Engineers are creatures of habit. Make reviewing your flashcard app your first work task (or the train, the toilet right before Candy Crush). Stop StackOverflowing "how do i amend my git commit" five times every month.
Spaced repetition is a solution to googling 5 times a month the same thing
Outside of medical students and language learning apps like Duolingo, spaced repetition isn't common. It's not as cool as cramming, but it works. Medical students use it to memorize those awful thousand page textbooks. Duolingo uses it because it's effective
The most popular appliers of spaced repetition:
But Why Option 3?
Why spaced repetition is superior to cramming (reviewing just a week before the exam):
Spaced repetition is a remembering technique that will remind you concepts at spaced intervals to maximize memory retention efficiently
Spaced repetition
in SM, learning and remembering are blended into one: you read (learn) and review (remember) at the same time. Incremental Reading is essentially “spaced repetition-ing” your reading
Super Memo combines learning + remembering
Learning = reading and understanding new things Remembering = memorizing what you learned
Learning vs remembering
At the moment, GPT-2 uses a binary search algorithm, which means that its output can be considered a ‘true’ set of rules. If OpenAI is right, it could eventually generate a Turing complete program, a self-improving machine that can learn (and then improve) itself from the data it encounters. And that would make OpenAI a threat to IBM’s own goals of machine learning and AI, as it could essentially make better than even humans the best possible model that the future machines can use to improve their systems. However, there’s a catch: not just any new AI will do, but a specific type; one that uses deep learning to learn the rules, algorithms, and data necessary to run the machine to any given level of AI.
This is a machine generated response in 2019. We are clearly closer than most people realize to machines that can can pass a text-based Turing Test.
Supporting Personalised Learning Frequently mentioned throughout the interviews was the goal of allowing learners to explore their personal interests, culture and social context through assessment. Several participants sought to design assessment that allowed learners to tap into these aspects of their personal lives. Where learners could exercise choice and pursue projects of personal interest, a greater sense of ownership was observed. James commented that “they love the idea that they are in control of what they do”, when given more choice around assessment. Other participants suggested it was possible to have learners working on projects that could benefit their personal lives or professional trajectories as part of formal coursework. In her final assignment, Olivia provides the learners “absolute free reign in terms of what kind of a thing they produced.” Learners use their creative interests to develop resources for the course, as Olivia reflects “some opted for essays still, but other students created digital timelines, infographics, podcasts, comic books, videos.” Personalisation of assessment was suggested to allow learners to represent and situate themselves authentically and creatively through their work.
Giving learners more autonomy in their learning is a great pedagogical principle, and in the context of the article focusing on learning design, I can see how this fits with "open" as it does require that the course design needs to be more "open" as in flexible to allow for this kind of learner autonomy. There is overlap here between authentic learning and open pedagogy.
you don’t have to learn alone. In fact, it is the uniqueness of the people with which you learn and the discussions you have together that make what you learn unforgettable
Team work applies also into learning
being able to communicate what you’ve learned is one of the main skills that differentiates a good developer from a great one (IMHO).
Know how to explain what you just learned
When facing procrastination, think of process over product. I often procrastinate when I’m overwhelmed by the thought, “Ok, I have to get X done”. Instead, it can be beneficial to think, “Ok, I will spend an hour on X” — which isn’t overwhelming, doesn’t require a long breakdown of tasks, and gets me started (90% of the battle)
Solution to procrastination
Know when to apply a particular concept is as important as knowing how.
Use cases are more important than we think of
Spread it out over many sessions and over many different modes of learning.
Don't learn everything in a single session!
test yourself as you’re encountering new material. Recall is a simple example of this mini-testing.
Recall = mini-testing
taking a couple minutes to summarize or recall material you are trying to learn
It's worth to take the time to ponder
Recently, I found this great application called Highly (you should use this!). They make it really simple to highlight any article that I’m reading on the web using a Chrome extension.
This inspired me to make a research of similar applications (such as Liner), and finally end up with hypothes.is
Highlighting or underlining are also techniques that often lead to this illusion of learning. On the other hand, brief notes that summarize keys concepts are much more effective.
Indeed… Therefore, let's leave a note here :)
First, survey and priming — this involves scanning a book or the syllabus of a course, for example, to get a general idea of the bigger picture. Second, observe an example. Then, do it yourself. And, finally, do it again and again in different contexts.
Chunk the knowledge
take breaks, meditate, think about other things, and give yourself plenty of time in both modes.
Give yourself some free time while learning
many instructional designers and others adjacent to the field have responded swiftly with critiques that range from outright rejection of the term, to general skepticism about the concept, to distrust for its advocates and their support of learning analytics and outcomes-based learning.
Why the rejection of the term? Is it too mechanical?
Because documentation of student learning impacts may not reflect the core objectives of all CTLs — and because this investigation is resource-intensive
Measuring impact of on student learning outcomes is resource-intensive. This makes me think of the Tracer project.
Deep Learning for Search - teaches you how to leverage neural networks, NLP, and deep learning techniques to improve search performance. (2019) Relevant Search: with applications for Solr and Elasticsearch - demystifies relevance work. Using Elasticsearch, it teaches you how to return engaging search results to your users, helping you understand and leverage the internals of Lucene-based search engines. (2016)
Elasticsearch with Machine Learning (English translation) by Kunihiko Kido Recommender System with Mahout and Elasticsearch
moderating discussion forums
I don't know if I would consider this a routine task considering the amount of facilitation a good discussion often requires. Perhaps moderating a forum related to routine support questions where the questions might be "when is my term paper due", or "how do I access the course syllabus" could be routine posts in a discussion forum. But when you get into forums where learner discourse is key to the learning process, the moderating is not routine, or that moderating is even the right word to use to frame those discussions as these types of discussion forums often require a facilitator, not a moderator.
Since all neurons in a single depth slice share the same parameters, the forward pass in each depth slice of the convolutional layer can be computed as a convolution of the neuron's weights with the input volume.[nb 2] Therefore, it is common to refer to the sets of weights as a filter (or a kernel), which is convolved with the input. The result of this convolution is an activation map, and the set of activation maps for each different filter are stacked together along the depth dimension to produce the output volume. Parameter sharing contributes to the translation invariance of the CNN architecture. Sometimes, the parameter sharing assumption may not make sense. This is especially the case when the input images to a CNN have some specific centered structure; for which we expect completely different features to be learned on different spatial locations. One practical example is when the inputs are faces that have been centered in the image: we might expect different eye-specific or hair-specific features to be learned in different parts of the image. In that case it is common to relax the parameter sharing scheme, and instead simply call the layer a "locally connected layer".
important terms you hear repeatedly great visuals and graphics @https://distill.pub/2018/building-blocks/
Here's a playground were you can select different kernel matrices and see how they effect the original image or build your own kernel. You can also upload your own image or use live video if your browser supports it. blurbottom sobelcustomembossidentityleft sobeloutlineright sobelsharpentop sobel The sharpen kernel emphasizes differences in adjacent pixel values. This makes the image look more vivid. The blur kernel de-emphasizes differences in adjacent pixel values. The emboss kernel (similar to the sobel kernel and sometimes referred to mean the same) givens the illusion of depth by emphasizing the differences of pixels in a given direction. In this case, in a direction along a line from the top left to the bottom right. The indentity kernel leaves the image unchanged. How boring! The custom kernel is whatever you make it.
I'm all about my custom kernels!
We developed a new metric, UAR, which compares the robustness of a model against an attack to adversarial training against that attack. Adversarial training is a strong defense that uses knowledge of an adversary by training on adversarially attacked images[3]To compute UAR, we average the accuracy of the defense across multiple distortion sizes and normalize by the performance of an adversarially trained model; a precise definition is in our paper. . A UAR score near 100 against an unforeseen adversarial attack implies performance comparable to a defense with prior knowledge of the attack, making this a challenging objective.
