I've posted about The Other 21st Skills and Attributes. This post provides links and resources about these skills as well as an educator self-assessment. This assessment contains questions to assist the educator in evaluating if and how...
Conclusions The learners must do the learning. We need to make sure that learners are able to work within an environment that helps them do this. In other words, our job as teachers is to create the conditions for success. There are no right or wrong ways to build an effective learning environment. It needs to fit the context in which students will learn. However, before even beginning to design a course or program, we should be thinking of what this learning environment could look like. Technology now enables us to build a wide variety of effective learning environments. But technology alone is not enough; it needs to include other components for learner success. This is not to say that self-managing learners cannot build their own effective, personal learning environments, but they need to consider the other components as well as the technology.
Learning is critical for a company whose talent is its currency. Last year, Accenture spent six figures on learning and development investments to ensure its employees deliver relevant skills to clients.
The sheer scale of numbers of students led to bold proclamations of education disruption and a sector on the verge of systemic change. However, from the perspective of 2015, these statements appear increasingly erroneous as moocs have proven to be simply an additional learning opportunity instead of a direct challenge to higher education itself. Many of the issues confronting early mooc development and offerings could have been reduced if greater consideration was given to research literature in learning sciences and technology enabled learning.
Why in this day and age, it is important to become a “learning worker”, and that for me “learning to learn” doesn’t just mean “learning how to study” in formal courses. etc – although that’s a part of it, but nowadays it also means:
building a habit of continuous, everyday learning – and keeping your eyes and ears constantly open and learn from everything around youextracting the learning from your work experiences – this, after all, is how most of how we learn to do our work takes place – as we do our job keeping up to date with what’s happening in your industry and profession – not just by going to an annual conference or reading a few industry magazines – that pretty much tells you what’s happening now, not what’s happening next – the place to find that out is in on the Social Web, in your professional social networksrecognising serendipitous learning – the accidental, unplanned learning that takes place everyday as a consequence of other things.
For me, this is the new work of learning professionals – one that involves helping and supporting individuals – rather than creating and delivering one-size-fits-all content!
By Bonnie Lathram -- Reflection and sustained inquiry are hallmarks of project-based learning. These ideas connect deeply to building a growth mindset.
Jo-Anne Botha's insight:
Also applicable to adult learners? If those learners are older but not necessarily adult in their learning strategy, I would say yes. Is it our role to ensure that our adult students in ODL cultivate a growth mindset?
Instructional coaches (IC's) are one group that are a bit more removed from students. Don't jump to any negative conclusions with that last sentence. What I mean is that, although they impact students in positive ways, they are a bit more separated from the consistent daily involvement that classroom teachers have with students.
Instructional coaches can have an enormous impact on the teaching and learning that happens in a school. Technology coaches help bridge the learning gap between teachers and technology. Content coaches can help teachers gain a better understanding of standards and subjects. Instructional coaches can help teachers improve their instructional practices in any subject at any time.
There are at least five reasons why schools should have instructional coaches. It's not that all teachers are weak and need help. It's about the idea that we all have blind spots (Otto Scharmer) and coaches can help others see their blind spots. According to this article in the New Yorker, even doctors have coaches to help them improve and see their blind spots.
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