Difference between revisions of "Edtech"
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*select excerpts and highlight them in the original page http://www.co-ment.org/ https://github.com/NYTimes/Emphasis | *select excerpts and highlight them in the original page http://www.co-ment.org/ http://webklipper.com/u/guide https://github.com/NYTimes/Emphasis | ||
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Revision as of 14:32, 13 November 2012
project proposal
A site that rates explorations and facilitates sharing under a system like stack exchange
Top rated passage explorations have...
- high quality questions
- illuminating answers and distractors
- are well connected to other topics
- are explicitly related to standards
- have pathways from incorrect answers
- back into the text with question for guided exploration
- a way to reclaim credit either by answering as open ended or successfully answering a (series of) related questions
Questions and passages are fully indexed.
A teacher community is developed by.
- rewarding teachers with high scores
- listing passages that have been explored within course frameworks
authoring
- select excerpts and highlight them in the original page http://www.co-ment.org/ http://webklipper.com/u/guide https://github.com/NYTimes/Emphasis
- select excerpts and copy them
- select from excerpts in forming question
- have a glossary of question types nearby
- have a glossary of standards nearby
using
rated contributors
- get featured in indexes passages
everyone
- gets their own passage exploration bank and control panel with
- explorations they have authored
- explorations they have modified
- explorations they have used
At Imagine K12, the edtech incubator where I work, we have seen several examples of this already. Companies such as ClassDojo, Remind 101, Socrative, and Educreations have achieved widespread classroom adoption by distributing their products online to
A lot of these new models exist today. They are largely being pioneered in the charter school community, but not exclusively. Two of the most exciting new models in recent years are the School of One and Quest to Learn. Both of these operate inside of the New York City school system.
Supporting all of these new models will be the maturing technology of adaptive learning--software that adapts to the individual student’s need. Companies today, such as Junyo and Knewton, are off to a great start and will have another decade of experience analyzing data, perfecting algorithms, and proving efficacy. They will see wide-scale adoption in and outside of the classroom. They will make self-paced learning even better, saving students time and schools money.
- Select from subject area classification, state standard tree or your own set of questions.
- Select questions using a question catalogue, which can be purchased through our EduStore.
- Word Search finds questions with key words or phrases.
- Random feature will add random questions from a subject of your choosing.
- Replace with similar feature will substitute the selected question with a similar question.
Wherever the appropriate margin is identified for technological innovation, the climate within the margin needs to be such that teachers and students are supported in exploring the edges of uncertainty. This is critical because uncertainty and experimentation are perceived as a waste of time within the current model because there is curriculum that needs to be covered and tests that need to be taken within a prescribed schedule. One can't begin to have more time and space for innovating in class unless one loosens the reigns on traditional objectives and creates more flexibility and leverage within classrooms and schools.
She conducted a usability study in which students compared versions of video lectures in which diagrams were presented either as digitally rendered PowerPoint slides or as shaky hand drawings that took shape as the professor lectured, much as they might on a classroom blackboard.
Students preferred the hand-drawn diagrams by a substantial margin. “It lets you pace yourself,” Agarwal says. “The PowerPoint is going to flash a picture on the screen, and you don’t develop the idea in the same way that you develop the idea by drawing a picture on the chalkboard.”
Similarly, Agarwal says, several weeks into the course, after canvassing student responses to the course, the MITx team begin posting videos in which the course teachers worked problems out onscreen, rather than just presenting students with completed solutions — a feature that is certain to become a staple of future edX courses. “We learned a lot about how to do a course like this,” Agarwal says. “Clearly, that is influencing us a lot in where we go from here.” http://web.mit.edu/newsoffice/2012/mitx-edx-first-course-recap-0716.html
