EAL Center Fact Sheet No. 11: Adult Learning Theories
This is an extensive site that offers many resources for adult learning. TEAL (Teaching Excellence in Adult Learning) has helpful information for planning, UDL, goal setting and much more.
10/10 This site cites its sources and is easy to use.
Andragogy – Adult Learning Theory (Knowles)
This article provides a brief overview of Knowles Five Assumptions of Adult Learners. These assumptions, and accompanying principles, help provide a baseline for online adult education.
Rating: 5/10
We found using concise videosin multiple ways built online immediacy in positive ways. Students reported, as a whole, that they found video recordings to increase their sense of instructor immediacy and motivation in the online classroom.
The authors discuss the problem of teacher immediacy and presence in online courses. They propose that this problem must be solved as online instruction becomes increasingly popular. The researchers survey multiple students at Weber State University and present their process, results, and communication theory. They conclude that short videos tangibly increase instructor online presence. And, short videos directed at individual students have an even greater positive impact.
Rating: 10/10
Andragogy and Self-Directed Learning:Pillars of Adult Learning Theory
This chapter defines andragogy and reviews the early foundations of adult learning theory. Previous adult learning research performed with multiple constraints demonstrated that circumstance (education, training, health, speed of response) may have more of an impact in learning than age. Studies also revealed that age impacts the ability to perform some cognitive functions yet has little impact on others. While the characteristics of the adult learner have remained relatively consistent, perspectives in classifying the topic and its principles have varied. In discussion of self-directed learning, the authors address related objectives, ethos, self-directed attributes, and assessment methods. The authors report a decline in literature focused on self-directed learning within adult education and advocate for continued investigation and research. 8/10
The educator’s role in self-directed learning
Fostering self-directed learning through strategy is discussed by Bailey et al. (2019) in chapter 1 of “Self-Directed Learning for the 21st Century: Implications for Higher Education.” The authors review the changing role of the educator and the learner based on respective self-directed teaching strategies (problem-based learning, cooperative learning, process-oriented learning) and the learner’s propensity for self-directed learning. In addition to providing principles to promote self-directed learning, the Grow and Borich models for implementing said learning were briefly reviewed. 8/10
Four themes emerged from analyzing three types of data: surveys, interviews, and access log files. These four themes that captured students' experience of VBL included: varying video use frequency, balancing time and level of understanding to achieve learning efficiency, manipulation of video functions to achieve learning efficiency, and reliance upon multiple tools.
The authors of this article question the effectiveness of video-based online learning. The authors/researchers studied multiple undergraduate level online courses. Information was gathered via student surveys and interviews. The researchers present four themes found through the study, which include varying video use frequency, balancing time and level of understanding to achieve learning efficiency, manipulation of video functions to achieve learning efficiency, and reliance upon multiple tools.
Rating: 5/10
but they should be engaging, because this leads to students beingmore motivated to learn and succeed.The possibilities of how students interact with content and with each other are greatly expanded in a hybrid course; just having themread articles online and then meet to discuss themin-class, for example, takes no real advantage of a class format that can otherwise be a transformative experience.
This article, published by the College of DuPage, gives an introduction to hybrid learning environments. The authors outline the benefits of hybrid learning, how to utilize time wisely, the student experience (both in person and online), and how to structure and plan hybrid courses.
Rating: 6/10
The authors present a study focused the differences of blended versus traditional instruction in terms of student performance. The study evaluates 53 undergraduate students enrolled in a "Physical Education in Early Childhood" course. Twenty-nine students were placed in a traditional course and 24 students were placed in a blended "experimental" group. The researchers concluded that "students who attended the course with blended instruction show higher performance."
Rating: 9/10
Teaching with Web 2.0 Technologies: Benefits, Barriers and Lessons Learned
In this article, the author defines Web 2.0 technology and use for Web 2.0 in higher education. Through a small study of educators, discovery includes advantages, obstacles, and general guidance for implementation of web 2.0 tools. The author supports use of Web 2.0 to supplement learning, not as a substitute for the educator. Technologies must be implemented strategically and purposefully. 7/10
Using wikis for collaborative learning: Assessing collaboration through contribution
Through a study of freshman students, the author aimed to determine the success of the Wiki for collaboration. Results revealed variances in learner responses and use of the tool. Lack of use was explained by individual barriers (family, social, work) and system barriers (wiki design). The authors conclude that for the Wiki to be an effective, collaborative tool, additional resources must be provided to the learner, and the Wiki must be meaningful in its design to foster that participation. 7/10
An Introduction and Guide to Enhancing Online Instruction with Web 2.0 Tools
The author provides a comprehensive overview of Web 2.0 technologies, their use in online learning recommendations, and considerations for implementation. (7/10)
Social Media and Networking Technologies: An Analysis of Collaborative Work and Team Communication
Trends in Web 2.0 technologies and various networking modalities are briefly reviewed. Furthermore, advantages and barriers in the use of said technologies are discussed. Implementation of social media as a learning tool can be advantageous, however, it must supplement learning, not replace a structured environment. The educator should still remain present in the learning environment. And, he/she should provide appropriate support and training, as well as model, respective online tools to ensure efficacy. 6/10
Wiki Use that Increases Communication and Collaboration Motivation
(Click on download full text to read.) Through a cooperative learning assignment, University students responded to a case study that implemented use of a Wiki. Results demonstrate that Wiki is an effective communication and collaboration tool (access, structure, versioning) for all individuals (introvert, extrovert). Recommendations and considerations for use in the learning environment were provided. 6/10
When incorporating videos into a lesson, it’s important to keep in mind the three key components of cognitive load, elements that impact engagement, and elements that promote active learning.
The author, Cynthia Brame, is the Associate Director of the Vanderbilt University Center for Teaching and holds a Ph.D. in Education. In this article Brame recognizes the importance video has become in online and blended instruction. Brame suggests three things to consider when designing and implementing videos, which include cognitive load, non-cognitive elements that impact engagement, and features that promote active learning.
Rating: 7/10
Technology Can Help Adult Learners Get the Most Out of Higher Ed
(Available as transcript or podcast.) This article reviews the definition of the adult learner, identifying their particular learning needs and challenges. Considerations and recommendations for implementing technology are discussed (agnostic software, alleviate micro-frustrations). 5/10
Instructional Design Approaches For Adult Learners
(Available as text or podcast.) This article review adult learning theory, cognitive flexibility theory and accompanying design approaches (problem-based learning, collaborative learning). While it affirms strategies, it does little to address incorporation of technology. (2/10)
How To Make Online Corporate Learning Fun During Lockdown
(Available in text or audio.) This article provides basic principles (agenda, duration) and technologies (gamification, discussion boards) and activities to keep employees engaged in online learning. While this provides strategy, it does not provide implementation guidance within the corporate environment. (2/10)
10 Active Learning Methods for Super Engaged Corporate Learners
This article reviews the concept of active learning and its need in today's workplace training. Ten strategies to promote active learning via technology are discussed (collaborative virtual classrooms, mind mapping, brainstorming, scavenger hunts, role play/simulation, problem-based learning, discussion boards, teach back, jigsaw technique, flipped classroom, game based learning). This is a good resource for active learning strategies. (5/10)
Blended learning: Efficient, timely and cost effective
(Click Download full-text PDF to read.) In this article, the authors discuss the blended learning instructional delivery method. Through case study, the authors demonstrate the benefits of blended course design. Furthermore, the article addresses potential detriments (financial, instructional design) of a blended course design. A brief review of considerations and recommendations for a blended design was provided. Though this article focuses on the relationship to forensic science, the information is applicable across disciplines and delivery venues (corporate, academic). (6/10)
E-Learning Implications for Adult Learning
(Click Download full text to read.) In this brief article, the authors contrast the child and adult learner. Highlighting the adult learner's characteristics, the article further discusses factors that might affect the individual learning style. Furthermore, the authors discuss these styles in the context of eLearning (extravert, introvert, sensory type, intuitive adult, reflexive type, affective type, rational type, and perceptive type). Each learning type and preferred eLearning method is illustrated (Table 1, p. 60). Rationale for the implementation of eLearning is detailed (p. 61). Guidelines for the use of eLearning is discussed. (6/10)
Creativity, Self-Directed Learning and the Architecture of Technology Rich Environments
(Click Download full-text PDF to read). In this article, the authors reflect on the need to cultivate creativity and self-directed learning through transition from conventional course design to a more comprehensive design, which includes technology, problem solving, and collaboration. Moreover, the authors contend that measures of success should not be limited to traditional assessment methods. Barriers to the success of a self-directed design within the typical learning environment are mentioned. Through case study review, the authors demonstrate that strategic course design (educator, setting, technology, expectations) fosters development of the self-directed learner. Dynamics supporting the success of the technology-rich, creative, self-directed design were included. With a methodological approach that incorporates technology, problem-solving, teamwork, and educator support, self-directed behaviors emerge.(8/10)
Cognitive Presence “is the extent to which learners are able to construct and confirm meaning through sustained reflection and discourse” (Community of Inquiry, n.d, para. 5). Video is often used as a unidirectional medium with information flowing from the expert or instructor to the learner. To move from transmission of content to construction of knowledge, tools such as Voice Thread (VoiceThread, 2016) support asynchronous conversation in a multimedia format.