@metric
And they have largely moved beyond the mental model of universal design (UD) in the physical environment, which is static, bounded, and predictable—instead designing interactions according to UDL, which sees interactions as dynamic, open, and emergent.
Really interesting point here about the limit of the "curb cut" metaphor.
The goal is to build a better web thanks to the contribution and collaboration of a diverse set of personalities and thinkers: visual learners; physical learners; social learners; and everyone in-between.
Though the web has evolved, its methods for training future web developers have not. Sure, the resources are more attractive now. They’re better written and more easily findable. But they continue to be geared toward a very narrow kind of person. They’re generally online, self-guided, impersonal, and novice-unfriendly.
HTM and SDR's - part of how the brain implements intelligence.
"In this first introductory episode of HTM School, Matt Taylor, Numenta's Open Source Flag-Bearer, walks you through the high-level theory of Hierarchical Temporal Memory in less than 15 minutes."
Using multiple copies of a neuron in different places is the neural network equivalent of using functions. Because there is less to learn, the model learns more quickly and learns a better model. This technique – the technical name for it is ‘weight tying’ – is essential to the phenomenal results we’ve recently seen from deep learning.
This parameter sharing allows CNNs, for example, to need much less params/weights than Fully Connected NNs.
The known connection between geometry, logic, topology, and functional programming suggests that the connections between representations and types may be of fundamental significance.
Examples for each?
Representations are Types With every layer, neural networks transform data, molding it into a form that makes their task easier to do. We call these transformed versions of data “representations.” Representations correspond to types.
Interesting.
Like a Queue Type represents a FIFO flow and a Stack a FILO flow, where the space we transformed is the operation space of the type (eg a Queue has a folded operation space compared to an Array)
Just free styling here...
In this view, the representations narrative in deep learning corresponds to type theory in functional programming. It sees deep learning as the junction of two fields we already know to be incredibly rich. What we find, seems so beautiful to me, feels so natural, that the mathematician in me could believe it to be something fundamental about reality.
compositional deep learning
Appendix: Functional Names of Common Layers Deep Learning Name Functional Name Learned Vector Constant Embedding Layer List Indexing Encoding RNN Fold Generating RNN Unfold General RNN Accumulating Map Bidirectional RNN Zipped Left/Right Accumulating Maps Conv Layer “Window Map” TreeNet Catamorphism Inverse TreeNet Anamorphism
👌translation. I like to think about embeddings as List lookups
As log-bilinear regression model for unsupervised learning of word representations, it combines the features of two model families, namely the global matrix factorization and local context window methods
What does "log-bilinear regression" mean exactly?
The reward system in the brain can be triggered by the anticipation of all kinds of rewards, from points or praise.
This is interesting. The reward system is triggered by the anticipation of the reward, not the actual reward itself.
An approach response is necessary for learning and continues to be important throughout the process of learning.
Retrieval practice boosts learning by pulling information out of students’ heads (by responding to a brief writing prompt, for example), rather than cramming information into their heads (by lecturing at students, for example). In the classroom, retrieval practice can take many forms, including a quick no-stakes quiz. When students are asked to retrieve new information, they don’t just show what they know, they solidify and expand it. Feedback boosts learning by revealing to students what they know and what they don’t know. At the same time, this increases students’ metacognition — their understanding about their own learning progress. Spaced practice boosts learning by spreading lessons and retrieval opportunities out over time so that new knowledge and skills are not crammed in all at once. By returning to content every so often, students’ knowledge has time to be consolidated and then refreshed. Interleaving — or practicing a mix of skills (such as doing addition, subtraction, multiplication, and division problems all in one sitting) — boosts learning by encouraging connections between and discrimination among closely related topics. Interleaving sometimes slows students’ initial learning of a concept, but it leads to greater retention and learning over time.
How can I build this into my curriculum?
Genus Species + Species Hybrids Example
Great examples of remixes in the real world
Lessig (2005) provides a range of examples of the kinds of digital remix practices that in his view constitute “the more interesting ways [to write]” for young people. These include remixing clips from movies to create “faux” trailers for hypothetical movies; setting remixed movie trailers to remixed music of choice that is synchronized to the visual action; recording a series of anime cartoons and then video-editing them in synchrony with a popular music track; mixing “found” images with original images in order to express a theme or idea (with or without text added); and mixing images, animations and texts to create cartoons or satirical posters (including political cartoons and animations), to name just a few types. We accept this conceptual extension of “writing” to include practices of producing, exchanging and negotiating digitally remixed texts, which may employ a single medium or may be multimedia remixes. (We also recognize as forms of remix various practices that do not necessarily involve digitally remixing sound, image and animation, such as paper-based forms of fanfiction writing and fan-producing manga art and comics, which continue to go on alongside their hugely subscribed digital variants.
There are all very good examples. The great thing is, that as a language teacher there are so many different types of media that the students can really hone in on their interests.
where someone creates a cultural product by mixing meaningful elements together (e.g., ideas from different people with ideas of one’s own), and then someone else comes along and remixes this cultural artefact with others to create yet another artefact.
I think this could be fun to with students in Spanish. I can introduce music, poems, art and have students remix them.
Security Issues, Dangers And Implications Of Smart Systems
Communities of practice are one of the ways in which experiential learning, social constructivism, and connectivism can be combined, illustrating the limitations of trying to rigidly classify learning theories. Practice tends to be more complex.
Constructivism - roots in the philosophical and psychological viewpoints of this century, specially Piaget, Bruner and Goodman. Learning occurs when the mind filters inputs from the world to produce its unique reality. The mind is believed to be the source of all meaning, direct experiences with the environment are considered critical. It crosses both categories by emphasizing the interaction between learner and the real world.
Social constructivism would emphasize critical experiences between the learner and other learners and mentors.
Connectivism is the integration of principles explored by chaos, network, complexity and self-organization theory. A lot of the content is now offloaded to the machine that was previously residing within the learner.
ell with Project Based Learning (PBL) initiativ
IIP lines up with PBL
Open learning, also known as open education
requires a open, sharing, collaborative environment. Promotes pedagogical dialogue. OER have potential to transcend "geographic, economic, or language barriers". Also, OER strengthens digital literacy.
e-purpose.
Creative Commons covers 4 areas of practice: -re-use: right to verbatim reuse content
great for expanding, exploring, sharing and remixing content in the educational world.
free to use and access, and to re-purpose.
open learning is influential in areas of design, practice, pedagogy, and theory in education. Open Education Resources at the K-12 level are fundamental to OL.
Open learning
defined as "set of practices, resources, and scholarship that are open to the public and that are accessible, free to use and access, and re-purpose"
We will discuss classification in the context of supportclassificationvector machines
SVMs aren't used that much in practice anymore. It's more of an academic fling, because they're nice to work with mathematically. Empirically, Tree Ensembles or Neural Nets are almost always better.
10 Authentic Spanish Materials to Take Your Class to Spain!
authentic digital material ideas
Find Native Speakers
This is a great idea to engage students. I have thought about it before but I have not yet put it into practice. I did pen pal letters one year but snail mail was too slow. I am going to try an incorporate this idea even more.
for caring adults, teachers, parents, learners and their peers to share interests and contribute to a common purpose. The potential of cross-generational learning and connection unfolds when centered on common goals.
important to have a caring, experienced community to rely on and learn from
Powered with possibilities made available by today’s social media, this peer culture can produce learning that’s engaging and powerful.
this is what makes connected learning modern
For more than a century, educators have strived to customize education to the learner. Connected Learning leverages the advances of the digital age to make that dream a reality — connecting academics to interests, learners to inspiring peers and mentors, and educational goals to the higher order skills the new economy rewards.
good summary quote
Implication means co-occurrence, not causality!
