10 Matching Annotations
  1. Mar 2022
    1. Students who are going to share their new knowledge about a topic might use an audio tool like Soundtrap to create a podcast, and ones who will gather a handful of videos they recorded during a science experiment might use Book Creator to share their learning. Focusing on the features students need in order to share their learning with the world can help us place tasks before apps.

      Often the best way to close a unit of instruction is to invite students to showcase their process of learning, particularly if the unit features a hands-on component. I'd like to collaborate with a teacher who wants to have students use Book Creator to articulate their understanding of new knowledge/skills.

  2. Nov 2018
    1. Constructivist literacy education engagesstudents in active learning, by having them create theirown texts, or by critically responding to texts they arereading. Students also create texts to communicatewithother people. Value is seen in engagement in real,orauthentic, literacy activity, rather than simulation or“dummy runs” of literacy activities

      Value of using authentic materials.

  3. files-eric-ed-gov.ezproxy2.library.arizona.edu files-eric-ed-gov.ezproxy2.library.arizona.edu
    1. Basic Skills as a Foundation for Student Success in the California Community Colleges, Contextualized Teaching and Learning (CTL) is identified as a promising strategy that actively engages students and promotes improved learning and skills development. CTL has been defined in different ways, based on the intent of the group championing its use. Most recently, the United States Department of Education Office of Vocational and Adult Education (2001) characterized CTL as a “conception of teaching and learning that helps teachers relate subject matter c

      Good definition of contextualized teaching and learning.

    1. educated adults (ISCED 0–2) have lower averagenumeracy scores than intermediate-educatedadults in all countries. Country variation in themean numeracy skills of the two e

      These results are not surprising. Out of the countries they studied, only Japan and Korea are places where I get students from. It would have been helpful to have Saudi Arabia, Kuwait and China on that list! However, the information is still helpful and the information can be extrapolated.

    2. Our anal-yses show that the two features are indeed associ-ated with country differences in the average skillslevels of, and skills gaps between, less- andintermediate-educated individuals

      This information is highly relevant to my teaching context as I have students who have come straight from high school (and some of them from countries where their high school educational system is poor) and other students who have already taken some higher education classes and/or who come from countries with a much more rigorous educational system.

  4. learn-us-east-1-prod-fleet01-xythos.s3.us-east-1.amazonaws.com learn-us-east-1-prod-fleet01-xythos.s3.us-east-1.amazonaws.com
    1. Formal learningis a learning activity that is structured and sequentially organized in which learners follow a program of study ora series of experiences planned and directed by a teacher or trainer and generally leading to some formal recognition of educational performance, such as a certificate, license, diploma, or degree. Formal adult learning is provided in the system of schools, colleges, universities and other formal educational institutions that constitute a continuous “ladder” of full-time education.Non-formal learningis structured learning that includes activities such as: participation in courses that are not part of a formal educational program; workshops; seminars; private lessons, and guided/organized workplace training. Non-formal learning may take place both within and outside educational institutions. It may cover educational programs to impart adult literacy, adultbasic education, life-skills, work-skills, and general culture. Non-formal learning does not usually follow the “ladder” system that is characteristic of formal learning.Informal learningis learning that is less organized and less structured than either formal or non-formal learning. It involves no (or very little) reliance on pre-determined guidelines for its organization, delivery and assessment, although it must be undertaken with the specific intention to develop some skills or knowledge. Informal learning may include such activities as those that occur in the workplace (e.g., on-the-job training), and any other unstructured learning activities that may occur on a self-directed, family-directed, work-directed, or other basis.Incidental learninghappens randomly and is not intentional or planned. It may occur anywhere at any time. While we recognize that incidental learning may affect outcomes, it is difficult to capture empirically and difficult to influence through policy lev

      This website has a very detailed definition of what adult learning is in several different contexts and would be helpful for defining the kind of adult learning I have in my context, especially since I have two different kinds of adult learners.

    1. However, there is a strong sense in the international education field that whatever interactions may be occurring naturally are not enough, and that universities need to do a much better job of bringing domestic and international students together in an intentional way. The issue has taken on increasing salience as campuses have seen huge influxes of international undergraduate students from two main countries, China and Saudi Arabia, in recent years. A study published in the Journal of International and Intercultural Communication in 2012 found that nearly 40 percent of international students in the U.S. report having no close American friends. 

      This article discusses the need for American universities to help International students get integrated into their communities. This quote specifically mentions students from China and Saudi Arabia (where most of my students are from).

      This article is credible and has some good information about the topic in general, but it doesn't discuss the topic of technology integration. I was hoping that would be one of the solutions or at least topics in this article. Rating: 6/10

    1. jective In order to find the problems existing in the adult education in China, to in-depth analyze these problems and to deepen understanding, this essay aims to provide decision support to solve these problems existing in China's adult education. Method "Adult education" as the keyword, for the period from 2010 to 2014, known in Chinese network database and Chinese social science citation database searching, the author screened 16 closely-associated with the keyword out of 56 articles. The author collected the information of problems of adult education at present in China through searching the China's Ministry of Education website and engaged in adult education management working experience based on the information integration and analysis. Result 1. Management:(1) chaotic management operation: the Chinese adult education includes correspondence education, TV university, self-study exam, remote education and so on; (2) the system chaos of Chinese adult edu

      This article highlights some of the problems with adult education in China such as teaching methods and out-dated materials.

      This article seems fairly credible and gives some good information about how China integrates technology. This is somewhat relevant to my context as my students rarely come from the adult education world into my program, but rather from the high schools in China to here, but it does relate to a few students I might have, especially when I tutor professors from China in teaching methods (which I have done on several occasions). Rating 6/10

    1. Other students, he adds, are increasingly asking for textbook delivery on iPads, Kindles, and the like. “Working from those challenges -- from the cost perspective, from the flexibility standpoint, and from where our students are across all age groups with technology -- we wanted to see if the CourseSmart platform might have an answer,” he say

      This article gives examples of three college campuses that used e-books on tablets or laptops for students instead of traditional textbooks. One of the reasons for implementing this was that students were asking for them.

      While this article is probably a marketing ploy for the CourseSmart company, it does bring up some relevant points. In fact, some of the reasons are what we have been discussing in my program. I think this article would be relevant for some of my classmates as well. Rating: 8/10

    1. What and who is an adult learner?  A person is an adult to the extent that he or she is performing social roles typically assigned by our culture to those it considers adults, and to the extent that the individual perceives him or herself to be essentially responsible for his or her life. A child is not responsible for his or her life even from a legal point of view. According to Neimi, the adult learner is one who returns to study, on a full‑time or part‑time basis, after a period of time spent in other pursuits.[3]   Freedman states that the adult learner is someone who is motivated enough to want to pin further education at the end of a working day or is required to come to a program for certification.[4]

      This article doesn't look at technology, but focuses on adult learners and how they learn, specifically focusing on self-directed learning.

      Most of the references for this article are outdated, but there are some relevant ideas on the topic of self-directed learning. I especially like the definition of an adult learner and how it relates to this teaching method. This source would be helpful as I define who is an adult learner and how it applies to my teaching setting since I can have students anywhere from age 17 to adults in their 40s. Rating: 7/10.