RED Team

Bricolage, MOSL and 8 soon-to-be-huge ed tech innovations

  1. Massive Open Social Learning (MOSL): Aiming to explore the network effect, thousands of people interact online in productive discussions and the creation of shared projects to share experience and build on knowledge.
  2. Learning design informed by analytics: Used in the development of courses or series of lessons to help educators plan a coherent sequence of media, tech and pedagogies, the use of learning design tools shifts attention away from content towards the learners’ needs. According to the report, data from tracking and management of learning activities can inform learning design by providing “evidence to support the choice of media and sequence of activities. When analysis of learning data is also used to evaluate and improve learning design, the circle is complete.”
  3. Flipped classroom: Reverses the traditional classroom approach to teaching and learning by moving direct instruction into the learner’s own space through video lectures. This allows time in class to be spent on activities that exercise critical thinking and conversation.
  4. BYOD: Bring-Your-Own-Device allows “teachers to become managers of technology-enabled networked learners, rather than providers of resources and knowledge,” says the report. This approach also has the potential to “reduce cost of IT provisions,” but schools must have the infrastructure and bandwidth necessary—still a challenge for many institutions.
  5. Learning to learn: Central to this process is what the report says is “double-loop learning,” or working out how to solve a problem and reach a goal, but also reflect on that process as a whole, questioning assumptions and considering how to become more effective. “This helps them to become self-determined learners with the ability to seek out sources of knowledge and make use of online networks for advice and support,” explains the report.

(Next page: Bricolage, event-based learning, and more round out the top 10)

Remembering Debbie Rice

Debbie Braswell Rice - Inspirational district administrator, beloved mom, and a dear friend to many - passed away on October 18, 2014.  Thos of us at Intel and at Tech & Learning who knew Debbie over the years will remember her fondly for her intelligence, warmth, commitment and willingness to step in and help out with anything from high-profile speaking gigs to helping with the creation of Intel's K12Blueprint.  She was a true team player!

For more of the moving tribute from Intel and Tech & Learning, echoing the sentiments of those of us here at Project RED, please click here.

Richland Two: Chromebooks* Power 21st-Century Learning

Mobile devices, used under the guidance of highly qualitied teachers, offer powerful ways to engage K-12 students, spark their curiosity, and improve achievement.  But budges are tighter than every.  How can cash-strapped school systems give all students access to vital educational technologies?

Richland School District Two is finding a solutions in Chromebooks* powered by Intel(R) technologies.  Since January 2012, this 27,000-student South Carolina school district has deployed nearly 23,000 Intel-based Chromebooks in a one-to-one learning initiative.  District leaders say:

  • Their Chromebooks provide the performance and flexibility for a wide range of learning activities.
  • The devices' cost advantages are helping the district provide more students with technology than they could have otherwise.
  • The results are already impressive, with students more engaged in their learning and demonstrating greater mastery of 21st-century skills.

<Read the full case study here>

Observations from an Open, Connected, and Evolving Learning Environment

A ROOM WITH NO NAME

In 1999, a room named “This Room Has No Name” opened its doors in the heart of the Media Union, a grand new facility for the University of Michigan’s colleges of Art, Architecture, Engineering, and Music. A small group of students and faculty members from each college had worked together for months to decide on the initial contents of the room. With the goal of attracting peers who would work across disciplines and outside the prescribed curricula, they requested empty space, sketching tools (digital and analog) [1], “converging technology” (unsanctioned, edgy tools of interest to emerging groups), and, most importantly, student employees whose interests would drive new investments and whose regular presence would foster both academic and social connections among new participants. Gradually, the room developed into a multifaceted learning environment with a distinctive cultural character representative of its members.

Today this room, now known as “Design Lab 1” (DL1) [2], is thriving. A recent mixed-method descriptive study of the environment suggests that DL1 offers unique advantages and opportunities and that users highly value the cultural, physical, technological, and programmatic features that allow them to feel comfortable, connected, productive, and free to initiate change in the space. Informed by DL1 practice and research, the University Library’s Digital Media Commons (DMC), of which DL1 is a part, is beginning to introduce the Design Lab learning environment model in companion locations. These will not be generic learning spaces; DMC Design Labs will each have a unique character, reflecting the different ambient (and emerging) academic interests and cultures—as expressed through use—of the cross-disciplinary “anchor” groups in each location.

<LEARN MORE>