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Offered by University of Illinois at Urbana-Champaign. Education is in a state of flux – transitioning from traditional architectures and ... Enroll for free. Via Peter Mellow 
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COVID-19 has affected educators around the world. Read on to learn how COVID-19 has pushed education toward 21st century pedagogy.
COVID-19 created a frenzied dash to online learning and a new interest in Instructional Design and online practices. Throughout this process and despite the rush, instructors were interested and invested in exploring design elements, pedagogy, methodology, and best practices. What followed were many wonderful opportunities to discuss and tease out the principles of online andragogy and pedagogy (from here on referred together as “pedagogy”) that are important not only for online teaching but for the reality of teaching students in any modality in the 21st century. Via Elizabeth E Charles
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Constructivism is a student-centered philosophy that emphasizes hands-on learning and active participation in lessons. Constructivists believe that learning is an active process so the most effecti… Via Tom D'Amico (@TDOttawa)
Julian Zapata's curator insight,
February 19, 2020 10:01 AM
This academic article is very helpful for understanding the ways of how knowledge is built and how constructivism can be used for fruitful lessons. Knoing how learning is constructed is vital for any teacher or professor. This will help them to see a greater picture and so it will open new perspectives for lessons´planning and development. In the same way, this type of information helps instructors to understand possible issues with learners and work out solutions for them. 
Valentina Osorio's curator insight,
February 19, 2020 10:04 AM
Since constructivism is focused on student-centered phylosophy and active participation, it is my belief that this article is very usefull for me as a teacher. I can include some constructuvism practices during my lessons, for my students, in order to they can be able to create and discover their own knowledge from their personal experiences. Also, they will constructed the learning through this phylosophy in terms of: how to learn? - problem-solving - higher order thinking and collaboration. Besides, since it is based on student-centered, it will help me to encourage them to participate, make mitakes, learn from them; all this process thanks to all the input and guidelines that i will provide, and that the constructivism allows me to provide too.
max zeglier's comment,
February 21, 2020 6:18 AM
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"An evolving workforce will demand lifelong learning, and higher-ed reform will have to mold postsecondary education to follow suit. ..." Via Leona Ungerer
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Jackie Gerstein’s passionate thinking about learning is some of my favorite to read. She is rarely pulled down by trend or fad, but is unquestionably progressive and forward-thinking in her approaches to learning and thinking about learning. Via John Evans
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This learning is so nonlinear, publicly shared, and student-driven that there is no silver bullet for how to achieve this in your classroom overnight. I’m still learning and reflecting on how best we might do this, and I don’t pretend to have arrived the proverbial mountaintop of understanding. Regardless, here are some things I’ve tried in my class to change the direction of the arrow, with a related blog post explaining below: Via paul rayner
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Teacher professional learning is of increasing interest as one way to support the increasingly complex skills students need to learn in preparation for further education and work in the 21st century. Sophisticated forms of teaching are needed to develop student competencies such as deep mastery of challenging content, critical thinking, complex problem-solving,
effective communication and collaboration, and self-direction. In turn, effective professional development (PD) is needed to help teachers learn and refine the pedagogies required to teach these skills. However, research has shown that many PD initiatives appear ineffective in supporting changes in teacher practices and student learning. Accordingly, we set out to discover the features of effective PD.
This paper reviews 35 methodologically rigorous studies that have demonstrated a positive link between teacher professional development, teaching practices, and student outcomes. We identify the features of these approaches and offer rich descriptions of these models to inform those seeking to understand the nature of the initiatives.
Learn more / En savoir plus / Mehr erfahren:
https://gustmees.wordpress.com/?s=coaching
https://gustmees.wordpress.com/?s=professional+development
Via Gust MEES
Gust MEES's curator insight,
June 7, 2017 2:22 PM
Teacher professional learning is of increasing interest as one way to support the increasingly complex skills students need to learn in preparation for further education and work in the 21st century. Sophisticated forms of teaching are needed to develop student competencies such as deep mastery of challenging content, critical thinking, complex problem-solving,
effective communication and collaboration, and self-direction. In turn, effective professional development (PD) is needed to help teachers learn and refine the pedagogies required to teach these skills. However, research has shown that many PD initiatives appear ineffective in supporting changes in teacher practices and student learning. Accordingly, we set out to discover the features of effective PD.
This paper reviews 35 methodologically rigorous studies that have demonstrated a positive link between teacher professional development, teaching practices, and student outcomes. We identify the features of these approaches and offer rich descriptions of these models to inform those seeking to understand the nature of the initiatives.
Learn more / En savoir plus / Mehr erfahren:
https://gustmees.wordpress.com/?s=coaching
https://gustmees.wordpress.com/?s=professional+development
Rosemary Tyrrell, Ed.D.'s curator insight,
June 8, 2017 10:59 AM
A must-read for anyone interested in faculty professional development
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Tony Bates: "This report provides some intriguing suggestions for designers of blended and online learning. As the report states: The examples of initiatives discussed ….. may be used as inspiration for course teams, departments or institutions to explore innovative practices.
It is clear that universities are going to change, not just because technology is at last beginning to radically shake up how we design courses, but also because the needs of learners are changing. In the end, the value of any new online pedagogy will be judged by how well it helps meets these needs. This report provides many useful ideas and examples that should help stimulate such developments."
