Road-Tripping for OER

By Jennifer Goodman, Inside Higher Ed

A math professor takes his ideas for open educational materials to campuses across Georgia to try to help save students millions of dollars. It makes sense that the College of Coastal Georgia math professor and OER advocate German Vargas relies on open educational materials to help reduce textbook and material costs for courses like calculus and trigonometry. But he’s equally passionate about the importance of open materials for courses in economics, philosophy and sociology – and not just for his college’s students. Vargas, who has been assistant vice president for academic student engagement at Coastal Georgia since October 2015, is meeting with instructors and department heads at colleges across Georgia to share his message that OER makes sense in every discipline.

https://www.insidehighered.com/digital-learning/article/2017/07/12/german-vargas-crisscrosses-georgia-advocating-oer

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from Educational Technology http://people.uis.edu/rschr1/et/?p=29752

31 Apps, Tools and Games That Teach Kids to Code

by Matthew Lynch, Tech Edvocate

In most cases, people agree that a traditional textbook approach is insufficient for subjects like coding. While the idiosyncrasies of the language can be introduced that way, it’s hard to assimilate the information until it is in used entirely. But sticking children in front of a blank screen and having them write line after line, though functional, isn’t very inspiring or even interesting. If you want to capture the interest of young students while giving them access to a valuable skill set, then turning to coding tools and games may be the ideal method. To help you get started, we have compiled a list of 31 apps, tools and games that teach kids to code.

http://www.thetechedvocate.org/tech-edvocates-list-31-apps-tools-games-teach-kids-code/

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from Educational Technology http://people.uis.edu/rschr1/et/?p=29721

Helping Teachers Use Technology and Technology Experts Teach

by Matthew Lynch, Tech Edvocate

Although many teachers now have grown-up in the technology age, many traditional or “old-school” teachers are still not feeling equipped to teach in the classroom of the 21st century. Teachers that earned their certificates in the 60’s, 70’s, 80’s, and even the 90’s may or may not feel prepared to operate and utilize today’s education equipment in the classroom. From the replacement of chalkboards with smartboards to the use of iPads in the classroom with apps for learning in English, Math, Science, and many other areas, the advances in technology are taking hold in today’s classrooms. The question remains how do we educate our teachers on how to use the technology?

http://www.thetechedvocate.org/helping-teachers-use-technology-technology-experts-teach/

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from Educational Technology http://people.uis.edu/rschr1/et/?p=29711

E-Learning – The future landscape of learning and development

by VINAY AGRAWAL, Your Story

Mobile, relevant, personalised and self-paced content coverage at point of need. These are the things learners want. Unfortunately, in traditional classroom courses, learning is often very different and tend to disappoint. The boom in digital revolution and mobile-phone sales has triggered dramatic changes in how we come across, view, ideate, propagate and share content. Naturally, the shift is also seen in learning. Whilst many want to learn at point of their need, many prefer learning at convenient timings or during weekends or on their daily commute to and from work.

http://yourstory.com/2016/07/e-learning-future-landscape/

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from Educational Technology http://people.uis.edu/rschr1/et/?p=16372

Why to Consider Game-Based Online Learning

By Joe Chapman, US News

Games can make online education more fun and allow students to apply what they learn to real-life situations. One of the primary benefits of game-based learning is that it offers custom learning experiences for students, which is important as every student learns differently. Throughout games, students can make mistakes, course correct and revisit concepts, allowing them to better understand course material and specific concepts they may struggle with. Another important benefit is that game-based learning is fun, and students enjoy learning.

http://www.usnews.com/education/online-learning-lessons/articles/2016-07-15/why-to-consider-game-based-online-learning

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‘Blended learning’ growing in popularity

By KIRSTEN JOHNSON Hawaii Tribune-Herald

The Volcano School of Arts &Sciences, a kindergarten to eighth-grade state public charter school, is adding a “blended learning” pilot program next year. The term “blended learning” traditionally entails a mix of face-to-face instruction with online learning. Students enrolled in Volcano’s Kula ‘Amakihi Community-Based Education Program will receive a blend of home-based, experiential and online learning, coupled with weekly face-to-face time with a licensed teacher, school Education Director Kalima Cayir said. Volcano will cap the program at 30 students the first year, in grades one to eight. The school’s also hiring a teacher to oversee the program. Kula ‘Amakihi is open to any student currently enrolled at Volcano or not. But school officials hope it particularly appeals to nearby students who are currently homeschooled.

