek to improve it by bringing to bear research. Establishing whether there is an effect, sets the stage for using this online context to probe its underlying mechanisms. Jump to the other side, use-inspired basic research.
Collaborative Development
Guided by Practical and Research Goals
ASSESSMENT/MEASUREMENT/COMPETENCY BASED?
Collaborative Development
Guided by Practical and Research Goals
ASSESSMENT/MEASUREMENT/COMPETENCY BASED?