PRESENTATION TOPICS 2017 -2018 - Laurie Burruss · Identify the four "failure" personas and address...
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Lburruss 1 8/21/17 PRESENTATION TOPICS 2017 -2018 Authored & created by Laurie Burruss [email protected] or [email protected] M. 626-485-3325 Topic 01: Informal Professional Learning Session Title: Personalized Learning: Roadmap to On-Your-Own Learning Short Description: Today’s learners face many challenges! But what they want is a learner-centric method that allows them to develop skills, use “best practices”, and benefit personally. With a menu of training resources available on a campus, individual learners want: • To access what-they-want, when-they-need-it, just-in-time. • To create a learning path that is both customized and focused on problem-solving. • To develop a learner-centered strategy that allows each person to create a unique, individualized, learning “roadmap.” For the learner, this process translates into self-direction, motivation, productivity, purpose and happiness at school, home, or work. Explore the lynda.com Online Training Library and see how it can “teach” the learner to evaluate where they are now and where they want to go. Identify tool sets, skills, and resources for on-your-own learning. The trick - Make it easy, doable, work every time, and FUN! Topic 02: The Power of Video & the Moving Image Session Title: Topic 03: Leadership & Talent Strategies to Drive Innovation Session Title: Innovation in the Classroom: To Think, Do, Make Short Description: As educators, how can we identify and foster key tenants of innovation? If we focus on producing innovators, not subject matter experts, how might we shift our teaching approach? What lessons can we learn from real world leaders who possess the traits of risk-taking, curiosity, and creativity? This session provides practical examples of how to incorporate questioning, experimentation, observation, association, and sharing into our curriculums. Join Laurie Burruss in exploring prototype driven, human-centered innovation processes, for creating an innovative classroom environment. She jumpstarts her teaching by having learners employ “design thinking” to create experiences for the “real world” in a variety of form factors. Explore developing emotional connections with an intended audience, imagining new solutions, and creating user-centered experiences for hands-on, high-energy design challenges that lead to innovation, experimentation and discovery. Appreciate how these processes apply to developing each student’s personal innovative strategy and artistic viewpoint for solving problems within school and forward into industry. • Experience several “best practices” currently used in industry as well as in education. • Learn about the seven stages of design thinking: define, research, ideate, prototype, choose, implement, and learn • Explore how to integrate innovation into the curriculum Session Title: Exploring Innovation in the Learning Landscape Session Description As educators, how can we identify and foster the key tenants of innovation? If we focus on producing innovators, not subject matter experts, how might we shift our teaching approach? What lessons can we learn from real world leaders who possess the traits of risk-taking, curiosity, and creativity? This session provides practical examples of how to incorporate questioning, experimentation, observation, association, and sharing into our curriculums. Join us as we provide and compare examples. Topic 04: The Pedagogy and Neuroscience of Learning Session Title:
Transcript of PRESENTATION TOPICS 2017 -2018 - Laurie Burruss · Identify the four "failure" personas and address...
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PRESENTATIONTOPICS2017-2018Authored&[email protected]@gmail.comM.626-485-3325Topic01:InformalProfessionalLearning
SessionTitle:PersonalizedLearning:RoadmaptoOn-Your-OwnLearningShortDescription:Today’slearnersfacemanychallenges!Butwhattheywantisalearner-centricmethodthatallowsthemtodevelopskills,use“bestpractices”,andbenefitpersonally.Withamenuoftrainingresourcesavailableonacampus,individuallearnerswant:
• Toaccesswhat-they-want,when-they-need-it,just-in-time.• Tocreatealearningpaththatisbothcustomizedandfocusedonproblem-solving.• Todevelopalearner-centeredstrategythatallowseachpersontocreateaunique,individualized,learning
“roadmap.”Forthelearner,thisprocesstranslatesintoself-direction,motivation,productivity,purposeandhappinessatschool,home,orwork.Explorethelynda.comOnlineTrainingLibraryandseehowitcan“teach”thelearnertoevaluatewheretheyarenowandwheretheywanttogo.Identifytoolsets,skills,andresourcesforon-your-ownlearning.Thetrick-Makeiteasy,doable,workeverytime,andFUN!
