Cognitive scientist Daniel T. Willingham said that digital devices aren’t changing the way kids read in terms of actual cognitive processes-putting together letters to make words, and words to make sentences. In fact, Willingham is quick to point out that in terms of “raw words,” kids are reading more now than they were a decade ago (thanks mostly to text messaging).
Spread the loveKui Xie, The Ohio State University and Nicole Luthy, The Ohio State University For decades, textbooks were seen as the foundation for instruction in American schools. These discipline-specific tomes were a fundamental part of the educational infrastructure, assigned to students for each subject and carried in heavy backpacks every day – from home to school and back again.
For the time being the traditional lecture format still works for higher education, but as “other organizations can create credentials of equal or greater value, universities, as they are currently structured, are in trouble,” wrote Steven Murphy, the president of the University of Ontario Institute of Technology, in a guest post for The Globe and Mail.
Digital devices are becoming more and more common in the educational system from a very early age and throughout adult life. Teachers enjoy utilizing technology in their lesson plans in order to make the lesson more fun and enticing. Digital devices not only grab the attention of students, but also provide an abundance of extra knowledge.
In this guide, we focus on elements of learning and assessment design that research tells us are significant in both the higher and further education and skills sectors. Drawing on interviews with staff in colleges and universities, and a decade of research into technology-enhanced curriculum design, we explore how digital tools can make a difference to the art of learning design.
While pursuing our teaching degrees we were introduced to various learning theorists and their insights about how people learn best. Some familiar names, included Piaget, Bandura, Vygotsky, and Gardner. Although understanding these theories is still important, we also need to become familiar with theories, models, and approaches, which provide us insight on how technology, social media, and the Internet impact our learning.
The New York Times recently chronicled how Detroit’s increasing economic recovery has stalled for its most impoverished residents – one in four of the city’s 689,000 have no broadband, leaving those who are part of the city’s 11 percent employment rate struggling to find gainful work due to lack of education, fewer entry level jobs, and sub-par transportation options, increasingly disadvantaged.
Buzzwords fill the air. Key notes fly around our ears. But developments do not take place. Because the education system does not change, it will be
What digital learning has presented us with is an opportunity to ‘rethink’ how we convey information and assess students’ knowledge and skills. Rather than distributing old content in a new way, we need to adapt their teaching methods to align more closely to the needs of today’s students and their future employers.
Recently, Gerald Fussell wrote a blog post examining how our priorities in schools support our students and their diverse, dynamic needs. Based on his thinking around Maslow’s Hierarchy of Needs using a school lens, and the graphic he created above; he explores the challenges schools face in supporting students through to the Self Actualization…