http://www.forbes.com/sites/noodleeducation/2015/05/28/more-than-half-of-college-faculty-are-adjuncts-should-you-care/#74faa6fe1d9b

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7 Tips for Being a Successful Online Student

By Kristen Hicks, Edudemic

Once upon a time, educators recoiled from the idea of online education. How could classes taken over a computer possibly provide the same benefit to students as those taken in person? As technology has improved and more reputable educational institutions have embraced online learning over the past few years, many of the early criticisms lobbied at online learning have been well challenged. Over a third of all higher education students are taking at least one of their courses online, and more than 12% are enrolled in online courses exclusively. Clearly students, professors, and colleges are all coming around to the idea of distance education.

http://www.edudemic.com/7-tips-successful-online-student/

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Informal survey suggests disconnect between teachers and data

by eSchool News

At this year’s ISTE conference Lexia Learning polled more than 200 educators in an informal survey, which suggests teachers are not using collected data to pinpoint skill deficiencies in a timely manner. According to the survey, only 35 percent of respondents felt that teachers at their schools had a high or very high level of comfort connecting data to instruction. The survey also found that fewer than half (48 percent) of respondents felt that their current screener assessments provide clear categorizations of which students were on track and which needed more attention.

http://www.eschoolnews.com/2015/07/16/teachers-data-142/

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Lafayette’s full-time ‘virtual learning’ program expands to K-12

By MARSHA SILLS, the Advocate

More than 600 students in Lafayette Parish — enough to fill a school — don’t attend class in a traditional classroom and instead are being home-schooled. The Lafayette Parish School System hopes to attract those students and others who may want a nontraditional learning option with the expansion of its existing “virtual learning” program. Starting in August, the school system will launch the eCampus Academy, a virtual school for kindergarten through 12th grade that allows students to take classes online in real time with a teacher. The school system tested the full-time virtual class option with middle and high school students in the 2014-15 school year and enrolled 70 students, all of whom passed their end-of-course tests, said Jarrett Coutee, the school system’s virtual learning administrator.

http://theadvocate.com/news/12912202-123/lafayette-expanding-virtual-learning-program

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Managing Anytime, Anywhere Access to Windows and Mac Apps at USC Engineering

By Leila Meyer, Campus Technology

Students in the University of Southern California’s School of Engineering no longer need to crowd into busy computer labs to access the specialized software they need. The school has implemented remote access to both Windows and Mac software, so students can do their work from anywhere using their own laptops. And they can access both platforms with a single user account, so the school’s IT team doesn’t have to manage separate Windows and Mac user profiles for thousands of engineering students.

http://campustechnology.com/articles/2014/07/10/managing-anytime-anywhere-access-to-windows-and-mac-apps-at-usc-engineering.aspx

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2 Tactics for 1-to-1- and BYOD-Ready WiFi

By Dian Schaffhauser, THE Journal

Miami-Dade County Public Schools — the fourth-largest district in the country — is working through its ABCDs as it pursues a voluminous infusion of technology into learning. That’s how Superintendent Alberto Carvalho described the digital convergence taking place in the district he oversees. That’s also roughly the order in which each phase of the plan is unfolding. As CIO Debbie Karcher explained, the “A” stands for applications and content that can be accessed at any time on any machine. “B” is for broadband that would deliver a good access experience at every school. “C” — for connectivity — called for a massive implementation of wireless in all of the schools. “Every school, every square foot of our district has wireless in every room,” she said.

http://thejournal.com/articles/2014/07/10/2-tactics-for-1-to-1-and-byod-ready-wifi.aspx

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Report: Teacher Evaluations Meaningless Without Supporting PD

By Leila Meyer, THE Journal

Many states have been implementing new teacher evaluation systems in an effort to improve teacher effectiveness, but those evaluations have little meaning unless they are accompanied by individualized professional development and support, according to a new report from the School Improvement Network, a provider of professional learning and training resources for educators. The report, “Beyond Teacher Evaluation: Prioritizing Teacher Instructional Effectiveness with Meaningful Professional Development,” examines state policies on teacher professional development related to evaluations, with the goal of helping state and district leaders implement teacher evaluation and support policies that have a meaningful effect on teacher effectiveness. “For evaluations and observations to have a meaningful impact on educators and the students they teach, educators must have the personalized resources and support they need to improve practice and spur professional growth,” said Chet D. Linton, CEO and president of School Improvement Network, in a prepared statement.

http://thejournal.com/articles/2014/07/10/report-teacher-evaluations-meaningless-without-supporting-pd.aspx

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