Topic02:ThePowerofVideo&theMovingImage
SessionTitle:
Topic03:Leadership&TalentStrategiestoDriveInnovation
SessionTitle:InnovationintheClassroom:ToThink,Do,MakeShortDescription:Aseducators,howcanweidentifyandfosterkeytenantsofinnovation?Ifwefocusonproducinginnovators,notsubjectmatterexperts,howmightweshiftourteachingapproach?Whatlessonscanwelearnfromrealworldleaderswhopossessthetraitsofrisk-taking,curiosity,andcreativity?Thissessionprovidespracticalexamplesofhowtoincorporatequestioning,experimentation,observation,association,andsharingintoourcurriculums.JoinLaurieBurrussinexploringprototypedriven,human-centeredinnovationprocesses,forcreatinganinnovativeclassroomenvironment.Shejumpstartsherteachingbyhavinglearnersemploy“designthinking”tocreateexperiencesforthe“realworld”inavarietyofformfactors.Exploredevelopingemotionalconnectionswithanintendedaudience,imaginingnewsolutions,andcreatinguser-centeredexperiencesforhands-on,high-energydesignchallengesthatleadtoinnovation,experimentationanddiscovery.Appreciatehowtheseprocessesapplytodevelopingeachstudent’spersonalinnovativestrategyandartisticviewpointforsolvingproblemswithinschoolandforwardintoindustry.
• Experienceseveral“bestpractices”currentlyusedinindustryaswellasineducation.• Learnaboutthesevenstagesofdesignthinking:define,research,ideate,prototype,choose,implement,
andlearn• Explorehowtointegrateinnovationintothecurriculum
SessionTitle:ExploringInnovationintheLearningLandscapeSessionDescriptionAseducators,howcanweidentifyandfosterthekeytenantsofinnovation?Ifwefocusonproducinginnovators,notsubjectmatterexperts,howmightweshiftourteachingapproach?Whatlessonscanwelearnfromrealworldleaderswhopossessthetraitsofrisk-taking,curiosity,andcreativity?Thissessionprovidespracticalexamplesofhowtoincorporatequestioning,experimentation,observation,association,andsharingintoourcurriculums.Joinusasweprovideandcompareexamples.
Topic04:ThePedagogyandNeuroscienceofLearning
SessionTitle:
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TheArtandScienceofFailure:FailingForwardShortDescription:Educationdiscouragesusingfailureasateachingtool–measuringmasteryofmaterial.Gradingonthequalityofperformanceistiedtohowweviewfailureandourself-image.Webecomefailureadverse-initiatingacycleofshame,disappointment,andembarrassment.Iflearnersdonotbelieveintheirabilitytosucceed,theyengageinmakingexcusesthatpreservetheirself-worth.Learninghowtofailmeansfailingforward-continualimprovingaswellasexceedingexpectations.LearningObjectives:1. Identifythefour"failure"personasandaddresstheirbehaviorsbothemotionallyandcognitively2. Explorestrategiesforlearningfromfailuresuchasacceptance,lettinggooffrustration,beingbrutallyhonest,
andfailingforward3. Developcontextspecificprocessesforalearningculturethatpromoteslearningfromfailurebymakingitsafeto
makemistakesandtoexperimentSessionTitle:Motivation3.0–TheLearner’sTrifectaofRetrieval,Extrinsic,andIntrinsicLearningShortDescription:Movinglearnersfromaconceptoflearningasa"start-to-finish"frameworktotheimpactfulyetcomplexpracticeofcontinuouslearning,requiresunderstandinglearners’motivation–simplystatedthewhys.Motivation3.0exploresthelearningtrifecta–retrieval(need-driven),extrinsic(movedbyothers)andintrinsic(inspiredpassionforaparticularsubject).SessionDescription:Movinglearnersfromaconceptoflearningasa"start-to-finish"frameworktotheimpactfulyetcomplexpracticeofcontinuouslearning,requiresunderstandinglearners’motivation–simplystatedthewhys.Motivation3.0delvesintothetrifectaoflearning–retrieval(need-driven),extrinsic(movedbyothers)andintrinsic(inspiredpassionforaparticularsubject).Learnersneedtobedriven,movedandinspiredatanyonetimetoengageinnewandeffortfullearning.Behavioralresearchreportsthatlearnersaremotivatedinthreeways–retrieval,extrinsic,andintrinsic.