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As schools depart from traditional instructional methods and environments, some education leaders are discovering how a combination of blended learning and reimagined physical learning spaces can lead to better student engagement and achievement. Redesigning physical learning spaces can lead to brain-friendly learning and encourage students to become more engaged. Via paul rayner
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There was once only one “agogy” and now there are many. Most educators are intimately familiar with pedagogy – the art and science of educating and teaching children. Some are also familiar with andragogy – the art and science of educating and teaching adults. Recently a few more agogies have surfaced so I thought it was high time to explore some of these new and emerging ideas. We’ll start with the already familiar just to warm up.
Learn more / En savoir plus / Mehr erfahren:
https://gustmees.wordpress.com/2015/05/13/andragogy-adult-teaching-how-to-teach-ict/
http://www.scoop.it/t/21st-century-learning-and-teaching/?tag=andragogy
Via Gust MEES
Gust MEES's curator insight,
October 20, 2016 9:53 AM
There was once only one “agogy” and now there are many. Most educators are intimately familiar with pedagogy – the art and science of educating and teaching children. Some are also familiar with andragogy – the art and science of educating and teaching adults. Recently a few more agogies have surfaced so I thought it was high time to explore some of these new and emerging ideas. We’ll start with the already familiar just to warm up.
Learn more / En savoir plus / Mehr erfahren:
https://gustmees.wordpress.com/2015/05/13/andragogy-adult-teaching-how-to-teach-ict/
http://www.scoop.it/t/21st-century-learning-and-teaching/?tag=andragogy
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Dead Ideas in Teaching and Learning is a podcast from the Columbia University Center for Teaching and Learning. Our mission is to encourage instructors, students, and leaders in higher education to reflect on what they believe about teaching and learning. In each episode, guests are invited to share their discoveries of “dead ideas”—ideas that are not true but that are often widely believed and embedded in the pedagogical choices we make. Via Peter Mellow
Jose L Toledo's curator insight,
February 7, 2021 10:25 PM
This is a podcast series from Columbia University Center for Teaching and Learning. The porpuse is to challange what you believe in teaching and learning.
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This is the opening editorial that Tim Surma and I wrote for the Autumn 2020 edition of Impact on evidence-informed pedagogy. The reason that we collated a publication with this theme is simple and really straightforward: If we, as educational professionals, choose to inform the choices that we make for our practice by the best available evidence, we can make meaningful striking enhancements in our pedagogical practice, and thus on the efficiency, effectiveness, and success of our teaching and of children’s learning.g and Via Elizabeth E Charles
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Responsive, adaptive pedagogies are necessary to address the needs of the increasingly diverse students we actually teach. Via Peter Mellow
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Theorising technology in education: an introduction: Technology, Pedagogy and Education: Vol 0, No 0
(2019). Theorising technology in education: an introduction. Technology, Pedagogy and Education. Ahead of Print. Via Ana Cristina Pratas, Peter Mellow
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Poster supporting my short presentation at the 2017 Coursera Conference.
This link will display a high res version to view and/or download. Via Peter Mellow
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Search, links, media sharing, social media, Wikipedia, games, open source etc. are ground breaking shifts in the way we learn, says Donald Clark. Unfortunate... Via Dr. Susan Bainbridge, Peter Mellow
Anne Whaits's curator insight,
March 7, 2013 1:12 PM
The real scalibility in education comes with the Internet....freeing education from a place and from a specific time. With this comes changing pedagogies including peer-learning. Donald makes a case for recording lectures - videos provide opportunity for repeated access to new content. Some familiar messages here and interesting focus on scalibility.
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Rigor is a fundamental piece of any learning experience. It is also among the most troublesome due to its subjectivity. What does it mean? What are its characteristics? Rigorous for whom? And more importantly, how can you use to promote understanding? Via paul rayner
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Want to know about the relationship between Andragogy and Pedagogy? Check about moving from Pedagogy To Andragogy, where students become teachers. Via Chris Carter, Elizabeth E Charles
Chris Carter's curator insight,
November 5, 2017 10:19 PM
An anecdotal example of the shift from a teacher-directed experience to a student-directed experience
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"That is the way to learn the most, that when you are doing something with such enjoyment that you don’t notice that the time passes." Via Ivon Prefontaine, PhD, Mark E. Deschaine, PhD
Gisele HELOU's curator insight,
May 24, 2017 2:16 AM
The letter written by Einstein describes flow and how, as we are immersed in an activity, time seems to stand still. Teachers experience those moments with their students. They ignite learning and conversing.
Ian Berry's curator insight,
May 24, 2017 7:53 PM
Great insight and also a plug for the source Brain Pickings which I think is one of the great blogs
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A lot of what we discuss here at TeachThought, however, is very macro stuff–broad looks as the possibilities inherent in modern pedagogy, and the dangers we risk by not understanding them. While we try to balance that with use tomorrow in your classroom tools and strategies, we can always be better there, I think. In response, below I’ve collected 20 (mostly) simple things you can do (relatively) quickly to become a better teacher. The list is purposely diverse because I wrote it and can’t stay focused on anything for longer than 4 minutes, it seems.
Via paul rayner
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