12 13 PGCE ICT Reflective Practice Seminar 2Miles Berry
The aim of this session is to enhance your reflection in preparation for the assignment by sharing your evaluations and responding to others. You will share your reflections on your two extended lesson evaluations, focusing on your pedagogical issue or question and making explicit links to theory and research. You should draw on a wide range of reading that will reflect your knowledge and understanding of the curriculum area, of teaching and learning issues and of reflective practice.
“The aim of this session is to enhance your reflection in preparation for the assignment by sharing your evaluations and responding to others. You will present your three extended, reflective lesson evaluations, focusing on your pedagogical issue or question and making explicit links to theory and research. You should draw on a wide range of reading that will reflect your knowledge and understanding of the curriculum area, of teaching and learning issues and of reflective practice.”
lecture presented by Anna Rita L. Alomo at PAARL’s Seminar /Parallel Session-workshop on Library and Web 2011 (Holy Angel University, Angeles City, Pampanga, 19-20 August 2010)
Environmental scan summary june 13 2012 it4 k12 revisedCyri Jones
This document provides an environmental scan summary for a digital learner project. It includes:
1) An overview of the project phases and dates for the digital roadmap, ERAC commons development, and environmental scan.
2) A discussion of trends in education like blended learning, increased expectations for digital tools, mobile learning, growing resources, and teachers/students as content creators.
3) Examples of education trends like repositories moving to registries, growth of learning analytics, consolidation of learning outcomes, and innovations from outside education.
4) Context on implementing a compelling vision through an environmental scan to leverage best practices as ERAC rolls out digital learner services.
The document provides an agenda for a PLP (Powerful Learning Practice) meeting that focuses on learning in networks and communities. It includes:
- Introductions of community leaders and PLP fellows
- A discussion on how education may change based on the meeting and how attendees will apply what they learn
- A definition of key terms like communities, networks, and professional learning
- An overview of the PLP approach which incorporates professional learning communities, communities of practice, and personal learning networks
- Details on the curriculum and experiences provided by PLP over two years
Keynote 1 meeting the challenge of technologyCOHERE2012
The document discusses challenges in managing learning technologies in higher education. It analyzes case studies that found issues like a lack of strategic planning, inadequate resources, and poor governance structures. Effective management of learning technologies requires clear goals, appropriate resources, training for instructors and administrators, and a governance model that supports decision-making.
This document provides an overview of a virtual classroom tour (VCT) project between students in Macedonia and the Netherlands. The project allows students aged 14-18 to collaborate on a wiki platform to learn about each other's cultures and improve their language and digital skills. Teachers design the project, select topics, provide guidance and assessment. Students conduct research, draft work, and reflect on what they learned about international collaboration and creativity using digital tools.
Building a Hybrid Learning Environment - Augmenting the Classroom with Conver...Atul Pant
How can teachers create a hybrid learning environment to augment their classroom teaching with online conversation and collaboration. This presentation, which I made at Allahabad University in Oct 2012, looks at the reasons why a hybrid approach is much needed and gives an overview of mostly free tools that can be used to create such a learning experience.
12 13 PGCE ICT Reflective Practice Seminar 2Miles Berry
The aim of this session is to enhance your reflection in preparation for the assignment by sharing your evaluations and responding to others. You will share your reflections on your two extended lesson evaluations, focusing on your pedagogical issue or question and making explicit links to theory and research. You should draw on a wide range of reading that will reflect your knowledge and understanding of the curriculum area, of teaching and learning issues and of reflective practice.
“The aim of this session is to enhance your reflection in preparation for the assignment by sharing your evaluations and responding to others. You will present your three extended, reflective lesson evaluations, focusing on your pedagogical issue or question and making explicit links to theory and research. You should draw on a wide range of reading that will reflect your knowledge and understanding of the curriculum area, of teaching and learning issues and of reflective practice.”
lecture presented by Anna Rita L. Alomo at PAARL’s Seminar /Parallel Session-workshop on Library and Web 2011 (Holy Angel University, Angeles City, Pampanga, 19-20 August 2010)
Environmental scan summary june 13 2012 it4 k12 revisedCyri Jones
This document provides an environmental scan summary for a digital learner project. It includes:
1) An overview of the project phases and dates for the digital roadmap, ERAC commons development, and environmental scan.
2) A discussion of trends in education like blended learning, increased expectations for digital tools, mobile learning, growing resources, and teachers/students as content creators.
3) Examples of education trends like repositories moving to registries, growth of learning analytics, consolidation of learning outcomes, and innovations from outside education.
4) Context on implementing a compelling vision through an environmental scan to leverage best practices as ERAC rolls out digital learner services.
The document provides an agenda for a PLP (Powerful Learning Practice) meeting that focuses on learning in networks and communities. It includes:
- Introductions of community leaders and PLP fellows
- A discussion on how education may change based on the meeting and how attendees will apply what they learn
- A definition of key terms like communities, networks, and professional learning
- An overview of the PLP approach which incorporates professional learning communities, communities of practice, and personal learning networks
- Details on the curriculum and experiences provided by PLP over two years
Keynote 1 meeting the challenge of technologyCOHERE2012
The document discusses challenges in managing learning technologies in higher education. It analyzes case studies that found issues like a lack of strategic planning, inadequate resources, and poor governance structures. Effective management of learning technologies requires clear goals, appropriate resources, training for instructors and administrators, and a governance model that supports decision-making.
This document provides an overview of a virtual classroom tour (VCT) project between students in Macedonia and the Netherlands. The project allows students aged 14-18 to collaborate on a wiki platform to learn about each other's cultures and improve their language and digital skills. Teachers design the project, select topics, provide guidance and assessment. Students conduct research, draft work, and reflect on what they learned about international collaboration and creativity using digital tools.
Building a Hybrid Learning Environment - Augmenting the Classroom with Conver...Atul Pant
How can teachers create a hybrid learning environment to augment their classroom teaching with online conversation and collaboration. This presentation, which I made at Allahabad University in Oct 2012, looks at the reasons why a hybrid approach is much needed and gives an overview of mostly free tools that can be used to create such a learning experience.
A Personal Learning Environment (PLE) allows individuals to aggregate, manipulate and share digital artifacts of their ongoing learning experiences in a learner-centric way. A PLE is facilitated by various lightweight tools and services controlled by the learner. Developing a PLE helps learners critically evaluate and construct knowledge, and leads to the creation of an individual's Personal Learning Network (PLN). An effective PLN incorporates the learner's goals, techniques for attracting relevant resources from their network, and infrastructure for organizing content to help accomplish their goals.
