5 Tips for Assigning Essays to Your Online Learners – LearnDash

Essays remain a powerful learning tool, if they are handled carefully. Here are five tips to help your learners gain the most from writting a course essay.
— Read on www.learndash.com/5-tips-for-assigning-essays-to-your-online-learners/

Digital Literacies & Digital Practices

a photo of David Brodosi and family on a boat
David Brodosi and family

Technology has emerged as a vital part of education in the 21st century. “The stage is being set for a communications revolution… they can come into homes and business places audio, video and [other] transmissions that will provide newspapers, mail service, banking, and shopping facilities, data from libraries,… school curricula and other forms of information too numerous to specify. In short, every home and office will contain a communications center of breadth and flexibility to influence every aspect of private and community life.” ( McPherson 2008). Keeping this in mind, we start to see a picture of technology in the context of education and how to view and use it to further enhance our teaching and learning. From exploring the educational needs of the 21st century to rethinking media education in the age of the internet and the idea of living and learning with new media, I hope this sheds light on how technology is shaping our culture.

First, the article by Douglas Thomas and John Brown states that “Educational practices that focus on the transfer of static knowledge simply cannot keep up with the rapid rate of change” (Thomas 2009). The authors suggest that the way in which we interact with new media has changed our educational and social experiences and requires that we look at participation in a new way. We must not only focus on “learning about” static information, and “learning to be” which focuses on putting information into context but also “learning to become” which addresses our ever-changing and growing access to knowledge and how to apply it to our ever-changing world. “What is required to succeed in education is a theory that is responsive to the context of constant flux, while at the same time is grounded in a theory of learning” (Thomas 2009).

Second, then as we realize the important role technology plays in our learning theories, we must define our use and access to media also called media literacy. What we once
consider in terms of the mediums of reading and writing, we must now also consider the medium of technology. The internet, digital media, and technology have forever
changed our education skyline and created a vast array of knowledge and experiences as never seen before. “media literacy is the ability to access, understand and create
communications in a variety of contexts Access thus includes the skills and competencies needed to locate media content, using the available technologies and associated software.” (Buckingham, 2007). This ‘access’ is to be considered in our educational experience and plays an important role in how we manage and use technology in
the classroom.

Third, there is no denying that technology is everywhere. It is present in almost every aspect of our social lives. The internet guides our research, creates and maintains social
interactions, and is shaping our culture. Youth today likely spend more time “hooked in” to the internet than any other pastime. This immersion in technology has changed the
way we look at our youth in terms of socialization, friendships, and learning. In the book, Hanging Out, Messing Around and Geeking out, Chapter 1 “introduces three genres of participation with new media that have emerged as overarching descriptive frameworks for understanding how youth new media practices are defined in relation and in opposition to one another. The genres of participation—hanging out, messing around, and geeking out—reflect and are intertwined with young people’s practices, learning, and identity formation within these varied and dynamic media ecologies.” (MacArthur 2007). These genres of participation remind us of the context in which youth are participating and learning new information. Keeping this mind then, we must enhance our approach to education to include the social aspect of the fun aspect and the intellectual aspect of technology and education.

Finally, since our youth our plugged technology on such an overwhelming level, their participation in learning and our culture is at a higher level than in the past. “According to a 2005 study conducted by the Pew Internet and American Life project (Lenhardt & Madden, 2005), more than one-half of all American teens—and 57 percent of teens who use the Internet—could be considered media creators.” (Jenkins 2006.) This means that in some ways, teens are creating and interacting in their own learning experiences. They are “becoming” their own teachers and creating content for themselves and for their peers. Participation occurs both actively and passively and occurs both in and out of the classroom.”We are using participation as a term that cuts across educational practices, creative processes, community life, and democratic citizenship. Our goals should be to encourage youth to develop the skills, knowledge, ethical frameworks, and self-confidence needed to be full participants in contemporary culture (Jenkins 2006). Thus, it is our responsibility as educators to consider technology not only in terms of how we can use it to teach but how students can use it to learn; not just from others but from within themselves as they learn from doing and participating in the educational experience.

References

Antin, J., & Itō, M. (2010). Hanging Out, Messing Around, and Geeking Out : Kids Living and Learning with New Media. Cambridge, Mass: The MIT Press. pp. 29-78

Buckingham, D. (2007). Digital Media Literacies: Rethinking Media Education in the Age of the Internet. Research in Comparative and International Education, 2(1), 43–55.

