Recent Changes

Monday, June 22

  1. page Challenges edited ... Safety of student data has long been a concern in K-12 education, which is evident through leg…
    ...
    Safety of student data has long been a concern in K-12 education, which is evident through legislation that has been passed to safeguard students and their personal data, such as the federal Family Educational Rights and Privacy Act in the United States.106 As schools embrace ubiquitous technology, and more learning takes place online and in 1:1 settings, researchers see great potential to leverage these digital learning environments to mine data, which can be used to decipher trends in student behavior and create personalized software. Schools around the world are adopting cloud computing to support adaptive learning, promote cost-savings, and encourage collaboration, but sometimes the safety of student data is threatened when third-party vendors provide low-cost software as a service in return for access to student data that they then profit from.
    Teaching Complex Thinking
    ...
    and instinct. Computational Thinking ....across all standards (e.g., common core), maths thru language arts. The standards will necessitate integrated content through project-based learning, with projects largely designed, developed, implemented and iterated using always on grid connectivity to anything. Bandwidth has to be very robust. (jbillings Jun 1, 2015) Computational Thinking as applied in STEM. Students will be developing more coding and data analytic skills. Real programming and "bigger" data. These skills in turn will drive interface with sensors and robotics as the Internet of Things and MakerBot become more common place. (jbillings Jun 1, 2015)jmorrison Jun 16, 2015 [Editor's Note: Moved here from RQ3]
    Under-resourced Campus Infrastructure
    Critical school infrastructures are under-resourced. Rather than encouraging researchers to build on and extend core resources, leverage shared file systems, and open accessible service APIs, institutions are narrowing their focus to what they perceive as the minimal subset of enterprise services they can afford to sustain. As a result, educators are often trying to design new, innovative learning models that must be integrated with outdated, pre-existing technology and learning management systems.
    (view changes)
    12:28 pm
  2. page Trends edited ... http://www.educationworld.com/a_issues/issues/issues417.shtml jmorrison May 26, 2015 Rise of …
    ...
    http://www.educationworld.com/a_issues/issues/issues417.shtml jmorrison May 26, 2015
    Rise of Alternative Forms of Credentialing
    ...
    14, 2015 On "boarding" of MS/HS students using post-secondary and corporate MOOC's will become more common. Boarding is credit at the institution. You can see an example of this just released by Arizona State University, called Global Freshman Academy under the edX portal.(jbillings Jun 1, 2015) On "ramping" of MS/HS students using post-secondary MOOC's will become more common. On ramping is preparing the student through College Board AP level quality courses. You can see an example of these under the edX portal, specifically filtered for "AP".(jbillings Jun 1, 2015)
    Rise of New Forms of Interdisciplinary Studies
    According to the Melbourne Sustainable Society Institute, multidisciplinary research refers to concurrent exploration and activities in seemingly disparate fields. Digital humanities and computational social science research approaches are opening up pioneering areas of multidisciplinary research at libraries and innovative forms of scholarship and publication. Researchers, along with academic technologists and developers, are breaking new ground with data structures, visualization, geospatial applications, and innovative uses of open-source tools. At the same time, they are pioneering new forms of scholarly publication that combine traditional static print style scholarship with dynamic and interactive tools, which enables real-time manipulation of research data. Applying quantitative methods to traditionally qualitative disciplines has led to new research categories such as Distant Reading and Macroanalysis — the study of large corpuses of texts as opposed to close reading of a few texts. These emerging areas could lead to exciting new developments in education, but effective organizational structures will need to be in place to support this collaboration.
    ...
    http://ww2.kqed.org/mindshift/2014/09/04/how-to-turn-your-school-into-a-maker-haven/ jmorrison May 26, 2015
    Where will all these student and teacher created digital artifacts/learning resources live in the near, mid, and long term? How will they be curated and preserved over time? Can the r&e networking community at the state/regional or maybe even national level add value to the digital life cycle of this K-12 created content? jwerle May 27, 2015
    ...
    10, 2015 Enterprise quality, audio/video collaborations. Must be high definition video and high quality audio, telepresence type levels. Expertise from outside the classroom will be integrated into the classroom for sessions from tutoring to lectures to student projects. These sessions will cross geopolitical borders, and will get more ubiquitous as the need to learn how to collaborate and work with global citizens becomes more necessary. (jbillings Jun 1, 2015)
    Shift to Deeper Learning Approaches
    There is a new emphasis in the classroom on deeper learning approaches, defined by the Alliance for Excellent Education as the delivery of rich core content to students in innovative ways that allow them to learn and then apply what they have learned. Project-based Learning, Problem-Based Learning, Inquiry-Based Learning, Challenge-Based Learning and similar methods foster more active learning experiences, both inside and outside the classroom. As technologies such as tablets and smartphones are more readily accepted in schools, educators are leveraging these tools, which students already use, to connect the curriculum with real life applications. These active learning approaches are decidedly more student-centered, allowing learners to take control of how they engage with a subject and to brainstorm and implement solutions to pressing local and global problems. The hope is that if learners can connect the course material with their own lives and their surrounding communities, then they will become more excited to learn and immerse themselves in the subject matter.
    ...
    10, 2015
    Long-Term Impact Trends(jbillings Jun 1, 2015)
    Computational Thinking across all standards (e.g., common core), maths thru language arts. The standards will necessitate integrated content through project-based learning, with projects largely designed, developed, implemented and iterated using always on grid connectivity to anything. Bandwidth has to be very robust. (jbillings Jun 1, 2015)
    Significant

    Significant
    portions of
    ...
    1, 2015)
    Hands-on
    Hands-on learning has
    ...
    14, 2015
    Contextualizing
    Contextualizing learning to
    ...
    14, 2015
    Mid-Term Impact Trends(jbillings Jun 1, 2015)
    Computational Thinking as applied in STEM. Students will be developing more coding and data analytic skills. Real programming and "bigger" data. These skills in turn will drive interface with sensors and robotics as the Internet of Things and MakerBot become more common place. (jbillings Jun 1, 2015)jmorrison Jun 16, 2015
    Enterprise quality, audio/video collaborations. Must be high definition video and high quality audio, telepresence type levels. Expertise from outside the classroom will be integrated into the classroom for sessions from tutoring to lectures to student projects. These sessions will cross geopolitical borders, and will get more ubiquitous as the need to learn how to collaborate and work with global citizens becomes more necessary. (jbillings Jun 1, 2015)
    On "boarding" of MS/HS students using post-secondary and corporate MOOC's will become more common. Boarding is credit at the institution. You can see an example of this just released by Arizona State University, called Global Freshman Academy under the edX portal.(jbillings Jun 1, 2015)
    Short-Term Impact Trends(jbillings Jun 1, 2015)
    Learning Analytics is becoming embedded in many to most curricular based products. Products/solutions are including formative assessments, some adaptive in ability, and the ability to perform analytics on learning/achievement. Many are delivering dashboards to simplify moving towards data-driven decision making. (jbillings Jun 1, 2015)
    On "ramping" of MS/HS students using post-secondary MOOC's will become more common. On ramping is preparing the student through College Board AP level quality courses. You can see an example of these under the edX portal, specifically filtered for "AP".(jbillings Jun 1, 2015)