The document discusses the need for universities to transition to a participative, collaborative, and sustainable model of learning called University 2.0. It notes trends like rapid technological change, shifting demographics, and globalization that are driving this change. The author outlines NTU's efforts to implement this new model through its edveNTUre e-learning ecosystem, which provides online course content and tools to support mobile, social, and collaborative learning. Key aspects of NTU's operational framework are discussed, along with emerging projects and a conceptual "Sigma model" of achieving optimal learning outcomes through the right combination of content, infrastructure, and activities.
Melanie Bergenhagen completed her Master's degree in Educational Leadership with an emphasis on technology. She took courses in emerging technologies, creating web-based curriculum, research methods, assessment strategies for technology, psychological foundations of education, leadership, law, supervision and staff development, curriculum and instruction, technology and information systems, policy and finance, and portfolio assessment. She developed various artifacts and projects in each course focused on integrating technology and leadership.
The document summarizes the MEd Information Technology program at Western Oregon State University. The program trains teachers to utilize technology through team-based professional learning communities to align curriculum with state standards. It focuses on providing educators with skills and tools to educate students in an age of high technology and communication. The goal is to empower teachers and build technically advanced learning communities.
Digital technologies now play a central role in society and young people's cultures. Many children are actively engaging with digital media from a young age by watching videos online, playing games, creating social media profiles, and sharing media they find or create. This means students need skills to navigate multiple modes of information and participate in online networks. Fostering digital literacy in schools can help students understand and benefit from technology while supporting creativity and learning. It also makes education relevant to a society where technology influences communication and meaning-making.
Digital storytelling learning projects engage and inspire students by connecting them to real-world issues and allowing them to be creative. When students work together on digital storytelling projects, they develop cooperation, communication, problem-solving and critical thinking skills. Integrating technology into collaborative projects increases these educational benefits and motivates students to invest more in their own learning.
Rob Waldron, President and CEO of an education technology company, shared lessons learned from helping school districts transition from print to digital resources over the past year. Key points include: (1) Educator priorities around technology have remained consistent despite changes, focusing on quality, ease of use, support, and research-backed results. (2) The lines between ed tech vendors have blurred, confusing customers. (3) "Best of breed" individual solutions do not integrate well. (4) Differentiated learning initiatives often fail during procurement. (5) There is a lack of strategic cohesion around technology usage and impact. Waldron offered advice around vetting vendors, accepting the long-term nature of transitioning to digital,
The document discusses how social media and digital technologies have transformed learning, teaching, and research. It outlines the shift from distance education to open educational practices and resources. Key aspects covered include digital literacies, fostering open practices through open resources, courses, accreditation, scholarship and research. The document proposes learning design as a solution to better exploit opportunities while addressing problems like replicating bad pedagogy. Learning design makes the design process more explicit and shareable through representations, tools, and communities of practice.
The document discusses implementing an online Foundations of Technology (FOT) course for alternative education students. It provides details on:
1) 35 students enrolled in the FOT course through alternative programs, with instructors facilitating an online version;
2) The course being developed using various web 2.0 tools to encourage engagement, collaboration, and skills aligned with curriculum standards;
3) A wiki being used as the online platform to encourage communication, self-reflection, and collaboration between students.
Learning in the 21st Century: A 5 Year Retrospective on the Growth in Online ...Julie Evans
The document summarizes key findings from a retrospective report on the growth of online learning over 5 years:
1) A majority of teachers, administrators, and district administrators have taken online classes for professional development, increasing 148% for teachers since 2007.
2) Teachers value online professional development for its flexibility and opportunities for collaboration, with 30% now preferring it. Their value proposition is directly related to their previous online experiences.
3) Educators with more online experience are more interested in mobile learning in schools.
Visionary Education Delivery proposes an innovative model for online higher education that is interactive, accessible, and provides a meaningful learning experience for students. The model aims to transition traditional "brick and mortar" universities to a "brick and click" model by facilitating interactive online communities and virtual classrooms. This would enhance the student experience by allowing for anytime learning and a collaborative exchange of ideas, addressing criticisms that online learning lacks social interaction and face-to-face validation.
Empowering Students and Educators with New Media Literacies Necessary to Part...Rebecca Reynolds
The document describes the Globaloria program, which empowers students and educators with new media literacies. Students design educational web games on topics like civics, science, and social issues to gain digital skills while learning content. Over 1,000 students from 40 West Virginia schools participated in designing games in a collaborative online environment. The program is grounded in constructionist learning theory and aims to provide skills necessary for the 21st century economy and democracy.
"If you love something, let it go": A Bold Case for Shared Responsibility for...Donna Witek
Update: VIDEO OF LIVE PRESENTATION ADDED AFTER LAST SLIDE.
Presenters: Donna Witek and Teresa Grettano
Connecticut Information Literacy Conference, June 13, 2014, Manchester, CT
Abstract: The greatest challenge for information literacy (IL) programs today is the question of how to teach and assess higher-level IL concepts, dispositions, and behaviors, within the wider context of disciplinary course content and the undergraduate educational experience. A bold solution to this problem takes the form of in-depth collaboration between IL librarians and teaching faculty, the former recognizing the latter as potential partners and co-teachers of IL. The draft Framework for Information Literacy for Higher Education emphasizes “the vital role of collaboration and its potential for increasing student understanding of the processes of knowledge creation and scholarship” (ACRL, 2014). The presenters—an IL librarian and a rhetoric & composition professor—offer as a collaborative model their own experience co-designing and co-teaching a course called Rhetoric & Social Media into which both IL and metaliteracy were explicitly integrated. Collaboration is no longer optional—it is essential to the #futureofIL.
2008 Was it worth it? Looking back at EdDSue Greener
Brief presentation - retrospective on doing a professional doctorate as a member of academic staff. Delivered to HR subject group at Brighton Business School 2008
2012 Fall Attendance Challenge PresentationGetSchooled
Want to learn how to use Nicki Minaj, Ne-Yo and gaming to boost your middle or high school’s attendance? Want it all for free? Then Get Schooled’s 2012 Fall Attendance Challenge is for you.
This document summarizes a workshop on designing for learning in an open world. It discusses various pedagogical frameworks and course design tools, including cloudworks and course views. The workshop explored topics like mediating artefacts, technology affordances, and intervention frameworks. Participants engaged in activities that involved mapping and comparing different pedagogical approaches, course design representations, and learning technologies. The goal was to help educators better articulate and share their course designs.