• Just-in-timelearningorwhatisdescribesasontaskproblem-solving.Whenfacedwithadetourorroadblockthelearnerseeksthe“quickfix”inordertoreturntothetaskathand.Thelearnerdoesnotfeeltheneedtomemorize–justlookitup.
• Extrinsicor“other”drivenlearningisnecessaryforgettingthatgradeinaclass,forworkrelevancy,foranewposition,titleorraise.Itfocusesonup-skillingandrenewingskillsfortherequirementsofsurvivalandsuccess.
• Intrinsiclearningisinner-driven.Thelearnerispassionateaboutasubjectoranareaofexpertise.Inthisscenario,thelearnerhasaninsatiableappetiteforlearningandnothingwillstopthequestforgainingmoreknowledge,insightsandexpertmastery.
Motivatedlearningrecognizestheneedforlearningtobeexplicitandengaging.Explorestrategiesthatallowstudentstoshareknowledgeandexperiences,thatallowtimetopractice,takesmartrisks,fail,getfeedbackandfixit.Finallyteachingourstudentsthatclassroomsare“realworld”microcosmsoflifewillenabletransitioningfromschooltowork.Theytoowillhavethetoolsandknowhowtocreateactivecommunitiesthatfocusonlearninginordertodogoodandtotransformtheworld.SessionParticipantEngagementStrategies:
• Examineretrieval,extrinsic,andintrinsicmotivationasitappliestolearnerengagement• Exploreseveralcasestudiesthatexplorestrategiesthatallowstudentstoshareknowledgeandexperiences
thatincreasemotivation• Understandhowtocreateactivelearningcommunitiesthattakesmartrisks,fail,getfeedback,andfixit
SessionTitle:FromKnowledgetoKnow-How:09LearningStrategiesforSuccesswithLynda.comShortDescription:Ourabilitytocontinuouslylearnandadaptwilldeterminetheextenttowhichwethriveintoday’sorganizations,inourpersonallives,andinthesedisruptivetimes.Thissessionwillprovidetipsforlearningatthepaceofchangeintheuniversityortheworkplaceusinglynda.com.Youwillwalkawaywith9learningstrategiesthatyoucanputintopracticerightaway!SessionTitle:LearningAboutLearning:WhatWeKnowAboutHowWeLearnShortDescription:
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Advancesinneuroscienceandcognitivesciencesnowoffernewcluesaswellasreinforcewhatweknowfromexperienceabouthowwelearn.Continuouslearningisacriticalalbeitmandatorycorecompetencyacrossalltypesoforganizations.However,neitherhighereducationinstitutionsnorlearninganddevelopmentprogramseffectivelybuildthiscompetencyattheorganizationalorindividuallevel.Whetherlearningisinformalorformal,teachingindividualsandorganizationstheactivenatureofhowpeoplelearniskey.Self-awarenessofhowwelearnasindividualsandinteamsbecomesthespringboardforchangeandinnovativegrowthwithinorganizations.Understandingneuroplasticityorthefactthatourbrainisconstantlychangingandgrowingthroughoutourlifetimehelpslearnersmakemeaningfulconnectionsandtapintopriorknowledgeandexperience.KeyPrinciples:Thelearnerisableto:
• Explorevaluablelearningtechniquesusedbyexpertsacrossmanydisciplines• Understandhowthebrain’slearningmodeswork• Discoverpracticalstrategiesandmentaltoolstojumpstartandimprovelearning• Developmethodstomakeconnectionswithpriorknowledgeandexperiencetocurrentproblems• Engageinreflection,creation,andactivetestingduringlearning• Createopportunitiesforsocialinteractionandexchangeinlearninggroups• Effectivelyutilizesmultisensorydevices,emotionsandintellectforenduringlearning• Recognizeshowthelearnermovesfromnovicetoexpert• Identifieswhatblocksandassumptionscanpreventlearning
SessionTitle:WhatWeKnowAboutHowWeLearn:Theory,Data,andPracticeSessionDescription:Themarriageofstudiesinlearning,neuroscience,andcognitivescienceismovingwhateducatorsknewanecdotallytoadata-drivenunderstandingofhowpeoplelearn—andhowpeoplecanlearnbetter.Inanageofaccesstoallknowledge,exploringlearningstrategiesisthegreatgifteducatorscangivelearnersandcolleagues.Continuouslearningisacriticalalbeitmandatorycorecompetencyacrossalltypesoforganizations.Whetherlearningisinformalorformal,teachingindividualsandorganizationstheactivenatureofhowpeoplelearniskey.Whatarethosekeystrategies?