    http://wallenberg.stanford.edu/conferences/gmu0609/files/21CLS.pdfhttps://youtu.be/meqbyg_TxT0
    Added to RQ1: Important Developments in Educational Technology
    ...
    Hillsboro School District.
    http://www.hsd.k12.or.us/News/tabid/123/Article/304/district-expands-wireless-capacity-at-all-high-schools.aspx jmorrison Jun 3, 2015 [Editor's note: Great article! We'll add this to RQ topic: Wireless Power]
    Learning Analytics is becoming embedded in many to most curricular based products. Products/solutions are including formative assessments, some adaptive in ability, and the ability to perform analytics on learning/achievement. Many are delivering dashboards to simplify moving towards data-driven decision making. (jbillings Jun 1, 2015)
    Added to RQ4: Challenges
    Standardization Backlash
    Teachers and unions are protesting the Common Core. Parents are opting out of standardized testing. Classrooms are focused on "teaching to the test" at the expense of teaching the subjects that the tests should measure. Accountability is a political reality and unintended consequences abound. But now the pendulum is starting to swing the other way. The implication is that the technology infrastructure that was created to support on-line testing and everything that flows from it is ripe to be repurposed for scalable, authentic learning. The focus on interoperability and data collection for reasons of accountability has kicked off the implementation of data systems that can now be used to provide students with the feedback they need to assess and take ownership of their learning. Individual devices with integrated curriculum can also be used as 24/7 collaboration tools. Apple, Google, and (to a limited extent) Microsofts sales and provisioning educational app stores can put control of content and apps in the hands of individual teachers, parents, and students. The obsession with measurement can be used to focus on non-cognitive outcomes such as curiosity, perseverance, disposition, mind-set, agency, collaboration, creativity, etc. Most importantly, the improvements in the distribution infrastructure can continue to evolve explosively, making rapid iteration and experimentation possible for a given student, classroom, or content/app developer. At least to the extent that infrastructure is maturing and more evenly distributed. This creates a need for ever-increasing bandwidth, as student data use becomes driven by students and parents and teachers, with increasingly detailed information in more dimensions that SAT-preparation are collected in real-time by well-designed apps & content, as virtual and immersive environments become more authentic alternatives to deep learning than mere lecture & video, as exploration and creation beyond "teaching to the test" enters a renaissance in an environment where every teacher has the tools to measure and show efficacy in multiple dimensions to parents and students in real time, as on-line geographically distributed co-creation and participative learning become more prevalent, and as the playing field is leveled allowing countless of innovators to provide new apps, content, and unique subject matter to students any time, any place. marieb Jun 14, 2015 [Editor's Note: This reads more like a challenge has therefore been moved to RQ4 Challenges.]
    Computational Thinking
    ....across all standards (e.g., common core), maths thru language arts. The standards will necessitate integrated content through project-based learning, with projects largely designed, developed, implemented and iterated using always on grid connectivity to anything. Bandwidth has to be very robust. (jbillings Jun 1, 2015) Computational Thinking as applied in STEM. Students will be developing more coding and data analytic skills. Real programming and "bigger" data. These skills in turn will drive interface with sensors and robotics as the Internet of Things and MakerBot become more common place. (jbillings Jun 1, 2015)jmorrison Jun 16, 2015
    [Editor's Note: This ties in to existing RQ4 Challenge "Teaching Complex Thinking."]

    (view changes)
    12:24 pm
  3. page Trends edited ... Trend Name Add your ideas here with a few complete sentences of description including full UR…
    ...
    Trend Name
    Add your ideas here with a few complete sentences of description including full URLs for references (e.g. http://horizon.nmc.org). And do not forget to sign your contribution with 4 ~ (tilde) characters!
    Standardization Backlash
    Teachers and unions are protesting the Common Core. Parents are opting out of standardized testing. Classrooms are focused on "teaching to the test" at the expense of teaching the subjects that the tests should measure. Accountability is a political reality and unintended consequences abound. But now the pendulum is starting to swing the other way. The implication is that the technology infrastructure that was created to support on-line testing and everything that flows from it is ripe to be repurposed for scalable, authentic learning.
    The focus on interoperability and data collection for reasons of accountability has kicked off the implementation of data systems that can now be used to provide students with the feedback they need to assess and take ownership of their learning. Individual devices with integrated curriculum can also be used as 24/7 collaboration tools. Apple, Google, and (to a limited extent) Microsofts sales and provisioning educational app stores can put control of content and apps in the hands of individual teachers, parents, and students. The obsession with measurement can be used to focus on non-cognitive outcomes such as curiosity, perseverance, disposition, mind-set, agency, collaboration, creativity, etc.
    Most importantly, the improvements in the distribution infrastructure can continue to evolve explosively, making rapid iteration and experimentation possible for a given student, classroom, or content/app developer. At least to the extent that infrastructure is maturing and more evenly distributed.
    This creates a need for ever-increasing bandwidth, as student data use becomes driven by students and parents and teachers, with increasingly detailed information in more dimensions that SAT-preparation are collected in real-time by well-designed apps & content, as virtual and immersive environments become more authentic alternatives to deep learning than mere lecture & video, as exploration and creation beyond "teaching to the test" enters a renaissance in an environment where every teacher has the tools to measure and show efficacy in multiple dimensions to parents and students in real time, as on-line geographically distributed co-creation and participative learning become more prevalent, and as the playing field is leveled allowing countless of innovators to provide new apps, content, and unique subject matter to students any time, any place. marieb Jun 14, 2015 [Editor's Note: This reads more like a challenge has therefore been moved to RQ4 Challenges.]

