The Real Revolution in Online Education Isn’t MOOCs Harvard Business Review
Something is clearly wrong when only 11% of business leaders — compared to 96% of chief academic officers — believe that graduates have the requisite skills for the workforce. Data is confirming what we already know: degrees don’t communicate much about a candidate’s potential and fit.
There is a new wave of online competency-based learning providers that has absolutely nothing to do with offering free, massive, or open courses. In fact, they’re not even building courses per se, but creating a whole new architecture of learning that has serious implications for businesses and organizations around the world.
It’s called online competency-based education, and it’s going to revolutionize the workforce because it has the potential to provide learning experiences that drive down costs, accelerate degree completion, and produce a variety of convenient, customizable, and targeted programs for the emergent needs of our labor market.
Lots of faculty members outside research universities say that teaching a full course load takes up most of their time, service obligations eat up the rest, and research is something they must pursue largely on their own. But which duties to keep? Which to take away?
The College of New Jersey might provide some insight. With a radical overhaul of the curriculum, centered on undergraduate research and the teacher-scholar model, the new model benefited both students and faculty members. The process went quickly for so large a project: it took less than a year.
By building undergraduate research into the faculty workload system and engaging undergraduates in research, the new model also helped with recruiting and retention. "It gives a much more realistic impression about what the disciplines really are, and gives students a lot more meaningful experiences," said Matthew Bender, an associate professor of history and director of the international studies program.
What Is 'Personalized Learning'? Educators Seek Clarity Education Week
A number of education and technology organizations are seeking to forge a clearer understanding of what "personalized learning" really means.
Many institutions see the potential in personalized learning to meet the demands of a student population that has grown more diverse, with a wide range of academic and language needs. And technology offers a powerful tool for achieving that goal.
But ultimately, those tools have to mesh with the work of classroom teachers, who are making their own judgments about what's working in their classes, because "Nothing replaces the teacher, and [a] teacher's ability to know a student and what they need (...) You can't get that from a piece of software."
Start a Reading Revolution: Flip Your Class With Blogs Edutopia
Are kids actually reading? It's a worthwhile question. In an age when distractions seem to make readers more reluctant, one must wonder how many students actually do it. There's evidence that indicates that they despise reading.
But it doesn’t have to be this way. All you have to do is flip the experience, turning the practice of reading on its head by making them the creators of their own learning. The two cornerstones are choice and blogs.
Flipped reading with blogs is a dynamic way for students to control their learning. It revolutionizes the way they view reading and writing, presenting it as a design challenge in which words, images, and format serve to express their ideas.
How Students Lead the Learning Experience at Democratic Schools MindShift
The Fairhaven School, which opened its doors in 1998, has no tests or grades, and no assigned homework. Its goal is to help students develop two core traits: agency and autonomy. The only entrance requirement is a trial week to ensure prospective students are interacting positively with others and not endangering anyone, including themselves.
The roughly 60 students range in age from five to 18 and all of the children, regardless of their ages, “know what they want to do, and learning is a by-product of what they do,”says Mark McCaig. “Learning is the result of doing, not vice versa.”
The most significant responsibility at the school is that “you are responsible for what you make of your life,” McCaig says. To graduate, students write and defend a thesis that they have “prepared themselves to become effective adults in the larger community.”
Instructional Design Based on Cognitive Theory Faculty Focus
Andy Stanfield, director of the Center for Teaching and Learning Excellence at Florida Institute of Technology, is a proponent of using Mayer’s Cognitive Theory of Multimedia Learning to improve instructional design.
This theory has some very practical implications for online course design, “a lot of instructional design comes down to how you are going to use images, text, and narration so that you’re getting the maximum efficiency from your auditory and visual channels,” Stanfield says.
Stanfield has some recommendations for achieving this efficiency:Short, focused lessons; Proper balance of text, image, and narration; but more importantly, Think like an instructional designer, “Stop thinking as a subject matter expert and start thinking as a designer (…) Oftentimes if you can step back from the subject matter expert role and think as an outside objective observer, a lot of these things take care of themselves.”
Palabras Clave: Diseño instruccional, teorías del aprendizaje
'Grit' Might be More Important than IQ. Now Schools Need to Learn to Teach it Vox
Being smart in school isn't enough. The focus has turned to whether students have grit — whether they can keep going in the face of setbacks to achieve long-term goals.
Grit has little to do with traditional intelligence. But it's highly important. College admissions officers have said if they could measure grit in applicants and use it as a selection criterion, they would.
There's just one problem: if grit can be taught, we don't know how to do it yet. Researchers have learned that self-control can be taught and cultivated. The idea of growing grit, on the other hand, is in its infancy.
How Academics Can Help Ensure Students’ Wellbeing The Guardian
Although many university departments offer training to academic and teaching staff, this does not necessarily prepare them for the emotional issues that can arise.
Lecturers are often the first point of contact for students. But increased expectations on staff make it difficult to dedicate lots of time to students.
There are, however, some things that academics can do to make sure these struggling students don’t become isolated or slip through the net.Here are 10 tips from a range of university professionals: Find out about the support services your university offers; Be approachable; Know when not to engage with support; Don’t be afraid of tears; Don’t feel bad if you don’t spot signs early on...
To Siri, With Love
How One Boy With Autism Became B.F.F.'s With Apple’s Siri The New York Times
Gus has autism, and Siri, Apple’s “intelligent personal assistant” on the iPhone, is currently his B.F.F.
For most of us, Siri is merely a momentary diversion. But for some, it’s more. The developers of intelligent assistants recognize their uses to those with speech and communication problems — and some are thinking of new ways the assistants can help.
In a world where the commonly held wisdom is that technology isolates us, it’s worth considering another side of the story.