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In their new book, Leaving to Learn: Designing a Student Experience that Reduces Dropouts and Produces Deep Engagement in Learning, Elliot Washor, cofounder of Big Picture Learning, and collaborator Charlie Mojkowski explore the reasons kids drop out of school and how to to develop productive learning environments for adolescents. 
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"Publishing student thinking can be among the most powerful ways to improve learning. There are a variety of reasons for this, but the biggest reason is that the 'threat' of publishing moves the lodestone from the classroom to the 'real world.' This, of course, changes everything." Via Beth Dichter
Beth Dichter's curator insight,
December 27, 2012 10:33 PM
The post continues to explore what should be published, noting that "finished products and the thinking process itself are two very different things." Why publish? Think of it as a process of authentic experience. Students like to have the ability to see their work online and have others respond to it. The post provides a table that lists 25 apps that range from "videos to graphics, blogging to concept mapping" across many platforms. This is interactive and links to edshelf where you may learn more about the app. In addition there is a list of 27 tools (many of which are listed inthe table).
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6 Teaching Strategies Shifts To Promote Deeper Learning (6 Teaching Strategies To Promote Deeper Learning http://t.co/JesI344H via @teachthought #eLearning #edchat...)... Via Sarantis Chelmis
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Robin Good: Course Hero is a platform which allows the creation and delivery of online video courses curated from the best existing published content on that topic.
There are already ready-made courses to access or you can submit a topic that you would like to video-curate into a course.
"You can learn just about anything from YouTube...if you're willing to dig through millions of videos."
From Techcrunch: "Luckily, Course Hero has done the work for you, offering coherent classes by hosting collections of the best educational YouTube videos and other content.
The newly launched courses section of the eduTech startup’s site now has classes in entrepreneurship, business plan development, and programming in a variety of languages. ... By drawing from YouTube and other openly available education, Course Hero plans to set up courses for anything it, or you, can think of. ... Each course breaks down into roughly 6 chapters of 6 concept YouTube videos, Justin.tv videos, articles, and more. Unlike Udemy‘s one-teacher-per-class approach, Course Hero courses are compiled from content by many teachers.
Rather than put you at the mercy of long-winded professors, Course Hero trims videos and articles down to their most important teachings.
Along the way you’ll answer quiz questions, take tests to complete chapters, and face a final exam to finish a course and earn proficiency badges..."
Full article: http://techcrunch.com/2012/04/12/course-hero/ ;
Courses: http://www.coursehero.com/courses/ ;
More info: http://www.coursehero.com/ ; Via Robin Good, Let's Learn IT, Heiko Idensen, Gust MEES
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"Google Earth was one of the very first pieces of software that I began to create educational resources with. As I put it in one of my first ever blog posts 5 years ago: ”This app won me over straight away.” The engaging environment really struck a chord with me and I remember fondly my first forays into using it to support learning. It has developed so much over the years...." Via Anne Whaits, Smaragda Papadopoulou, Gust MEES
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"In his presentation StudentsLive! Real-world learning at the 2010 Olympic and Paralympic Games, Chris Kennedy shares the story of twenty-five students who brought the notion of personalized learning to life and learned how powerful social media can be for learning." Via David Truss, Kathleen McClaskey
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Virtual libraries of research and study support materials across all subject areas for higher education.
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Thomas Salmon's curator insight,
May 6, 2013 1:34 PM
Interesting, in other ways this could also be seen as framing learning as a constant performance of assessment. Where do you draw the line ?
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The Top 100 Tools for Learning 2012 as voted for by 500+ learning professionals worldwide... Via Sarantis Chelmis
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Robin Good: Must-read article on ClutterMuseum.com by Leslie M-B, exploring in depth the opportunity to have students master their selected topics by "curating" them, rather than by reading and memorizing facts about them.
"Critical and creative thinking should be prioritized over remembering content"
"That students should learn to think for themselves may seem like a no-brainer to many readers, but if you look at the textbook packages put out by publishers, you’ll find that the texts and accompanying materials (for both teachers and students) assume students are expected to read and retain content—and then be tested on it.