    Advancing Cultures of Change and Innovation
    Many thought leaders have long believed that schools can play a major role in the growth of national economies. In order to breed innovation and adapt to economic needs, schools must be structured in ways that allow for flexibility, and spur creativity and entrepreneurial thinking. There is a growing consensus among many thought leaders that school leadership and curricula could benefit from agile startup models. Educators are working to develop new approaches and programs based on these models that stimulate top-down change and can be implemented across a broad range of institutional settings. In the business realm, the Lean Startup movement uses technology as a catalyst for promoting a culture of innovation in a more widespread, cost-effective manner, and provides compelling models for school leaders to consider. Education is expected to spend at least $21 Billion on IT in 2015. http://www.centerdigitaled.com/paper/mabbiatti May 20, 2015Mike Abbiatti Educators must adopt a venture capital approach that looks at the life cycle of a new model that goes beyond the current view that the project goes away as soon as the volatile funding source goes away. Educators are far too familiar with the fact that if you wait long enough the latest craze will evaporate. In ed tech we have the luxury of knowing that the technologies will change almost daily. We must plan for obsolescence up front and be more focused on a Capabilites Index( what we wan to do in the long-term tied to quantifiable student learning outcomes) versus a slick Strategic Technology Plan that, in many cases, is neither strategic nor a plan. http://www.scholastic.com/browse/article.jsp?id=52 [user:mabbiatti|1432136430]mabbiatti May 29, 2015Mike Abbiatti The last K-12 Horizon report defined physical space as an important "tool" in advancing cultures of change. Since then, schools are "jumping on the bandwagon" and building innovative classrooms that promote collaboration and facility of teaching and learning. http://wallenberg.stanford.edu/conferences/gmu0609/files/21CLS.pdflisa.gustinelli Jun 2, 2015
    ...
    Hillsboro School District.
    http://www.hsd.k12.or.us/News/tabid/123/Article/304/district-expands-wireless-capacity-at-all-high-schools.aspx jmorrison Jun 3, 2015 [Editor's note: Great article! We'll add this to RQ topic: Wireless Power]
    Added to RQ4: Challenges
    Standardization Backlash
    Teachers and unions are protesting the Common Core. Parents are opting out of standardized testing. Classrooms are focused on "teaching to the test" at the expense of teaching the subjects that the tests should measure. Accountability is a political reality and unintended consequences abound. But now the pendulum is starting to swing the other way. The implication is that the technology infrastructure that was created to support on-line testing and everything that flows from it is ripe to be repurposed for scalable, authentic learning. The focus on interoperability and data collection for reasons of accountability has kicked off the implementation of data systems that can now be used to provide students with the feedback they need to assess and take ownership of their learning. Individual devices with integrated curriculum can also be used as 24/7 collaboration tools. Apple, Google, and (to a limited extent) Microsofts sales and provisioning educational app stores can put control of content and apps in the hands of individual teachers, parents, and students. The obsession with measurement can be used to focus on non-cognitive outcomes such as curiosity, perseverance, disposition, mind-set, agency, collaboration, creativity, etc. Most importantly, the improvements in the distribution infrastructure can continue to evolve explosively, making rapid iteration and experimentation possible for a given student, classroom, or content/app developer. At least to the extent that infrastructure is maturing and more evenly distributed. This creates a need for ever-increasing bandwidth, as student data use becomes driven by students and parents and teachers, with increasingly detailed information in more dimensions that SAT-preparation are collected in real-time by well-designed apps & content, as virtual and immersive environments become more authentic alternatives to deep learning than mere lecture & video, as exploration and creation beyond "teaching to the test" enters a renaissance in an environment where every teacher has the tools to measure and show efficacy in multiple dimensions to parents and students in real time, as on-line geographically distributed co-creation and participative learning become more prevalent, and as the playing field is leveled allowing countless of innovators to provide new apps, content, and unique subject matter to students any time, any place. marieb Jun 14, 2015 [Editor's Note: This reads more like a challenge has therefore been moved to RQ4 Challenges.]