The author, Kendra Grant, is the Director of Professional Development and Learning for Quillsoft in Toronto Canada. Grant helps business succeed in education design and support. In this article Grant discusses how quickly the learning environment has changed through technological development. Grant explores the RAT Model, which guides instructors in the "use of technology to help transform instructional practice." Grant then examines the Community of Inquiry model, which seeks to create meaningful instruction through social, cognitive and teaching presence. Grant concludes by providing general principles for creating a positive video presence.
Rating: 8/10
Multimedia principle. Providing words with pictures, images, or other graphics enhances learning relative to materials that include only words. While this principle pertains to texts with pictures, it also applies to videos, which include audio and video components.2. Modality principle. When combining visual and verbal materials, it is more effective to use audio than it is to use written text. Videos may be more effective when they present video in conjunction with audio narration as opposed to written text in the video.3. Contiguity principle. Multimedia materials are more effective when words and pictures/images/graphics occur in close proximity relative to when they do not occur in close proximity.4. Redundancy principle. Eliminating redundancy enhances the effectiveness of multimedia. For example, text may be redundant with audio narration, and such redundant text should be eliminated.5. Coherence principle. Adding flashy but unnecessary illustrations to multimedia can be distracting, reducing coherence and thereby reducing learning.6. Personalization principle. Using a conversational style (e.g., in narration) can be more beneficial relative to a more formal presentation style.
This article compiles research into educational videos with respect to SDL (although SDL is never mentioned directly). The authors discuss the impact of educational videos, student engagement, the role of critical thinking and knowledge development, and effective design and presentation.
Rating: 8/10
Investigating self-directed learning and technology readiness in blending learning environment
Article primarily deals with blended learning environments and the effectiveness of SDL as leveraged through technology-enabled forms of communication. Other topics addressed include technology readiness and student motivation levels. Findings indicate technology has a positive effect on learning outcomes. Rating 7/10.
Description: This article reflects on the impact of self-directed learning, technology readiness, and student motivation in blended and non-blended learning environments. These three categories were selected due to their importance in success as a student as well as an employee. It is clear that self-directed learning has a bigger effect on blended learning environments because of the independence students must exhibit during the online portion of the class. Similarly, students need more technology related skills to be successful in a blended environment. Yet, student motivation impacted both blended and non-blended learning nearly equally.
Rating: 7/10
Reason for the rating: There are plenty of citations throughout the text and the data is represented in an easy to understand fashion. Yet, the data sample size was small with only 200 students participating in the research. Therefore, more trials are needed to get a definitive answer.
Considering that one of the most significant factors of online course quality is instructor presence and interpersonal interaction,4 one of the benefits video can offer is creating faculty presence in an online environment. In the interviews, students cited faculty presence as a key factor related to their engagement and perceived learning from videos. Humor and wit were described positively. Participants also mentioned the benefits of adding personable context to a subject; for instance, faculty members giving examples from their professional experiences about subject material. As one student explained, "The reading is very didactic or academic, but the videos are very real-case scenarios. The instructor narrates: 'How do you take that academic learning into the real world? What does that mean when you're looking at these financial statements?'" Another participant offered: "[The videos] are better than just reading the material because it has more of that human element."
Melanie Hibbert, the Director of Instructional Media & Technology and Media Center at Barnard College in New York City, writes about what is necessary for good online instructional videos. Hibbert discusses media at Columbia University, methods for creating videos, an what analytics tell us. She concludes by describing the importance of instructor presence more so than the production quality of videos.
Rating: 9/10
Knowles, Holton, and Swanson emphasize that “adults resent and resist situations in which they feel others are imposing their wills on them.” (1998, 65) In spite of their need for autonomy, previous schooling has made them dependent learners. It is the job of the adult educator to move adult students away from their old habits and into new patterns of learning where they become self-directed, taking responsibility for their own learning and the direction it takes. Technology is a perfect path for the facilitation of self-direction. The ultimate ability of initiatives such as web-based learning to be non-linear allows an adult to follow the path that most appropriately reflects their need to learn. It becomes extremely important for those who are designing technology-based adult learning to use all of the capabilities of the technology including branching, the ability to skip sections a student already understands, and multiple forms of presentation of material which can assist people with various learning styles. All of these can be used to permit studentsto follow a path of learning that most appropriately suits them.
The author, Delores Fidishun, is the Head Librarian at Penn State Abington College and holds a doctorate in education. This article proposes that just adding technology to instruction is not enough. It must be intentional. Fidishun summarizes six assumptions of andragogy which include the learner's need to know, the learner's self-concept, the role of the learner's experience, a student's readiness to learn, the student's orientation to learning, and the student's motivation to learn.
Rating: 7/10
Creating an Effective Online InstructorPresence
This article was published by the Community College Research Center Teacher's College at Columbia University in New York City. The article examines what an effective online instructor looks like. The authors discuss how research indicates online instructors "make minimal use of interactive technologies." They then outline how instructors can use lectures, homework assignments, discussion boards, chat sessions, and lab activities in an interactive online course.
Rating: 8/10
In his groundbreaking work in the 1950’s and 60’s Dr. Knowles determined that learning in adults was most effective when the environment included factors of:• Respect• Safety• Immediacy• Relevance• EngagementIn other words adults learn best when they feel that they are being respected, their prior experience is acknowledged and respected, they feel safe in the environment, can see the immediate applicability of the learning to something that is relevant to their lives, and engaged in the learning process - are learning by doing. Dr. Knowles research further showed that adults remember:• 20% of what they hear.• 40% of what they see and hear.• 80% of that they do!
The author gives a short introduction to the concept of effective adult learning followed by some generalizations (highlighted). They then describe "12 Principles for Effective Adult Teaching & Learning." Finally, the author follows up with multiple practical ideas educators can use to reinforce adult learning.
Rating: 7/10
Description: As the title suggests, this article dictates the necessities for a curriculum or class dedicated to teaching adult learners. Not only does it describe the environment where they flourish, but delves into twelve principles of effective teaching for adult learners. There are also examples of engaging teaching strategies which range from basic and general ideas-- for example, modeling, teamwork, and transitions-- to complex and specific tasks such as SNOW cards, gallery walks, and bumper stickers.
Rating: 8/10
Reason for rating: This article cites many different researchers and includes facts to support their theories and ideas. It defines important principles with simple and easy to understand text for novice teachers. Though it does not address technology integration, many of the ideas can be altered to include technology to enrich the learning and increase engagement levels.
