Flipped Classroom Higher Education "Connected Learning" Connected Learning: Designed to ‘mine the new social, digital domain’ SAN FRANCISCO, Calif. -- Citing an ever-widening gap between in-school and out-of-school learning experiences, a team of researchers today introduced a model of learning -- ‘connected learning’ -- that taps into the rich new world of information, knowledge, and online collaboration available to youth and learners. The connected learning model, which is anchored in a large body of research on how youth are using social media, the internet and digital media to learn and develop expertise, also seeks to respond to deepening fears of a class-based “equity” gap in education that, without intervention, is likely to be accelerated by disproportionate access to technology and new forms of knowledge sharing. Interest-powered...Research has repeatedly shown that when a subject is personally interesting and relevant, learners achieve much higher-order learning outcomes. ...and the embrace of three key design principles: S.
eSchool News » Flipped learning: A response to five common criticisms » Print One of the reasons this debate exists is because there is no true definition of what “flipped learning” is. Over the past few years, the Flipped Learning method has created quite a stir. Some argue that this teaching method will completely transform education, while others say it is simply an opportunity for boring lectures to be viewed in new locations. While the debate goes on, the concept of Flipped Learning is not entirely new. Dr. It’s our opinion that one of the reasons this debate exists is because there is no true definition of what Flipped Learning is. Dr.
The Evolution of Classroom Technology Classrooms have come a long way. There’s been an exponential growth in educational technology advancement over the past few years. From overhead projectors to iPads, it’s important to understand not only what’s coming next but also where it all started. We’ve certainly come a long way but some things seem hauntingly similar to many years ago. For example, Thomas Edison said in 1925 that “books will soon be obsolete in schools. Scholars will soon be instructed through the eye.” Also in 1925, there were “schools of the air” that delivered lessons to millions of students simultaneously. Here’s a brief look at the evolution of classroom technology. c. 1650 – The Horn-Book Wooden paddles with printed lessons were popular in the colonial era. c. 1850 – 1870 – Ferule This is a pointer and also a corporal punishment device. 1870 – Magic Lantern The precursor to a slide projector, the ‘magic lantern’ projected images printed on glass plates and showed them in darkened rooms to students. B.
Khan Academy: Learning Habits vs. Content Delivery in STEM Education Email Share March 20, 2012 - by Guest Author 0 Email Share Co-written by David Castillo and Peter McIntosh Most math education analyses in urban high school classrooms focus on delivery of content: What content to deliver, when to deliver it, how to explain it, what textbooks to use, how much home work to assign, and more. Improving content delivery helped, but not enough Oakland Unity High School is a four-year (grades 9-12) public charter high school located in the tough urban neighborhood of East Oakland. In the summer of 2010, we conducted a diagnostic test with all incoming freshman to evaluate basic algebra and arithmetic skills. The number of students scoring below basic (approximately score of 40 percent) decreased from 77 percent to 28 percent. By any reasonable criteria none of the answers to the old questions worked. Poor learning habits revealed the core problem We concluded that the real problem was making those poor habits an excuse for the wrong initiatives.
The Flipped Class: Myths vs. Reality Editor's Note: On the heels of our viral posts in over 100 countries about the flipped classroom earlier this year (links below), we asked Jon Bergmann if he could share some of the feedback he was receiving in light of the notable interest about this topic. The timing couldn't have been more perfect since he was about to leave for a conference about you-guessed-it, the flipped class. Here is Part 1 of our three part series The Daily Riff. See Part 2 and 3 links below. - C.J. Westerberg The Flipped Class: What it is and What it is Not by Jon Bergmann, Jerry Overmyer and Brett Wilie There has been a lot of interest in the flipped classroom. The traditional definition of a flipped class is: The Flipped Classroom is NOT: A synonym for online videos. Originally published The Daily Riff July 2011 Jon Bergmann is one of the first teachers to flip his classroom and has recently co-authored a book on the the Flipped Class which is to be published by ISTE press. Video Montage from Conference Below
Étudiants plagiaires : l'Université vous donne carte blanche Le maître de conférences à l'Université Paris 8 Jean-Noël Darde a publié sur son site Archéologie du copier-coller un article, éminemment dérangeant, qui révèle que plusieurs thèses mises en ligne sur le site de l'Atelier national de Reproduction des Thèses (ANRT) sont... des plagiats avérés. Le plus inquiétant ne réside pas là : tout le contenu pris en charge par l'ANRT est auparavant validé par les jurys et autres commissions universitaires, qui semblent finalement peu regardants sur la légitimité des travaux qui leur sont proposés. Après une lecture attentive et pointilleuse de trois thèses incriminées, l'Archéologie du copier-coller est en mesure de présenter une liste exhaustive des « sources » joyeusement pillées par les auteurs plagiaires (l'une des thèses, avec passages surlignés, est disponible ici) : quand les passages ne sont pas recopiés mot pour mot, la construction est si alambiquée qu'elle ne laisse planer aucun doute sur l'artisanat du patchwork qui la sous-tend.
Hyping classroom technology helps tech firms, not students Something sounded familiar last week when I heard U.S. Education Secretary Arne Duncan and FCC Chairman Julius Genachowski make a huge pitch for infusing digital technology into America's classrooms. Every schoolchild should have a laptop, they said. Because in the near future, textbooks will be a thing of the past. Where had I heard that before? So I did a bit of research, and found it. The revolutionary technology being heralded in that statement wasn't the Internet or the laptop, but the motion picture. He was talking through his hat then, every bit as much as Duncan and Genachowski are talking through theirs now. Here's another similarity: The push for advanced technology in the schoolroom then and now was driven by commercial, not pedagogical, considerations. That should tell you that the nirvana sketched out by Duncan and Genachowski at last week's Digital Learning Day town hall was erected upon a sizable foundation of commercially processed claptrap.
Khan Academy and the Effectiveness of Science Videos This must-watch video is from our friend Derek Muller, physics educator and science video blogger. Derek writes: It is a common view that “if only someone could break this down and explain it clearly enough, more students would understand.” Khan Academy is a great example of this approach with its clear, concise videos on science. However it is debatable whether they really work. Research has shown that these types of videos may be positively received by students. The apparent reason for the discrepancy is misconceptions. There is hope, however. References 2008 Muller, D. 2008 Muller, D. 2008 Muller, D. 2007 Muller, D. The implication of Derek’s research, both for online science videos and for in-the-classroom science lessons, are obvious. Like this: Like Loading...