1.LearningbyPractice2.LearninginChunks3.Cross-trainingwhenLearning4.FrameworksforLearning5.LearningTakesEffort6.MakingLearningthatSticks7.LearningthatMotivates8.EngagingtheLearner9.LearningfromPeers
Realizinghowanyoneindividuallearnsisamulti-prongedapproach.Itstartsbyexploringvaluablelearningtechniquesusedbyexpertsacrossmanydisciplines.Nextistounderstandhowthebrain’slearningmodesworkbothindiffuseandfocusedstates.Andfinally—astrainers,teachers,andlearners—takethetimetodiscoverpracticaltacticsandmentaltoolstojumpstartandimprovelearning.Joininexploringtheseninelearningstrategies—theconcept(thebigideaortheory),thedata(thatdrivesandsupportstheresearch),andmostimportantlytheapplication(real-worldcaseanduses).Self-awarenessofhowwelearnasindividualsandinteamsbecomestheplatformforchangeandinnovativegrowthwithinorganizations.Understandingneuro-plasticityorthefactthatourbrainisconstantlychangingandgrowingthroughoutourlifetimehelpslearnersmakemeaningfulconnectionsandtapintopriorknowledgeandexperience.Tomakelearningmeaningful,understandable,andmotivatingrequirescontinuedexplorationinthelearningprinciplesofengagement,connection,interaction,attention,memory,andreflection.LEARNINGOBJECTIVESAttheendofthesession,youwillbeableto:
•Explorevaluablelearningtechniquesusedbyexpertsacrossmanydisciplines•Understandhowthebrain’slearningmodeswork•Discoverpracticalstrategiesandmentaltoolstojumpstartandimprovelearning•Developmethodstomakeconnectionswithpriorknowledgeandexperiencetocurrentproblems
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•Engageinreflection,creation,andactivetestingduringlearning•Createopportunitiesforsocialinteractionandexchangeinlearninggroups•Effectivelyutilizesmultisensorydevices,emotionsandintellectforenduringlearning•Recognizehowthelearnermovesfromnovicetoexpert•IdentifywhatblocksandassumptionscanpreventlearningAdvancesinneuroscienceandcognitivesciencesnowoffernewcluesaswellasreinforcewhatweknowfromexperienceabouthowwelearn.Whetherlearningisinformalorformal,teachingindividualsandorganizationstheactivenatureofhowpeoplelearnisakeycompetency.
Topic05:ProjectBasedLearning(PBL)
SessionTitle:Project-BasedLearning:AssessingwithEvidenceShortDescription:Inaworldofknowledgeoverload,wedon’tneedtoknowitallbutinsteadwantresponsive,accurate,andflexiblestrategiesforaccessinginformation.Whereknowledgeisprimarilyabouttheacquisitionofinformation,know-howistheunderstandingandimplementationoflearningframeworksandstrategiesthatfosterdiscoveryandresearchwitharequisiteendgoal—open-ended,“realworld”problem-solving.Simply,“know-how”isintelligentactionfoundedonknowledge,expertise,skills,andmastery.