Studying these articles on ubiquitous learning, the following six elements could be identified: (a) Permanency in a u-learning environment implies for instance that the work is recorded continuously and saved until deleted (b) Accessibility implies anytime, anywhere availability of the learning environment (c) Immediacy implies learning environments with immediate access to information (d) Interactivity implies that the learning environment supports both synchronous and a-synchronous interaction with experts, teachers or peers (e) Situating of instructional activities implies that the learning is embedded in real life situations. (f) Adaptability implies access to the right information, at the right time, right place and right way.
This article seeks to identify "elements of self-directed learning that should be integrated into a ubiquitous learning environment." The authors outline five elements of a ubiquitous learning environment that support SDL. These include learner control, self-regulating learning strategies, reflection, interaction with the social world and interaction with the physical world. The authors identify multiple elements of a ubiquitous SDL learning environment.
Rating: 7/10
Online learning, blended learning, flipped learning, hybrid learning, flexible learning, open learning and distance education are all terms that are often used inter-changeably, but there are significant differences in meaning. More importantly, these forms of education, once considered somewhat esoteric and out of the mainstream of conventional education, are increasingly taking on greater significance and in some cases becoming mainstream themselves. As teachers and instructors become more familiar and confident with online learning and new technologies, there will be more innovative methods developing all the time.
The author, Anthony Bates, holds a BA in Psychology and a Ph.D. in Educational Administration. He holds over 40 years of teaching experience. In this chapter he proposes online learning is a mode of delivery versus a teaching method. In this chapter Bates compares teaching delivery methods, defines which mode students need, and weighs in on the choice between face-to-face and online teaching.
Rating: 10/10
10 Characteristics Of A Highly Effective Learning Environment
The author, Terry Heick, is the founder and director of TeachThought.com and holds an MA in Teaching. In this article Heick elaborates on the following 10 characteristics of a highly effective learning environment: Students ask more questions than teachers Questions are valued over answers Ideas come from divergent sources A variety of learning models are used Classroom learning 'empties' into a connected community Learning is personalized by a variety of criteria Assessment is persistent, authentic, transparent, and never punitive Criteria for success is diverse, transparent, and co-created with students and families Learning habits are constantly modeled Constant and creative opportunities for practice and growth
Rating: 8/10
Good instructional design is based on the industry-standard Instructional System Design (ISD) model. The ISD model comprises five stages—analysis, design, development, implementation, and evaluation—and is a systems approach to instructional design in that it views “human organizations and activities as systems in which inputs, outputs, processes (throughputs), and feedback and control elements are the salient features.”
This article discusses visual, auditory, and kinesthetic learning styles and the importance of communicating in ways that appeal each style. It then outlines what this means for the Instructional System Design (ISD) model. The author concludes by outlining learning outcomes, organization, interactive instruction, and content versus connection versus application. The author proposes that "good instructional design is based on the industry-standard Instructional System Design (ISD) model" (p 5).
Rating: 7/10
Knowles’s andragogical model is grounded in six principles (which he, good scientist, called assumptions):
This article does a excellent job breaking down what Malcom Knowles has to say about Andragogy. It gives examples and details of each of his six principles. The author ends by talking about how to take Andragogy from theory to practice.
10/10
Empowering older adults’ informal, self-directed learning: harnessing the potential of online personal learning networks
Article discusses informal, personal learning networks as they relate to older, adult learners and self-directed study. Author questions how and why adults turn to internet and social media tools for knowledge acquisition. Concedes a lack of research in regard to adults' use of internet-based tools. Defines older adults as 60+. Rating 7/10
Self-Directed Learning: A Key Component of Adult Learning Theory Geri Manning
Article offers a discussion of SDL as component of adult learning theory. Useful discussion of conceptual framework and literature review. Characteristics of SD learners are explored. Concludes with some implications for the study of adult learning. Rating 7/10
Adult learning theories: Implications for learning and teaching
Article provides an in depth discussion of learning theories as applied to adult learners. Diagrams are particularly helpful. Clear discussion of Knowles, i.e., how adult and child learning differs. Rating 8/10
Insights 3 Adult Learning Theories Every E-Learning Designer Must Know
Adult learning theories for Instructional Designers - Article names adult learning "theories" (andragogy, neuroscience, experiential learning, SDL, and transformational learning). Discusses why these "theories" are relevant to ID. Rating 3/10
Description: Researchers asked students in a second language class to complete a research video assignment. Students reflected the research helped them gain key insights and a feeling of self-confidence. This self-confidence was tested as they attempted to incorporate the second language which pushed many students out of their comfort zone. Students found ways to simplify the content so they could explain their research in the second language. Due to the video presentation format, students were able to practice their language repeatedly which helped them grasp the vocabulary. As a whole, the student felt as if they learned more content and vocabulary with the video assignment.
Rating: 8/10
Reason for the Rating: The data received from the research was survey based therefore it included more opinions rather than facts. It would have been interesting to see student's final grades or test scores and compare them to previous semesters. The article is well supported with facts and quotes.
In order to coordinate these processes, an individual needs to be able to monitor and regulate his own learning. The ability to monitor and regulate learning changes over the life span and can be improved through interventions.
Self-regulated learning--it can be improved
Description: The article discusses the use of social media in a blended learning environment. There were three groups. The control group was taught the material face-to-face without technology. The first experimental group was taught in a blended setting with some face-to-face interaction and limited internet classes. The second experimental group was blended, similarly to experimental group one, but also had access to the class through social media. All students took a pre and post test. Students in the control group stayed the same while students in the experimental groups grew. The researchers concluded that the blended environment helped while social media support did not.
Rating: 6/10
Reason for the rating: The researchers were thorough in their data collecting and interpretations. They described each method in detail and included charts with their data. Yet, only 74 people participated in this study therefore it may not be the best judge of social-medias ability to aid education.
Description: The purpose of this article is to explore the idea of using Wikis inside the classroom. Wikis are considered great tools because they are flexible and promote collaboration. The author discusses the different ways teachers can implement wikies from groups creating and presenting a single wiki to each student creating their own and commenting on their peers wikis. Furthermore, Wikis are familiar to students which helps promote engagement. The last section describes how to create Wikis and integrate them into a classroom setting.
Rating: 10/10
Reason for the rating: This topic fully engages the reader with easy to understand text and diagrams. There are plenty of citations to support the theories.
Description: This article outlines three phases for collaborative teaching: Planning, implementing, and reflecting. It discusses the ways teachers can support student interactions through the implementation phase by creating well-thought out activities which engage the learner. These activities should focus on collaboration of peer ideas in order to be effective in building social and academic skills. It mentions a few examples such as discussion groups or large projects. The author gives multiple examples of the teacher's role in a collaborative setting as well as issues that may occur. The article encourages both the teacher and the students to reflect on the learning and collaboration afterwards.
Rating: 9/10
Reason for the rating: The author is very thorough in their research and explanation with the text. They have many citations to support their theories as well as diagrams to help illustrate their ideas. The biggest fault with the paper is that it is entirely idealistic without any reference to a case study.
Description: This article explains Bloom's Taxonomy in the college environment. It begins with an overview of the theory before delving into the questions used in the research. By using Bloom's Taxonomy, the college course was able to have students tie higher thinking to concreate examples which helped the learners gain more understanding of the materials presented.
Rating: 8/10
Reason for the rating: This article reflects on one researchers attempt to place Bloom's taxonomy into a classroom setting. It shows the reader how to implement the theory with examples and data. There are plenty of citations provided throughout the text to help support the theories. Though it does not mention technology integration, it does discuss tailoring lessons to fit student ability. Technology could be used in conjunction to help promote an even deeper understanding.