The document outlines a proposed unified technology enhanced education framework called Vedyadhara. It aims to provide a unified quality framework for distance, online, and campus-based education modes. Key elements include developing a Course Pedagogy and Management Plan for each course, adopting a Course Maturity Rating system, and establishing Vedyadhara as a community-driven open e-learning environment through its various services. Implementing this framework could help provide quality education to all students regardless of their geography.
The criteria implied are:
- Students find digital tools and resources appropriate for each of Gardner's multiple intelligences in their content area.
- The tools and resources are previously unknown to the student.
- Students customize and personalize learning by selecting tools that address diverse learning styles, strategies, and abilities.
- Students manage their project by searching for, evaluating, and selecting appropriate tools and resources.
- Students produce results by submitting their findings using the online form.
1) The document outlines a webquest for students on digital citizenship. It defines digital citizenship and identifies 9 key elements.
2) Students are tasked with creating a video educating others on digital citizenship. This involves researching the 9 elements and portraying them in a creative video.
3) The process provides steps for completing the project in groups, including researching content, designing the video, and presenting it to the class. Students will be evaluated on their fulfillment of roles, quality of research, design, content, and relevance to the intended audience.
Web 2.0 technologies are being adopted across universities in a bottom-up, non-systematic way. There is no single blueprint for implementation. Critical issues include ensuring all students, faculty and staff have access to technology and information literacy skills. Ongoing drivers of change include tradition, environmental factors, diversity, richer educational experiences, open source materials, and skills development. Over time, the relationship between faculty and students may change to recognize each other's expertise and work together, with students driving this change through their experience with online communities.
This document discusses principles for designing effective m-learning based on software engineering principles. It identifies the key users of m-learning as educational institutions, teachers, students, parents and content developers. To improve learning outcomes, m-learning needs to be more personal, fun, interactive, networked, spontaneous, connected and just-in-time. Content should be delivered in short segments adapted to different devices and lifestyles. User needs and technical constraints also need to be considered in the design.
A Personal Learning Environment (PLE) allows individuals to aggregate, manipulate and share digital artifacts of their ongoing learning experiences in a learner-centric way. A PLE is facilitated by various lightweight tools and services controlled by the learner. Developing a PLE helps learners critically evaluate and construct knowledge, and leads to the creation of an individual's Personal Learning Network (PLN). An effective PLN incorporates the learner's goals, techniques for attracting relevant resources from their network, and infrastructure for organizing content to help accomplish their goals.
The document discusses the need for universities to transition to a participative, collaborative, and sustainable model of learning called University 2.0. It notes trends like rapid technological change, shifting demographics, and globalization that are driving this change. The author outlines NTU's efforts to implement this new model through its edveNTUre e-learning ecosystem, which provides online course content and tools to support mobile, social, and collaborative learning. Key aspects of NTU's operational framework are discussed, along with emerging projects and a conceptual "Sigma model" of achieving optimal learning outcomes through the right combination of content, infrastructure, and activities.
Melanie Bergenhagen completed her Master's degree in Educational Leadership with an emphasis on technology. She took courses in emerging technologies, creating web-based curriculum, research methods, assessment strategies for technology, psychological foundations of education, leadership, law, supervision and staff development, curriculum and instruction, technology and information systems, policy and finance, and portfolio assessment. She developed various artifacts and projects in each course focused on integrating technology and leadership.
The document summarizes the MEd Information Technology program at Western Oregon State University. The program trains teachers to utilize technology through team-based professional learning communities to align curriculum with state standards. It focuses on providing educators with skills and tools to educate students in an age of high technology and communication. The goal is to empower teachers and build technically advanced learning communities.
Digital technologies now play a central role in society and young people's cultures. Many children are actively engaging with digital media from a young age by watching videos online, playing games, creating social media profiles, and sharing media they find or create. This means students need skills to navigate multiple modes of information and participate in online networks. Fostering digital literacy in schools can help students understand and benefit from technology while supporting creativity and learning. It also makes education relevant to a society where technology influences communication and meaning-making.
Digital storytelling learning projects engage and inspire students by connecting them to real-world issues and allowing them to be creative. When students work together on digital storytelling projects, they develop cooperation, communication, problem-solving and critical thinking skills. Integrating technology into collaborative projects increases these educational benefits and motivates students to invest more in their own learning.
Rob Waldron, President and CEO of an education technology company, shared lessons learned from helping school districts transition from print to digital resources over the past year. Key points include: (1) Educator priorities around technology have remained consistent despite changes, focusing on quality, ease of use, support, and research-backed results. (2) The lines between ed tech vendors have blurred, confusing customers. (3) "Best of breed" individual solutions do not integrate well. (4) Differentiated learning initiatives often fail during procurement. (5) There is a lack of strategic cohesion around technology usage and impact. Waldron offered advice around vetting vendors, accepting the long-term nature of transitioning to digital,
The document discusses how social media and digital technologies have transformed learning, teaching, and research. It outlines the shift from distance education to open educational practices and resources. Key aspects covered include digital literacies, fostering open practices through open resources, courses, accreditation, scholarship and research. The document proposes learning design as a solution to better exploit opportunities while addressing problems like replicating bad pedagogy. Learning design makes the design process more explicit and shareable through representations, tools, and communities of practice.
The document discusses implementing an online Foundations of Technology (FOT) course for alternative education students. It provides details on:
1) 35 students enrolled in the FOT course through alternative programs, with instructors facilitating an online version;
2) The course being developed using various web 2.0 tools to encourage engagement, collaboration, and skills aligned with curriculum standards;
3) A wiki being used as the online platform to encourage communication, self-reflection, and collaboration between students.
Learning in the 21st Century: A 5 Year Retrospective on the Growth in Online ...Julie Evans
The document summarizes key findings from a retrospective report on the growth of online learning over 5 years:
1) A majority of teachers, administrators, and district administrators have taken online classes for professional development, increasing 148% for teachers since 2007.
2) Teachers value online professional development for its flexibility and opportunities for collaboration, with 30% now preferring it. Their value proposition is directly related to their previous online experiences.
3) Educators with more online experience are more interested in mobile learning in schools.
Visionary Education Delivery proposes an innovative model for online higher education that is interactive, accessible, and provides a meaningful learning experience for students. The model aims to transition traditional "brick and mortar" universities to a "brick and click" model by facilitating interactive online communities and virtual classrooms. This would enhance the student experience by allowing for anytime learning and a collaborative exchange of ideas, addressing criticisms that online learning lacks social interaction and face-to-face validation.
