In learning and its design, we have always referred to essential or generative questions. Through the use of questions, deeper learning objectives are often recognized. Thoughts are generated and connections are made. In TeachThought, Terry Heick asks us to think about how we can use questions in ways that work best with the Google generation. Information is ubiquitous, but helping them slow down to navigate information requires supporting them. Using these questions is a way of teaching them to think. “Metacognition isn’t a matter of a “lesson,” or a teacher telling students it’s something they should do. Rather, it’s a matter of habit. Habits are everything. So, below are 15 questions to help students respond to new ideas, and begin to establish the kinds of habits that make thinkers, and just maybe, starting telling you what you want to hear.”
In digital environments there is still not a clear answer about best practice or efficacy of assessments. One thing we do know – digital environments require a different type of assessment and contextual lens through which to gauge meaning-making . But how do learning designers make decisions about effective and comprehensive assessments of understanding? Every course is different – whether quantitative or qualitative. In this article, Tony Bates shares his thoughts about assessment in the digital age. “instructors should think about design through the lens of constructing a comprehensive learning environment in which teaching and learning will take place. I have been working through the various components of a learning environment, focusing particularly on how the digital age affects the way we need to look at some of these components.”
1/3 of faculty have taught an online class in the past year, and 62% of those faculty say that online learning will lead to pedagogical breakthroughs, according to a new study done by Educause. Educause, a higher ed technology organization, is likely sharing information from its own member base who are all technology users – which is a subset of the total faculty population – but it is still very interesting. Shared by Daniel Christian, here are some key findings.
“Faculty recognize that online learning opportunities can promote access to higher education but are more reserved in their expectations for online courses to improve outcomes.
Faculty interest in early-alert systems and intervention notifications is strong.
The majority of faculty are using basic features and functions of LMSs but recognize that these systems have much more potential to enhance teaching and learning.
Faculty think they could be more effective instructors if they were better skilled at integrating various kinds of technology into their courses.
Faculty recognize that mobile devices have the potential to enhance learning.”
It is interesting to see where online programs “live” in a school. Sometimes each school within a University makes its own decisions and has its own faculty readiness program and expectations, but increasingly the decision making is being moved to one centralized location. This infographic from Education Dive shares the results of a survey of 675 administrators, and depicts the online program roll out strategy that they found was most common.
Strategies, ideas, focus, and perseverance have often been referred to as “grit.” In broader terms, it is a growth mindset, which allows us to approach challenges openly and with acceptance. Carol Dweck elaborates on growth mindset with Sal Khan in this Khan Academy-length video.