Category: Personalized Learning

Future of Education Interview in Unlimited Magazine

About a month ago I had an interview with Lewis Kelley at Unlimited Magazine.  A portion of the interview, called The Future of Education, was published yesterday, along with interviews with two other “leading education thinkers.” Here’s a short excerpt from the interview … “I’m not optimistic that real change is going to happen from within education. I think education is kind of a behemoth. It’s an interconnected system, and any kind of interconnected system is really hard to shift. You can push on parts of the system, but they still have to align with the rest of the...

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Where does learning happen?

There’s a great new TED Talk out today by Jason Fried (TEDxMidwest) called Why Work Doesn’t Happen at Work.  It’s a very insightful talk and it certainly applies to Academe, so watch it first and then read my thoughts below. Here are a few questions that this stirred up in my mind, please share your thoughts … 1. If work doesn’t happen at work, does learning happen at school (in classrooms)? 2. If interruptions are the problem, does learning happen at home? (between family, friends, TV, video games, and the Internet, home is full of distractions) 3. What is the ideal time and space for learning?  Does your answer depend on your age?  On your generation? Possibly Related Posts: Learning at Scale Slides from ICTCM Clickety Click Click: Awful Measures for Learning Why high contextual interference? Recorded Webinar: Teaching Math in 2020 AMATYC Keynote Notes: Challenge and...

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Are Math Instructors the next to be outsourced?

Have I mentioned lately that math instruction will be outsourced to technology? (oh yeah, pretty much every time I find myself speaking at a conference) See NCAT’s latest initiative “Changing the Equation” email, which I’ve copied below: Changing the Equation Selects 38 Institutions The National Center for Academic Transformation (NCAT) is pleased to announce that 38 two-year institutions* have been selected to participate in Changing the Equation, a new program focused on redesigning remedial/developmental math supported by a $2.3 million grant from the Bill & Melinda Gates Foundation. Institutions participating in the program will improve student learning outcomes while reducing costs for both students and institutions using NCAT’s proven redesign methodology. Collectively, these 38 redesigns will impact more than 100,000 students annually. Each participant in Changing the Equation will redesign its entire developmental math sequence-all sections of all developmental courses offered-using NCAT’s Emporium Model and commercially available instructional software (ALEKS, Carnegie Learning, Hawkes Learning Systems and MyMathLab.) Each redesign will modularize the curriculum, allowing students to progress through the developmental course sequence at a faster pace if possible or at a slower pace if necessary, spending the amount of time needed to master the course content. You know how they are reducing costs, right? Less instructors, more technology. I think NCAT and The Gates Foundation have their heart in the right place (they want to see improvements in student success rates in...

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Levers of Change in Higher Education

Here’s the latest Prezi on Levers of Change in Higher Education. We’ve seen many major industries undergo dramatic change in the last decade (i.e. manufacturing, newspapers, and customer service).  While education seems “untouchable” to those within the system, there are many “levers of change” that have the potential for dramatic restructuring of higher education as well.  Online courses, adaptive computer assessment systems, open-source textbooks, edupunks, pay-by-the-month degrees, … these are just some of the levers that are prying at the corners of higher education.  In this presentation I will identify many of the levers of change that have the potential to shift higher education, resources to learn more about these, and a few scenarios that describe some of the possible futures of higher education. You can also watch the video of the live presentation here. Levers of Change in Higher Education on Prezi Possibly Related Posts: Learning at Scale Slides from ICTCM Clickety Click Click: Awful Measures for Learning Why high contextual interference? Recorded Webinar: Teaching Math in 2020 AMATYC Keynote Notes: Challenge and...

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Tweeting for Accountability in Online Classes

I am planning to ask my fall online calculus students to create twitter accounts in order to tweet their studying in hourly increments. As you are probably aware, this is the way I’ve been holding myself accountable to working on my dissertation (227 hours and counting). Since time management is an issue for online students, I want them to be accountable to themselves that they are honestly putting the time in. In particular, learning in math needs to be spread out over time for long-term retention, but it often gets crammed in at the last minute before a test.  Also, I want to know how they are progressing and what their frustration level is with the material. Logistics: The students do not have to put any identifying information on the accounts as long as I have the “handle” they have chosen on twitter. They will be required to put a hashtag and the hour number on each study tweet (see example below) so that we can easily see the studying habits of the whole class on one page.  There will be a minimum tweet requirement of 8-12 hours of studying a week (4-credit course) for a total of 150 hours by the end of the semester.  I suspect that it will become a bit of a contest to see who can study the most in the semester (but I...

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