Description: This article describes online learning through the lens of Maslow's hierarchy of needs. The author describes for a person to be successful in an online setting they need to have a safe home environment, consistent formatting, and collaboration opportunities. For students to really excel in a field, they must also have an inclusive environment, assistive tools to help with self efficacy, and positive feedback on assignments. Technology plays a key role in allowing students with disabilities or weaknesses in a class to feel confident.
Rating: 10/10
Reason for the rating: The article is supported with an abundance of citations. It is organized in a clear and logical format as it follows Maslow's pyramid in order. The writing is concise and easy to understand.
Description: This article discusses English languages learners and their self-directed learning levels. The researchers took a wide sample to ESL learners and surveyed them about their demographics and their English media consumption outside of the classroom. They found that a majority of ESL students watch TV programs in English as well as have native English speakers as friends. These are considered strategies for ESLs to learn English outside of an ESL classroom.
Rating: 7/10
Reasoning for rating: The article is well supported through data and citations. It discusses the data with little bias and attempts to use learning theories to interpret their findings. Though it does not discuss the integration of technology inside of the classroom, it reflects on the use of technology in every day life to help support the learner.
Description: The article begins by defining social learning theory and reviewing Bandura's contributions to the field. Then, it discusses technologies influence on social interactions in the modern era and student engagement levels when utilizing technology inside the classroom. Games especially help students with following directions and creating critical thinking strategies which they can bring into the classroom setting.
Rating: 5/10
Reason for rating: The website for the article is minimal at best. The article itself is well written with plenty of citations to support it, but the formatting is not consistent throughout.
Description: This text describes adult learning theories best used in a workforce training. It describes the environmental factors which lead to success in an adult student (such as a positive atmosphere) as well as techniques like heterogeneous learning groups. It attempts to persuade the reader to address the personal needs of each student while still moving the class towards the trainings goal. As a whole, this article covers the basics of what trainers need to know when teaching adults in a workface setting.
Rating: 6/10
Reason for rating: This article is very quick and direct. It discusses each technique, skill, or factor with examples and reasoning for the suggestions. Each suggestion is well-thought out and logical. Yet, the article cites few other texts which discredits it a little. The article was found through JSTOR which only sources peer-reviewed texts.
And as an aside, I’m definitely in favor of more debates than sessions in future conferences, since we actually learn more by hearing multiple viewpoints.
Features and characteristics of problem based learning
The problem based learning (PBL) strategy is defined. The strategy is defined as an iterative process with specific goals (knowledge, problem-solving skills, self-directed skills, collaboration, motivation for learning). The authors go on to describe the advantages, disadvantages, limitations, and considerations for the use of PBL. Integration of technology allows for new opportunities in education and training across disciplines. (7/10)
Integrating Technologyinto Adult Learning
The author discusses four strategies (curriculum, mechanism, complement to instruction, instructional tool) for integrating technology in adult learning, their advantages and considerations. The use of any method will require changes to a curriculum, learning environment, and learner and educator roles. Therefore, technology integration should be done purposefully. 7/10
Project Based Learning to Develop 21st Century Competencies
In this chapter, the author defines problem based learning (PBL) and highlights the benefits to the learner. In addition to incorporating technology to enhance learning, the article reinforces the need to foster the softer skills that may be developed as a result of PBL (teamwork, accountability, problem-solving, creative thinking, risk-taking, communication skills, and critical thinking skills). Though the data is limited, and there are inherent challenges, PBL is of value in course design. (8/10)
An Evaluation of Problem-based Learning Supported by Information and Communication Technology: A Pilot Study
(Under "Viewing Options", select PDF.) In this article, Ernawaty and Sujono (2019) summarize results of a study funded by the Research and Higher Education Directorate of Indonesia. The study aimed to evaluate the cogency of information and communication technologies (ICTs) in problem based learning (PBL) and traditional teaching methods (TTM) based upon learner test scores. The concepts of PBL, TTM, and implications of ICTs are briefly reviewed. Results of the study revealed that PBL with the support of an ICT yielded the highest test scores. (6/10)
I'm suggesting there should be a way to write lifecycle related code that also responds to changing props, like how useEffect works. I think how React handles this could be a good source of inspiration.
If Svelte came up with some kind of hooks like API maybe it could solve both these issues at once.
I think Svelte has some things to learn from React hooks.
Svelte doesn't re-render, so you need to respond to component mount/dismount and prop changes separately as they are distinct concepts and never tied together, unlike in React.
Sometimes, you may be tempted to write that wrapper. Because all your (React or Vue or insert your reactive framework here) instincts tell you so.Resist the temptation. There is a better way. A svelter way. Introducing: the use-directive (a.k.a. “actions”).
However, especially when starting out, it’s very easy to fall into the “this is how I did things in my previous framework” trap.
Fractal learning is ultimately about balance and flexibility. It's about: keeping the big picture in your mind even when digging into the details, whilst simultaneously paying close attention to the details even when you are just skimming choosing the appropriate level of abstraction for what you're trying to do, whilst simultaneously zooming in and out of different levels of abstraction.
Further explanation of fractal learning
When you are new to a field and trying to get an overall sense of how the field works, it might be a waste of time to fall down any rabbit holes as you don't have the experience to know which lines of questioning are relevant. So a breadth-centric approach might serve you well. In this case, you should form appropriate abstractions for the concepts you are encountering so that you can dig deeper into them later if you need.
When you're new to a field, it's better to use the BFS (Breadth-First Search) learning
Fractal learning is essentially a strategy used to make sense of complex systems without getting too lost in the details. It's about being in that Goldilocks zone of not wasting your time learning too much (you have other things to do) while at the same time getting an overall understanding of how things fit together.
Fractal learning
Most people seem to follow one of two strategies - and these strategies come under the umbrella of tree-traversal algorithms in computer science.
Deciding whether you want to go deep into one topic, or explore more topics, can be seen as a choice between two types of tree-traversal algorithms: depth-first and breadth-first.
This also reminds me of the Explore-Exploit problem in machine learning, which I believe is related to the Multi-Armed Bandit Problem.
f′(2)
Did he mean to write f'(3) here?
COVID-19 and the Labor Market. (n.d.). IZA – Institute of Labor Economics. Retrieved October 10, 2020, from https://covid-19.iza.org/publications/dp13574/
A statistician is the exact same thing as a data scientist or machine learning researcher with the differences that there are qualifications needed to be a statistician, and that we are snarkier.
There was also opportunity to connect with other students.
I'm glad you had at least a little bit of this. The system I saw used for third graders left almost zero space for inter-student interaction or socialization which was a miserable experience.
Pointing someone to a README.md does not lead to learning.
This reminds me of an interesting study from MIT relating to collective learning that I heard about from Cesar Hidalgo recently.
At the same time, a positive emotional experience alone is not enough. For tools for thought to attain enduring power, the user must experience a real growth in mastery, an expansion in their ability to act. And so we’d like to take both the emotional and intellectual experience of tools for thought seriously.
How can they also reach the idea of "flow"?
It looks to me like Andy and Michael are grasping at recreating with modern technology and tools what many (most? all?) indigenous cultures around the world used to ritually learn and memorize their culture's knowledge. Mnemonics, spaced repetition, graded initiation, orality, dance, and song were all used as a cohesive whole to do this.
The best introduction to many of these methods and their pedagogic uses is best described by Lynne Kelly's book Knowledge and Power in Prehistoric Societies: Orality, Memory, and the Transmission of Culture.
If they take her ideas as a basis and then layer on their own thinking, I think they'll get much further much quicker. Based on my reading of their work thus far, they're limiting themselves.