Given a set of transactions, find rules that will predict the occurrence of an item based on the occurrences of other itemsin the transaction
Hanauer (2012) contends that “language learning within these settings is defined overwhelmingly in linguistic, structural, and cognitive terms. Thus the language learner at the center of this system becomes nothing more than an intellectual entity involved in an assessable cognitive process” (p. 105). In this assessable cognitive instruction, students are not afforded the opportunity to use English as a social semiotic tool for expressing their own personal feelings (emotions), opinions, and stories as lived experience as well as for enacting social practices.
organizations and caring adults can form partnerships, broker connections across settings, and share on openly networked platforms and portfolios.
This is where networking, both in person and online, could come into play.
earners need to feel a sense of belonging and be able to make meaningful contributions to a community in order to experience connected learning. Groups that foster connected learning have shared
I don't think real positive change or learning can occur unless a student feels safe, welcomed, and like they belong. See Maslow's hierarchy of needs.
hrough collaborative production, friendly competition, civic action, and joint research, youth and adults make things, have fun, learn, and make a difference together.
shared interests and collaboration are instrumental for connected learning; reminds me of the phrase "great minds think alike"
They do this by being sponsors of what youth are genuinely interested in — recognizing diverse interests and providing mentorship, space, and other resources.
sponsorship/adult support in connected learning = important to learning success and an important resource
Learning is irresistible and life-changing when it connects personal interests to meaningful relationships and real-world opportunity.
absolutely true. passion+learning+education= change in the world for good
embraces the diverse backgrounds and interests of all young people.
importance of diversity in connected learning will heighten cultural awareness
Cluster features and only consider rules within clusters
Support Set Pruning
Various sources told me that personalized learning, when aided by screens, is a bad fit for vulnerable students—those from low-income families, ethnic and racial minorities, kids with special needs, and English-language learners. In some areas of the country, including Providence, these groups account for almost the entire population of public schools. But the experience of personalized learning is, indeed, personal, and exceptions abound
https://www.technologyreview.com/s/610833/explainer-what-is-a-blockchain/
MIT Blockchain article
Learned about Hypothes.is here
To understand what has happened, we only need to look at the history of writing and printing to note two very different consequences (a) the first, a vast change over the last 450 years in how the physical and social worlds are dealt with via the inventions of modern science and governance, and (b) that most people who read at all still mostly read fiction, self-help and religion books, and cookbooks, etc.* (all topics that would be familiar to any cave-person).
In Reader, Come Home: The Reading Brain in a Digital World, Maryanne Wolf talks about how technology has led to more skimming rather than reading slowly and carefully. She talks about the benefits of “cognitive patience.” And she reminds us that reading quickly isn’t what makes someone a good reader.
Ensemble Machine Learning Algorithms in Python with scikit-learn
Read on July 4, 2019
Machine learning models are basically mathematical functions that represent the relationship between different aspects of data.
Compared with neural networks configured by a pure grid search,we find that random search over the same domain is able to find models that are as good or betterwithin a small fraction of the computation time.
To interpret a model, we require the following insights :Features in the model which are most important.For any single prediction from a model, the effect of each feature in the data on that particular prediction.Effect of each feature over a large number of possible predictions
Machine learning interpretability
Balance exploration and exploitation: the choice of examples to label is seen as a dilemma between the exploration and the exploitation over the data space representation. This strategy manages this compromise by modelling the active learning problem as a contextual bandit problem. For example, Bouneffouf et al.[9] propose a sequential algorithm named Active Thompson Sampling (ATS), which, in each round, assigns a sampling distribution on the pool, samples one point from this distribution, and queries the oracle for this sample point label. Expected model change: label those points that would most change the current model. Expected error reduction: label those points that would most reduce the model's generalization error. Exponentiated Gradient Exploration for Active Learning:[10] In this paper, the author proposes a sequential algorithm named exponentiated gradient (EG)-active that can improve any active learning algorithm by an optimal random exploration. Membership Query Synthesis: This is where the learner generates its own instance from an underlying natural distribution. For example, if the dataset are pictures of humans and animals, the learner could send a clipped image of a leg to the teacher and query if this appendage belongs to an animal or human. This is particularly useful if your dataset is small.[11] Pool-Based Sampling: In this scenario, instances are drawn from the entire data pool and assigned an informative score, a measurement of how well the learner “understands” the data. The system then selects the most informative instances and queries the teacher for the labels. Stream-Based Selective Sampling: Here, each unlabeled data point is examined one at a time with the machine evaluating the informativeness of each item against its query parameters. The learner decides for itself whether to assign a label or query the teacher for each datapoint. Uncertainty sampling: label those points for which the current model is least certain as to what the correct output should be. Query by committee: a variety of models are trained on the current labeled data, and vote on the output for unlabeled data; label those points for which the "committee" disagrees the most Querying from diverse subspaces or partitions:[12] When the underlying model is a forest of trees, the leaf nodes might represent (overlapping) partitions of the original feature space. This offers the possibility of selecting instances from non-overlapping or minimally overlapping partitions for labeling. Variance reduction: label those points that would minimize output variance, which is one of the components of error. Conformal Predictors: This method predicts that a new data point will have a label similar to old data points in some specified way and degree of the similarity within the old examples is used to estimate the confidence in the prediction.[13]
Throughout the past two decades, he has been conducting research in the fields of psychology of learning and hybrid neural network (in particular, applying these models to research on human skill acquisition). Specifically, he has worked on the integrated effect of "top-down" and "bottom-up" learning in human skill acquisition,[1][2] in a variety of task domains, for example, navigation tasks,[3] reasoning tasks, and implicit learning tasks.[4] This inclusion of bottom-up learning processes has been revolutionary in cognitive psychology, because most previous models of learning had focused exclusively on top-down learning (whereas human learning clearly happens in both directions). This research has culminated with the development of an integrated cognitive architecture that can be used to provide a qualitative and quantitative explanation of empirical psychological learning data. The model, CLARION, is a hybrid neural network that can be used to simulate problem solving and social interactions as well. More importantly, CLARION was the first psychological model that proposed an explanation for the "bottom-up learning" mechanisms present in human skill acquisition: His numerous papers on the subject have brought attention to this neglected area in cognitive psychology.
By comparison, Amazon’s Best Seller badges, which flag the most popular products based on sales and are updated hourly, are far more straightforward. For third-party sellers, “that’s a lot more powerful than this Choice badge, which is totally algorithmically calculated and sometimes it’s totally off,” says Bryant.
"Amazon's Choice" is made by an algorithm.
Essentially, "Amazon" is Skynet.
This problem is called overfitting—it's like memorizing the answers instead of understanding how to solve a problem.
Simple and clear explanation of overfitting
Many writers have highlighted the power of the global digital tribe, particularly the way groups tend to solve problems more effectively than individual experts (Surowiecki, 2009). We read of how groups can self-organise and co-ordinate their actions in connected global environments (Shirky, 2008) and that there seems to be no limit what a tribe can do when it is given the appropriate tools (Godin, 2008). Mobile and personal technologies that are connected to global networks have afforded us with the priceless ability to collaborate and cooperate in new and inventive ways (Rheingold, 2002), and allow us to rapidly self organise into new collective forces (Tapscott and Williams, 2008). Connected technology not only gives us access to existing knowledge, it encourages and enables us to create new knowledge and share it widely to a global audience.