ThroughcasestudiesofstudentPBL,wewillexplore:
• TypesofPBLproblem-solving–Simpletocomplex• Framingquestionsbydesigningchallenges[Research/Designthinking/Learntosolve]• Focusedinquiry–Activitiesincluderesearch,play,targetinganddiscovery(iterativelearningcycle-3Fsfail,
feedback,fix-it)• Authenticity–Differentiatingbetweenexpressiveandformulaicresponses• Voiceandchoice(Point-of-ViewandSelection)• Reflection–Continuousfeedbackbasedonshareduser/learnerexperience.Easyassessementand
feedbacktoolsincluderubrics,surveys,plussing,post-its,andstickers(timeboxing)• Projectownership–Evidenceofmasterythatextendsbeyondtheclassroomandfollowsthelearner• Bestofbothworldsapproach–knowledge+know-how=studentsuccessorlifelonglearningstrategies
(teachinglearningstrategies–MakeItStick)• Collaborativeclassroom(CommunitiesofPractice)–Replacingtextbookswithplaylists/playbooks
Topic06:StrategicLeadership&PartneringacrosstheOrganization
SessionTitle:DesignThinking:LeadingChangeAcrossYourOrganizationShortDescription:Exploreimplementationofdesignthinkingprocessesacrossanorganization.Designthinkingdefines,researches,ideates,prototypes,selects,andimplements.It’sthecornerstoneofcreatinguser-centeredopportunitiestorethinkreal-worldsolutions.Discoverbestpracticesusedinbusinessandeducationthatapplytopersonalinnovativeleadershipaswellastosolvingorganizationalproblems.Abstract:Designthinking—aprototype-driven,human-centeredinnovationprocess—canaidinthecreationofexperiencesforthe“realworld”inavarietyofformfactors.Itcanhelpyoudevelopemotionalconnectionswithyourintendedaudiencewhileyouimaginenewsolutionsandcreateuser-centeredprototypesforhands-on,high-energydesignchallenges.Soundexciting?
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Inthissession,youwillexploreimplementationofthedesignthinkingprocessandlearnaboutseveralbestpracticescurrentlyusedinbusinessaswellasineducation.Youwilllearnaboutthesevenstagesofdesignthinking—define,research,ideate,prototype,choose,implement,andlearn—andcreateuser-centeredprototypesforhands-on,high-energydesignchallenges.Learnhowtodesignlearningopportunitiesandthinkingaroundreal-worldproblemsandsolutions.Appreciatehowthedesignthinkingprocessappliestoyourpersonalinnovativestrategyandtosolvingproblemswithinyourorganization.Inthissession,youwilllearn:—Aboutthesevenstagesofdesignthinking—Explorethreecasestudiesofdesignthinkingappliedintherealworld—Adoptstrategiestocreateprototypesforhands-on,high-energy,time-baseddesignchallenges—Enableyourschool,yourclassroom,yourstudentstomovefromdesignthinkingtodesignactionsanddiscoveriesSessionTitle:DesignThinking:Doit!Makeit!ShortDescription:JoinLaurieBurrussinexploringdesignthinking-aprototypedriven,human-centeredinnovationprocess.Shejumpstartsherteachingbyhavinglearnersemploy“designthinking”tocreateexperiencesforthe“realworld”inavarietyofformfactors.Exploredevelopingemotionalconnectionswithyourintendedaudience,imaginingnewsolutions,andcreatinguser-centeredprototypesforhands-on,high-energydesignchallenges.Appreciatehowthedesignthinkingprocessappliestoyourpersonalinnovativestrategyandtosolvingproblemswithinyourorganization.
