This blog focuses on my scholarship in my five research projects: learning assistance and equity programs, student peer study group programs, learning technologies, Universal Design for Learning, and history simulations. And occasional observations about life.
Socially contructed learning spaces rather than instructional technology
I have been thinking about the terms "instructional technology" and "learning technology." They are often used interchangeably by many, includinig myself. Doing so blurs their distinctions. I have implemented a number of Web 2.0 learning tools within my class: wiki web pages, podcasts, self-create music vidoes on a history topic, etc. Yesterday Brian Fredrickson and I facilitated a conference session on "Social media and learning spaces in schools, work sites, and communities." It was at MinneBar with over 1,000 in attendance. We had a great discussion and many within the audience shared how they use Web 2.0 for learning purposes.
Over the past couple of years, I now understand that my role is creating and facilitating "learning spaces" within the classroom so that students are active participants and co-creators of the class experience and learning outcomes. It is really not about which Web 2.0 technology tool or services that is used, it is the engagement and co-creation by students that makes the difference. It reminded me about the classic Barr and Tagg article from the mid 1990s that identified the shift from a teacher-dirven to a student collaborator learning environment within the classroom.
Barr, R. B., & Tagg, J. (1995). From teaching to learning: A new paradigm for undergraduate education. Change Magazine, 27(6), 13-25. Retrieved July 4, 2004, from: http://critical.tamucc.edu/~blalock/readings/tch2learn.htm
This is one of the most often cited articles on this topic and is credited by some as helping to influence higher education significantly since it was published in a journal that is frequently read by college presidents and chief academic and student affair officers. According to the authors, a paradigm shift is occurring in American higher education. Under the traditional, dominant "Instruction Paradigm," colleges are institutions that exist to provide instruction. Subtly but profoundly, however, a "Learning Paradigm" is taking hold, whereby colleges are institutions that exist to produce learning. This shift is both needed and wanted, and it changes everything. The writers provided a detailed matrix to compare the old instruction paradigm with the new learning paradigm in the following dimensions: mission and purposes; criteria for success; teaching/learning structures; learning theory; productivity/funding; and nature of roles.
New Internet Bookmarks for 2010-05-13
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Facebook | iPhone Animoto Videos Add Animoto music videos to your Facebook page. (tags: Animoto Facebook iPhone music_video software_utilitiy software_applications)
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Prezi - The zooming presentation editor Prezi allows more movement within presentations. Mix in video clips and other media along with slides. Basic package is free with additional fees for more benefits. (tags: Prezi presentation_software software_utilitiy)
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Good overview of social bookmarking and what it has to offer.
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National College Access Network Facebook Page The mission of NCAN is to build, strengthen, and empower communities committed to college access and success so that all students, especially those under-represented in postsecondary education, can achieve their educational dreams.
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Two web 2.0 gurus in higher education share their favorite tools that offer the most impact on instruction. All are easily accessible software tools with a low technology threshold, making them generally easy on tight IT or departmental budgets and personnel resources. While web 2.0 and social software tools are not always freeware and may require some investment of IT or help desk staff time, many have free or low-cost versions. Still, the main benefits of these tools include the ability to connect easily with students and share information widely via common web 2.0 interfaces. (tags: social_media web_2.0 instructional_technology apps)
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Nationwide, about a third of first-year students in 2007-08 had taken at least one remedial course, according to the U.S. Department of Education. At public two-year colleges, that number rises to about 42%. Education observers worry that the vast numbers of students coming to college unprepared will pose a major roadblock to President Barack Obama's goal for the United States to once again lead the world in college degrees. (tags: learning_assistance,_de,_access developmental_level_courses)
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Pearson Social Media Survey 2010 Excellent survey of nearly 10,000 indicates widespread use and diversity of use. (tags: social_media postsecondary_education Surveys_&_Codes)
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Political reform in the Middle East This report seeks to influence the process of democratic transition by providing an index that allows advocates of democracy in the Arab world to monitor the evolution of this process. It could also serve as an important advocacy learning tool for citizens who wish to hold leaders to account and participate in decision making. (tags: history_related Middle_East democracy)
Gates Foundations Commits $110M to Reform Traditional Remedial and Developmental Education
(Gates Foundation Press Release) To aid community colleges in developmental education reform, the foundation announced a commitment of up to $110 million to help research and scale innovative programs. These strategies will help under-prepared students spend less time and money catching up, and will lead to improved retention and completion. About half of the foundation’s commitment has already been given to colleges and programs. The remaining $57 million will be given as grants over the next two years and will be guided by lessons learned through the earlier investments, which are showing that good remedial education contains several key elements:
- It starts early with effective collaboration between middle schools, high schools and colleges that can prevent the need for remediation in the first place. For example, El Paso Community College partners with local school districts and the University of Texas at El Paso, which has dramatically improved graduation rates in just a few short years.
- It is tightly structured blending credit-bearing classes with enhanced academic supports. For example, Washington state’s I-BEST program blends basic academics and career training into a seamless accelerated program.
- It’s flexible and personalized to address specific skill gaps to ensure that students learn what they need. This can be accomplished through technology and other means to improve the efficiency and effectiveness of remedial education. Monterey Institute for Technology and Education, for example, will fund the development of remedial math courses that will be made available for free to colleges. The project aims to reduce the time and cost of remediation through interactive and adaptive multimedia and games.
World War Two Exam Study Review with Music Video
Click on the arrow within the video window below to play a music video that I made by combining PowerPoint slides from lectures about World War II and mixing in music that my students like (and is legal by the way). The PP slides are simplified ones from what were displayed during class. The process for making the music video was by a commercial company called Animoto. http://animoto.com Teachers can apply for a special educator classification and gain access for you and students in the class for six months. Their site provides the legal software to use in mixing witht he video. Go to the webiste and they have plenty of information and provide other samples. This is powerful stuff. My students said that it was useful for a last summary of material that they had been studying in preparation for the unit exam. Enjoy.