Empowering Students and Educators with New Media Literacies Necessary to Part...Rebecca Reynolds
The document describes the Globaloria program, which empowers students and educators with new media literacies. Students design educational web games on topics like civics, science, and social issues to gain digital skills while learning content. Over 1,000 students from 40 West Virginia schools participated in designing games in a collaborative online environment. The program is grounded in constructionist learning theory and aims to provide skills necessary for the 21st century economy and democracy.
"If you love something, let it go": A Bold Case for Shared Responsibility for...Donna Witek
Update: VIDEO OF LIVE PRESENTATION ADDED AFTER LAST SLIDE.
Presenters: Donna Witek and Teresa Grettano
Connecticut Information Literacy Conference, June 13, 2014, Manchester, CT
Abstract: The greatest challenge for information literacy (IL) programs today is the question of how to teach and assess higher-level IL concepts, dispositions, and behaviors, within the wider context of disciplinary course content and the undergraduate educational experience. A bold solution to this problem takes the form of in-depth collaboration between IL librarians and teaching faculty, the former recognizing the latter as potential partners and co-teachers of IL. The draft Framework for Information Literacy for Higher Education emphasizes “the vital role of collaboration and its potential for increasing student understanding of the processes of knowledge creation and scholarship” (ACRL, 2014). The presenters—an IL librarian and a rhetoric & composition professor—offer as a collaborative model their own experience co-designing and co-teaching a course called Rhetoric & Social Media into which both IL and metaliteracy were explicitly integrated. Collaboration is no longer optional—it is essential to the #futureofIL.
2008 Was it worth it? Looking back at EdDSue Greener
Brief presentation - retrospective on doing a professional doctorate as a member of academic staff. Delivered to HR subject group at Brighton Business School 2008
2012 Fall Attendance Challenge PresentationGetSchooled
Want to learn how to use Nicki Minaj, Ne-Yo and gaming to boost your middle or high school’s attendance? Want it all for free? Then Get Schooled’s 2012 Fall Attendance Challenge is for you.
This document summarizes a workshop on designing for learning in an open world. It discusses various pedagogical frameworks and course design tools, including cloudworks and course views. The workshop explored topics like mediating artefacts, technology affordances, and intervention frameworks. Participants engaged in activities that involved mapping and comparing different pedagogical approaches, course design representations, and learning technologies. The goal was to help educators better articulate and share their course designs.
The document outlines a proposed unified technology enhanced education framework called Vedyadhara. It aims to provide a unified quality framework for distance, online, and campus-based education modes. Key elements include developing a Course Pedagogy and Management Plan for each course, adopting a Course Maturity Rating system, and establishing Vedyadhara as a community-driven open e-learning environment through its various services. Implementing this framework could help provide quality education to all students regardless of their geography.
The criteria implied are:
- Students find digital tools and resources appropriate for each of Gardner's multiple intelligences in their content area.
- The tools and resources are previously unknown to the student.
- Students customize and personalize learning by selecting tools that address diverse learning styles, strategies, and abilities.
- Students manage their project by searching for, evaluating, and selecting appropriate tools and resources.
- Students produce results by submitting their findings using the online form.
1) The document outlines a webquest for students on digital citizenship. It defines digital citizenship and identifies 9 key elements.
2) Students are tasked with creating a video educating others on digital citizenship. This involves researching the 9 elements and portraying them in a creative video.
3) The process provides steps for completing the project in groups, including researching content, designing the video, and presenting it to the class. Students will be evaluated on their fulfillment of roles, quality of research, design, content, and relevance to the intended audience.
Web 2.0 technologies are being adopted across universities in a bottom-up, non-systematic way. There is no single blueprint for implementation. Critical issues include ensuring all students, faculty and staff have access to technology and information literacy skills. Ongoing drivers of change include tradition, environmental factors, diversity, richer educational experiences, open source materials, and skills development. Over time, the relationship between faculty and students may change to recognize each other's expertise and work together, with students driving this change through their experience with online communities.
This document discusses principles for designing effective m-learning based on software engineering principles. It identifies the key users of m-learning as educational institutions, teachers, students, parents and content developers. To improve learning outcomes, m-learning needs to be more personal, fun, interactive, networked, spontaneous, connected and just-in-time. Content should be delivered in short segments adapted to different devices and lifestyles. User needs and technical constraints also need to be considered in the design.
This document provides an environmental scan and summary of approaches that school districts, states and other jurisdictions are taking to help students and teachers discover and access learning resources digitally. It discusses trends like blended learning, increased expectations for digital tools, and the growth of mobile learning. Recommendations include ensuring a user-friendly process, encouraging K-20 cooperation, and launching functionality in phases to allow organic growth. The main goal is to help students and teachers connect with quality online learning resources.
The document provides an environmental scan and overview of approaches that school districts, states and other jurisdictions are taking to help students and teachers discover and access learning resources digitally. It discusses key trends in digital learning including blended learning, expectations for digital tools, mobile learning, growing quantities of learning resources, teachers and students becoming content creators, and more. The document also provides recommendations for British Columbia's approach, emphasizing usability, transparency, encouraging K-20 cooperation, getting regulatory guidance, focusing on functionality over districts, and clarifying roles of different stakeholders.
This document outlines a plan for a 1:1 pilot program in the Brewster Public Schools to prepare students for learning, life, and work in the 21st century. The plan aims to engage and empower students by providing digital tools and connectivity resources. Specifically, it seeks to have students become self-directed learners who create and connect to learning communities. Teachers will undergo professional development to learn strategies for managing digital learning environments and developing online content and resources. The plan involves recruiting teachers, providing training, and having teachers implement enhanced or reimagined curriculum using digital tools and resources. It aims to measure success based on student achievement and mastery of 21st century skills.
Generations and Change - Ont University Council 2012Terry Anderson
This document summarizes Terry Anderson's presentation on MOOCs, walled gardens, analytics and networks in multi-generation pedagogical innovations. It discusses the three generations of educational technology and pedagogy: 1) behaviorist/cognitive self-paced individual study, 2) constructivist emphasis on groups, and 3) connectivist focus on networks and sets. Recent developments discussed include open educational resources, learning analytics, MOOCs, walled social networks, and the unbundling of higher education services.
The Learning Innovation Network subgroup continues developing 7 short courses at level 9 and 10 ECTS in academic professional development. Modules are progressing through the validation process at various institutes. The subgroup is investigating learning pathways that could lead to an overall award. Questions about the development of shared academic programmes can be directed to Dr. Noel Fitzpatrick. The subgroup is also working on a mentoring module and workshop to understand the role of an academic mentor.