When I received Chris’s comment, my first response was that I should delete my post or at least the incorrect part of it. It’s embarrassing to have your incorrect understandings available for public view. But I decided to leave the post as is but put in a disclaimer so that others would not be misled by my misunderstandings. This experience reminded me that learning makes us vulnerable. Admitting that you don’t know something is hard and being corrected is even harder. Chris was incredibly gentle in his correction. It makes me think about how I respond to my students’ work. Am I as gentle with their work as Chris was to mine? Could I be more gentle? How often have I graded my students’ work and only focused on what they did wrong? Or forgotten that feeling of vulnerability when you don’t know something, when you put your work out for others to judge? This experience has also reminded me that it’s important that we as teachers regularly put ourselves into situations in which we authentically grapple with not knowing something. We should regularly share our less than fully formed understandings with others for feedback. It helps us remember that even confident learners can struggle with being vulnerable. And we need to keep in mind that many of our students are not confident learners.
I'm reminded here of the broad idea that many bloggers write about sooner or later of their website being a "thought space" or place to contemplate out in the open. More often than not, even if they don't have an audience to interact with, their writings become a way of thinking out loud, clarifying things for themselves, self-evolving, or putting themselves out there for potential public reactions (good, bad, or indifferent).
While writing things out loud to no audience can be helpful and useful on an individual level, it's often even more helpful to have some sort of productive and constructive feedback. While a handful of likes or positive seeming responses can be useful, I always prefer the ones that make me think more broadly, deeply, or force me to consider other pieces I hadn't envisioned before. To me this is the real value of these open and often very public thought spaces.
For those interested in the general idea, I've been bookmarking/tagging things around the idea of thought spaces I've read on my own website. Hopefully this collection helps others better understand the spectrum of these ideas for themselves.
With respect to the vulnerability piece, I'm reminded of an episode of <cite>The Human Current</cite> I listened to a few weeks back. There was an excellent section that touched on building up trust with students or even a class when it comes to providing feedback and criticism. Having a bank of trust makes it easier to give feedback as well as to receive it. Here's a link to the audio portion and a copy of the relevant text.
Teachers at Orlo Avenue Elementary said that, while they supported their principal’s decision to adopt Chromebook-based personalized learning, it had undoubtedly created a lot more work, with no accompanying pay raise.
This is a major issue. And shouldn't all the ed-tech involved actually be lowering this sort of cost and not dramatically increasing it? Isn't that half the point?!
Yet the academic and policy research behind it is thin.
And sadly this doesn't seem to have prevented a huge swath of schools to switching over to the idea. Isn't the purpose of a pilot program to do just that--pilot it to see if the data show it's a good idea to spread to other schools?!
Other personalized-learning advocates told me that execution is everything.
And isn't this the same case as in traditional teaching?!
Personalized learning, though premised on differentiating one student from another, has seemed to work best when it attends, first and foremost, to the needs of teachers as a group. If tech is, indeed, merely a tool of personalized learning, then what does that make the teacher?
Personalized learning argues that the entrepreneurial nature of the knowledge economy and the gaping need, diversity, and unmanageable size of a typical public-school classroom are ill-served by the usual arrangement of a teacher lecturing at a blackboard.
numerically evaluate the derivative of a function specified by a computer program
I understand what they're saying, but one should be careful here not to confuse themselves with numerical differentiation a la finite differnces
Strategies for Virtual Learning Environments:Focusing on Teaching Presence and TeachingImmediacy
Through a literature review of 50 articles published between 2003-2014, the authors explored aspects of online learning (teacher presence, teacher immediacy) that impact learner interest and motivation in the online environment. Recognizing that these aspects are key, the authors explore various approaches to retention the virtual setting. The multifaceted role of the instructor is reviewed as well as virtual facilitation strategies. The literature search revealed a positive correlation between teaching presence, teaching immediacy, and learner engagement and motivation. 6/10
Characteristics of Adult Learners With Implications for Online Learning Design
The author reviews assumptions of the adult learner and adult learning theory. In discussion of adult learning theories (self-directed learning, experiential learning, transformational learning), the article investigates their use in online learning. Furthermore, the author provides online course development recommendations for the adult learner. A brief critique of andragogic principles is provided. Adult learning principles used in a live environment are of benefit and necessary in the virtual environment. Click "Full Text" to read article. 7/10
no gradient tapes, no graph definitions requires
Note to self: look up what this means
they’ll work their asses off not to disappoint you.
This kind of relational motivation seems like a good first step. I wonder though if "not to disappoint you" still centers the instructor and not the learners? The idea of a "partnership" between instructors and students strikes me as closer to the ideal that empathy aims for.
The videos give him the power to pause, rewind, and replay the content.
Key phrase is "give him the power" - learner agency is a powerful catalyst for success.
Discovery learning can occur whenever the student is not provided with an exact answer but rather the materials in order to find the answer themselves.
This is a neat definition of discovery learning, emphasising the need for appropriate preparation by the teacher.
This is in stark contrast to the way that babies learn. They can recognize new objects after only seeing them a few times, and do so with very little effort and minimal external interaction. If ML’s greatest goal is to understand how humans learn, one must emulate the speed at which they do so. This direction of research is exemplified by a variety of techniques that may or may not fit into an existing paradigm; LeCun classified these tasks under the umbrella of “self-supervised learning.”
Now "self-supervised" is hardly what babies do, when you see the importance of interactions in learning (see e.g. https://doi.org/10.1016/j.tics.2020.01.006 )
2020 Conference on Computational Sociology | IRiSS. (n.d.). Retrieved 30 September 2020, from https://iriss.stanford.edu/css/conferences/2020-conference-computational-sociology
Wilkinson, Jack, Kellyn F. Arnold, Eleanor J. Murray, Maarten van Smeden, Kareem Carr, Rachel Sippy, Marc de Kamps, et al. ‘Time to Reality Check the Promises of Machine Learning-Powered Precision Medicine’. The Lancet Digital Health 0, no. 0 (16 September 2020). https://doi.org/10.1016/S2589-7500(20)30200-4.
How To Get The Most Out Of Virtual Learning – Research Digest. (n.d.). Retrieved September 29, 2020, from https://digest.bps.org.uk/2020/07/30/how-to-get-the-most-out-of-virtual-learning/
This study focuses on higher education instructors in the Global South, concentrating on those located in South America, Sub-Saharan Africa, and South and Southeast Asia. Based on a survey of 295 instructors at 28 higher education institutions (HEIs) in nine countries (Brazil, Chile, Colombia; Ghana, Kenya, South Africa; India, Indonesia, Malaysia), this research seeks to establish a baseline set of data for assessing OER use in these regions while attending to how such activity is differentiated across continental areas and associated countries. This is done by examining which variables – such as gender, age, technological access, digital literacy, etc. – seem to influence OER use rates, thereby allowing us to gauge which are the most important for instructors in their respective contexts.The two research questions that drive this study are:1. What proportion of instructors in the Global South have ever used OER?2. Which variables may account for different OER usage rates between respondents in the Global South?
Survey, assessment, data and research analysis of OER use and impact in the global south
cross-validation is sometimes not valid for time series models
What? Why? Does he mean k-fold specifically?
Mance, H. (2020, September 18). The future of the university in the age of Covid. https://www.ft.com/content/9514643d-1433-408c-8464-cb4c0e09c822
For example, the one- pass (hardware) translator generated a symbol table and reverse Polish code as in conven- tional software interpretive languages. The translator hardware (compiler) operated at disk transfer speeds and was so fast there was no need to keep and store object code, since it could be quickly regenerated on-the-fly. The hardware-implemented job controller per- formed conventional operating system func- tions. The memory controller provided
Hardware assisted compiler is a fantastic idea. TPUs from Google are essentially this. They're hardware assistance for matrix multiplication operations for machine learning workloads created by tools like TensorFlow.
In general, I'm unpersuaded by these arguments (learning curve is determined not just by unfamiliar syntax, but by unfamiliar semantics and APIs as well, and the frameworks in question excel at adding complexity in those areas).
