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The comment thread is far and away the best part of this article. Working without data or evidence, the author argues that in-class learning is more valuable than experiential learning. "The most valuable thing we can teach students is the ability to think through, with patient focus, demanding intellectual challenges." But even the examples provided - as the commenters argue - have real-life experiences that are every bit as demanding as the in-class alternative.[Link] [Comment]
You Can Now Submit And Discuss Moodle Projects For MUA’s Development Cycle Through The Moodle Tracker
This is an erudite and intelligent paper combining three major threads. First, the idea of digital citizenship as an extension of T.H. Marshall's influential conception of social, economic and political rights and responsibilties. Second is the elucidation of hybrid education based on the concepts of 'becoming', which leads to plurality ("nobody is ever the same as anyone else who ever lived, lives or will live.”), and 'belonging', as seen in the concept of community ("this reconsideration of digital citizenship takes aim at the philosophical and ethical foundations for a reconfiguration of education"). And third is the mechanism of patterns and pattern languages, draw brom Alexander's ideas of patterns as bound to the problem, linked to the community, and connected to other patterns. The outcome is an EduPLoP(Pattern Languages of Programs) workshop, which is described and assessed in this paper.[Link] [Comment]
Today is one of those liminal days when you come to the end of something you’ve worked on for what feels like forever, and it magically transforms into the beginning of something new, and you can still see both sides of it.
We began work on the Creative Commons Certificates two years ago. Collectively, we’ve spent hundreds of hours, sometimes working face to face but most often working remotely, designing and redesigning everything from the course outcomes to the structure of the course content to the assessment approach to the underlying technology. We talked about the certificate at conferences and gathered feedback. We offered one day versions of individual units from the course as face to face workshops and gathered feedback. We went back and refined the designs, content, and assessments again. And again. And again.
This morning, two years later, we kicked off the first official beta offering of the certification courses – a 25 person cohort in the Creative Commons Certificate for Educators course and another 25 person cohort in the Creative Commons Certificate for Librarians course. The courses are in beta, inasmuch as we know there are still improvements that need to be made. But the courses are also official, inasmuch as these 50 individuals are the first to have the opportunity to be formally certified.
I’m both thrilled and terrified to be teaching both courses.
None of this would have been possible without an incredible group of people. The core cert development team included Paul Stacey, Alan Levine, Kelsey Wiens, Kamil Sliwowski, Olga Belikov, Sarah Pearson, and me. Creative Commons staff also made important contributions to the work, including Eric Steuer, Jennie Rose Halperin, Cable Green, Rob Myers, Diane Peters, Timothy Vollmer, Jane Park, Claudio Ruiz, Mari Moreshead, and Ryan Merkley.
Don’t get me wrong – there’s still plenty of work to do. We anticipate making many improvements to the courses between now and when they’re launched to the public at the CC Summit this April (2018). At that time we’ll also openly share all the course content under a CC BY license. But today, as students login to the course and begin posting introductions, I (and many others) feel a deep sense of satisfaction at achieving this milestone. Congratulations to everyone involved!
Creating Interactive E-Books through Learning by Design: The Impacts of Guided Peer-Feedback on Students’ Learning Achievements and Project Outcomes in Science Courses
A couple of things are going on in this article. First is the design of the interactive e-book itself, which serves as an illustration of this approach in learning technology. Second is the assessment of the "quasi-experimental design method" employed in the design of the interactive e-Books. The result is assessed for learning outcomes, student satisfaction, cognitive load, and various other factors. It's a good read, detailed and informative.[Link] [Comment]
This study shows that "The literature substantiated that there are fewer barriers to MOOCs than to higher education. Still, the remaining barriers seem to specifically hamper access for underprivileged populations." Which is no surprise, really, and goes to show that open access solves only part of the problem of inequity. But do look at the numbers. For example, we see measurements of as much of 20% of the participants being unemployed, or (in other studies) as many as 12 percent being from India. Would we ever see these numbers on a typical U.S. campus?[Link] [Comment]
I have a fierce dislike for discovery services that lead me to resources I can't access. That's why on OLDaily I am careful to ensure that if you click on the link, you are taken straight to the resource - no subscription paywalls, no registration or signin, no whitelist-me content blocker. It's something that publishers do particularly poorly, and has a direct impact on my work at NRC. We actually pay for subscriptions to expensive journals, but I have no straightforward way to access the articles at my desktop. And as for people without corporate access, well, they are not served at all. Sopcial network services as well block access to people who are not signed in. That's why you never see Facebook content here. Discovery should be access. If it shows up on Google, in a mailing list, on your enterprise desktop, whatever, then the click of the button should take you to the resource. Any other outcome is the result of greed.[Link] [Comment]
Con ‘Diseña un proyecto colaborativo digital‘ (2ª edición) podrás conocer los distintos pasos para realizar un proyecto conjunto en tu centro educativo. No solo conocerás el diseño. También te proporcionará pautas para su promoción y divulgación para obtener más colaboradores y que tu proyecto colaborativo llegue a buen fin.La primera edición de #ProyectoDIG fue un éxito. Si no tuviste la ocasión de inscribirte o te inscribiste pero no pudiste finalizarlo, ahora tienes la oportunidad de hacerlo en la segunda edición de este curso.