MEAS Course on E-learning: 1 Intro and overview on online learning, blended l...Andrea Bohn
This document provides an overview and definitions of online learning, blended learning, and open educational resources. It discusses how online learning allows students and instructors to be in different places but connected through the internet. Blended learning combines both online and in-person learning. Open educational resources are freely available educational materials that can be reused, modified, and shared under open licenses.
MEAS Course on E-Learning: 1. Introduction and overview online learning, bl...MEAS
MEAS was asked to provide a presenter for the Sasakawa Fund for African Extension (SAFE) Technical Workshop in Porto Novo, Benin. The meeting was a combination of university reports on extension education initiative, elearning training and training on creating gender friendly initiatives. There were 50 participants. A total of 26 participants were from universities.The material prepared for this training can be downloaded further below (or click on numbered items - file will download automatically).
The e-learning workshop training occurred on the last two days of the conference. The e-learning workshop goals for the participants included:
Understand the differences and opportunities to use online learning, blended learning and web enhanced learning
Understand the differences in asynchronous and synchronous delivery
Understand effective teaching practices for online learning especially in formal environments
Understand open education resources (OER), where to find them, how to create them and encouraging creation of student OERs
Find free and open source tools
Upload a lecture, notes, assignments and finding other appropriate tools for interaction
The participants received four Power point files, entitled
Introduction and Overview: Online Learning, Blended Learning and Open Educational Resources
Designing Online Instruction Based on Student Needs
Effective Online Teaching Strategies
The Online Environment Within the University and Openly Available
Planning for Scalable Operations and Costs of E-Learning
2011Challenges and Successes of Faculty DevelopmentWCET
This document discusses challenges and strategies for faculty development at different types of institutions. It profiles three schools: Grand Canyon University, a for-profit university that faces challenges with a large adjunct population and communication; Park University, a private nonprofit with many satellite campuses and shifting development initiatives; and Boise State University, a public university with budget cuts and a large online student population. All three schools aim to build community, improve communication, and increase faculty investment in development through strategies like online resources, webinars, and recognition programs.
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.
ACT Education and Training Directorate Leadership Conference 2012digimuve
The document discusses the concept of "next practice" in education, which focuses on developing genuinely new approaches to teaching and learning through disciplined imagination. It proposes a "next practice" innovation model that supports practitioners in developing creative solutions to problems while maintaining relevance. The model encourages small groups of empowered teachers to push boundaries and share innovations so they can be implemented more widely. Two examples are provided: digital learning labs where teachers develop skills and new pedagogies, and a blended learning initiative where students work in cross-class teams using social networking and digital tools.
Project-based learning (PBL) engages students in solving real-world problems through extended inquiry. It develops deeper learning skills like critical thinking, collaboration, and communication. High-quality PBL includes complex, student-influenced questions; carefully designed products and tasks; and scaffolding as needed. Teachers can implement PBL by determining learning objectives, developing authentic projects around driving questions, and assessing student mastery of skills through multiple measures rather than just final products. PBL prepares students for the future by developing skills like self-directed learning that will be essential for their success.
Blending the Social and the Serious for Individual and Organizational Perform...Human Capital Media
The convergence of the economic environment and corporate talent challenges has led to the need for highly flexible corporate learning strategies. Can we provide a learning environment that accelerates development within the organization through leveraging expertise outside its boundaries? We will share our work in blending asynchronous content, live events, personal learning curricula and value-added social networking to provide a comprehensive and sustainable learning environment.
Nancy Keeshan, Executive Director, Duke Corporate Education Inc.
Stephen Mahaley, Director, Learning Technology, Duke Corporate Education Inc.
This document summarizes a JTC event from May 2013 focused on inclusive education and the role of technology. It discusses creating universally designed learning environments and flexible pathways for students through innovative uses of technology. School jurisdictions agreed to implement a research project exploring assistive technology and inclusive practices. The purpose is to better understand how to support learner participation and achievement for diverse students through technology and pedagogy. A developmental evaluation approach will be used to understand contexts and iteratively inform the initiative.
Online Learning Objects: Affecting Change through Cross-Disciplinary Practi...Emily Puckett Rodgers
The document summarizes the Michigan Education through Learning Objects (MELO) project which aims to improve education by integrating open learning objects into undergraduate courses across multiple disciplines at the University of Michigan. Over three years, graduate students were trained to evaluate, design, and integrate quality course-specific learning objects while disseminating materials openly online. Evaluation of the project found that learning objects positively impacted student achievement, especially for lower performing students, and that students and instructors generally found learning objects to be helpful resources. Analytics of learning object usage provided additional insights into how to best support student learning.
National Goal 2 - Capacity To Improve Student OutcomesCORE Education
A presentation looking at National Goal 2 using points from the self-review rubric as well as survey responses from the ICT PD Annual Survey 09. Discussion questions are included.
Skills for Prosperity: Using OER to support nationwide change in KenyaBeck Pitt
This presentation on the FCDO funded Skills for Prosperity Kenya (SFPK) project was presented at OER23 in Inverness, Scotland on 5 April 2023 by Fereshte Goshtasbpour and Beck Pitt.
Find out more about SFPK: https://iet.open.ac.uk/projects/skills-for-prosperity-kenya#overview
Adams & Iuzzini: Exploring Culturally Responsive Teaching and Learning Strate...Alexandra M. Pickett
This document discusses culturally responsive teaching and learning strategies for an equitable digital learning environment. It introduces Achieving the Dream's network of over 4 million students across 40 states and outlines the goals of centering identity as a cognitive tool and visualizing strategies for equitable digital classrooms using Zaretta Hammond's framework. The framework includes four components: awareness of one's own cultural biases and student cultures; learning partnerships that empower students; information processing through connecting new concepts to student experiences; and building a community of learners through communal structures and a culture of learning.
Coffee Hour: Post COIVD Planning: What Comes Next? DOODLE Summit Wrap-up SessionAlexandra M. Pickett
SUNY Online Summit 2021 Day 5 Presentation
Facilitators:
Lisa Melohusky, Online Learning Coordinator, SUNY Fredonia.
Danyelle O’Brien, Director of Online Learning, Alfred State SUNY College of Technology.
Presentation: Coffee Hour: Post COIVD Planning: What Comes Next? & Summit Wrap-up
https://sunyonlinesummit2021.edublogs.org/2021/01/27/doodle/
https://sunyonlinesummit2021.edublogs.org/tag/day-5/
Annual conference for the SUNY online teaching and learning community of practice.
https://sunyonlinesummit2021.edublogs.org/
February 22-26, 2021 Virtual Event
Conference website: https://sunyonlinesummit2021.edublogs.org/
Program: https://sunyonlinesummit2021.edublogs.org/program/
Speakers: https://sunyonlinesummit2021.edublogs.org/speakers/
Recordings/ Materials: https://sunyonlinesummit2021.edublogs.org/live-recordings/
Program Tracks: https://sunyonlinesummit2021.edublogs.org/program-tracks/
Proctor: Leveraging SUNY Micro-Credentials to Meet Changing NeedsAlexandra M. Pickett
SUNY Online Summit 2021 Day 5 Presentation
Moderator:
Cynthia Proctor, Director of Communications and Academic Policy Development, Office of the Provost at SUNY System Administration.