I am enjoying this series Steve. A book that has influenced my thinking on the topic has been Teaching Crowds by Jon Dron and Terry Anderson.
One thing that I am left wondering is how the benefits and affordances change and develop over time? I was left thinking about this while reading Clive Thompson’s new book Coders compared with his last book Smarter Than You Think.
Also posted on Read Write Collect
increased participation in organizations like AI4ALL and Women in Machine Learning
ML teaching events
disruptive of formal education and enabling of student-centered and interest-driven learning
To what extent are these actually at odds?
oundaries between different learning and discourse spaces (e.g., public vs. private, formal educationvs. workplace learning) are to be crossed if not totally dissolved
This is probably a long-term goal of mine that I might as well own up to.
Professors base these grades on a combination of factors and values, such as 10% participation, 20% homework, 30% final exam, and 40% group project. Digital adaptive learning tools can do this too, and then take the student’s score and match it with the next best skill in the subject’s overall scope and sequence.
This is interesting. This could be interesting in design.
Adaptive learning does not fit easily into the status quo. Besides having to use a blended learning model, in which class-time is divvied up between traditional and electronic learning, teachers must be willing to let students progress at their own pace.
Could this fit within a trades model?
This is different to simply providing differentiated content for students. For instance, if a learner was not in class during a period when a particular skill was introduced, and years later was learning a new skill that built on that prior knowledge, that learner would struggle. Adaptive sequencing tools could help that student go back to find this gap and learn this content first, rather than following the same sequence as everyone else
This could be very powerful in trades training.
Practice Engine
This is brilliant. Start simple and then ramp it up for practice.
A fixed-form assessment is one in which the items are preselected, and every student is tested on the same set of questions (e.g. a final exam).
fixed form assessment vs. adaptive assessment.
Let’s break these down a little further
Content, Assement, sequence. The three places adaptive learning occurs.
How do we use testing – or assessment – not simply to rank students but as meaningful windows into why they struggle to learn? And the big one: Can changes in digital curriculum help close the aching achievement gap?
OMG YES!!!
we define digital adaptive learning tools as education technologies that can respond to a student’s interactions in real-time by automatically providing the student with individual support
Definition of adaptaive learning
Knewton alone has raised nearly $160 million.
interesting
The tools, however, are not a panacea. For several reasons, it’s unlikely that a single tool will ever be able to take over a student’s education and direct them to every single thing they should do. Nor is it likely that we would want it to, as a critical part of education is building student agency – helping students own their learning, make decisions, become lifelong learners, and develop their metacognitive skills.
YES!
But a critical challenge correctly noted in this report, written by EdSurge and supported by Pearson, is to decipher just what it means for a learning technology to be adaptive.
Adaptive learning is an enormously promising field. Educators worldwide are using adaptive tools to change their practice. The tools are growing and gaining acceptance in classrooms.
A PLE can be entirely controlled or adapted by a student according to his or her formal and informal learning needs, however not all students possess the knowledge management and the self-regulatory skills to effectively use social media in order to customize a PLE to provide the learning experience they desire.
Teaching students to become self-regulated learners
policy change index - machine learning on corpus of text to identify and predict policy changes in China
simple explanation of AI bias - sources etc.
Annotation Profile Follow learners as they bookmark content, highlight selected text, and tag digital resources. Analyze annotations to better assess learner engagement, comprehension and satisfaction with the materials assigned.
There is already a Caliper profile for "annotation." Do we have any suggestions about the model?
game for students, Calculation Nation from the National Council of Teachers of Mathematics is a wonderful resource.
math game for summer
Beat Summer Slide: The Parent Summer Checklist
read this
ive into equations: When plunging into a pool, have your child calculate the volume and weight of the water and the rate at which the pool will fill or drain. Be a meteorologist: Track summer weather and convert daily temperatures from Celsius to Fahrenheit and monitor monthly rainfall. Show the relevance: Invite your child to help you prepare poolside treats. Encourage them to use measuring cups and proportion snacks into different size bowls. Connect Math & Language: If your child excells at language, then use that subject as a platform to help them excel in math. Give them picture books and nonfiction texts to read that focus on math. Turn errands into learning opportunities: While at the grocery store, have your child figure out which box of crackers is closest to the $2.50 price point and count the kiwis as they put them in the bag. Add some education to your road trips: Distract your child from asking “Are we there yet?!” by creating paper tickets that identify all the rest stops along the way, so they can practice time and distance on the ride there. Make your beach day mathematical: Have your child arrange their seashells into piles of 3 or 5, and use those piles as the basis for multiplication and subtraction activities. Note Numbers:Have your child pay close attention to numbers found on clocks, cereal boxes, the kitchen calendar and the local newspaper. Have tell you how many articles are on page B4 of the paper and calculate how long they’ve been awake for. Pay close attention to menus: Whether you go out for dinner or order in, there’s bound to be a menu involved. Have your child pinpoint the price specific item, or list items that range between $10 and $15, or calculate how much a hamburger and a juice would cost. Change it up: Give your child a pile of coins–the bigger the assortment, the better! Have them find as many coin combinations as possible that equal the price of a beach ball.
math ideas
Even organized sports teach children about mathematics, rules, teamwork, planning, and so on. Likewise, a family game like Scrabble is about linguistics, psychology, mathematics, memory, competition, and doggedness. It’s about mastering the rules.
even sports and family games help...
Updated! 10 Online Summer Learning Opportunities]
list of ten fun activities...lots of tech stuff
S.M.A.R.T. Cases are boxed kits that include science activities and supplementary materials that make it a complete learning package for young people. S.M.A.R.T. Cases are sponsored by the Torrance Refining Company. WHY IS THIS CASE SO “S.M.A.R.T.”? S.M.A.R.T. Cases are science kits designed for hands-on learning. They come with the tools and resources to make learning fun and easy. The Next Generation Science Standards (NGSS) requires that students engage in practice-rich activities that support their use of the case contents to figure out and explain complex phenomena and make connections to principles that cut across the content areas (NRC, 2012; NGSS Lead States, 2013). With the assistance of faculty at Torrance Unified School District, each case was evaluated for grade level and compliance with the framework for the NGSS.