Este NOOC (Nano Experiencia de Aprendizaje Abierto en Colaboración) comenzará el martes, 16 de enero, y finalizará el domingo, 28 de enero.
Con una dedicación de unas 3 horas de esfuerzo estimado para su realización, en este NOOC trabajarás la competencia 2.4. “Colaboración mediante canales digitales”, del Área 2. Comunicación y colaboración, del Marco Común de Competencia Digital Docente.
Con el fin de potenciar el aprendizaje cooperativo podrás interactuar y colaborar con otros participantes en el grupo de Facebook del curso y en la red social Twitter, mediante la etiqueta #ProyectoDIG.
Os animamos a inscribiros de manera completamente gratuita en este NOOC y conocer más sobre su contenido y características principales a través del vídeo de presentación:
Te recordamos que puedes seguir al tanto de las demás propuestas formativas de Aprende INTEF en cualquiera de sus modalidades: MOOC, NOOC, SPOOC, EduPills, Aprende INTEF en Directo, podcast educativos, en Abierto, etc.
In a country that just ended net neutrality there is probably zero chance of regulating social networking platforms. That said, the recommendations here are good advice to help us avoid making the same mistakes in education technology. Among the recommendations: "it’s essential to ban digital bots that impersonate humans"; "be transparent about who is behind political and issues-based communication"; "be more transparent about their algorithms"; and "consumers, not the platforms, should own their own data". And more. It's good advice.[Link] [Comment]
Dear readers, let me first wish you all a happy and successful working year 2017!
And having said that, I can share with you a great piece of news. Already before the ITB office building was opened to start the new working year, our professor Michael Gessler had a great message to us: The brand new IJRVET Yearbook is available as an online version and as a print version. Now, for the European and international research communities in the field of vocational education and training (VET) this is such great achievement that it merits to be discussed in a specific blog post. So, I will start my working year with this topic already before I have come to my office.The early initiatives to create an international journal for research in VET
As I remember it, the idea to set up a genuinely international research journal in the field of VET was brought to the agenda of the board of the European VETNET network in the year 2000. There had already been a predecessor initiative (independently of VETNET) that had been turned down by a commercial publisher. In the next phase the original initiator and the VETNET board joined forces and approached another publisher, who reacted positively. Thus, in the VETNET assembly in the European Conference on Educational Research (ECER) 2004 in Rethymnon, Crete, we had an optimistic report from the working group that was preparing the initiative. Also, we had a representative of the publisher attending the conference and observing our work. Everything seemed to work into a good direction.
However, several intervening factors brought the initiative to a different direction. The publisher that VETNET had contacted was merged to a larger publishing house, and that put our initiative on hold. Secondly, disagreements emerged within the working group, and the original initiator left the working group of VETNET and started to promote the initiative independently of VETNET. This led to a creation of a new journal but with different characteristics than we had expected.
This led to a period of latency and reorientation, bridged by a feasibility study that identified several hurdles regarding the relaunching of the journal initiative. Luckily enough, the VETNET board did not give up. By the year2 2013/2014 several things came together that encouraged new start:
- There was more know-how in the VETNET board to set up the editing procedures for an open access online journal independently of publishing houses.
- There were advanced open source online services to support the publishing of such journals.
- The scientific communities were ready to recognise publishing in such journals as academic merits and the global databases were ready to index them.
- Whilst the European VETNET network had already long ago become consolidated as ‘the’ umbrella network for European VET research, a parallel network initiative (IRNVET) had been launched under the auspices of the World Educational Research Association (WERA) to bring together a wider international VET research community.