Gee, James Paul. “A Situated-Sociocultural Approach to Literacy and Technology.” Elizabeth A. Baker, Ed., The New Literacies: Multiple Perspectives on Research and Practice, 2010, pp. 165–193

Ito, M., Horst, H., Bittanti, M., Boyd, D., Herr-Stephenson, B., Lange, P. G., … John D. and Catherine T. MacArthur Foundation. (2008). Living and Learning with New Media: Summary of Findings from the Digital Youth Project. John D. and Catherine T. MacArthur Foundation. John D. and Catherine T. MacArthur Foundation.

Jenkins, H., Clinton, K., Purushotma, R., Robison, A. J., & Weigel, M. (2009). Confronting the Challenges of Participatory Culture : Media Education for the 21st Century. London : MIT Press, 2009.

McPherson, T. (2008). Digital youth, innovation, and the unexpected. Cambridge, Mass. : MIT Press, c2008.

Sefton-Green, J. (2006). Youth, Technology, and Media Cultures. Review of Research in Education, 30, 279-306.

Thomas, Douglas, and John Seely Brown. “Learning for a World of Constant Change: Homo Sapiens, Homo Faber & Homo Ludens Revisited.” 7th Glion Colloquium by JSB, June 2009.

David Brodosi is a senior-level specialist that leads strategic technological innovations and operations for teaching, learning, and instructional design at the USFSP. David Brodosi serves as a point of connection between teaching, pedagogy, and the use of current and emerging technologies across classrooms, online courses, active learning labs, and other learning environments. Direct oversight of instructional design, videography, AV, and technology services personnel. As the department lead, David ensures that the University’s investments in teaching and learning technologies enable, inform, and serve continuous and innovative fulfillment of the University’s teaching and learning mission.

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Evolving to the New Normal of eLearning | The Upside Learning Blog

COVID-19 has adversely affected the normal way of doing business. Even the education and training sectors are no exception.
— Read on www.upsidelearning.com/blog/index.php/2020/04/29/evolving-to-the-new-normal-of-elearning/

Covid19 impact on eLearning Industry | The Upside Learning Blog

This is a great read. Major disruption to education!!

It is needless to say Coronavirus (or COVID19) has taken the world by storm. Leaving no country untouched, it has fast spread from China to Europe & US and the
— Read on www.upsidelearning.com/blog/index.php/2020/04/13/covid19-impact-on-elearning-industry/


#innovation #trending #brodosi #highered #edtech #leaners #online

David Brodosi is a senior-level specialist that leads strategic technological innovations and operations for teaching, learning, and instructional design at the University of South Florida St. Petersburg. David Brodosi serves as a point of connection between teaching, pedagogy, and the use of current and emerging technologies across classrooms, online courses, active learning labs, and other learning environments. Direct oversight of instructional design, videography, AV, and technology services personnel. As the department lead, David ensures that the University’s investments in teaching and learning technologies enable, inform, and serve continuous and innovative fulfillment of the University’s teaching and learning mission.

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Brodosiphotos.com

New Google Meet features for Educators – The Keyword

G Suite for Education has 120 million users worldwide. With this increase in usage, we’ve adjusted Google Meet features to work even better for teachers.
— Read on www.blog.google/outreach-initiatives/education/meet-for-edu

#innovation #trending #brodosi #highered #edtech #leaners #online

#innovation #trending #brodosi #highered #edtech #leaners #online

David Brodosi is a senior-level specialist that leads strategic technological innovations and operations for teaching, learning, and instructional design at the University of South Florida St. Petersburg. David Brodosi serves as a point of connection between teaching, pedagogy, and the use of current and emerging technologies across classrooms, online courses, active learning labs, and other learning environments. Direct oversight of instructional design, videography, AV, and technology services personnel. As the department lead, David ensures that the University’s investments in teaching and learning technologies enable, inform, and serve continuous and innovative fulfillment of the University’s teaching and learning mission.

A Virtual Classroom Crash Course Toolkit

The InSync team has put together a toolkit to help you and your team adapt and transition to virtual classrooms and remote work.
— Read on blog.insynctraining.com/a-virtual-classroom-crash-course-toolkit

‪#innovation #toolkit #brodosi #highered #edtech #leaners #online #coronavirus‬

#innovation #trending #brodosi #highered #edtech #leaners #online

David Brodosi is a senior-level specialist that leads strategic technological innovations and operations for teaching, learning, and instructional design at the University of South Florida St. Petersburg. David Brodosi serves as a point of connection between teaching, pedagogy, and the use of current and emerging technologies across classrooms, online courses, active learning labs, and other learning environments. Direct oversight of instructional design, videography, AV, and technology services personnel. As the department lead, David ensures that the University’s investments in teaching and learning technologies enable, inform, and serve continuous and innovative fulfillment of the University’s teaching and learning mission.

