What happens when STEM hacks Sharknado and Skype undoes language and distance barriers? How good can teaching and learning become when tools support the needs of all learners to achieve their full potential?
Join me in the latest episode and find out so much more.
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Find out more http://www.microsoft.com/ education
Mark
This research explored the experiences, expectations and aspirations of young people as it related to education. 4000 students and teachers across 4 countries plus a review of 150 existing pieces of research/ evidence and discussions with thoughtleaders and student focus groups helped inform this.
Blog: How Can Technology Empower the Class of 2030?
http://aka.ms/classof2030signup
https://education.minecraft.net/wp-content/uploads/SEL_MEE_White_Paper.pdf
Now a key accessibility feature across O365, Learning Tools proves that when you plan for inclusion, everyone benefits. Immersive Reader, the breakout feature for unlocking literacy.
· Full report: http://edudownloads.azureedge.net/msdownloads/Learning_Tools_research_study_BSD.pdf
The question is not DOES TECHNOLOGY MAKE A DIFFERENCE, the question is UNDER WHAT CONDITIONS DOES TECHNOLOGY MAKE A DIFFERENCE? Find the answer th this question and the hard data that backs it up.
https://educationblog.microsoft.com/2017/09/fresno-study-student-outcomes-personalized-learning/
· Year 1 Full Report: http://edudownloads.azureedge.net/msdownloads/Fresno_PLI_Analytics_Report_Year_1_2017.pdf
· Year 1B Blog and report
How do we develop critical social and emotional skills? What is the potential of #edtech to amplify human qualities?
https://educationblog.microsoft.com/2017/11/survey-skype-teaching-empathy-compassion/
What happens when a district commits to raising the bar and closing the gap and levers technology to seek to understand the situation and the impact of interventions.
https://www.youtube.com/watch?v=7uV_EWU9Cfs&t=6s
https://educationblog.microsoft.com/2017/06/onenote-class-notebook-improved-learning-bear-creek/
Are online sandbox games a good platform for developing SEL? The answer is YES
http://www.gettingsmart.com/2017/06/minecraft-social-emotional-learning-k-12-education/
This whole system, covering an enormous geographic area has committed to building educator capacity through an innovative online learning community and in doing so, is transforming.
The Record, April
CIO, June
Channel Life, June
The Educator, November
Teams blog story, June
Microsoft Education YouTube, October
Microsoft Education Australia Media site with CEWA video, photos, stories, and paper, October
Microsoft Enterprise story, October
Microsoft blog story, October
Harvard Business Review story, October
Educator Online, November
John Hattie developed a way of synthesizing various influences in different meta-analyses according to their effect size (Cohen’s d). In his ground-breaking study “Visible Learning” he ranked 138 influences that are related to learning outcomes from very positive effects to very negative effects. Hattie found that the average effect size of all the interventions he studied was 0.40. Therefore he decided to judge the success of influences relative to this ‘hinge point’, in order to find an answer to the question “What works best in education?”
Retrieved from https://visible-learning.org/category/visible-learning/
http://www.personalizelearning.com/2013/03/new-personalization-vs-differentiation.html
Delighted to share with you the resources curate for the recent National Charter Schools Conference June 2018. If you are interested in social-emotional skills and the potential role technology can play in augmenting, extending and enhancing, you may like some of these or have others to offer. You can double-click and leave or reply to this post.
Regards
Mark
We know that preparing young people for the future requires more than developing content knowledge. It requires the development of skills and dispositions to navigate an increasingly complex work , social and economic future.
The critical importance of social and emotional skills was highlighted in the recent research collaboration between Microsoft and McKinsey & Company http://aka.ms/classof2030signup and for young people be successful they must have opportunities to work together to solve problems, to innovate, to iterate, to test and challenge, to create and be creative. This is why I’m personally a fierce supporter of activities like the Global Enterprise Challenge.
I’m delighted to 9again) be judging the Global Enterprise Challenge in it’s FOURTH YEAR!
The Global Enterprise Challenge (GEC) is an annual business enterprise initiative led by the remarkable Broadclyst Community Primary School (BCPS) in Devon under the stewardship of Mr Jonathon Bishop in the UK. Each year, students aged between 9 and 15 participate, in teams across more than 20 different countries.
The GEC was developed by BCPS in 2014, when it won a ‘pitch’ competition run by Microsoft within its Showcase School community across the world. It incorporates a wide range of business skills while encompassing many different elements of the school curriculum, putting the children’s learning into a real-life context powered by Microsoft Office 365 technology to allow worldwide collaboration and creativity.
This year we had 22 participant schools from all over the world from Israel to India and Jordan to Jamaica plus many other countries in-between! Out of the nearly 200 teams that participated we have managed to connect over 1200 students and teachers across the world.
The esteemed judging panel who are across time zones and continents, collaborate using OneNote to winnow down the shortlist before undertaking SHARK-TANK like Skype interviews.
By the end of July the winners will be announced.
GOOD LUCK EVERYONE!
Judge Sparvell (-:
For more information on the GEC http://globalenterprisechallenge.education/
For more information on OneNote for teachers http://onenoteforteachers.com/
For more information about Skype in the Classroom https://education.microsoft.com/skype-in-the-classroom/overview
For more information about O365 for education https://www.microsoft.com/en-us/education/products/office/default.aspx
For more information about Microsoft Education http://www.microsoft.com/education
Retrieved from https://www.weforum.org/agenda/2016/10/this-is-what-makes-us-creative-according-to-research
Turns out there’s a science behind being creative. According to new research, the creative process actually involves 14 components, which both work together and build on each other.
In a study published in Plos One on Oct. 5, computational scientist Anna Jordanous of Kent University in England and linguist Bill Keller of Sussex University analyzed 90 creativity-related papers over nearly six decades, searching for recurring terms used to describe creative processes across different fields. They landed on 14 of them:
1. Active involvement and persistence
2. Dealing with uncertainty
3. Domain competence
4. General intellect
5. Generating results
6. Independence and freedom
7. Innovation and emotional involvement
8. Originality
9. Progression and development
10. Social interaction and communication
11. Spontaneity and subconscious process
12. Thinking and evaluation
13. Value
14. Variety, divergence, and experimentation
As Keller described it to Quartz, these combined components don’t equal a definition of creativity, so much as elements of the process. The 14 building blocks can be assembled in different combinations or proportions depending on the demands of a creative activity, and the study doesn’t attempt to rank any component against another.
“Some of the blocks are important whatever domain you work in,” Keller wrote. “Others have more or less importance depending on the domain. And undoubtedly, some of those building blocks can be cultivated and developed with exercise and practice.”
For example, the “persistence” component suggests that creativity involves “more than just sparks of genius;” it calls for effort and engagement as well. “Sometimes it takes persistence to be original,” Jordanous told Quartz.
Breaking creativity down to its component parts has the potential for wide application. Jordanous and Keller, for example, are both musicians, and their musical efforts are informed by their academic research.
In a 2012 study, the duo found three creative components critical in music improvisation: social interaction and communication, domain competence, and intention and emotional involvement. Based on those findings, they adjusted their approach to playing. Jordanous and Keller began focusing on listening and interacting with other musicians, becoming more technically skilled, and being more dramatic and confident about musical choices. Writes Jordanous, “Already, Bill and I have been able to use the components to help make ourselves more creative when we improvise music!”