Giles, J. R., Erbach-Schoenberg, E. zu, Tatem, A. J., Gardner, L., Bjørnstad, O. N., Metcalf, C. J. E., & Wesolowski, A. (2020). The duration of travel impacts the spatial dynamics of infectious diseases. Proceedings of the National Academy of Sciences, 117(36), 22572–22579. https://doi.org/10.1073/pnas.1922663117
Ehlert, A., Kindschi, M., Algesheimer, R., & Rauhut, H. (2020). Human social preferences cluster and spread in the field. Proceedings of the National Academy of Sciences, 117(37), 22787–22792. https://doi.org/10.1073/pnas.2000824117
How to Remake Streets for Kids During COVID-19. (2020, September 14). Streetsblog USA. https://usa.streetsblog.org/2020/09/14/how-to-remake-streets-for-kids-during-covid-19/
In engineering science, there is an emphasis on working prototypes or “deliverables”. As Professor of Computer Science Andries van Dam put it in an interview with the author, when engineers talk about work, they mean “work in the sense of machines, software, algorithms, things that are concrete ” [Van Dam 1999]. This emphasis on concrete work was the same in Bush’s time. Bush had delivered something which had been previously only been dreamed about; this meant that others could come to the laboratory and learn by observing the machine, by watching it integrate, by imagining other applications. A working prototype is different to a dream or white paper — it actually creates its own milieu, it teaches those who use it about the possibilities it contains and its material technical limits. Bush himself recognised this, and believed that those who used the machine acquired what he called a “mechanical calculus”, an internalised knowledge of the machine. When the army wanted to build their own machine at the Aberdeen Proving Ground, he sent them a mechanic who had helped construct the Analyzer. The army wanted to pay the man machinist’s wages; Bush insisted he be hired as a consultant [Owens 1991, 24]. I never consciously taught this man any part of the subject of differential equations; but in building that machine, managing it, he learned what differential equations were himself … [it] was interesting to discuss the subject with him because he had learned the calculus in mechanical terms — a strange approach, and yet he understood it. That is, he did not understand it in any formal sense, he understood the fundamentals; he had it under his skin. (Bush 1970, 262 cited in Owens 1991, 24)
Learning is an act of creation. To understand something we must create mental and physical constructions. This is a creative process.
Could a learning environment have seasons
I'm really intrigued by this. Are there "seasons" in a course design? (We do talk about things being "hot" or "cooling down", of content "coming down in buckets"...) That's a season which teachers (and to an extent students) can control.
What about the seasons of a learner's life - and not just in terms of chronological age, but of life stages?
We know there are curricular "seasons" - again, in terms of heavy and light workload times, new student arrivals and graduations of students as they finish, faculty retirements - but do we address these as liminal times of our shared culture, or just as scheduling hassles?
Ozaita, J., Baronchelli, A., & Sánchez, A. (2020). The emergence of segregation: From observable markers to group specific norms. ArXiv:2009.05354 [Physics, q-Bio]. http://arxiv.org/abs/2009.05354
Autorzy najnowszych badań skupili się na języku i odkryli, że dzieci podczas przetwarzania języka mówionego używają obu półkul mózgu.
In comparison, almost all adults use only the left hemisphere of the brain
Ludwig, V. U., Brown, K. W., & Brewer, J. A. (2020). Self-Regulation Without Force: Can Awareness Leverage Reward to Drive Behavior Change? Perspectives on Psychological Science, 1745691620931460. https://doi.org/10.1177/1745691620931460
Yang, Scott Cheng-Hsin, Chirag Rank, Jake Alden Whritner, Olfa Nasraoui, and Patrick Shafto. ‘Unifying Recommendation and Active Learning for Information Filtering and Recommender Systems’. Preprint. PsyArXiv, 25 August 2020. https://doi.org/10.31234/osf.io/jqa83.
An fMRI-based study of error-monitoring shows that students who are focused on monitoring their own learning process, rather than on getting right answers, learn better over time.
The study adds evidence that education focused on correctness is less beneficial to education focused on deeply engaging with content
Barrett, L. F. (2020, July 8). Opinion | College Courses Online Are Disappointing. Here’s How to Fix Them. The New York Times. https://www.nytimes.com/2020/07/08/opinion/college-reopening-online-classes.html
Nunes, L., & Writer, A. S. (2020). Working Around the Distance. APS Observer, 33(7). https://www.psychologicalscience.org/observer/covid-19-remote-learning-teaching-research
Sellgren, K. (2020, August 5). Schools “should be first to open, last to close.” BBC News. https://www.bbc.com/news/education-53650648
Usher, E., Golding, J. M., Han, J., Griffiths, C. S., McGavran, M. B., Brown, C. S., Sheehan, E. A. (2020). Psychology Students’ Motivation and Learning in Response to the Shift to Remote Instruction During COVID-19. [Preprint]. PsyArXiv. 10.31234/osf.io/xwhpm
If you are a senior, try talking to a junior or someone less experienced than you. Many companies are running what is called ”reverse mentoring” programs where juniors coach senior members of a company. Senior’s experience is traded for a fresh perspective from a junior. You’d be amazed at how much you could learn and share.
Moya, C., Cruz y Celis Peniche, P. D., Kline, M. A., & Smaldino, P. (2020). Dynamics of Behavior Change in the COVID World [Preprint]. SocArXiv. https://doi.org/10.31235/osf.io/kxajh
Bol, T. (2020). Inequality in homeschooling during the Corona crisis in the Netherlands. First results from the LISS Panel. https://doi.org/10.31235/osf.io/hf32q
Hull, T., Levine, J., Bantilan, N., Desai, A., & Majumder, M. S. (2020, August 13). Digital phenotyping of complex psychological responses to the COVID-19 pandemic. https://doi.org/10.31234/osf.io/qtrpf
Augenblick, N., Kolstad, J. T., Obermeyer, Z., & Wang, A. (2020). Group Testing in a Pandemic: The Role of Frequent Testing, Correlated Risk, and Machine Learning (Working Paper No. 27457; Working Paper Series). National Bureau of Economic Research. https://doi.org/10.3386/w27457
Patrick De Oliveira on Twitter: “After planning to bring back half of its students to campus in the Fall, Princeton is now deciding to go fully remote. ‘We cannot provide a genuinely meaningful on-campus experience for our students this fall in a manner that is respectful of public health concerns’” / Twitter. (n.d.). Twitter. Retrieved August 10, 2020, from https://twitter.com/PLSOliveira/status/1291829645600579585
Whiting, Sue, Sam Wass, Simon Green, and Michael Thomas. ‘Stress and Learning in Pupils: Neuroscience Evidence and Its Relevance for Teachers’. Preprint. PsyArXiv, 4 August 2020. https://doi.org/10.31234/osf.io/9j24a.
Course as generative learning event
when Rangle first started to rally around redux - it did feel like a generative learning event
What is a "course"? And more importantly: what more can a course be?
I like this framing, as something that I've been thinking for awhile is that when it comes to teaching/education - people are too caught up in an old style of education and are trying to copy-paste the classroom setting into the online world.
While some K-12 education seems to be adapting a bit faster, higher education still feels a little stuck.
Bootcamps are a little different, but gaps still exist --- got thinking about this also when talking with Sam recently
Bacher-Hicks, A., Goodman, J., & Mulhern, C. (2020). Inequality in Household Adaptation to Schooling Shocks: Covid-Induced Online Learning Engagement in Real Time (Working Paper No. 27555; Working Paper Series). National Bureau of Economic Research. https://doi.org/10.3386/w27555
Work That Can Be Done from Home: Evidence on Variation within and across Occupations and Industries. COVID-19 and the Labor Market. (n.d.). IZA – Institute of Labor Economics. Retrieved August 4, 2020, from https://covid-19.iza.org/publications/dp13374/
Fathers Matter: Intra-Household Responsibilities and Children’s Wellbeing during the COVID-19 Lockdown in Italy. COVID-19 and the Labor Market. (n.d.). IZA – Institute of Labor Economics. Retrieved July 27, 2020, from https://covid-19.iza.org/publications/dp13519/
*Game star mechanic
Student interests i.e HP Alliance, influence how to participate and change society.