    (view changes)
    12:17 pm
  4. page Trends edited ... The focus on interoperability and data collection for reasons of accountability has kicked off…
    ...
    The focus on interoperability and data collection for reasons of accountability has kicked off the implementation of data systems that can now be used to provide students with the feedback they need to assess and take ownership of their learning. Individual devices with integrated curriculum can also be used as 24/7 collaboration tools. Apple, Google, and (to a limited extent) Microsofts sales and provisioning educational app stores can put control of content and apps in the hands of individual teachers, parents, and students. The obsession with measurement can be used to focus on non-cognitive outcomes such as curiosity, perseverance, disposition, mind-set, agency, collaboration, creativity, etc.
    Most importantly, the improvements in the distribution infrastructure can continue to evolve explosively, making rapid iteration and experimentation possible for a given student, classroom, or content/app developer. At least to the extent that infrastructure is maturing and more evenly distributed.
    ...
    any place.
    marieb
    marieb Jun 14, 2015 [Editor's Note: This reads more like a challenge has therefore been moved to RQ4 Challenges.]
    Advancing Cultures of Change and Innovation
    ...
    national economies. Education is expected to spend at least $21 Billion on IT in 2015. http://www.centerdigitaled.com/paper/mabbiatti May 20, 2015Mike Abbiatti In order
    ...
    to consider. Education is expected to spend at least $21 Billion on IT in 2015. http://www.centerdigitaled.com/paper/mabbiatti May 20, 2015Mike Abbiatti Educators must
    ...
    plan. http://www.scholastic.com/browse/article.jsp?id=52
    [user:mabbiatti|1432136430]mabbiatti
    [user:mabbiatti|1432136430]mabbiatti May 29, 2015Mike Abbiatti
    The
    The last K-12
    Growing Focus on Measuring Learning
    There is an increasing interest in using new sources of data for personalizing the learning experience, for ongoing formative assessment of learning, and for performance measurement; this interest is spurring the development of a relatively new field — data-driven learning and assessment. A key element of this trend is learning analytics, the application of web analytics, a science used by businesses to analyze commercial activities that leverages big data to identify spending trends and predict consumer behavior. Education is embarking on a similar pursuit into data science with the aim of learner profiling, a process of gathering and analyzing large amounts of detail about individual student interactions in online learning activities. The goal is to build better pedagogies, empower students to take an active part in their learning, target at-risk student populations, and assess factors affecting completion and student success. For learners, educators, and researchers, learning analytics is already starting to provide crucial insights into student progress and interaction with online texts, courseware, and learning environments used to deliver instruction. Data-driven learning and assessment will build on those early efforts.
    Increasing Cross-Institution Collaboration
    ...
    a reality. http://dataqualitycampaign.org/your-states-progress/by-state/overview/
    http://www.wiche.edu/longitudinaldataexchange
    http://www.sreb.org/page/1126/srebstate_data_exchange.html
    [[user:mabbiatti|1432137680]mabbiatti
    http://dataqualitycampaign.org/your-states-progress/by-state/overview/; http://www.wiche.edu/longitudinaldataexchange; http://www.sreb.org/page/1126/srebstate_data_exchange.html; [[user:mabbiatti|1432137680]mabbiatti May 29, 2015Mike Abbiatti
    Some
    Some progress being
    ...
    21, 2015)
    Increasing Use of Hybrid/Blended Learning Designs
    Over
    Shift to Global Connectedness Because we can. Because our kids deserve us to think beyond the past several years, perceptionswalls of online learningschool to bring experts, authors, other teachers and students in. Because they can work together to solve real-world problems. Never before have been shifting in its favor as more learnerswe had truly effective tools for synchronous conferencing and educators see it as a viable alternativemedia-rich asynchronous group discussion. Never before have we been able to some forms of face-to-face learning. Drawing from best practices inleverage our emerging online and face-to-face methods, blended learning is on the rise at schools. The affordancescommunities of blended learning offers are now well understood, and its flexibility, ease of access, andpractice. Never before has participation been so possible. Never before has our world been so flat. Never before has it be more obvious that the integration of sophisticated multimedia and technologies are high among the list of appeals. Recent developments of business models for universities are upping the ante of innovationprefix geo might amplify themes in these digital environments, which are now widely considered toany curriculum. Microsoft's Skype Translator may be ripea game-changer/barrier breaker for new ideas, services, and products. While growing steadily,connectedness. Heidi Hayes Jacobs defines global literacy as the recent focus in many education circles on the rapid rise and burnout of massive open online courses (MOOCs) has ledability to the view that these sorts of offerings may be fad-like. However, progress in learning analytics; adaptive learning; and a combinationfluent investigator of cutting-edge asynchronous and synchronous tools will continue to advance the state of online learning and keep it compelling, though many of these methods are still the subjects of experiments and research by online learning providers and schools. The bottom line is the bottom line in Education. Researchers will continueworld, to develop creative learning ecosystems across the K-20 spectrum, but, in the end, the students will decide what actually works. Today we are experiencing a technology-enhanced Renaissance of learning opportunities;the theoretical outcomes are amazing. However, when we dig downbe able to the base of the efforts, we see the economic reality. For instance, Adaptive Learning is a model that has been around for most of the history of teaching and learning. All we have done is move from face-to-face interaction through a series of steps that use technologyexamine different perspectives, to make content delivery cost effective for masses of learners via the transition from analog paperbe able to digital presentation. Through combining the fantastic advances in processor powerreport on and machine to machine communication we are enabling predictive analyticsshare ideas, and truly personalized education. The fly in the ointment is the price versus cost dilemma. New teaching and learning models, and the staff to administer them, are expensive, can have scalability issues, and require a re-tooling of the staff at all levels. So we have evolving models of technology-enhanced education that have not had timetake action on those ideas. Being globally literate requires learners to prove their "cost-effectiveness". Learners value credentials, cost , and convenience. Hybrid models are the current solution for a large population. Higher Ed institutions have created categoriesbe able to define these digital content delivery modes. We have fully online courses/programs( to include MOOCS), web-enhanced courses/programs, hybrid courses/programs,collect meaningful information about people and places and personalize what we call "traditional" courses/programs whichthey are actually technology-enhanced offeringslearning. She notes: every classroom that do not rely uponhas the Internet ascapability, creates a primary delivery system. K-20 educators are strugglingpartnership with the financial realities of the new models. Even if the model works, cananother school for curricular purposes. Not just for a superficial Skype visit where we afford to deploy it to the extent required to justify the development and the significant investment to sustain the model beyond the initial launch. In summary, technology-enhanced hybrid teaching and learning models are certainly the wave of the future,merely turn on a camera, but can we afford them? if we don't tackle the finance up front then we will make promises to learners thatconnect around a contemporary issue or common problem. If we can't keep. I said allwant Johnny, Susie, Abdul, Maria, any of thatour kids to day this: We can partially resolve the issues by launching a DIGITAL CONTENT DELIVERY ENDOWMENT FUND(DCDEF) that would combine (be contemporary citizens, they need to some extent)be cultivating the funds secured bythree literacies . . . showing the Dept.intersection of Education, NSF,NIH,those three in their projects and PRIVATE FOUNDATIONSwork–using digital tools, creating media to focus specifically on the evolution of teachingshare, and learning models K-20 with an upfront goal of financial sustainability. This could even be a Venture Capital model with a clearly defined Return On Investment(ROI) requirement. Funds could be awarded asbeing globally connected. . .That means they are now, require K-20 outcomes, and have a three year duration. the major difference between the DCDEF and today's model is the ROI requirement. This is certainly controversial,but potentially useful. mabbiatti May 29, 2015Mike Abbiatti
    See comment in RQ2 about Personalized Learning - apowell Jun 8, 2015
    This trend makes a big difference to libraries
    need teachers who are having to conduct major redesigns of their learning spaces. http://www.theguardian.com/teacher-network/2015/jan/08/school-libraries-books-students-technology crompton Jun 14, 2015
    "Learners value credentials, cost , and convenience." This is where the theory of disruption may have a legitimate place. Note
    that the values of most users of the system is efficient credentialing, not learning. But thereway. They need principals who are models of schooling where students come to value and enjoy learning for its own sake, while appreciating the credentialing and the opportunities it offers as a critical and important side effect of learning. Systems that can provide both authentic, appealing learning environments plus credentialing would be an example of what the Christensen Institute labels a "hybrid" solution that meets the requirements of the current high-end users while offering completely new elements that are essentially competing against non-consumption. Moving from efficient, but uninspiring on-line content deliveryway . . . If we don’t do this, we’re basically choosing to multi-learner on-line learning environments that involve creation as well as consumption and may involve immersive environments, can disrupt traditional on-line and hybrid learning by offering environments that are more satisfying and lead to deeper learning and broader preparation for the realities of the new work. But it requires a much higher level of infrastructure. marieb Jun 14, 2015
    Proliferation of Open Educational Resources
    Defined by the Hewlett Foundation in 2002, open educational resources (OER) are “teaching, learning, and research resources that reside
    live in the public domain or have been released under an intellectual property license that permits their free use and re-purposing by others.” Momentum behind OER began early on, getting a major boost when the Massachusetts Institute of Technology founded the MIT OpenCourseWare (OCW) initiative in 2001, making MIT instruction materials for over 2,200 of its courses available online, free of charge. Soon after, prestigious universities including Carnegie Mellon University and Harvard University, among others, pushed forward their own open learning initiatives. Understanding that the term “open” is a multifaceted concept is essential to followinglast century, rather than this trend in higher education;one. Librarians are often mistaken to simply mean “free of charge,” advocates of openness have worked towards a common vision that defines it more broadly — not just free in economic terms, but also in terms of ownership and usage rights.
    This trend is happening in K-12 as well. iNACOL and CCSSO have released a few papers on this topic over the past few years. In surveying our members, all of them are using a combination of vendor created, teacher created and OER digital content resources
    leading in organizing these experiences at their online and blended schools.apowellschools. joycevalenza Jun 8,21, 2015
    Need for curation of explosion of apps, tools, and resources
    Heidi Hayes Jacobs’ Contemporary Perspectives on Literacy series / Global Literacy
    Increasing Focus on Content Curation