In the light of the above and given the hard preparatory work between ECER 2013 and ECER 2014, the VETNET General Assembly at ECER 2014 in Porto, Portugal, was happy to make the decision to launch the new journal as “International Journal for Research in Vocational Education and Training (IJRVET)”. It was accepted as the official organ of the VETNET and IRNVET networks and it had a rather strong backing in Europe and in other global regions. By the end of the year 2014, two regular issues were published and from that point on three regular issues and eventual special issues.In 2015 we had a special issue on ‘Vocational didactics’ and in 2017 on ‘Returning to VET’
In the course of the years the IJRVET has become increasingly attractive also to authors working outside Europe and we have been able to share information and research contribution from practically all global regions. Among these highlights we can include the fact that IJRVET is now fully integrated and indexed in CNKI (Headquarter: Bejing), AIRITI (Headquarter: Taipeh) and ERIC (Headquarter: Washington). Furthermore, IJRVET has established cooperation with the ILO (International Labour Organization) and its regional agency Cinterfor (Centro Interamericano para el Desarrollo del Conocimiento en la Formación Profesional). (See more at http://www.ijrvet.net and at the IJRVET-related updates on the Vetnetsite of the VETNET network.
Shortly afterwards new arrangements could be made that the production of the journal could be supported by several conferences, in addition to the annual ECER and its VETNET programme. From 2015 on a biennial conference tradition was started with the theme “Crossing boundaries in VET research” in Bremen and continued in Rostock in 2017. At the VETNET General Assembly at ECER 2017 in Copenhagen the VETNET Board could inform of a new working agreement that these conferences will be scheduled for Spring months and that they will rotate with the Baltic Sea cruise conferences hosted by the Stockholm university. In 2019 the ‘Crossing boundaries’ conference will take place in Valencia, Spain (the call for papers will be published in a short while). In this way the conferences that are supporting the IJRVET will not clash with each other but complement each other. More information on these conferences and on their proceedings also on the Vetnetsite.org and on the IRNVET/VETNET ‘project space’ on the research portal ResearchGate.The idea of the IJRVET Yearbook
After all the progress that had been achieved so far, the editorial team of the IJRVET had the feeling that something was missing. Indeed, one should appreciate the fact that there was the online journal that was appearing regularly and that readers had an open access to the archives of previous issues. Also, the proceedings of the conferences were available via Vetnetsite and ResearchGate. Yet, there was a need to get an overview on the progress with the journal. And the solution for that was the annual yearbook. Here again, the services were available for producing such a yearbook independently of publishing houses, either as printed publication via Amazon (see Vetnetsite) or downloaded via ResearchGate.
So, in a relatively short time the IJRVET and the supporting European and international VET research communities have taken major steps forward. We are looking forward to further steps during the year 2018 and from that year on.
More blogs to come …
Children especially, can be inspired by small things that teachers do. Often, we don't appreciate the impact we can have on the lives of our students. In the busyness of the day, we don't always realise how inspirational some of our actions can be. You never know who you are inspiring....
I met up with one of my former youth group members a few years ago (yes, I used to run youth groups in the 80s and 90s) at an event on the Plymouth seafront. Jonathan Lloyd trained as a teacher and is now head at a school in Wales. I've been in touch with him on social media since. It's amazing to think that the young lad who used to attend my youth group is now all grown up, a fully qualified teacher, and a school leader too! Jonathan has turned out to be quite an inspirational teacher, and revels in the success of the children he has taught over the years. Here's one of the stories he related recently on Facebook, with a call to other teachers to reflect on their own impact:
Who are you inspiring! I’ve just had probably one of my most humbling experiences today. Whilst sat having dinner at the Eden Centre a young man approached me, he said ‘Mr Lloyd, do you remember me?’ and I said ‘I’m sorry I don’t'. He told me his name and I had taught him over 18 years ago in my first class. He told me that during this time he had little self esteem, his parents were dysfunctional and his academic standards were low. He said that you showed me care and compassion and you had a saying that ‘Success comes in Cans, not Cannots!'
His face as a boy came back to me and his backstory !
He then told me that I worked with him daily and by the time he left he had moved from an SEN child to a good average. I also asked him to come to Cricket practice and he represented the school team at Trent Bridge in a National Final!He said that I made him feel special and wanted ,and as a result he wanted to become like me. He then told me he had come back to his parents for Christmas and is now working as a PE teacher in Birmingham. Wow!! He was so excited and thrilled about what he was doing and said it was because I had been an example to him all those years ago. I felt so humbled by what he was saying! It reminds me every day of the privilege I have as a Headteacher to positively influence so many children’s lives for the good! Our every action as an adult can affect the children in our daily reach. I suppose the question is ‘Am I still doing this and are you?NB: If you have any similar stories of inpiration that you would like to share, please post them in the comments box below.
Who are you inspiring? by Steve Wheeler was written in Plymouth, England and is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.Posted by Steve Wheeler from Learning with e's