8 Tips to Help Your Learners Succeed in Their First Online Course – LearnDash

8 Tips to Help Your Learners Succeed in Their First Online Course – LearnDash
— Read on www.learndash.com/8-tips-to-help-your-learners-succeed-in-their-first-online-course/

‪#innovation #toolkit #brodosi #highered #edtech #leaners #online #coronavirus‬

#innovation #trending #brodosi #highered #edtech #leaners #online

David Brodosi is a senior-level specialist that leads strategic technological innovations and operations for teaching, learning, and instructional design at the University of South Florida St. Petersburg. David Brodosi serves as a point of connection between teaching, pedagogy, and the use of current and emerging technologies across classrooms, online courses, active learning labs, and other learning environments. Direct oversight of instructional design, videography, AV, and technology services personnel. As the department lead, David ensures that the University’s investments in teaching and learning technologies enable, inform, and serve continuous and innovative fulfillment of the University’s teaching and learning mission.

5th Annual Bay-to-Bay Symposium

In case you couldn’t attend the 5th Annual Bay-to-Bay Symposium, today’s Monday Minute video will recap our what you missed!  This year’s event centered on Civic and Community Engagement Across the Curriculum. The Symposium featured two distinguished speakers, Drs. George Mehaffy and Ashley Finley, as well as panel conversations with students, faculty, and community partners who shared their experiences and projects. – David Brodosi

Bay to Bay 2020 from OLITS USFSP on Vimeo.

David Brodosi

#innovation #trending #brodosi #highered #edtech #leaners #online

David Brodosi is a senior-level specialist that leads strategic technological innovations and operations for teaching, learning, and instructional design at the University of South Florida St. Petersburg. David Brodosi serves as a point of connection between teaching, pedagogy, and the use of current and emerging technologies across classrooms, online courses, active learning labs, and other learning environments. Direct oversight of instructional design, videography, AV, and technology services personnel. As the department lead, David ensures that the University’s investments in teaching and learning technologies enable, inform, and serve continuous and innovative fulfillment of the University’s teaching and learning mission.

David Brodosi works closely with senior leadership across the USFSP campus, and the University System while directing and mentoring the daily operations of the instructional design team and instructional technology services support teams. David partners with faculty, staff, and students to set strategies for creating distinctive and innovative educational experiences using technology for both brick and mortar classes as well as online courses.  Maintains active connections with peer and industry partners to stay apprised of new and emerging academic technologies that directly inform innovation and investments in education. Continuously builds relationships with curricular leadership and teaching faculty to support and further develop an institutional vision for educational technologies.

David Brodosi is an experienced team leader with a demonstrated history of success in the higher education industry. Skilled employer Relations, Nonprofit Organizations, Career Development, Coaching, Conflict Resolution, and instructional design. David Brodosi provides guidance on tech strategies and trends for state-of-the-art classrooms, course development, and faculty design support services. Mr Brodosi is recognized as a thought leader regarding the intersection of AV/IT, collaboration technology that supports his organization’s mission to deliver world-class research and tech solutions for higher education institutions.

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David Brodosi
Photo of David Brodosi family, travel, hiking, outdoors, photography, wildlife, adventure, wanderlust, nature, amazing, Bayboro, Harbor, #highered #highereducation #STEM #brodosi #davidbrodosi
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David Brodosi

Active Learning Classrooms

Here are my notes from reading and researching Active Learning classrooms.

In the case of active learning tasks, the pupils are often asked to express their thinking explicitly, which means that the trainers can also assess the pupils’ learning.  Although most of the literature on active learning has focused on STEM disciplines, research suggests that active learning can benefit students in all areas, especially students with fewer educational opportunities or encounters with active learning in high school. Several studies have shown that students in classrooms with active learning have a lower error rate and perform better in assessments than students in a traditional lecture. 

Students indicated that this knowledge would be helpful in understanding how to approach active learning. Since the success of active learning depends crucially on the motivation and commitment of the students, it is of the utmost importance that students appreciate the benefits of struggling with the material during active learning at the beginning of the semester. In addition, poor attitudes or low engagement of a few students during group work can negatively impact other students in their groups. We recommend that trainers intervene early on by explicitly explaining the value of increased cognitive effort associated with active learning. 