    Social media
    ...
    targeted audience.
    Related
    Related to the
    ...
    new contexts.
    Blogger,
    Blogger, author, and
    ...
    filter failure:
    Curation
    Curation comes up
    ...
    in http://mashable.com/2010/05/03/content-curation-creation/).
    Social
    Social media curation
    ...
    business worlds.
    Curation
    Curation of current
    ...
    school's tablets.
    Curation
    Curation skills allow
    ...
    this stuff.
    Curation
    Curation tools present
    ...
    active and current?current joycevalenza Jun
    Content Curation World (Robin Good)
    Students Build Knowledge Together: Langwitches Blog (Silvia Tolisano)
    ...
    Valenza, Joyce Curation, School Library Monthly, Sept/Oct 2012
    Social Media Curation | ALA TechSource (Valenza, Boyer, Curtis)
    Increasing Use of Hybrid/Blended Learning Designs
    Over the past several years, perceptions of online learning have been shifting in its favor as more learners and educators see it as a viable alternative to some forms of face-to-face learning. Drawing from best practices in online and face-to-face methods, blended learning is on the rise at schools. The affordances of blended learning offers are now well understood, and its flexibility, ease of access, and the integration of sophisticated multimedia and technologies are high among the list of appeals. Recent developments of business models for universities are upping the ante of innovation in these digital environments, which are now widely considered to be ripe for new ideas, services, and products. While growing steadily, the recent focus in many education circles on the rapid rise and burnout of massive open online courses (MOOCs) has led to the view that these sorts of offerings may be fad-like. However, progress in learning analytics; adaptive learning; and a combination of cutting-edge asynchronous and synchronous tools will continue to advance the state of online learning and keep it compelling, though many of these methods are still the subjects of experiments and research by online learning providers and schools. The bottom line is the bottom line in Education. Researchers will continue to develop creative learning ecosystems across the K-20 spectrum, but, in the end, the students will decide what actually works. Today we are experiencing a technology-enhanced Renaissance of learning opportunities;the theoretical outcomes are amazing. However, when we dig down to the base of the efforts, we see the economic reality. For instance, Adaptive Learning is a model that has been around for most of the history of teaching and learning. All we have done is move from face-to-face interaction through a series of steps that use technology to make content delivery cost effective for masses of learners via the transition from analog paper to digital presentation. Through combining the fantastic advances in processor power and machine to machine communication we are enabling predictive analytics and truly personalized education. The fly in the ointment is the price versus cost dilemma. New teaching and learning models, and the staff to administer them, are expensive, can have scalability issues, and require a re-tooling of the staff at all levels. So we have evolving models of technology-enhanced education that have not had time to prove their "cost-effectiveness". Learners value credentials, cost , and convenience. Hybrid models are the current solution for a large population. Higher Ed institutions have created categories to define these digital content delivery modes. We have fully online courses/programs( to include MOOCS), web-enhanced courses/programs, hybrid courses/programs, and what we call "traditional" courses/programs which are actually technology-enhanced offerings that do not rely upon the Internet as a primary delivery system. K-20 educators are struggling with the financial realities of the new models. Even if the model works, can we afford to deploy it to the extent required to justify the development and the significant investment to sustain the model beyond the initial launch. In summary, technology-enhanced hybrid teaching and learning models are certainly the wave of the future, but can we afford them? if we don't tackle the finance up front then we will make promises to learners that we can't keep. I said all of that to day this: We can partially resolve the issues by launching a DIGITAL CONTENT DELIVERY ENDOWMENT FUND(DCDEF) that would combine ( to some extent) the funds secured by the Dept. of Education, NSF,NIH, and PRIVATE FOUNDATIONS to focus specifically on the evolution of teaching and learning models K-20 with an upfront goal of financial sustainability. This could even be a Venture Capital model with a clearly defined Return On Investment(ROI) requirement. Funds could be awarded as they are now, require K-20 outcomes, and have a three year duration. the major difference between the DCDEF and today's model is the ROI requirement. This is certainly controversial,but potentially useful. mabbiatti May 29, 2015Mike Abbiatti
    See comment in RQ2 about Personalized Learning - apowell Jun 8, 2015
    This trend makes a big difference to libraries who are having to conduct major redesigns of their learning spaces. http://www.theguardian.com/teacher-network/2015/jan/08/school-libraries-books-students-technology crompton Jun 14, 2015
    Proliferation of Open Educational Resources
    Defined by the Hewlett Foundation in 2002, open educational resources (OER) are “teaching, learning, and research resources that reside in the public domain or have been released under an intellectual property license that permits their free use and re-purposing by others.” Momentum behind OER began early on, getting a major boost when the Massachusetts Institute of Technology founded the MIT OpenCourseWare (OCW) initiative in 2001, making MIT instruction materials for over 2,200 of its courses available online, free of charge. Soon after, prestigious universities including Carnegie Mellon University and Harvard University, among others, pushed forward their own open learning initiatives. Understanding that the term “open” is a multifaceted concept is essential to following this trend in higher education; often mistaken to simply mean “free of charge,” advocates of openness have worked towards a common vision that defines it more broadly — not just free in economic terms, but also in terms of ownership and usage rights. This trend is happening in K-12 as well. iNACOL and CCSSO have released a few papers on this topic over the past few years. In surveying our members, all of them are using a combination of vendor created, teacher created and OER digital content resources in their online and blended schools.apowell Jun 8, 2015

    Redesigning Learning Spaces
    ...
    problem solving.
    I
    I am thinking
    ...
    26, 2015
    See
    See New Line
    Flipped Learning Toolkit http://www.edutopia.org/video/flipped-learning-toolkit krantanen00 Jun 14, 2015
    Relating to redesigning learning spaces is the learning commons movement.
    ...
    There is a focused movement to reinvent the traditional classroom paradigm and rearrange the entire school experience — a trend that is largely being driven by the influence of innovative learning approaches. Methods such as project- and challenge-based learning call for school structures that enable students to move from one learning activity to another more organically, removing the limitations of the traditional bell schedule. Moreover, these novel arrangements encourage renovation of classroom layouts to with the express focus of facilitating more group interaction. Century old practices in which students learn subject by subject while uniformly facing the front of the classroom are perceived by many as an antiquated approach to teaching and learning. The multidisciplinary nature of project-based learning and other contemporary approaches has brought attention to innovative designs of the school atmosphere that link each class and subject matter to each other.. As learning becomes more fluid and student-centered, some teachers and administrators believe that schedules should be more flexible to allow opportunities for more authentic learning to take place and ample room for independent study.
    http://www.educationworld.com/a_issues/issues/issues417.shtml jmorrison May 26, 2015
    Rise of Alternative Forms of Credentialing
    "Learners value credentials, cost , and convenience." This is where the theory of disruption may have a legitimate place. Note that the values of most users of the system is efficient credentialing, not learning. But there are models of schooling where students come to value and enjoy learning for its own sake, while appreciating the credentialing and the opportunities it offers as a critical and important side effect of learning. Systems that can provide both authentic, appealing learning environments plus credentialing would be an example of what the Christensen Institute labels a "hybrid" solution that meets the requirements of the current high-end users while offering completely new elements that are essentially competing against non-consumption. Moving from efficient, but uninspiring on-line content delivery to multi-learner on-line learning environments that involve creation as well as consumption and may involve immersive environments, can disrupt traditional on-line and hybrid learning by offering environments that are more satisfying and lead to deeper learning and broader preparation for the realities of the new work. But it requires a much higher level of infrastructure. marieb Jun 14, 2015