check one out for presentation
Y OF READINGBARNES & N
use graphic from this for presentation
Topic: Reading Classroom Ideas 10 Kids Summer Reading Programs We Love Summer reading is better reading. <img alt='' src='https://secure.gravatar.com/avatar/2f903edaa3cdf06132a636fea64aea4e?s=44&d=mm&r=g' srcset='https://secure.gravatar.com/avatar/2f903edaa3cdf06132a636fea64aea4e?s=88&d=mm&r=g 2x' class='avatar avatar-44 photo' height='44' width='44' /> Shellie Deringer on June 13, 2017 .contest-social .share-links svg, .share-links svg { top: 50%; left: 0px; } #atftbx p:first-of-type { display: none; } .entry-content .addthis_toolbox, .entry-content .addthis_button, .entry-header .addthis_toolbox, .entry-header .addthis_button { margin: 0 !important;} .at-style-responsive .at-share-btn { padding: 0 !important;} AddThis Sharing ButtonsShare to FacebookFacebookShare to TwitterTwitterShare to PinterestPinterest <img width="800" height="450" src="https://s18670.pcdn.co/wp-content/uploads/GettyImages-504870144-e1497380601900.jpg" class="attachment-full size-full wp-post-image" alt="kids summer reading programs" srcset="https://s18670.pcdn.co/wp-content/uploads/GettyImages-504870144-e1497380601900.jpg 800w, https://s18670.pcdn.co/wp-content/uploads/GettyImages-504870144-e1497380601900-272x153.jpg 272w, https://s18670.pcdn.co/wp-content/uploads/GettyImages-504870144-e1497380601900-400x225.jpg 400w, https://s18670.pcdn.co/wp-content/uploads/GettyImages-504870144-e1497380601900-768x432.jpg 768w, https://s18670.pcdn.co/wp-content/uploads/GettyImages-504870144-e1497380601900-217x122.jpg 217w, https://s18670.pcdn.co/wp-content/uploads/GettyImages-504870144-e1497380601900-490x275.jpg 490w, https://s18670.pcdn.co/wp-content/uploads/GettyImages-504870144-e1497380601900-556x312.jpg 556w, https://s18670.pcdn.co/wp-content/uploads/GettyImages-504870144-e1497380601900-660x370.jpg 660w, https://s18670.pcdn.co/wp-content/uploads/GettyImages-504870144-e1497380601900-300x169.jpg 300w" sizes="(max-width: 800px) 100vw, 800px" /> ;new advadsCfpAd( 361210 );Next to the benefits of playing and swimming all summer long, reading is just about the most important thing kids can do this summer. We put together this list of free kids summer reading programs to help keep the learning going over the next few months. Share these kids summer reading programs with your students and their families! 1. Barnes & Noble Summer Reading for Kids <img class="alignnone size-medium wp-image-365078" src="https://s18670.pcdn.co/wp-content/uploads/barnes-and-noble-400x112.png" alt="" width="400" height="112" srcset="https://s18670.pcdn.co/wp-content/uploads/barnes-and-noble.png 400w, https://s18670.pcdn.co/wp-content/uploads/barnes-and-noble-220x62.png 220w, https://s18670.pcdn.co/wp-content/uploads/barnes-and-noble-300x84.png 300w" sizes="(max-width: 400px) 100vw, 400px" /> This program begins in May and runs through September. Kids can earn a FREE book after they read eights books and log them on the reading sheet. The Barnes and Noble kids summer reading program is only available to children in grades 1-6. Only one book is available for each child who completes a reading journal and choice must be made from the selected books available at the store.
Reading programs
READS for Summer Learning.[14] In READS, which has been iteratively modified over several randomized trials, students receive eight books in the mail over the summer that are matched to their reading level and interests. Along with each book, students receive a tri-fold paper that leads them through a pre-reading activity and a post-reading comprehension check. Students are asked to mail the postage-prepaid tri-fold back; families receive reminders when tri-folds are not returned.
great idea to add to presentation
An early comprehensive review of the literature summarized several findings regarding summer loss.[2] The authors concluded that: (1) on average, students’ achievement scores declined over summer vacation by one month’s worth of school-year learning, (2) declines were sharper for math than for reading, and (3) the extent of loss was larger at higher grade levels.
research to use
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focus on collaboration, connection, diversity, democracy, and critical assessments of educational tools and structures
Also critical assessments of authority structures, truth claims, value judgments...
PBL) isan instructional method in which students lear
Problem based learning is an instructional method in which students learn through facilitated problem solving. Problem based curricula provide students with guided experience in learning through solving complex, real-world problems. Rating: 9/10
Emotional learning involves meddling with deeply personal, private aspectsof workers’ lives in an effort to influence and shape their emotions, some-times with constructive and sometimes with destructive results. Two aspectsof emotion have particular relevance in the workplace: emotional intelli-gence and emotion labor.
Articulate what they know; 2. reflect on what they have learned; 3. support the internal negotiation of meaning making; 4. construct personal representations of meaning; and 5. support intentional, mindful thinking
what technology should do in an online course to reach adults
Since online learning has a different setting from the conventional classroom,online educators need to use some special techniques and perceptions to leadto success. Moreover, adults have special needs and requirements as learnerscompared with children and adolescents, thus online educators should knowhow adults can learn best because of their special characteristics. Philosophicaland methodological shifts also affect instruction. Many researchers havesuggested that constructivism should be applied in distance education. Thus,this paper attempts to examine the impact of constructivism in online learningenvironments when focusing on adult learners. The author develops the con-nection between constructivism and adult learning theory. In addition, thepaper proposes instructional guidelines using the constructivist approach inonline learning for adults.
Workplace-relatedlearningis learning that is related to the firm in which the learner is employed and that is supported at least to some extent by their employer, but that is notfoundationalor higher education. Individuals may engage in this type of learning for the purposeof learning a new job, improving their job performance, for professional development, as an employee benefit or because it is required by legislation.
Key dimensions of adult learning activities
form, provider, payer, purpose, duration, design, delivery, instructor quality, credential
Fivebroad types of adult learning
Adult learning types including Foundational, higher education, workplace, personal, social. Includes a list of examples of the types of learning this includes in each category.
Jim Smith
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Mobile learning naturally brings smartphones to mind, like the iPhone or an Android-powered pho
What qualifies as a mobile device and what activities/techniques are possible?
The Use of Mobile Devices for Academic Purposes at the University of Washington: Current State and Future Prospects
Professional development opportunities and incentives for faculty to integrate mobile devices and as a teaching and learning tool.
Can Tablet Computers Enhance Faculty Teaching?
Studies faculty provided with tablet computers and peer mentoring workshops to help increase understanding and use of mobile devices in pedogogical approaches
Not Just for Students: Mobile Teacher Professional Development
Low technology teacher professional development with mobile devices
A Comprehensive Approach to Enhancing Faculty Use of Mobile Technology for Teaching
Certificate program teaches faculty how to integrate mobile devices into their courses
The ITL department at The Ohio State University at Mansfield has six primary themes: (a) developmentally appropriate practice, (b) integrated curriculum, (c) literature-based instruction, (d) classroom-based inquiry, (e) diversity and equity issues, and (f) technology integration. The goal for technology integration, like the other themes in the program, is to integrate the theme into each course of the program, when appropriate. For example, instructors find ways to integrate children’s literature into each of the methods courses, whether it is a mathematics, science, or social studies methods course. The goal is to integrate the common themes of the program throughout the methods courses and the other graduate courses leading up to student teaching.
Author Tom Vander Ark, also author of Getting Smart: How Digital Learning is Changing the World, brings a reflection of what ends up being 10 trends and 10 suggestions on how to develop impact in relation to the trends. The article is straight forward in the trends, but also does offer platform and educational examples to enhance the content.
Rating: 8/10
This article is a breakdown from the U.S. Department of Education around the types of learning environments that exist in the technology arena. It provides examples of schools fulfilling these different environments and offers a collection fo additional resources.
Rating: 9/10
This article discusses adult learners who connected with industry professionals in a career exploration course that focused around technology and coding. The program is hoping to show other places that focus on adult learning a model that would work for adult learners to gain access to industry.
Rating: 6/10. Interesting article, but not really a focus on how they effectively engaged the adult learns in the program or their approach to actually developing the course and curriculum.
This article is a study of both in-person and online courses and the affect of internet usage on the student's engaged int those courses. The article notes how saturated the learning environment has become and their approach to using student self-reported data to measure engagement. The authors provide an extensive review of prior literature on both technology and student engagement topics. The data should be reviewed with caution, as it is outlined by the authors that the questions have not been thoroughly vetted for validity and reliability.