In various classes, my students take on the role of managers in the design of lessons and participate in the design of some or all curricula, pedagogical experiments, individual and collaborative research projects, class presentations and assessment methods. Active learning means shifting part of the course management to the students and creating a situation in which they are largely responsible for their own learning. For a serious, lifelong educator, sharing authority in the classroom (as it requires active learning) can be scary. 

A small group discussion is also an example of active learning, as it enables students to express themselves in the classroom. Students are more likely to participate in small group discussions than normal classroom lectures because they are in a more comfortable environment among peers and, from a purely numerical perspective, sharing the students gives more students the opportunity to speak. There are so many different ways that a teacher can implement small group discussions in the classroom. Make it a game, a competition or a task. Statistics show that small group discussions are more beneficial to students than large group discussions when it comes to participating, expressing thoughts, understanding problems, applying problems, and general knowledge status. 

Use the answers to these questions to select activities and questions that give students the opportunity to engage with the material in a meaningful way. They want students to participate in a work that gives them feedback on how well they understand and practice the material, and how they use the skills that are important for the success of your course. Classroom assessment techniques are a type of activity that works especially well when you start active learning.

Active learning need not mean a complete change in teaching practice. You should think about how your students will learn in each activity. Occasionally, you may need to design an entirely new activity or major change in the classroom. You may even find that you are already promoting active learning, but you have not recognized it. 

From simple techniques that involve students in the lecture to complex tasks that involve critical thinking and problem solving, active learning strategies increase student learning and develop the flexibility of trainers in different learning environments. Active learning includes any activity or approach in which students involve the material through meaningful activities, where they have to think about what they are doing and why (Bonwell and Eisen, 1991). Such activities take place in the classroom during class (Prince 2004) and involve all students (Felder and Brent, (2009). 

Negotiated: negotiating goals and learning methods between students and teachers. Complex: The pupils compare learning tasks with the complexities existing in real life and carry out reflective analyzes. Committed: Real-life tasks are reflected in the activities that are undertaken to learn. Active learning requires suitable learning environments by implementing the right strategy. 

We also suggest a third factor: Students who are not familiar with intensive active learning in college classrooms may not know that the increasing cognitive struggle associated with active learning is actually a sign that they are learning effectively. One of the most important metacognitive indicators is the obvious fluidity of cognitive tasks. Research has also shown that the resulting dissatisfaction leads to deeper cognitive processing when students are forced to struggle through something difficult (31, 40). In our study, the students in the actively taught groups had to struggle with their colleagues through difficult physical problems that they were initially unable to solve. 

There are many studies on the benefits of active learning. Studies have shown that the participants in the approach have more substantive knowledge. Creative thinking, collaborative and interpersonal skills also show great improvements when active learning methods are implemented. 

It has definitely been shown that active learning is superior to lectures in order to promote both understanding and memory (freeman et al., 2014). The reason why it is so effective is that it relies on the underlying characteristics of how the brain works while learning. Each of these principles can be applied through various active learning exercises. 

However, the average effect sizes given here are subject to important qualifications. In contrast, it is not clear whether effect sizes of this magnitude would be observed if active learning approaches became universal. The instructors who implemented active learning in these studies did so as volunteers. 

Cited Sources


David Brodosi is a senior-level specialist that leads strategic technological innovations and operations for teaching, learning, and instructional design. David Brodosi serves as a point of connection between teaching, pedagogy, and the use of current and emerging technologies across classrooms, online courses, active learning labs, and other learning environments. Direct oversight of instructional design, videography, AV, and technology services personnel. As the department lead, David ensures that the University’s investments in teaching and learning technologies enable, inform, and serve continuous and innovative fulfillment of the University’s teaching and learning mission.

David Brodosi works closely with senior leadership across the USFSP campus, and the University System while directing and mentoring the daily operations of the instructional design team and instructional technology services support teams. David partners with faculty, staff, and students to set strategies for creating distinctive and innovative educational experiences using technology for both brick and mortar classes as well as online courses. Maintains active connections with peer and industry partners to stay apprised of new and emerging academic technologies that directly inform innovation and investments in education. Continuously builds relationships with curricular leadership and teaching faculty to support and further develop an institutional vision for educational technologies.

Research/Specialty Areas: Emerging Educational Technology, Instructional Design Services, Online Learning, Faculty Training & Development, Team Leadership, and Management Theory.

Links

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