This round table discussion will share the framework of personalized learning based on the The Institute for Personalized learning and the Leadership Design Academy that was held for districts at the MCIU in Montgomery County PA. In this session participants will hear examples from North Penn School District who is currently in their third year of implementing the framework. Attendees will be encouraged to share their ideas and questions about how to get started on the path to personalized learning for their students.
The typical use of a discussion forum in online and hybrid education can be described as a correspondence process in which learners supposedly discuss a topic over the course of a week. In many cases, this experience is typified by an initial post by Wednesday and two replies to peers by Sunday evening. Having been a learner in these kinds of discussion forums and having a respect for healthy discourse, I continue to research and reflect on the subject of discourse in discussion forums. I believe that discussion forums as a practice in online and hybrid education need to be revised for the sake of discourse. If the learners are meant to engage one another in critical discourse, we need to cultivate space and practice that will engage them in discourse. Check out the presentation here:
A short introduction followed by a conversation about the challenges of implementing successful advising technologies in higher education and the current needs of the field, followed by the workshopping of an implementation framework to support the development of adequate research and guidelines in this area for higher education institutions.
Hear about my work partnering with faculty to integrate Tableau, a data analytics and visualization tool, into undergraduate and graduate level courses at Penn State. Lets discuss our experiences and methods for innovating course content and better providing students with practical and marketable skills.
In this round table discussion, I would lead with a series of examples of movies based on historical real-life events, with a focus on incidents where a trade-off was made between facts and entertainment value. What I like to discuss with everyone is: if historical movies have to make a trade-off between facts and entertainment, can they really be used as educational tools? Conversely, what is our barrier for accuracy if we would like to use them to teach students about the past? Finally, is there a danger to using such movies for educational purposes.
During your K-12 education, did you ever learn from the same teacher for more than 1 instructional year? A resounding “no” is the typical response, yet the research suggests the alternative, ‘looping,’ is superior for everyone. In this session we meet Mark Rogers, a teacher who has made a career of teaching kids for more than a year.
Session Structure: 1) Determine who is in the room by a raise of hands (teachers, administrators, after-school enrichment coordinators, early learning center leaders, counselors, psychologists, consultants, entrepreneurs, researchers, parents, who did I miss?) 2) Ask audience to estimate the number of teachers they had across their K-12 education to magnify the issue 3) Explain looping and its research-backed outcomes across the K-12+ spectrum 4) Explain the challenges for learners adjusting to content along with adjusting to personality and teaching styles 5) Call to Action: ask attendees to proactively approach leaders or instructional staff at their learning institution to encourage looping (explain how the call to action differs whether you’re a teacher, administrator, parent, or other interested party)
Learning Outcomes: 1) Learners will be able to explain why looping is a critical component to a child’s education. 2) Learners will develop advocacy skills to promote looping upon exiting this session. 3) Learners will be inspired by unique and diverse stories of looping and carry this energy back home as looping advocates.
Too often, teachers feel left behind in conversations about AI due to not being experts in the technology. But the reality is that teachers' rich experience about education, learning, and humans make them the real experts in guiding this technology. We will discuss this missing voice in AI, and everyone will leave feeling able to intelligently join and contribute to future discussions about AI.