    Rise of New Forms of Interdisciplinary Studies
    According to the Melbourne Sustainable Society Institute, multidisciplinary research refers to concurrent exploration and activities in seemingly disparate fields. Digital humanities and computational social science research approaches are opening up pioneering areas of multidisciplinary research at libraries and innovative forms of scholarship and publication. Researchers, along with academic technologists and developers, are breaking new ground with data structures, visualization, geospatial applications, and innovative uses of open-source tools. At the same time, they are pioneering new forms of scholarly publication that combine traditional static print style scholarship with dynamic and interactive tools, which enables real-time manipulation of research data. Applying quantitative methods to traditionally qualitative disciplines has led to new research categories such as Distant Reading and Macroanalysis — the study of large corpuses of texts as opposed to close reading of a few texts. These emerging areas could lead to exciting new developments in education, but effective organizational structures will need to be in place to support this collaboration.
    ...
    Consumers to Students as Creators
    A
    ...
    hands-on learning.
    The
    The Makerspace movement
    http://ww2.kqed.org/mindshift/2014/09/04/how-to-turn-your-school-into-a-maker-haven/ jmorrison May 26, 2015
    Where will all these student and teacher created digital artifacts/learning resources live in the near, mid, and long term? How will they be curated and preserved over time? Can the r&e networking community at the state/regional or maybe even national level add value to the digital life cycle of this K-12 created content? jwerle May 27, 2015
    ...
    2, 2015
    I
    I don't know
    ...

    Shift to Global Connectedness
    Because we can. Because our kids deserve us to think beyond the walls of school to bring experts, authors, other teachers and students in. Because they can work together to solve real-world problems. Never before have we had truly effective tools for synchronous conferencing and media-rich asynchronous group discussion. Never before have we been able to leverage our emerging online communities of practice. Never before has participation been so possible. Never before has our world been so flat. Never before has it be more obvious that the prefix geo might amplify themes in any curriculum.
    Microsoft's Skype Translator may be a game-changer/barrier breaker for connectedness.
    Heidi Hayes Jacobs defines global literacy as the ability to be a fluent investigator of the world, to be able to examine different perspectives, to be able to report on and share ideas, and to take action on those ideas. Being globally literate requires learners to be able to collect meaningful information about people and places and personalize what they are learning. She notes:
    every classroom that has the capability, creates a partnership with another school for curricular purposes. Not just for a superficial Skype visit where we merely turn on a camera, but to connect around a contemporary issue or common problem. If we want Johnny, Susie, Abdul, Maria, any of our kids to be contemporary citizens, they need to be cultivating the three literacies . . . showing the intersection of those three in their projects and work–using digital tools, creating media to share, and being globally connected. . .
    That means they need teachers who are that way. They need principals who are that way . . . If we don’t do this, we’re basically choosing to live in the last century, rather than this one.
    Librarians are often leading in organizing these experiences at their schools. joycevalenza Jun 21, 2015
    Heidi Hayes Jacobs’ Contemporary Perspectives on Literacy series / Global Literacy
    Shift to Deep
    Deeper Learning Approaches
    There is a new emphasis in the classroom on deeper learning approaches, defined by the Alliance for Excellent Education as the delivery of rich core content to students in innovative ways that allow them to learn and then apply what they have learned. Project-based Learning, Problem-Based Learning, Inquiry-Based Learning, Challenge-Based Learning and similar methods foster more active learning experiences, both inside and outside the classroom. As technologies such as tablets and smartphones are more readily accepted in schools, educators are leveraging these tools, which students already use, to connect the curriculum with real life applications. These active learning approaches are decidedly more student-centered, allowing learners to take control of how they engage with a subject and to brainstorm and implement solutions to pressing local and global problems. The hope is that if learners can connect the course material with their own lives and their surrounding communities, then they will become more excited to learn and immerse themselves in the subject matter.
    Active learning is not new, it is good teaching. Like many challenges and trends going to scale is the obstacle. Change in education is like trying to move Mt. Everest. However with more technology integration support for the changing roles of teachers and empowerment of students for their own learning we might move further along.jmorrison Jun 10, 2015
    Expansion of Wireless Capacity
    Hillsboro School District.
    http://www.hsd.k12.or.us/News/tabid/123/Article/304/district-expands-wireless-capacity-at-all-high-schools.aspx jmorrison Jun 3, 2015

    Long-Term Impact Trends(jbillings Jun 1, 2015)
    Computational Thinking across all standards (e.g., common core), maths thru language arts. The standards will necessitate integrated content through project-based learning, with projects largely designed, developed, implemented and iterated using always on grid connectivity to anything. Bandwidth has to be very robust. (jbillings Jun 1, 2015)
    ...
    On "ramping" of MS/HS students using post-secondary MOOC's will become more common. On ramping is preparing the student through College Board AP level quality courses. You can see an example of these under the edX portal, specifically filtered for "AP".(jbillings Jun 1, 2015)
    http://wallenberg.stanford.edu/conferences/gmu0609/files/21CLS.pdfhttps://youtu.be/meqbyg_TxT0
    Added to RQ1: Important Developments in Educational Technology
    Expansion of Wireless Capacity
    Hillsboro School District.
    http://www.hsd.k12.or.us/News/tabid/123/Article/304/district-expands-wireless-capacity-at-all-high-schools.aspx jmorrison Jun 3, 2015 [Editor's note: Great article! We'll add this to RQ topic: Wireless Power]

    (view changes)
    12:14 pm
  5. page Timeline edited ... May 6-17 Expert Panel reviews/adds to Desktop Research May 18-June 14 21 Expert Panel an…
    ...
    May 6-17
    Expert Panel reviews/adds to Desktop Research
    May 18-June 1421
    Expert Panel answers the Research Questions
    June 16-2823-July 2
    Expert Panel completes Rankings
    ...
    May 18-June 14,21, when the
    ...
    then June 16-28,23 - July 2, when the
    (view changes)
    9:58 am

Sunday, June 21

  1. page Challenges edited ... Equity Some students are engaged in schools where they are encouraged to use the tools of the…
    ...
    Equity
    Some students are engaged in schools where they are encouraged to use the tools of their time to learn and create with choice and without significant barriers. Some go to schools dominated by protective/restrictive rather than free-range authentic practices. Some students have libraries rich with curated learning resources, subscription databases, ebooks, audiobooks. Some have no access at all and no preparation at all should they decide to pursue higher ed. joycevalenza Jun 21, 2015
    Breaking out of the LMS
    There’s a world of difference between online learning and networked learning.
    In higher ed, the LMS (learning management system) or CMS (course management system) have not changed in 15 years, while changes outside have pretty much blown the walls off our libraries and classrooms. Most of these systems do little to recognize the collaborative digital world outside the walled gardens. Faculty concerned with managing grades and dropboxes do not seem eager to explore platforms beyond that facilitate natural collaboration, communication and creativity–tools that offer learners the opportunity to customize and organize content and ideas in ways that help them make meaning and authentically participate. joycevalenza Jun 21, 2015