Rating: 6/10. The article had positive results, but the data questions being untested is a bit concerning. The article is also from 2009, and the landscape has changed much since then.
normalization
Designing Technology for Adult Learners: Applying Adult Learning Theory
Discusses how adult learning theory can be applied for digital learning for adults. It suggests making sure interactions are built on real world and relevant situations, that learners and go at their own pace, they are allowed to reflect on their learning, and interact with each other and different points of view. Rating 10/10
This article discusses that technology rich classroom research is lacking in the research world. This paper created a scale in which it could evaluate classroom environments. The authors tested this scale and determined it was a good starting framework for how to improve classroom environments. This scale could be useful later in class when evaluating technologies.Rating 9/10 for help assessment techniques
This paper addresses the question about how today’s modern schools can prepare learners for the future in the age of technology. The response to this question is discussion around innovative learning environments that involve the use of technology. Technology has been a concern for the rapid change in the educational landscape and this paper aims to highlight transformation and innovation in relation to technology for teaching and learning. 9/10 for helpful diagrams and tables.
The eZoomBook Tool: A Blended and Eclectic Approach to Digital Pedagogy
Discusses the use of the eZoomBook Tool which has the ability to allow learners to navigate back through subject matter they need to refresh on as they learn new material. It allows peer to peer teaching and working which is it's most successful feature for adult learners. the eZB template is open-format and can be adapted to a variety of learning situations. Results from their initial experiments show high use of intrinsic motivation for adult learners once they got a handle on the platform.
This paper discusses the idea that design is responsible for developing learning and teaching in technology rich environments. This paper argues Cultural Historical Activity Theory. This paper uses this perspective to discuss their ideas of design in connection with the digital age. This paper is written from the perspective German, Nordic, Russian and Vygotskyan concepts that seek to define the relationship between learning and teaching in relation to design. Rating 9/10 for mixing design with digital learning
The purpose of this book is to help learners plan ,develop and deliver online training programs for adults in the workplace. This book can be understood as a guide for training managers, instructional designers, course developers and educators who are looking to transition from classroom material to self-paced instructional programs.The main purpose of this book is for people who deliver training programs to be able to design programs for online. Most importantly, the learners needs are addressed in development. Rating 7/10 material is interesting and relevant but slightly outdated.
Beyond the Click: Rethinking Assessment of an Adult Professional Development MOOC
Examines the design and implementation of a MOOC about flipped teaching. It used digital surveys and the LMS system to gauge participant experiences and expectations. A unique aspect of this MOOC is that it asked participants to set what level of activity they expected to have in the program: active, passive, drop-in, observer. And it found that 60% of people engaged directly at that level. This is useful for designing online education experience and connecting participants with each other and in the classroom based upon their learning goals.
Can an Evidence-Based Blended Learning Model Serve Healthcare Patients and Adult Education Students?
Discusses the use of blended-learning incorporating technology especially for adult education programs that reduce education gaps and help the under-employed with career readiness. This also focuses in on adults with chronic disease and how online education might better support their needs. It uses constructivist leanings placing education in the context of activity and environment and recreating the correct environments online.
The Career Curriculum Continuum
Discusses the place of universities in lifelong learning, especially with the advancement of technology in education in the workforce. The career curriculum continuum, includes free and self-paced options such as MOOCs, educational video on Youtube, and Wikis, but also suggests more structured learning placed in context. Universities can offer this as short courses that are cheaper and offer more options for pathways to a full degree program. It also suggests professional certificates for expanding the skills of those already working. Digital institutions will be the most widely used methods for consuming knew knowledge and advancing skills. Rating 10/10
Q&A: How to Develop ‘Program Architecture’
Discusses they ways in which Kacey Thorne of WGU, outlines plans for developing underlying competencies for online programs. Program architecture refers to the connect of skills and competencies for specific industries linking back to a network of what students will learn in school through offered programs. This is necessary for creating relevant programs that teach translatable skills for the real world after college. Rating 10/10
Using Web 2.0 to teach Web 2.0: A case study in aligningteaching, learning and assessment with professionalpractice
Research article. Discussed the use of web 2.0 including blogs, wikis, and social media as a method of information sharing that is impacting education through teaching and learning management. The work suggests that learning outcomes, activities, and assessment have to be in alignment to create effective learning experiences and uses a case study within an information management program in which students use various web 2.0 tools and document their use .
This article is for teachers and contains multiple resources about how to integrate technology into the classroom and the different types of technology integration. This article is full of examples and ideas teachers can use to facilitate technology in the classroom. Rating: 9/10 for use of examples and practical application.
The use of digital technologies across the adult life span in distance education.
Research article. This article explores how older and younger student approach studying through the use of technology and reveals that those in older age groups were more likely to use technology in deep in focused ways to study once they got the hang of it and younger groups were more likely to remain on the surface level of a variety of technologies.
Effect of a metacognitive scaffolding on self-efficacy, metacognition, and achievement in e-learning environments
This article discusses the effect of a metacognitive scaffolding on self-efficacy, metacognition and achievement in e-learning environments. This is a study of 67 higher education students. Half of the group participated in learning through e-learning with scaffolding while the other group did not have the scaffolding. Not surprisingly, the results show that scaffolding is essential to learning and these individuals preformed better than the group without scaffolding.
Rating 8/10
Effect of a metacognitive scaffolding on self-efficacy, metacognition, and achievement in e-learning environments
Research paper. This work highlights how scaffolding, meaning students work through their learning in stages with support from digital technology, making adjustments to their learning environment as needed as they progress through material. Self-evaluations are a critical component of this to help reflect on the content learned. Scaffolding helps students determine not only what to do but how to do it until they are ready to learn more fully on their own. Rating 6/10
What Makes for Effective Adult Learning
This article provides a short overview or strategies and techniques to make adult learning effective. This article quotes adult learning researches like Knowles to provide information about meaningful learning experiences. This article provides idea for activities that fit in the category of affective adult learning.
1Engaging Adults Learners with TechnologyThrough hands-on experience and reviewing the literature, two instruction librarians explore and model best practice
This article comes from the Twin Cities Campus Library and discusses how to engage adult learners with technology. First, it looks at Kolb's learning model of instructional design which includes that adults must have applying, awakening, practicing and observing. It is also imperative to have hands on learning when it comes to technology. Rating 7/10
4Vision: Preparing Learning Communities to succeed in College and Careers in a global society through technology.Vision and Goals
This proposal outlines a draft for a technology plan for Arizona regarding adult education. This plan outlines the goals of the plan and how Arizona can address them moving forward. This plan outlines trends for the future in technology and acknowledges challenges that might come up later down the line. This plan also reviews teaching standards and instruction, as well as operations for the future. Rating 6/10 for being a draft, but with good ideas!
Online is clearly where the growth is, especially when it comes to enrolling adults.
This article is based around the idea that online education increases access for learners but lacks in completion data. This article provides data around the United States from a study conducted over a few years. Generally speaking this article encourages blended learning rather than all online to obtain better outcomes for adult learners. Rating 7/10 for use of graphs and evidence from data.
Adult students have a higher incidence of disability and are less likely to seek accommodations than the general student population, so it is critical that institutions of higher education anticipate their needs, especially in online classes.
This article provides statistics about the number of adult learners who learn online with a disability and how these numbers need to be addressed. The author observes that adult learning are least likely to ask for help and it's the designers job to assess their work to make it more accessible. This article provides recommendations on how to become more familiar with technology and what guidelines people should be following. Rating: 10/10 for addressing accessibility among adult learners and providing recommendations.
This article reviews three learning styles and gives examples of how they fit into the three learning domains. Additionally this article reviews assumptions about adult learning and what it might actually mean. Lastly, this article reviews the instructional system design model and breaks down it's components. Rating 7/10 for lack of discussion but helpful tables
At The Economist, we take data visualisation seriously. Every week we publish around 40 charts across print, the website and our apps. With every single one, we try our best to visualise the numbers accurately and in a way that best supports the story. But sometimes we get it wrong. We can do better in future if we learn from our mistakes — and other people may be able to learn from them, too.
