Jessica L. W.’s Post

Critical Digital Pedagogy in Higher Education is an interesting read for anyone involved in higher ed as either a faculty or instructional designer. Each chapter touches on a challenge that may be relevant to you and your organization. “Critical pedagogy intersects with social theories of learning in the sense that learning starts with experience, and that experience is always social or socially organized: the problems, issues, and realities of the society, as well as personal struggles and aspirations, shape educational processes and outcomes.” (p. 5) https://lnkd.in/gJK3Kukr

Registration is now open for Pedagogy Day 2024! Welcome to Pedagogy Day 2024, a new one-day conference hosted at Eastern Illinois University. The purpose of this event is to cultivate a space where faculty and instructors can explore, share, and engage with proven effective practices for teaching and learning at the university level. Registration is now open! To register, please visit: https://lnkd.in/gSyRuRxc Inspired by the large learning strides possible through small instructional design and teaching adjustments, the theme for Pedagogy Day 2024 is “Small Changes with Big Impacts”. This theme draws support from the book “Make It Stick: The Science of Successful Learning,” by Brown, Roediger, and McDaniel who argue that many common teaching and learning habits, such as massed practice, rereading or cramming, and the “fire hose” method of lecturing are counterproductive. Rather, with small changes rooted in the learning sciences applied to instructional design and teaching, content retention, retrieval, and ultimately learning outcomes can improve.

What is a vocational school, and how does it compare to universities? 🤔 Our newest blog post dives deep into the importance of vocational schools and how instructional design plays a vital part in continued education ✨ READ IT HERE: idolcourses.com/blog #tradeschool #vocationalschool #education #onlinelearning #skillset #blog #IDtopics #instructionaldesign #IDimportance

The integration of degree assessment and EPA is a growing requirement that universities need to get right to reduce duplication and improve learner experience. So how do curriculum designers wed the assessments together? The challenge is crafting an assessment framework that serves dual purposes without compromising quality. In this blog, we give you 5 steps to take to review and improve your process: https://lnkd.in/edVbMfk2

"Educational experts emphasize that our educational systems should create room for creative problem-solving, yet teachers find it hard to incorporate creativity into their classroom," write authors in a new paper just out from The Journal of Creative Behavior, a publication of the Creative Education Foundation and Wiley. "This mismatch between educational experts' beliefs and educational practice is likely because the objectives laid within curriculum constrain possibilities for creative problem-solving. However, when a learning environment is constructed in terms of ill-defined problems that can be solved in various ways and through multiple solutions, creative problem-solving becomes a necessity." OPEN ACCESS: https://bit.ly/49bVMfM. More on how the Creative Education Foundation works to unleash the problem solving potential of students and educators: https://lnkd.in/e_6nFgm8 #education #schools #teacher #research #creativity #CPS

𝗧𝗵𝗲 𝗨𝗻𝘀𝗲𝗲𝗻 𝗖𝗹𝗮𝘀𝘀𝗿𝗼𝗼𝗺 𝗖𝗵𝗮𝗹𝗹𝗲𝗻𝗴𝗲: 𝗨𝗻𝘃𝗲𝘁𝘁𝗲𝗱 𝗖𝗼𝗻𝘁𝗲𝗻𝘁 𝗮𝗻𝗱 𝘁𝗵𝗲 𝗥𝗲𝗮𝗹𝗶𝘁𝘆 𝗼𝗳 𝗖𝘂𝗿𝗿𝗶𝗰𝘂𝗹𝘂𝗺 𝗨𝘀𝗲 Our recent survey has brought to light a significant trend: 53% of student learning time is consumed by unvetted, often low-quality content, created by teachers or sourced from non-school entities. This issue is even more pronounced among teachers under 32, who utilize unvetted content for 67% of their teaching time. Moreover, SEL, Science, Arts, and high school educators are more inclined towards such materials. Adding depth to this concern, a finding from RAND reveals a disconnect in the curriculum ecosystem: while a high percentage of principals report providing teachers with standards-aligned curricula, a much lower percentage of teachers actually use these provided materials for the majority of instructional time. This discrepancy is not just an academic concern; it signals deeper issues within our educational system. As we delve into the reasons behind teachers' reliance on external resources in our next post, we will also set the stage for a crucial discussion on how these challenges affect teacher morale and motivation. We will examine the profound impact that the lack of quality learning materials has on educators' well-being and job satisfaction, revealing why this issue demands our immediate attention and action.

We are so proud to have Georgia Madway, Ed.M on the Learning Design Team! This article demonstrates the thoughtfulness and care she brings each day to this important work.

New preprint from our Pedagogy and Education Research Unit led by Maxine Swingler with David Nicol and Lorna Morrow: Do Students Generate Better Self-Feedback by Comparing their Work Against Assessment Criteria or Exemplars? Abstract Having students write their own feedback comments can positively impact their performance. To support these self-feedback productions, teachers usually provide students with information to compare their work against. Recent studies show that both assessment criteria, often in the form of a rubric, and exemplars promote grade improvements in draft-redraft situations. Yet little is known about the differential effects of these comparators on learning itself. The current study investigated this in a peer review setting. Students produced a written research report then one group compared it against information in the assessment criteria and another against information in exemplars. Both groups wrote self-feedback comments based on the comparisons they made. Results show that students produced more high-level process comments when comparing against exemplars while they produced more task-related feedback comments when comparing against assessment criteria. Students’ final grade performance was also better after exemplar comparisons. The implications of using different comparators to promote different kinds of self-feedback are discussed, as is the value of using instructional prompts to target different learning outcomes. By extending the range of comparators beyond the limited set currently in use and through appropriate prompting, teachers can help shift feedback agency to students and reduce their own workload. #highereducation #assessmentandfeedback

A powerful tool in a headteacher's bag is the ability to articulate, at the point of considering curriculum design, a measure of planned curriculum time which relates to the number of learners in an organisation. This is not included in the ICFP metrics and is not Contact Ratio. The quantity of provision must always be linked to the funding attracted by the number of learners in the building. This applies to state-funded learners benefitting from government grants as much as independently educated learners benefiting from pupil fees. Learners receiving additional funding for special educational needs or alternative provisions add an additional dimension to the challenge of the size of the provision. In all of these cases, quantifying the provision at a strategic level shows how and where additional investment of teacher time is being applied. This is important and will change the narrative from achieving comparative metrics to discussing strategic investment and impact. I make the case that it is really important to be able to profile the curriculum to show how the provision follows specific learning needs and that the curriculum is agile enough to respond to changing circumstances. This conversation should impact trust and governance level conversations, and #SMARTcurriculum provides strategic-level exemplar questions to support this. Are your governors empowered to know how to scrutinise the return on this investment? Are your governors empowered to know how to question curriculum design? #educationreform #educationpolicy #education #schoolleadership #headteacher #principal

Every time I read something that generalizes what it's like to be an instructional designer in higher education, I feel compelled to make content. 🙃 So here's a quick video about working at 4 different universities. https://lnkd.in/eFhnCFBN