Back in 2000, a discussion came about as a result of a general dissatisfaction with the way in which education was being conducted in universities. Despite the role of higher education to foster our brightest minds and to expand the frontiers of knowledge, teaching was primarily a pedagogic, teacher-centric, activity.
Heutagogy is underpinned by the assumptions of two key philosophies: humanism and constructivism. The idea of the learner being central to the educational process is a humanistic concept. Similarly, constructivism places the learner at the heart of the educational experience.
Pilots, doctors, plumbers and hairdressers don't learn on the job. And teachers shouldn't either.
Deborah Ball, dean of the School of Education at the University of Michigan (and kind of a rock star in the field of teacher education), has spent the past three and a half decades thinking about what good teaching looks like.
What Ball is trying to model at U of M is a system where future teachers have to demonstrate they can do some core things before they're safe to practice.
President Obama and the Department of Education released a Testing Action Plan, calling on states to cut back on "unnecessary testing" that consumes "too much instructional time" and creates "undue stress for educators and students."
"I hear from parents who rightly worry about too much testing, and from teachers who feel so much pressure to teach to a test that it takes the joy out of teaching and learning both for them and for the students. I want to fix that," said President Obama.
The role of teacher has shifted from the instructor to the inquisitive learner. Teachers no longer see their primary role as being the king or queen of the classroom. They’ve found they accomplish more if they adopt the role of educational guides, facilitators, and co-learners.
Today, the role of the teacher should be focused on understanding how people learn to think and solve real problems. CBE-designed courses follow this model and role for today’s teacher.
According to Steven Mintz, future models of education will turn away from the language of the course – with its emphasis on assignments and assessments – toward the notion of education as a series of immersive learning experiences.
A learning experience is immersive if it totally engages a student in the challenge and intrinsic pleasure of the activity. It requires a sense of "flow". But how can we induce a state of flow in our classes? Mintz gives a few recommendations.
Deep learning often happens when learners encounter experiences that challenge them to figure something out, explore new information, and create a product.
The sad truth is that, for most of us, many of our experiences of deep learning occurred outside of school. The good news is that designing curriculum is the point when teachers can be innovative in order to create memorable and profound opportunities for their students.
Start-ups are one of the most exciting parts of today’s economy. They foster entrepreneurship, experimentation and innovation. Yet in education, we routinely struggle to lean into educators’ innovative instincts.
What if we celebrated great schools the same way that we celebrate great start-ups? The Department of Education is partnering with Medium to launch a series of conversations centered on innovation and education.
Online college courses are a rapidly expanding feature of higher education, yet little research identifies their effects.
Using data from DeVry University, this study finds that, on average, online course-taking reduces student learning by one-third to one-quarter of a standard deviation compared to conventional in-person classes.
Educational Innovation Weekly Reviewis curated by Tecnológico de Monterrey's Observatory of Educational Innovation. With the highlights of the week on innovation, technology and education. If you require more information about a specific note, please email us: email@example.com. TECNOLÓGICO DE MONTERREY, 2015.
Observatory of Educational Innovation
Tecnológico de Monterrey's Observatory of Educational Innovation: We identify and analyze the educational innovation trends that are shaping the future of learning and education.
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