This is, factually and literally speaking, laudable in the extreme.
Anybody can make mistakes; the best one can do is to admit that one does, and publicly learn from them - if one is a magazine. This is beauteously done.
This fact sheet provides an overview of adult learning theories in a digestible format with citations throughout the sheet. The citations are from various experts on adult learning theory and examples are provided as well. Rating: 8/10 Clear and concise overview of adult learning theories.
This article focuses on the adult learning environment from the teachers perspective. This article explains that there are many types of environments an adult learner experiences and why each of them are important. After reviewing the environments, the author provides recommendations from a professional perspective. Rating: 8/10 for providing an in-depth overview of different learning environments and how they apply to adult learners.
This page is free resource to download a book about how people learn. This selected chapter provides recommendations for assessments and feedback in learning environments in general which also applies to adult learning. In addition to these examples, this chapter provides a section on theory and framework to better understand the overall topics. Rating: 10/10 Great free, open source resource with reputable information about learning.
Active learning approaches
This website is a blog hosted on an official EU platform that discusses what quality learning environments look like for adults. This webpage reviews traditional learning approaches versus active learning approaches how they contribute to a quality learning environment. Rating: 6/10 for including an easy to read comparison table but lacking in discussion.
The “silver surfer” discourse reinforces the notion that older adults stand to benefit from ICTs in various ways, and that the ability to make use of new technology is a ready means through which to “bridge the generation gap”
This article refers to an older generation of adults and how the intend to adopt technologies or why they choose not too. The author discusses how researchers know very little about the outcomes of older adults using technology and how it impacts their lives. Additionally, this article provides recommendations for how to accommodate older generations through the use of information and communications technologies. Rating: 8/10 for focus on a different class of adults
The purpose of this paper is to propose an in-structional-design theory that supports a sense of community.
This article addresses the fact that new instructional design theories and methods are needed to keep up with new technologies and ways of learning. This article reviews instructional design tools for creating a sense of community online for learners. Additionally, this article discusses the differences between design theory and descriptive theory as it pertains to instructional design. 6/10 This article is very specific and might only be relevant for a specific study or topic
The project reported here aimed to highlight the advantages and weaknesses of web‐based learning for adults with learning disability, and to suggest improvements.
This article reviews challenges faced by adult learners with learning disabilities as it related to online learning. This article discusses how adults with learning disabilities might not adopt new technologies in a productive way and highlights positive and negative aspects of this scenario. Additionally the author provides solutions to identify advantages and disadvantages of online learning for adults. Rating: 9/10 for addressing accessibility and disability concerns among adult learners.
Mention McDonald’s to someone today, and they're more likely to think about Big Mac than Big Data. But that could soon change: The fast-food giant has embraced machine learning, in a fittingly super-sized way.McDonald’s is set to announce that it has reached an agreement to acquire Dynamic Yield, a startup based in Tel Aviv that provides retailers with algorithmically driven "decision logic" technology. When you add an item to an online shopping cart, it’s the tech that nudges you about what other customers bought as well. Dynamic Yield reportedly had been recently valued in the hundreds of millions of dollars; people familiar with the details of the McDonald’s offer put it at over $300 million. That would make it the company's largest purchase since it acquired Boston Market in 1999.
McDonald's are getting into machine learning. Beware.
Laboratory activities and constructivism are two notions that have been playing significant roles in science education. Despite common beliefs about the importance of laboratory activities, reviews reported inconsistent results about the effectiveness of laboratory activities. Since laboratory activities can be expensive and take more time, there is an effort to introduce virtual laboratory activities. This study aims at exploring the learning environment created by a virtual laboratory and a real laboratory. A quasi experimental study was conducted at two grade ten classes at a state high school in Bandung, Indonesia. Data were collected using a questionnaire called Constructivist Learning Environment Survey (CLES) before and after the laboratory activities. The results show that both types of laboratories can create constructivist learning environments. Each type of laboratory activity, however, may be stronger in improving certain aspects compared to the other. While a virtual laboratory is stronger in improving critical voice and personal relevance, real laboratory activities promote aspects of personal relevance, uncertainty and student negotiation. This study suggests that instead of setting one type of laboratory against the other, lessons and follow up studies should focus on how to combine both types of laboratories to support better learning.
In this peer-reviewed study, two tenth-grade classes were analyzed as they used either a virtual or a real laboratory to accomplish learning tasks. The question raised was whether a real or a virtual laboratory was more conducive to constructivist learning. The study concluded that a real lab is better than a virtual one to trigger constructivist learning. This is of importance to me because I teach adults about software in both virtual and real laboratories, and when I develop content, I try to use the constructivist theory as much as possible as I find it works best for my audience, in addition to making novel content more relatable. Please note: I could not put the annotation on the text because the paper opened in a popup page that does not work with Hypothes.is. 7/10
Teaching Adults:What Every Trainer Needs to Know About Adult Learning Styles
This paper, a project o the PACER Center, discusses learning styles specifically as they pertain to adult learners. From the nitty-gritty podagogy vs. andragogy to the best ways to train for adults, this is a good tool for those who don't know much or need a refresher on adult learning theory and training adults. I love that it is set up in a textbook style, so it's friendly but has a considerable amount of information in a variety of formats. The section, "Tips for Teaching Adults" is helpful to me as it's a series of quick reminders about how to present my information best. 8/10
How to Design Education for Adults
This wonderful how-to by Southern New Hampshire University provided several well explained tips about what adults need in their learning environments, including their own learning theory, goals, relevant instruction, treatment by the teacher, and participation. These are important things to keep in mind when training working adults because it may have an impact on what information is offered and how it is presented. I will use the information in this article later to help me present content in a meaningful way for my working adult learners. I want the content to be as relevant and inviting to them as possible. 9/10
6 Effective Strategies for Teaching Adults
This article from Point Park University provides several methods one can use to help educate adults. Ideas presented include ensuring content is relevant, knowing the audience, igniting emotion in the audience, ensuring assignments are attainable, and providing constructive feedback. I find these especially helpful because of my work, which often involves teaching adults who are busy and sometimes uninterested in my content. The section that will help me most is "Encourage Exploration." Because I'm training on a software tool, I want learners to go into the software and make mistakes and learn from them. I want them to poke around! It can be difficult to convince a class of disgruntled 60-year-old men who are mad that things are changing to go play with a complex software tool like children. 7/10
Adults & Learning: How to Provide for Working Professionals
The Digital Marketing Institute published this article to help those who provide training for professional adults. It echoes a lot of what I've read in other articles about teaching adults: The goals are different, and they have different needs from the instructor than children do. I liked that this article mentioned that many professional adults find technology to be a barrier, but I wish there were more information about it. The article discussed several of the biggest challenges for adult learners, which was a nice change from the quintessential adult learner article that focuses on what learners need. I also want to know what they don't need. Some of the barriers to learning include a lack of time, responsibilities, financial stressors, fear of technology, and trouble identifying the ideal learning path. 8/10
Training Older Adults To Use New Technology
This article, published in the Journals of Gerontology, discusses a study that focused on teaching older adults to use technology. This is often discussed in a practical sense, with many how-to's. This article, however, discusses the theory behind gerontological learning. Older adults don't generally learn the same way younger adults do. Therefore, it is important to provide them with practice that shows tasks have continuity, to ensure the important task components are focused on strongly, and to consider whether the learning goals are appropriate for the learner. Representative design is addressed here. This is the first time I've heard of representative design. I teach many people over the age of 60 to use technology, so it is important for me to know the theory that will help them learn best. Interestingly,this article mentioned that performance should be assessed based on a comparison of the older adult's environment. I wish I could use that more in my work, but it's a young person's world now. 9/10