Panelists:
Deb G. Pernat, Program Coordinator, Professional and Continuing Education (PACE), SUNY Cobleskill.
Dr. Edward Bever, Director, School of Professional Studies, SUNY Old Westbury.
Dr. Mindy S. Kole is an Assistant Professor of Business at SUNY Ulster.
Presentation: Leveraging SUNY Micro-Credentials to Meet Changing Needs
https://sunyonlinesummit2021.edublogs.org/2021/01/30/microcredentials/
https://sunyonlinesummit2021.edublogs.org/tag/day-5/
Annual conference for the SUNY online teaching and learning community of practice.
https://sunyonlinesummit2021.edublogs.org/
February 22-26, 2021 Virtual Event
Conference website: https://sunyonlinesummit2021.edublogs.org/
Program: https://sunyonlinesummit2021.edublogs.org/program/
Speakers: https://sunyonlinesummit2021.edublogs.org/speakers/
Recordings/ Materials: https://sunyonlinesummit2021.edublogs.org/live-recordings/
Program Tracks: https://sunyonlinesummit2021.edublogs.org/program-tracks/
The document summarizes an online summit hosted by SUNY about Lumen Circles, a faculty professional development program. It includes an agenda for a panel discussion on Lumen Circles featuring SUNY faculty. Lumen Circles offers virtual learning communities where faculty can collaborate, reflect on their teaching practices, and apply evidence-based strategies over 9 weeks focusing on topics like online teaching, diversity and inclusion, or using open educational resources. The program aims to improve student success through supportive, challenging, varied and organized learning environments.
This document summarizes data and trends related to online learning at SUNY during the COVID-19 pandemic. It finds that the percentage of online course sections at SUNY increased dramatically from Fall 2019 to Fall 2020. Online enrollment at SUNY also increased substantially from 2018-19 to 2019-20, exceeding expected trends. National surveys found that the sudden pivot to remote instruction in Spring 2020 significantly impacted faculty and students who had not previously taken an online course. The document recommends interpreting 2020-21 data with caution due to pandemic impacts and outlines future SUNY surveys regarding online learning.
Graham & McKay: Strength and Support: Updates from SUNY System on Student Eng...Alexandra M. Pickett
SUNY Online Summit 2021 Day 3 Presentation
Presentation: Strength and Support: Updates from SUNY System on Student Engagement
Speakers: Dr. John Graham, SUNY Associate Vice Chancellor for Student Affairs.
Lisa L. McKay, Senior Assistant Provost & Director, SUNY University Center for Academic and Workforce Development (UCAWD).
https://sunyonlinesummit2021.edublogs.org/2021/02/05/student-engagement/
https://sunyonlinesummit2021.edublogs.org/tag/day-3/
Annual conference for the SUNY online teaching and learning community of practice.
https://sunyonlinesummit2021.edublogs.org/
February 22-26, 2021 Virtual Event
Conference website: https://sunyonlinesummit2021.edublogs.org/
Program: https://sunyonlinesummit2021.edublogs.org/program/
Speakers: https://sunyonlinesummit2021.edublogs.org/speakers/
Recordings/ Materials: https://sunyonlinesummit2021.edublogs.org/live-recordings/
Program Tracks: https://sunyonlinesummit2021.edublogs.org/program-tracks/
Kilgore & Araújo: Improving Student Equity with Great Instructional DesignAlexandra M. Pickett
SUNY Online Summit 2021 Day 1 Presentation
Speakers: Dr. Whitney Kilgore, Co-Cofounder and Chief Academic Officer of iDesign.
Beverly Araújo Dawson, Professor in the School of Social Work, Adelphi University & Director of the Online MSW Program.
Presentation: Improving Student Equity with Great Instructional Design
https://sunyonlinesummit2021.edublogs.org/2021/01/20/design/ https://sunyonlinesummit2021.edublogs.org/tag/day-1/
Annual conference for the SUNY online teaching and learning community of practice.
https://sunyonlinesummit2021.edublogs.org/
February 22-26, 2021 Virtual Event
Conference website: https://sunyonlinesummit2021.edublogs.org/
Program: https://sunyonlinesummit2021.edublogs.org/program/
Speakers: https://sunyonlinesummit2021.edublogs.org/speakers/
Recordings/ Materials: https://sunyonlinesummit2021.edublogs.org/live-recordings/
Program Tracks: https://sunyonlinesummit2021.edublogs.org/program-tracks/
Dziuban & Moskal: Teaching & Learning in the Digital Age: Adaptiveness, Scarc...Alexandra M. Pickett
SUNY Online Summit 2021 Day 2 Presentation
Speakers:
Dr. Charles "Chuck" Dziuban, Director, Research Initiative for Teaching Effectiveness, University of Central Florida (UCF).
Moderated by Dr. Patsy Moskal, Director, Digital Learning Impact Evalulation, Research Initiative for Teaching Effectiveness, University of Central Florida (UCF).
Presentation: Teaching & Learning in the Digital Age: Adaptiveness, Scarcity, Instructional Technology, and Equity
https://sunyonlinesummit2021.edublogs.org/2021/02/07/dziuban/
https://sunyonlinesummit2021.edublogs.org/tag/day-2/
Annual conference for the SUNY online teaching and learning community of practice.
https://sunyonlinesummit2021.edublogs.org/
February 22-26, 2021 Virtual Event
Conference website: https://sunyonlinesummit2021.edublogs.org/
Program: https://sunyonlinesummit2021.edublogs.org/program/
Speakers: https://sunyonlinesummit2021.edublogs.org/speakers/
Recordings/ Materials: https://sunyonlinesummit2021.edublogs.org/live-recordings/
Program Tracks: https://sunyonlinesummit2021.edublogs.org/program-tracks/
Panel: State and Federal Regulatory Changes for Online ProgramsAlexandra M. Pickett
SUNY Online Summit 2021 Day 2 Panel
Speakers:
Moderator:Kim Scalzo, Director of Open SUNY and Interim Exec Director of Academic Technologies & Innovation.
