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Unlearning How to Teach
Our teaching and learning habits are useful but they can also be deadly. They are useful when the conditions in which they work are predictable and stable. They are deadly if and when the bottom falls out of the stable social world in and for which we learn. According to Zigmunt Bauman (2004), this is not merely a future possibility – it is the contemporary social reality.
The paper takes up Bauman’s challenge to orthodox thinking about effective teaching in general, arguing the need for a more interventionist role for academic teachers and a greater emphasis on an experimental culture of learning, rather than a culture in which curriculum and pedagogy is fully ‘locked in’ in advance of engagement. The challenge for academic teachers is to promote and support a culture of teaching and learning that parallels a post-millennial social world in which supply and demand is neither linear nor stable, and in which labour is shaped by complex patterns of anticipations, opportunities, time and space.
Grading 2.0: Evaluation in the Digital Age | HASTAC
In this HASTAC forum, three Scholars invite you to consider evaluation and assessment in the face of new forms of digital media, new kinds of skills and technologies, and the ever-changing landscape of education and academia.
Grading 2.0: Evaluation in the Digital Age
As the educational and cultural climate changes in response to new technologies for creating and sharing information, educators have begun to ask if the current framework for assessing student work, standardized testing, and grading is incompatible with the way these students should be learning and the skills they need to acquire to compete in the information age. Many would agree that its time to expand the current notion of assessment and create new metrics, rubrics, and methods of measurement in order to ensure that all elements of the learning process are keeping pace with the ever-evolving world in which we live. This new framework for assessment might build off of currently accepted strategies and pedagogy, but also take into account new ideas about what learners should know to be successful and confident in all of their endeavors.
Tom Vander Ark: How Social Networking Will Transform Learning
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Instead of a classroom as the primary organizing principle, social networks will become the primary building block of learning communities (both formal and informal).
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mart recommendation engines will queue personalized content. Tutoring, training, and collaboration tools will be applications that run on social networks.
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CES Resources NEW: View Technology as a Fence and a Bridge
Technology as a Fence and a Bridge
School 2.0 - Transformation Toolkit
School 2.0 The Transformation Toolkit: Table of Contents
2020 Forecast: Creating the Future of Learning
KnowledgeWorks Foundation & Institute for the Future and Present
A Radically Different World
If you think our future will require better schools, you're wrong.
The future of education calls for entirely new kinds of learning environments.
If you think we will need better teachers, you're wrong.
Tomorrow’s learners will need guides who take on fundamentally different roles.
As every dimension of our world evolves so rapidly, the education challenges of tomorrow will require solutions that go far beyond today’s answers.
THINK Global School - We are a global, university-preparatory school. We are mobile, worldwide, and like no other school on the planet.
THINK Global School is a global, university-preparatory school. We are mobile, worldwide, and like no other school on the planet.
On a trimester basis, we introduce our class to a new and vital international city.
Quite simply, the world becomes our personal classroom.
Our unique program is taught in English; Mandarin and Spanish languages are a requirement, and diverse cultures and traditions are absorbed throughout the world.
These are the cornerstones of our curriculum, and the basis for being able to interact in tomorrow’s world.
Our educators are inventive and imaginative, and strive to open lines of communication and expand the minds of every THINK Global School student.
Alabama Best Practices 21st Century Learners Project
This wiki is an ever evolving resource. It is the collaborative effort of those who have been involved in the Microsoft funded work with the Alabama Best Practice Center over the past two years. It will serve as your virtual handout page, giving you access to all the resources (past, present, and future) that have been shared as part of the ABPC 21st Century Teaching and Learning Project.\n
movingforward - Readings
This page contains good background readings on digital technologies, Web 2.0, 21st century skills, etc.
Please put other readings on specific topics (e.g., blogs, gaming) in their specific category.
movingforward - modelsUS
Exemplary 21st century schools - United States
Who's doing a nice job of infusing 21st century skills, digital technologies, problem- or inquiry-based learning, and other innovative practices into their school organization? Which schools are good models that others could (should) visit to see what a new educational paradigm might look like?
Innovation in Education & TPACK « Life-Long Curious
What is innovation? It’s not just about change, and I don’t think it’s just about things being better. I think innovation is a new idea or invention that makes us wonder how we ever did things before. It can’t be just that it is better. It has to be soooo much better that we can’t imagine a world without that invention anymore. For example, Windows Vista might be better than Windows XP Professional…ok, just kidding. Bad example. For example take 2, the Leopard OS may be better than Tiger, but the difference isn’t so great that we think, “Dang, I don’t know how I managed with 10.4!” Leopard is not an innovation even though it’s better.
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