Engaging Adult Learners
This article discusses some attributes that are unique to adult learners, such as that their learning is selective, self-directed, and often focused on solving problems. Therefore, it is important that instructors enable students to be autonomous and show them why it is important. Often in my instructional design, I start with the WIIFM (What's In It For Me?). This article supports my idea that my adult learners will choose to learn when it can solve a problem for them. This article also discusses active learning from an adult perspective, such as Socratic teaching. 9/10
What the Research Says About Teaching Adults
Colorado Community Colleges published this article to discuss research about teaching adults, focusing strongly on Knowles's six principles of andragogy. The main idea behind Knowles's principles is that adults learn because they decided to--because the information is relevant to them and they can benefit from attaining that knowledge. Therefore, the article states, activities that ask adult learners to discuss problems with each other will help them learn. This can be useful as I design instruction. 7/10
Behaviorism
Learning-Theories.com published a very handy few pages that describe various learning theories. This is a quick, straightforward, simple way to access information on the different theories. This article, Behaviorism, explains that the theory assumes learners learn by responding to external stimuli in their environment. Learning under behaviorism is characterized by a change in the learner's behavior. I use this in my horse training as I use both positive reinforcement (clicker training) and negative reinforcement (pressure-release) to structure my horse's behaviors. Behaviorism can be translated to human work, too. I've used TAG teaching (clicker training for humans) to teach people to get on and off horses with ease and also to trim horses' hooves. I also use it to clicker train my cats! 6/10
Cognitivism
Cognitivism challenge behaviorism by positing that humans are more complex than simple lumps that respond to external stimuli. Cognitivism claims that people must involve themselves in their learning and take an active role. In short, when information enters the mind, it must be processed before it becomes a change in behavior. 6/10
Constructivism
Constructivism is my favorite learning theory. It states that in order to learn, learners must experience something, then reconcile that experience with their previous experiences. The learner will create and test hypotheses based on all experiences, and prove those hypotheses right or wrong based on future experiences. They will then use what they learned from those hypotheses to create new ones. I frequently use this in my instructional design. 6/10
Design-Based Research Methods (DBR)
Design-based research (DBR) tries to connect learning theory and practice. It puts theories to the test and is an important part of siting through which parts of theories work well, contradict each other, or contradict themselves. This page provides several of the characteristics of design-based studies, as well as the needs and issues important to studying learning. 7/10
Adult Learning Theory
This article by the University of Utah discusses Lindeman's and Knowles's theories on adult learning. Andragogy uses the teacher differently from pedagogy: the teacher in an adult learning environment becomes a facilitator instead of the knower. I think this is an important distinction to make for people who go from teaching children to teaching adults. There are two of these people on my team at work. One taught third grade and one taught sixth grade, and both of them tend to try to put the instructor in the knower's position instead of the facilitator's position. They have to catch themselves often and rework some instruction to be more student-focused instead of content-focused. 8/10
Overview of Learning Theories
The Berkeley Graduate Division published an interesting and straightforward table of learning theories. The table compares behaviorism, cognitive constructivism, and social constructivism in four ways: the view of knowledge, view of learning, view of motivation, and implications for teaching. This is an easy-to-read, quick resource for those who would like a side-by-side comparison of common theories. 9/10
Instructor-Led Training
SharedBook.com published this article about the state of Instructor-Led Training (ILT) in 2018. It claims that technology has not caused instructor-led training demand to decrease, but instead as simply altered it to provide instructors with new tools. It is important to note how technology changes the delivery of ILT, because now trainers are able to reach more people in a variety of places, and have far more at their fingertips to help facilitate training than they did before technology became so pervasive. Technology also helps with assessing learner outcomes, as it provides more analytical tools. Hybrid ILT is also becoming more common as a super-training platform that combines strengths of E-learning with ILT. It is important, however, to ensure technology is used purposefully in technology-heavy ILT environments. 9/10
Teaching with technology
The University of Wisconsin - Madison published this helpful, quick guide to assist instructors in using technology to teach others. It discusses some of the technology available to help teach, including Microsoft products, Blackboard, Kaltura, and others. It also discusses some of the tools the school uses to facilitate blended learning. This includes Google Apps, technology-equipped classrooms, and a Quality Matters subscription that helps produce high-quality blended learning products. It is important to incorporate technology in the classroom because it helps to facilitate learning and engage learners. 5/10
As one understands professional development in educational technology as potential transformational learning experiences, one can begin to reconceptualize its outcomes.
This article provides an in-depth view from the teachers perspective about how to prepare for technology in their learning environments. Through professional development training, teachers and instructors can gain new knowledge about how to incorporate new technologies into their practice. This article focuses on one study and concludes that new technology needs to be introduced slowly for best practices.
one main goal: they help you create effective learning experiences for the adult corporate learner.
This article takes on Adult Learning from an Instructional Design perspective. This article reviews 3 adult learning theories and why it's important for Instructional Designers to keep these theories in mind the facilitate the learning process. Rating: 9/10 for easy reading, overview of learning theories and emphasis on instructional design
Report: Why Tech for Adult Learning So Often Misses the Mark
Popular article. This article overviews the U.S. Department of Education LINCS system report which shows that there is a disconnect between those that design adult learning technology and the stakeholders (learners and employers) that plan to use it. Often technology is retrofitted, as it was originally intended for K-12 and won't work in the ways adult learners and educators need for them. One of the main ways to circumvent this is to design technology for a specific problem that needs to be solved, instead of starting with the solution. Rating 4/10
Towards a Mobile Augmented Reality Prototype for Corporate Training: A New Perspective
Research Article. I found this article especially interesting because it promotes the use of mobile devices for online learning. This focuses on corporate training, but it is easy to see how it could be applied across areas and fields. There is a specific focus on the use of virtual and real objects during education experiences to create experience-based learning outcomes. Rating 4/10
Top 10 Tools For The Digital Classroom
Article overviews tools in technology that are useful for bringing learners together in the classroom, especially in ways that enhance their interaction with digital media and each other. Although many of them seem to be aimed at younger learners I feel like some of the tools, like Quizlet, and Prezi are especially useful for adult learners. Rating 10/10
An investigation into the attraction and completion rates of MOOCs Sergey Kruchinin
Research Paper. Discusses the use of MOOCs and their completion rates as tools for education. MOOCs are often touted as the best way to get education to the popular masses. The study shows that MOOCs coming from universities with major names on just a few platforms like Coursera tend to be the most successful in terms of completion rate. Courses that have auto grading features are more attractive to students, probably because they get feedback immediately. Rating 4/10
This webpage discusses different learning styles for adults, the principles of adult learning theory and different instructional design models for the the present and future. This webpage reviews andragogy and adult learning theory from the works of Malcolm Knowles. This article comes from Rutgers University and provides additional resources for adult learners. Ratings: 7/10 for helpful, short overview
This website is a free website that allows for users to access summaries of learning theories, educational guides and much more!
25 examples of mobile teaching This is a brief page that is cluttered with some irrelevant content that occurs in the form of rather large graphics. It is oriented toward higher education environments though the ideas would be quite easy to implement in other contexts, such as for training adult learners. The text is not in depth enough to be tremendously helpful but this resource does nonetheless make a contribution not made by other resources in that it shows actual teaching techniques. rating 4/5
A context aware personalize M-learning application based on m-learning preferences This is a scholarly paper presented in the context of engineering and is not readily accessible by the layperson; it is also dated. Nonetheless it includes some scenarios and recommendations for consideration of learner preferences. It is included in this list solely because it introduces the concept of context aware personalized mobile learning. rating 1/5