    (view changes)
    1:24 pm
  2. page Challenges edited ... http://www.edweek.org/ew/articles/2015/06/11/why-ed-tech-is-not-transforming-how.html "St…
    ...
    http://www.edweek.org/ew/articles/2015/06/11/why-ed-tech-is-not-transforming-how.html "Student centered, hands on, personalized instruction envisioned by ed-tech proponents remains the exception to this rule. There is nothing transformative about every kid having an iPad unless you're able to teach higher-order teaching and learning. Teachers are using technology to enhance what they're doing, but they haven't really given students control over it....use technology to allow them to select and use the right technology, in the right way, with the right students, for the right purpose."jmorrison Jun 10, 2015
    It's so easy to use the words and language of transformation to just keep doing the same old things. At CoSN we talk about the human infrastructure required for a culture shift that supports transformed teaching and learning, and a technological infrastructure that supports the new ways of doing things. Infographic on "Transformation as a Platform for Continual Evolution" here.
    ...
    Ed Week.
    http://blogs.edweek.org/edweek/on_innovation/2015/06/nobody_is_average_every_student_deserves_personalized_learning.html?cmp=ENL-EU-NEWS3jmorrison Jun 17, 2015
    Rethinking the Roles of Teachers
    ...
    Even with a clear and appropriate vision, however, change is hard. The underlying characteristic of digital transformation in all its forms is the scalable transfer of control and ownership of learning to students. This requires an incredibly difficult shift in perspective and paradigm for teachers, administrators, and parents. It is also difficult to implement. More here.
    That said, the presence of technology along with the gentle but unrelenting pressure to implement from the administration, often has a catalyzing effect. If the infrastructure is seamless enough to support experimentation and analysis, the diffusion of innovations among good educators tends to occur organically, though among poor educators it is common for the infusion of technology to amplify their limitations, actually leading to worse outcomes. So the second obstacle requires a change in the values and evaluation of educators to recognize shifts in teaching toward student-centered practices and outcomes. marieb Jun 14, 2015jmorrison Jun 16, 2015
    Equity
    Some students are engaged in schools where they are encouraged to use the tools of their time to learn and create with choice and without significant barriers. Some go to schools dominated by protective/restrictive rather than free-range authentic practices. Some students have libraries rich with curated learning resources, subscription databases, ebooks, audiobooks. Some have no access at all and no preparation at all should they decide to pursue higher ed. joycevalenza Jun 21, 2015

    (view changes)
    1:18 pm
  3. page Trends edited ... I don't know if it is as much as a shift from consumers to creators. It's not that youth are d…
    ...
    I don't know if it is as much as a shift from consumers to creators. It's not that youth are doing more of one than the other (more creating than consuming). Youth are still consuming online content, but they are also creating significant amounts of content. Pew Research Center recently released a report that may be helpful. There's definitely a trend in digital communication among teens. Anyway, maybe I'm being annoying here! abigail.leighphillips Jun 10, 2015
    Shift to Global Connectedness
    ...
    we can. Because our kids deserve us to think beyond the walls of school to bring experts, authors, other teachers and students in. Because they can work together to solve real-world problems. Never before have we had truly effective tools for synchronous conferencing and media-rich asynchronous group discussion. Never before have we been able to leverage our emerging online communities of practice. Never before has participation been so possible. Never before has our world been so flat. Never before has it be more obvious that the prefix geo might amplify themes in any curriculum.
    Microsoft's Skype Translator may be a game-changer/barrier breaker for connectedness.
    Heidi Hayes Jacobs defines global literacy as the ability to be a fluent investigator of the world, to be able to examine different perspectives, to be able to report on and share ideas, and to take action on those ideas. Being globally literate requires learners to be able to collect meaningful information about people and places and personalize what they are learning. She notes:
    every classroom that has the capability, creates a partnership with another school for curricular purposes. Not just for a superficial Skype visit where we merely turn on a camera, but to connect around a contemporary issue or common problem. If we want Johnny, Susie, Abdul, Maria, any of our kids to be contemporary citizens, they need to be cultivating the three literacies . . . showing the intersection of those three in their projects and work–using digital tools, creating media to share, and being globally connected. . .
    That means they need teachers who are that way. They need principals who are that way . . . If we don’t do this, we’re basically choosing to live in the last century, rather than this one.
    Librarians are often leading in organizing these experiences at their schools. joycevalenza Jun 21, 2015
    Heidi Hayes Jacobs’ Contemporary Perspectives on Literacy series / Global Literacy

    Shift to Deep Learning Approaches
    There is a new emphasis in the classroom on deeper learning approaches, defined by the Alliance for Excellent Education as the delivery of rich core content to students in innovative ways that allow them to learn and then apply what they have learned. Project-based Learning, Problem-Based Learning, Inquiry-Based Learning, Challenge-Based Learning and similar methods foster more active learning experiences, both inside and outside the classroom. As technologies such as tablets and smartphones are more readily accepted in schools, educators are leveraging these tools, which students already use, to connect the curriculum with real life applications. These active learning approaches are decidedly more student-centered, allowing learners to take control of how they engage with a subject and to brainstorm and implement solutions to pressing local and global problems. The hope is that if learners can connect the course material with their own lives and their surrounding communities, then they will become more excited to learn and immerse themselves in the subject matter.
    (view changes)
    1:09 pm
  4. page Trends edited ... Curation skills allow learners to create personal learning environments (PLEs) for organizing …
    ...
    Curation skills allow learners to create personal learning environments (PLEs) for organizing content to meet both their academic and personal information needs, gathering tools for productivity and creativity, sharing their knowledge with others, and creating portfolios of their own work. PLEs are essential tools for networked learners.
    Much of what students now need is dynamic and feedy and cloud-based. A notebook can no longer hold this stuff.
    ...
    and current? joycevalenza Jun 21, 2015
    Content Curation World (Robin Good)
    Students Build Knowledge Together: Langwitches Blog (Silvia Tolisano)
    ...
    See New Line Learning Schools in the UK (YouTube) - they are doing some amazing stuff with redesigning schools apowell Jun 8, 2015jmorrison Jun 10, 2015~
    Flipped Learning Toolkit http://www.edutopia.org/video/flipped-learning-toolkit krantanen00 Jun 14, 2015
    Relating to redesigning learning spaces is the learning commons movement.
    21st-Century Libraries: The Learning Commons, Beth Holland, Edutopia