Panelists:
Dr. David Cantaffa, Associate Provost for Academic Programs, Planning, and Assessment, System Administration, State University of New York.
Russ Poulin, WCET Executive Director & WICHE Vice President.
Frank VanderValk, Dean of the School of Social and Behavioral Sciences, & Interim Dean of Digital Learning, Innovation, and Strategy in the School for Undergraduate Studies, SUNY Empire State College.
.
Panel: State and Federal Regulatory Changes for Online Programs
https://sunyonlinesummit2021.edublogs.org/2021/02/09/changing-regulations/
https://sunyonlinesummit2021.edublogs.org/tag/day-2/
Annual conference for the SUNY online teaching and learning community of practice.
https://sunyonlinesummit2021.edublogs.org/
February 22-26, 2021 Virtual Event
Conference website: https://sunyonlinesummit2021.edublogs.org/
Program: https://sunyonlinesummit2021.edublogs.org/program/
Speakers: https://sunyonlinesummit2021.edublogs.org/speakers/
Recordings/ Materials: https://sunyonlinesummit2021.edublogs.org/live-recordings/
Program Tracks: https://sunyonlinesummit2021.edublogs.org/program-tracks/
SUNY Online Summit 2021 Day 1 Presentation
Speaker: Dr. Marni Baker Stein, Provost and Chief Academic Officer at Western Governors University.
Presentation: It’s all about the Student
https://sunyonlinesummit2021.edublogs.org/2021/02/13/baker/ https://sunyonlinesummit2021.edublogs.org/tag/day-1/
Annual conference for the SUNY online teaching and learning community of practice.
https://sunyonlinesummit2021.edublogs.org/
February 22-26, 2021 Virtual Event
Conference website: https://sunyonlinesummit2021.edublogs.org/
Program: https://sunyonlinesummit2021.edublogs.org/program/
Speakers: https://sunyonlinesummit2021.edublogs.org/speakers/
Recordings/ Materials: https://sunyonlinesummit2021.edublogs.org/live-recordings/
Program Tracks: https://sunyonlinesummit2021.edublogs.org/program-tracks/
Annual conference for the SUNY online teaching and learning community of practice.
https://sunyonlinesummit2021.edublogs.org/
February 22-26, 2021 Virtual Event
Conference website: https://sunyonlinesummit2021.edublogs.org/
Program: https://sunyonlinesummit2021.edublogs.org/program/
Speakers: https://sunyonlinesummit2021.edublogs.org/speakers/
Recordings/ Materials: https://sunyonlinesummit2021.edublogs.org/live-recordings/
Program Tracks: https://sunyonlinesummit2021.edublogs.org/program-tracks/
Analysis of the SUNY LIVE ID Faculty Drop-in Support ServicesAlexandra M. Pickett
- The document analyzed data from emergency online teaching support provided from March 13 to May 10 across 30 SUNY campuses.
- The top issues were related to Blackboard (accounting for about 46% of support), especially Collaborate and exams/quizzes.
- The second largest area of support was for Zoom (about 24%), primarily regarding basics and holding sessions.
- About 14% of support was for unspecified systems, often regarding exams/quizzes.
Matthea Marquart & Beth Counselman Carpenter: Engaging Adult Learners by Crea...Alexandra M. Pickett
This document outlines strategies for two online courses - one on racial identity development and one on gender and sexuality - that aim to engage adult learners and create inclusive classroom communities. It discusses using community agreements, building community before and during the semester, and closing the community. It provides examples of course content, activities, and assignments that incorporate issues of power, privilege and oppression. The presenters emphasize creating a respectful environment where students feel comfortable participating through strategies like enforcing community guidelines and incorporating diverse media and voices.
The document summarizes the results of an online discussion on challenges and solutions for online education. It identifies 199 challenges that were discussed, along with 659 proposed solutions. For each challenge discussed, an average of over 3 potential solutions were offered. Example challenges mentioned include helping different campus departments understand and address the needs of online students, prioritizing technology assistance requests from departments, and changing campus culture to be more inclusive of online learners. Example solutions propose outreach, training, and collaboration between departments and faculty.
Sharon Wavle: Finding Common Ground: Online Education Definitions and Data ac...Alexandra M. Pickett
Sharon Wavle, Associate Director, Decision Support & Reporting, Office of Online Education at Indiana University.
Presentation: Finding Common Ground: Online Education Definitions and Data across the Big 10
https://sunyonlinesummit2020.edublogs.org/2020/01/12/commonground/
https://sunyonlinesummit2020.edublogs.org/about/day-2/
Annual conference for the SUNY online teaching and learning community of practice.
https://sunyonlinesummit2020.edublogs.org/
February 26-28, 2020, NY, NY
Conference website: http://opensunysummit2019.edublogs.org/
Program: https://sunyonlinesummit2020.edublogs.org/about/program/
Speakers: https://sunyonlinesummit2020.edublogs.org/speakers/
Recordings: https://sunyonlinesummit2020.edublogs.org/mediasite/
Materials: https://sunyonlinesummit2020.edublogs.org/registration/materials/
Maria Anderson: Facing the Future of Technology and LearningAlexandra M. Pickett
Day 2 Presentation
Dr. Maria Anderson, CEO/Cofounder, Coursetune
Presentation: Facing the Future of Technology and Learning
https://sunyonlinesummit2020.edublogs.org/2020/01/12/curriculumdesign/
https://sunyonlinesummit2020.edublogs.org/about/day-2/
Annual conference for the SUNY online teaching and learning community of practice.
https://sunyonlinesummit2020.edublogs.org/
February 26-28, 2020, NY, NY
Conference website: http://opensunysummit2019.edublogs.org/
Program: https://sunyonlinesummit2020.edublogs.org/about/program/
https://sunyonlinesummit2020.edublogs.org/speakers/
Recordings: https://sunyonlinesummit2020.edublogs.org/mediasite/
Materials: https://sunyonlinesummit2020.edublogs.org/registration/materials/
Annual conference for the SUNY online teaching and learning community of practice.
https://sunyonlinesummit2020.edublogs.org/
February 26-28, 2020, NY, NY
Conference website: http://opensunysummit2019.edublogs.org/
Program: https://sunyonlinesummit2020.edublogs.org/about/program/
Recordings: https://sunyonlinesummit2020.edublogs.org/mediasite/
Materials: https://sunyonlinesummit2020.edublogs.org/registration/materials/
Day 2 Presentation
Recognition: Open SUNY Online Teaching Ambassadors Recognition
Annual conference for the SUNY online teaching and learning community of practice.
https://commons.suny.edu/cotehub/
March 6-8, 2019, Syracuse, NY.