Instead, between middle school (if not earlier) and college graduation, students should practice—if not master—how to question, critique, research, and construct an argument like an historian."
This is indeed the critical point. Moving education from an effort to memorize things on which then to be tested, to a collaborative exercise in creating new knowledge and value by pulling and editing together individual pieces of content, resources and tools that allow the explanation/illustration of a topic from a specific viewpoint/for a specific need.
And I can't avoid to rejoice and second her next proposition: "What if we shifted the standards’ primary emphasis from content, and not to just the development of traditional skills—basic knowledge recall, document interpretation, research, and essay-writing—but to the cultivation of skills that challenge students to make unconventional connections, skills that are essential for thriving in the 21st century?"
What are these skills, you may ask. Here is a good reference where to look them up: http://www.p21.org/storage/documents/P21_Framework_Definitions.pdf (put together by the Partnership for 21st Century Skills)
Recommended. Good stuff. 9/10
Full article: www.cluttermuseum.com/make-students-curators/
(Image credit: Behance.net)
Via Robin Good, João Greno Brogueira, Daniel Tan
Sample Student's curator insight,
May 5, 2015 10:14 PM
We often ask our students to create annotated bibliographies, and this focuses on their capacity to evaluate and make decisions about the validity, reliability and relevance of sources they have found. using Scoop.it, we can ask them to do much the same thing, but they will publish their ideas for an audience, and will also be able to provide and use peer feedback to enhance and tighten up their thinking. This is relevant to any curriculum area. Of course it is dependent on schools being able to access any social media, but rather than thinking about what is impossible, perhaps we could start thinking about what is possible and lobbying for change.
Sample Student's curator insight,
May 5, 2015 10:18 PM
We often ask our students to create annotated bibliographies, and this focuses on their capacity to evaluate and make decisions about the validity, reliability and relevance of sources they have found. Using Scoop.it, we can ask them to do much the same thing. But they will publish their ideas for an audience, and will also be able to provide and use peer feedback to enhance and tighten up their thinking. This is relevant to any age, and any curriculum area. Of course it is dependent on schools being able to access social media. But rather than thinking about what is impossible, perhaps we should start thinking about what is possible, and lobbying for change. Could you use a Scoop.it collection as an assessment task?
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Here's a chart that explains the differences between personalization, differentiation, and individualization. After some research on these terms, Barbara Bray and I were able to determine the differences between these terms in relationship to teaching and learning. Via Barbara Bray, Kathleen McClaskey, michel verstrepen
Barbara Bray's comment,
January 23, 2012 2:00 PM
Thank you for your comment. Kathleen and I are looking for feedback on how educators are using this chart.
's comment January 23, 2012 2:07 PM
I am in Wisconsin and we are part of CESA 1 NxGL. I team teach with 42 kindergarten kids and we are using personalized learning. We are working through the tangles of being able to personalize with kids who are just learning to read, write and compute. It has always been a struggle to be able to differentiate the difference between true personalized learning vs. differentiation and individualization. You have done a beautiful job of creating a chart that makes this clearer for all stakeholders. This chart will be useful for helping colleagues, administration and parents see the true definition of personalized learning and the potential that it holds.
Kathleen McClaskey's comment,
January 23, 2012 4:18 PM
Hello rwteam in WI,
Thank you for your comments on this chart that Barbara and I created. We would be glad to have you share this with your colleagues in WI and elsewhere. We commend you and your teams in CESA 1 NxGL on the hard work that you are doing to make personalized learning a realty for your students. Kathleen
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Learning is most effective when it’s personalised. That happens when people feel they are participants in their own learning, shaping what and how they learn, and able to articulate its value to them.
See much more on personalized learning on my companinion Scoop.it site to this one - ::The 4th Era:: at http://www.scoop.it/t/the-4th-era Via Smaragda Papadopoulou, João Greno Brogueira
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This collection of links and applications highlights over 60 quality educational resources that are available on the web.
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