    Rethinking How Schools Work
    There is a focused movement to reinvent the traditional classroom paradigm and rearrange the entire school experience — a trend that is largely being driven by the influence of innovative learning approaches. Methods such as project- and challenge-based learning call for school structures that enable students to move from one learning activity to another more organically, removing the limitations of the traditional bell schedule. Moreover, these novel arrangements encourage renovation of classroom layouts to with the express focus of facilitating more group interaction. Century old practices in which students learn subject by subject while uniformly facing the front of the classroom are perceived by many as an antiquated approach to teaching and learning. The multidisciplinary nature of project-based learning and other contemporary approaches has brought attention to innovative designs of the school atmosphere that link each class and subject matter to each other.. As learning becomes more fluid and student-centered, some teachers and administrators believe that schedules should be more flexible to allow opportunities for more authentic learning to take place and ample room for independent study.
    (view changes)
    12:59 pm
  5. page Trends edited ... Defined by the Hewlett Foundation in 2002, open educational resources (OER) are “teaching, lea…
    ...
    Defined by the Hewlett Foundation in 2002, open educational resources (OER) are “teaching, learning, and research resources that reside in the public domain or have been released under an intellectual property license that permits their free use and re-purposing by others.” Momentum behind OER began early on, getting a major boost when the Massachusetts Institute of Technology founded the MIT OpenCourseWare (OCW) initiative in 2001, making MIT instruction materials for over 2,200 of its courses available online, free of charge. Soon after, prestigious universities including Carnegie Mellon University and Harvard University, among others, pushed forward their own open learning initiatives. Understanding that the term “open” is a multifaceted concept is essential to following this trend in higher education; often mistaken to simply mean “free of charge,” advocates of openness have worked towards a common vision that defines it more broadly — not just free in economic terms, but also in terms of ownership and usage rights.
    This trend is happening in K-12 as well. iNACOL and CCSSO have released a few papers on this topic over the past few years. In surveying our members, all of them are using a combination of vendor created, teacher created and OER digital content resources in their online and blended schools.apowell Jun 8, 2015
    Need for curation of explosion of apps, tools, and resources
    Social media curation: the selection and assembly of a focused group of resources into a Web-based presentation that meets an identified purpose or need and has meaning and context for a targeted audience.
    Related to the proliferation of OER is the need to curate and to model social media curation strategies so that learners might better able manage workflow and their information/communication lives. Human filters make a difference. Digital curators prevent oversaturation by filtering and diverting the onslaught and by directing what is worth sharing into more gentle and continuous streams. We have tools we have never had before to organize attractive digital collections and learning playlists, to create palettes or dashboards of the best apps for learners for particular tasks or projects. We can now easily present content from multiple perspectives, adding value to the individual items by presenting them in new contexts.
    Blogger, author, and NYU professor Clay Shirky, in Steve Rosebaum’s Mashable post, "Why Content Curation Is Here to Stay" on May 10, 2010, describes the problem with traditional search and identifies the issue of filter failure:
    Curation comes up when search stops working. [But it’s more than a human-powered filter.] Curation comes up when people realize that it isn’t just about information seeking, it’s also about synchronizing a community. [Part of the reason that human curation is so critical is simply the vast number of people who are now making and sharing media.] Everyone is a media outlet. The point of everyone being a media outlet is really not at all complicated. It just means that we can all put things out in the public view now (Shirky in http://mashable.com/2010/05/03/content-curation-creation/).
    Social media curation is an information life skill as well as a hot topic for the marketing and business worlds.
    Curation of current digital resources (e.g., podcasts, slidecasts, infographics, blogs, presentations, twitter feeds, ebooks, etc.) can facilitate the discovery of valuable Web content. School librarians often take the lead in gathering the best apps, tools, and documents for a particular project, class or lesson on the school's tablets.
    Curation skills allow learners to create personal learning environments (PLEs) for organizing content to meet both their academic and personal information needs, gathering tools for productivity and creativity, sharing their knowledge with others, and creating portfolios of their own work. PLEs are essential tools for networked learners.
    Much of what students now need is dynamic and feedy and cloud-based. A notebook can no longer hold this stuff.
    Curation tools present an exciting new genre of search tool. Searchers can now exploit the curated efforts of experts and others who take the lead in a particular subject area—those who volunteer to scan the real-time environment as scouts. They also present the opportunity to guide learners in new evaluation strategies. Who is the curator? Which curators can you trust? Is a curator attached to a team, publication, institution, organization? How can the quality of their insights, selections, sources, and feeds be judged? Do their efforts have many followers? Is their curation active and current?
    Content Curation World (Robin Good)
    Students Build Knowledge Together: Langwitches Blog (Silvia Tolisano)
    Curation – Creatively Filtering Content (Sue Waters)
    Valenza, Joyce Curation, School Library Monthly, Sept/Oct 2012
    Social Media Curation | ALA TechSource (Valenza, Boyer, Curtis)

    Redesigning Learning Spaces
    Some thought leaders believe that new forms of teaching and learning require new spaces for teaching and learning. More universities are helping to facilitate these emerging models of education, such as the flipped classroom, by rearranging learning environments to accommodate more active learning. Educational settings are increasingly designed to facilitate project-based interactions with attention to mobility, flexibility, and multiple device usage. Wireless bandwidth is being upgraded in institutions to create “smart rooms” that support web conferencing and other methods of remote, collaborative communication. Large displays and screens are being installed to enable collaboration on digital projects and informal presentations. As higher education continues to move away from traditional lecture-based programming and to more hands-on scenarios, university classrooms will start to resemble real-world work and social environments that facilitate organic interactions and cross-disciplinary problem solving.
    ...
    This shift will inevitably inspire more girls to enter the STEM fields as history has show that women have been the creators over time. Wearable technology is very appealing. https://youtu.be/meqbyg_TxT0 lisa.gustinelli Jun 2, 2015
    I don't know if it is as much as a shift from consumers to creators. It's not that youth are doing more of one than the other (more creating than consuming). Youth are still consuming online content, but they are also creating significant amounts of content. Pew Research Center recently released a report that may be helpful. There's definitely a trend in digital communication among teens. Anyway, maybe I'm being annoying here! abigail.leighphillips Jun 10, 2015
    Shift to Global Connectedness
    Because we can.

    Shift to Deep Learning Approaches
    There is a new emphasis in the classroom on deeper learning approaches, defined by the Alliance for Excellent Education as the delivery of rich core content to students in innovative ways that allow them to learn and then apply what they have learned. Project-based Learning, Problem-Based Learning, Inquiry-Based Learning, Challenge-Based Learning and similar methods foster more active learning experiences, both inside and outside the classroom. As technologies such as tablets and smartphones are more readily accepted in schools, educators are leveraging these tools, which students already use, to connect the curriculum with real life applications. These active learning approaches are decidedly more student-centered, allowing learners to take control of how they engage with a subject and to brainstorm and implement solutions to pressing local and global problems. The hope is that if learners can connect the course material with their own lives and their surrounding communities, then they will become more excited to learn and immerse themselves in the subject matter.
    (view changes)
    12:55 pm

More