Conference website: http://opensunysummit2019.edublogs.org/
Program: http://opensunysummit2019.edublogs.org/about/program/
Recordings: http://opensunysummit2019.edublogs.org/mediasite/
Materials: http://opensunysummit2019.edublogs.org/registration/materials/
Open SUNY Online Teaching: http://commons.suny.edu/cote/
Information and Communication Technology in EducationMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 2)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐈𝐂𝐓 𝐢𝐧 𝐞𝐝𝐮𝐜𝐚𝐭𝐢𝐨𝐧:
Students will be able to explain the role and impact of Information and Communication Technology (ICT) in education. They will understand how ICT tools, such as computers, the internet, and educational software, enhance learning and teaching processes. By exploring various ICT applications, students will recognize how these technologies facilitate access to information, improve communication, support collaboration, and enable personalized learning experiences.
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐫𝐞𝐥𝐢𝐚𝐛𝐥𝐞 𝐬𝐨𝐮𝐫𝐜𝐞𝐬 𝐨𝐧 𝐭𝐡𝐞 𝐢𝐧𝐭𝐞𝐫𝐧𝐞𝐭:
-Students will be able to discuss what constitutes reliable sources on the internet. They will learn to identify key characteristics of trustworthy information, such as credibility, accuracy, and authority. By examining different types of online sources, students will develop skills to evaluate the reliability of websites and content, ensuring they can distinguish between reputable information and misinformation.
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
Brand Guideline of Bashundhara A4 Paper - 2024khabri85
It outlines the basic identity elements such as symbol, logotype, colors, and typefaces. It provides examples of applying the identity to materials like letterhead, business cards, reports, folders, and websites.
1. NUTN Network2011:Next Generation Learning Challenges Panel
NUTN Network2011:
Next Generation Learning
Challenges Panel
Alexandra Pickett
SUNY Learning Network
The SUNY SLN "Catch-up and Complete" Enhanced Blended Learning Initiative
Steve Ritter
Carnegie Learning
The Mathematics Fluency Data Collaborative
Chris Sprague
Inquus Corporation (OpenStudy)
Combining open courseware with a social learning network for scalable & effective blended learning
2. NUTN Network2011:Next Generation Learning Challenges Panel
Next Generation Learning
Challenges
… is a collaborative, multi-year initiative
created to address the barriers to educational
innovation and tap the potential of technology
to dramatically improve college readiness and
completion in the United States.
http://nextgenlearning.org/the-program
3. NUTN Network2011:Next Generation Learning Challenges Panel
NGLC Partners
• EDUCAUSE
• League for Innovation in the Community College
• International Association for K-12 Online
Learning (iNACOL)
• Council of Chief State School Officers (CCSSO)
Funding is being provided by the Bill & Melinda
Gates Foundation & The William and Flora
Hewlett Foundation.
9. NUTN Network2011:Next Generation Learning Challenges Panel
Carnegie Learning
Steve Ritter
• The Mathematics Fluency Data
Collaborative
http://nextgenlearning.org/the-grants/wave-I-winners#8
10. NUTN Network2011:Next Generation Learning Challenges Panel
MFDC Partners
• Implementation
– Carnegie Learning
– Derek Lomas (Playpower)
• Design
– Jan Plass (NYU Games for Learning Institute)
– Tiffany Barnes (UNCC Game2Learn)
• Testing and Analysis
– John Stamper (CMU Pittsburgh Science of Learning Center)
– Mary Monroe-Ellis (Pellissippi State Community College)
– Margaret McLaughlin (Carlow College)
– SBCTC
– Boise State
11. NUTN Network2011:Next Generation Learning Challenges Panel
Procedural Fluency
1 or 1
Which is greater:
4 17
3 7
Which is greater: or
8 12
3 8
Which is greater: or
4 9
• How do you know?
12. NUTN Network2011:Next Generation Learning Challenges Panel
Research
• Siegler (1999): good, no-so-good, perfectionists
– Strategy selection (common numerator, complement, benchmark)
– Perfectionists need time pressure
– Number sense
• Need to prevent shallow learning
1 1
Which is greater: or
4 17
If numerator is 1, smaller
denominator is bigger
14. NUTN Network2011:Next Generation Learning Challenges Panel
Design for Experimentation
• Items read from XML at runtime
• Various parameters in XML [speeds, etc.]
• Pluggable
– Images
– Feedback
• In-game
• Post-game
– scoring
• Open source (HTML/Javascript)
15. NUTN Network2011:Next Generation Learning Challenges Panel
Measuring Learning
Improvement within game is not enough
• Transfer
– To different game, same concepts
– To cognitive tutor (problem solving)
– To external measures (tests)
• Retention
• Accelerated Future Learning
• Desire for Future Learning
17. NUTN Network2011:Next Generation Learning Challenges Panel
OpenStudy
Chris Sprague
• Make the World Your Study Group
Combining open courseware with a social learning
network for scalable and effective blended learning
http://nextgenlearning.org/the-grants/wave-I-winners#15
18. NUTN Network2011:Next Generation Learning Challenges Panel
We are Making the World
One Big Study Group
Founders (3) Grants Technology
foursquare tech stack
Chris Sprague AI Expertise In House
CEO
Ashwin Ram
CSO, GaTech Prof
Preetha Ram
CLO, Emory Dean
Partners
Employees (4 full-time)
8 OpenCourseWare Sites
Antonio Salazar, Chief Software Engineer 13 Open Education Resource Sites
Siddharth Gupta, UX Designer
Jon Birdsong, Business & Customer Dev
19. NUTN Network2011:Next Generation Learning Challenges Panel
OpenStudy: Billions teach
each other
Moments in Scaling Public Education
Global Student
Population
20. NUTN Network2011:Next Generation Learning Challenges Panel
NGLC Goals
1. Scale OpenStudy to 100,000
2. Increase engagement
3. Increase retention
Our Solution:
Massively Multiplayer Study Groups
22. NUTN Network2011:Next Generation Learning Challenges Panel
• Real dialogue
• Collaboration
• Peer-validation
• No prior knowledge
23. NUTN Network2011:Next Generation Learning Challenges Panel
• Evolved Profiles
• Social Motivation
• Social Capital
• Proud Progression
24. NUTN Network2011:Next Generation Learning Challenges Panel
Early Results =
More Effective Learning
1. Time on task (19m per session)
2. Immediate feedback (Dialogue, Validation)
3. Prior Knowledge (peer experts)
Students (65,000)
170 countries
1,600 schools
40K questions/mo
75% answered within 5 min