In creating online content, creativity is often influenced from other sources. Then the question is not only what is creativity but also what is originality? What does this say about copyright infringement in terms of digital property? What does this say about patent law?
I like how the technology and collaborative aspects are being used to relate the issue of homelessness not only to the past events but also the issues facing their community on both a local and personal level.
Construction is equal parts inspiration and perspiration. Construction calls on creativity as well as persistence, flexibility, and revision. Construction asks our students and teachers to focus on the power and patience employed during work process…and not just the final resultant work product
Nothing is ever finished on the internet
our understanding of construction and creation needs to be broad enough to allow for change in the future.
the internet is constantly changing everyday as more information is uploaded daily. Nothing is ever finished being constructed
The ideas and concepts in all of this work does overlap sometimes…and students and teachers should feel empowered to move in, out, and between all of the concepts. Working online is a fluid experience which calls for flexible learners.
This is very true as flexibility is needed in the classroom.
. In order to fill the void I would see concerning the creativity, composition, and design skills students need…we have been developing online content construction (OCC)
This is especially important as technology integration in the classroom has become critical under our current situation.
Introducing JASP 0.11: The Machine Learning Module. (2019, September 24). JASP - Free and User-Friendly Statistical Software. https://jasp-stats.org/2019/09/24/introducing-jasp-0-11-the-machine-learning-module/
the market size: the global note-taking management software market is estimated to reach $1.35 billion by 2026, growing at a CAGR of 5.32% from 2019 to 2026greater scope for innovation: eg., be it creating a task list, a roadmap, or a design repository, Notion can handle it alllack of satisfaction: it’s noted that people always use a combination of note-taking apps and hardly stick to one for a long time
Three reasons why we constantly see more note-taking apps, which in return increase our paradox of choice
if you’re looking for a tool to increase your metacognition, try Roam Research.
Roam Research is one of the tool suggestions to improve your metacognition
Metacognition, put simply, is “thinking about thinking” or “knowing about knowing.” It’s being aware of your own awareness so you can determine the best strategies for learning and problem-solving, as well as when to apply them. The word “metacognition” literally means “above cognition”—it’s one of the most powerful forms of self-monitoring and self-regulation. It’s a fancy word for something fairly simple once you break it down.
Metacognition
Middle School Project: Public Art
STEAM!!!! Google Maps walking tour, kinetic sculpture to install Teacher Planning Session, connecting learning
Existing art that students are studying in history Click on art and information they have found about it comes up Applies to real-world--their community Writing proposals for installation of their works of public art
No "paint by numbers"
Let students explore the process! The products will be so creative--things you have not even thought about
"Science fair" or "expo" of ideas
Students taking ownership of ideas
Galloway, S. (n.d.). NYU professor Scott Galloway predicts hundreds of universities will shutter, possibly for good, if they reopen in the fall. Business Insider. Retrieved July 20, 2020, from https://www.businessinsider.com/scott-galloway-colleges-must-cut-costs-to-survive-covid-2020-7
This model heavily reflects my ideas for my Unit Plan.
How do you ensure that students could still properly comprehend information under the SAMR model, particular in relation to literacy.
Instead of viewing plays as individual texts to be studied and examined, theatre knowledge building invites teachers and students to examine the work together, to question why the play was written, to understand the relationship between form and content, to see how the play fits within theatre history and the work of the playwright, and to ask how the play has been performed and what challenges it presents to other theatre workers.
Make it an open-ended question that leads to conversation between students
Engaging students in a three-month long project where they create their own short plays with the guidance of a workingplaywright, this festival not only allows students from St. Sylvester to explore playwriting, but to do so in collaboration with another class at a nearby Member School, St. Henry.
Way to collaborate with places outside of the school
For example, in November 2014, the Grade 3/4 class at at St. Sylvester participated in a learning project devoted to set and costume design in connection with the theatre’s production of James and the Giant Peach
Teaching design to students, can this be a collaborative project with people from multiple locations?
are grouped intentionally to provide a mix of skill levels,
Zone of Proximal Development -Vygotsky; by mixing skill levels, students at a lower skill will learn from those at a higher skill; those at a higher skill will better understand the process/concept by helping teach those at lower skills
Encouraging students to reach out to one another to solve problems not only builds collaboration skills but leads to deeper learning and understanding.
Students can teach one another--assessment of understanding Asking each other questions before asking the teacher
Group work empowers a student's cultivation of resilience
Creates habits of mind
Going over homework in groups, if no resolution to a problem, talk about it as a class, asking groupmates to help (and they are helpful--how do you inspire helpful intentions?)
Classwork harder than homework--need to talk to one another to solve problems
Talk about problems before taking pencil to paper
Can you see one another; check ego at door; be willing to take risks; throw out ideas even if not fully formed, others can add to it
Different roles to fill: discussion: scribe, mapper, moderator
How did you do? Encourage quieter students to engage, have peers help them out somehow
Respect individual, celebrate small victories
opportunities for mastery of specialist language and practices.
Opportunities for mastery in a safe, non-graded space
xperiences invite participation and provide many different ways for individuals and groups to contribute.
Participatory: web literacy
Digital and net-worked media offer new ways of expanding the reach and accessibility of connected learning so it is not just privileged youth who have these opportunities.
So many online communities to choose from, but as of yet do not discuss the safety/privacy/security of connecting with these online communities
learning that is socially embedded, interest-driven, and oriented toward educational, economic, or political opportunity.
Definition of connected learning
Clarissa
Clarissa's interest in fan fiction led to her joining a supportive online community where they participated in editing and revising (changing to make better versions of writers) and gave her the opportunity to get accepted to Chapman and Emerson
Wishart, A. E. (2020). Towards equitable evolution & ecology learning online: A perspective from a first-time instructor teaching evolution during COVID-19. https://doi.org/10.31235/osf.io/8srv3
Motivating Learners
Trajectory vs. fixed point Idea of play, how do we play with current knowledge/tech? Learners look at how can change what they are doing in order to make it better, constantly looking at change and able to embrace change Find communities of doers in what you are interested in Teach how to join Tinkering brings thought and action together
Using Facebook Ad Library | Webinar with Maddy Webb and Laura Garcia. (2020, May 22). First Draft. https://www.youtube.com/watch?v=YuzUr0V_fEk&feature=emb_logo
Connected Learning in Teaching Practice
Great resource to put into practice!
They do this by being sponsors of what youth are genuinely interested in — recognizing diverse interests and providing mentorship, space, and other resources.
Find what students are interested in, give them the resources to find supportive groups and opportunities to explore those interests!
Learning is irresistible and life-changing when it connects personal interests to meaningful relationships and real-world opportunity
Yes! A goal of mine as an educator is to help students become life long learners. I believe that by teaching to students' interests, we can help develop that love! I like the ideas about relationships as support and opportunities that come as a result.
Mishra, S. V. (2020). COVID-19, online teaching, and deepening digital divide in India [Preprint]. SocArXiv. https://doi.org/10.31235/osf.io/wzrak
Determine if who is using my computer is me by training a ML model with data of how I use my computer. This is a project for the Intrusion Detection Systems course at Columbia University.
Interesting reaction from the parent over how her son is using tech. Is it Cheating? How does this affect our future classrooms as more and more materials are headed online and from home over print.
reading a thesaurus is pretty much a bad way to improve any writing skill
Virtual MLSS 2020 (Opening Remarks). (2020, June 29). https://www.youtube.com/watch?v=8staJlMbAig
Weeden, K. A., & Cornwell, B. (2020). The Small World Network of College Classes: Implications for Epidemic Spread on a University Campus [Preprint]. SocArXiv. https://doi.org/10.31235/osf.io/n5gw4
BPS. (n.d.) Clinical Psychology. YouTube. http://www.youtube.com/playlist?list=PLCkLQOAPOtT1s_9-JoYjXQz5qgNcsT_Ii
Division 15 Sponsored Webinar: Dr. Daniel Willingham on “Truthiness” in Educational Psychology. (2020, May 20). https://www.youtube.com/watch?v=XQTHp2vdSSk&feature=youtu.be
(This is why writing is important. It’s harder to fool yourself that you understand something when you sit down to write about it and it comes out all disjointed and confused. Writing forces clarity.)
This is why I like to repeat that writing shapes your understanding of the topic
(This is why writing is important. It’s harder to fool yourself that you understand something when you sit down to write about it and it comes out all disjointed and confused. Writing forces clarity.)
This is why I like to repeat that writing shapes your understanding of the topic
One component of it is energy: thinking hard takes effort, and it’s much easier to just stop at an answer that seems to make sense, than to pursue everything that you don’t quite get down an endless, and rapidly proliferating, series of rabbit holes.
To think in an intelligent way, you need to take effort (energy)
What this means is that you can internalize good intellectual habits that, in effect, “increase your intelligence”. ‘Intelligence’ is not fixed.
Fix your intelligence with the right habits
Intelligent people simply aren’t willing to accept answers that they don’t understand — no matter how many other people try to convince them of it, or how many other people believe it, if they aren’t able to convince them selves of it, they won’t accept it.
Question authority
The smartest person I’ve ever known had a habit that, as a teenager, I found striking. After he’d prove a theorem, or solve a problem, he’d go back and continue thinking about the problem and try to figure out different proofs of the same thing. Sometimes he’d spend hours on a problem he’d already solved.
Take your time and ponder
Kizilcec. F. R., Reich. J., Yeomans. M., Dann, C., Brunskill, E., Lopez. G., Turkay., S., Williams, J. J., Tingley. D., (2020) Scaling up behavioral science interventions in online education. PNAS. Retrieved from https://www.pnas.org/content/117/26/14900.short?rss=1
Jena, P. K. (2020). Challenges and Opportunities created by Covid-19 for ODL: A case study of IGNOU [Preprint]. SocArXiv. https://doi.org/10.31235/osf.io/jy2td
Jena, P. K. (2020). Impact of Covid-19 on Higher Education in India [Preprint]. SocArXiv. https://doi.org/10.31235/osf.io/jg8fr
digitally mediated networked learning
It's interesting to make this distinction. While I recognize that networked learning pre-dates the rise of the web, I suspect many students and educators would equate "network" with "the internet" at this point (and the internet means "Web 2.0" - that is, a collaborative space where the user/creator distinction is blurred).
Shama, S., & Ikbal, J. (2020). EDUCATION DURING A PANDEMIC: A feasibility study of online classes in Bangladesh to counteract potential study gaps caused by COVID-19 related lockdowns [Preprint]. SocArXiv. https://doi.org/10.31235/osf.io/p6mws
1. The first weeks of school should be devoted to community building and digital competency.
This article gives a good insight into how we can use tech in the current circumstances we are in
Each tutorial chapter will have a 'Show me' button that you can click if you get stuck following the instructions. Try not to rely on it too much; you will learn faster by figuring out where to put each suggested code block and manually typing it in to the editor.
Think of the use of social media during the Arab Spring. People used social media in a way that went far beyond knowing how to click and deep into civic uses and navigating ways to communicate with others under the radar of a communication-hindering government. It was a way of both encouraging one another to remain critical and supporting one another through adversity in creative ways.
This example shows the importance of technology and social media not only within the classroom, but also in the real world in how events are interpreted and analyzed. This is a very crucial skill in teaching humanities related courses such as ELA and Social Studies. In particular, social media can encourage students to be more thoughtful about the origin and biases of a particular source.
Teachers must have access to high-quality UbD curriculum materials. Weak or flawed examples convey the wrong idea of what UbD curriculum should look like, and teachers who use imperfect resources
How do we ensure that all schools obtain high-quality UbD curriculum materials?
This, too, is false. Indeed, the data from released national tests show conclusively that the students have the most difficulty with those items that require understanding and transfer, not recall or recognition.
This can possibly be due to the mentality of "Teaching to the test" where teachers focus on having students memorize rather than analyze information to prepare them for standardized testing.
The lessons you learn from chess are generalizable only at a high level (e.g. a bad plan is better than no plan). But if you have games that are (a) fun and (b) accurate for some aspects of reality, such as KSP or Factorio, you do get learning that is real and transferable. The challenge is in making games that satisfy both constraints.
Chess to be a good educator misses the accuracy for some aspects of reality
Our membership inference attack exploits the observationthat machine learning models often behave differently on thedata that they were trained on versus the data that they “see”for the first time.
How well would this work on some of the more recent zero-shot models?
Hubler, S. (2020, June 28). ‘We Could Be Feeling This for the Next Decade’: Virus Hits College Towns. The New York Times. https://www.nytimes.com/2020/06/28/us/coronavirus-college-towns.html
data leakage (data from outside of your test set making it back into your test set and biasing the results)
This sounds like the inverse of “snooping”, where information about the test data is inadvertently built into the model.
Händel, M., Bedenlier, S., Gläser-Zikuda, M., Kammerl, R., Kopp, B., & Ziegler, A. (2020). Do Students have the Means to Learn During the Coronavirus Pandemic? Student Demands for Distance Learning in a Suddenly Digital Landscape [Preprint]. PsyArXiv. https://doi.org/10.31234/osf.io/5ngm9
Shah, C., Dehmamy, N., Perra, N., Chinazzi, M., Barabási, A.-L., Vespignani, A., & Yu, R. (2020). Finding Patient Zero: Learning Contagion Source with Graph Neural Networks. ArXiv:2006.11913 [Cs]. http://arxiv.org/abs/2006.11913
Mandalaywala, T. M., & Rhodes, M. (2020). Gender stereotypes about leadership in early childhood. https://doi.org/10.31234/osf.io/ytsbn
‘It’s just way too much to take on’: School systems struggle with the politics of reopening. (n.d.). POLITICO. Retrieved June 28, 2020, from https://www.politico.com/news/2020/06/17/reopening-schools-coronavirus-327020
There really are only two things you can do: you can present a challenge (which will drive learning), or you can provide resources that people can pull on when they are challenged. A resource can be a map, a person, Google, a checklist, a video, a guide…
Thinking about how this applies to library instruction. We're limited in our ability to present challenges - that is up to the course instructor - and so we mostly provide resources. We need to reach out to the instructors to get them to put learning challenges in front of students
So it makes sense that video games would be the primary educational environment of the future: they are the best way we have of (a) creating simulations of reality (b) with fast feedback loops (c) accessible at low cost.
Games as the future of learning
Video games will become a core component of education. This sounds absurd, but consider that simulations are already used widely for learning
When you understand something very well it’s almost as though you can play around with it using all your senses — touch, feeling, space.
The fundamental principle of education is to give students an environment, and tools, where they can make discoveries themselves. This requires space, and time, and autonomy.
Amy Perfors on Twitter: “I’ve been having a difficult time lately — partly because of [insert frantic gesturing at the state of the world], partly personal — but one thing has been a real bright light for me in the last few months. I think it has some broader lessons that might give some hope, so THREAD” / Twitter. (n.d.). Twitter. Retrieved June 26, 2020, from https://twitter.com/amyperfors/status/1275931919897595904
Ben-David, S. (2018). Clustering—What Both Theoreticians and Practitioners are Doing Wrong. ArXiv:1805.08838 [Cs, Stat]. http://arxiv.org/abs/1805.08838
Minocher, R., Atmaca, S., Bavero, C., McElreath, R., & Beheim, B. (2020, June 24). Reproducibility of social learning research declines exponentially over 63 years of publication. https://doi.org/10.31234/osf.io/4nzc7