• Experienceseveral“bestpractices”currentlyusedinindustryaswellasineducation.• Learnaboutthesevenstagesofdesignthinking:define,research,ideate,prototype,choose,implement,
andlearnTopic07:MultimodalLiteracy&Pedagogy
SessionTitle:FromTextbookstoPlaylists:TheRiseofMultimodalLearningShortDescription:Collegesanduniversitiesareconsideringaddingvideomaking,orvisualliteracy,asacoreskill.Preparingstudentsforahighlyvisualcommunicationlandscapethatrequirescriticalthinkingtooffsetconsumerismrequiresmultimodallearningandcognitiveskills.Researching,creating,andsharingvideoplaylistsisanimportantwaytocreatepersonalizedlearningpathwaysandpromotecontinuouslearning.Joinustoseeanumberofcasestudiesthatdemonstratethepositivelearningoutcomesofmultimodallearninginacademicandcorporatesettingsanddiscoverhowtocreateplayliststhatcanbeannotated,edited,andsharedacrossteams.OUTCOMES:Exploremultimodallearningpractices-Createshareablelearningplaybooks-Implementpersonallearningstrategies
Topic08:Learning&DevelopmentacrosstheOrganization
SessionTitle:CreatingaCultureofLearningShortDescription:Thestartofanewyearisgreattimeforlearningleadersandtalentdevelopmentprostoinspireanewcultureoflearningattheirorganizations.
Acultureoflearningisn’tallabouttechnologyorblendingface-to-face(F2F)withonlineexperiences.It’snotdependentonsocialmediaorboastfultrends.Acultureoflearningisaboutbuilding—inathoughtful,systematicway—astructureandvisionforenablingemployeestodotheirbest..
JoinusforCreatingaCultureofLearningintheNewYear,aone-hourwebinarwithLaurieBurruss,Lynda.comeducationalconsultant.Explorestrategiesandframeworksthatputlearningattheheartofanyorganization.Thebenefitsofaneffectivelearningcultureinclude:
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• Moreproductivity• Betteremployeeretention• Attractingtoptalent• Improvedreturnoninvestment(ROI)• Aboostinreturnonexpectation(ROE)
Proposal09:Teaching&Learningwithlynda.com
SessionTitle:ANewLookforLynda.comShortDescription:ExploreLynda.comdesignimprovementsintendedtocreateamoreeffectivelearningexperienceandboostyouruserengagement.JoinusforANewYear,NewLookforLynda.com,awebinarandvirtualtourcoveringawiderangeofhelpfulnewfeatures.AllusersnowhaveaccesstothenewLynda.comlearningenvironment,whichincludesredesignedprofileandcoursepages.Thisone-hourpresentationfeaturesLaurieBurruss,Lynda.comeducationalconsultant,whowilldiscuss:
• Animprovedlayoutthatemphasizesnotetakingandtranscripts• Easy-to-findbuttonsfordownloadingexercisefiles,sharingfavoritecourses,watchingvideosoffline,andmore• Consolidatedvideosettingsforadjustingplaybackspeed,initiatingautoplay,choosingvideoquality,and
changingbrightness• Afastervideoplayerforbetterplayback• Keyboardshortcutsformorecontrol• Anewresponsivedesignforanenhancedmobilelearningexperience• Anewprimarynavigationformoreconvenience• Userprofiletoolsandaccountinformationnowaccessiblefromonespot
SessionTitle:Teaching&Learningwithlynda.comShortDescription:Althoughmanyeducatorsuselynda.compersonallyto"keepup"withtechnology,fewexplorethemanywaystointegrateLynda.com'slibraryintotheircoursesubjectmatterexpertise.Effectivetechnologycommunicationskillspairedwithsubjectmatterexpertiseandmasterypreparestudentsfor“realworld”jobsandinnovativelearningpathways.Inthissession,LaurieBurruss,EducationConsultanttolynda.com,demonstratesseveraleffectivesolutionsforusinglynda.comtoenhanceandcreatecurriculum.
LongDescription:Althoughmanyeducatorsuselynda.compersonallyto"keepup"withtechnology,fewexplorethemanywaystointegrateLynda.com'slibraryintotheircourseandsubjectmatterexpertise.Effectivetechnologycommunicationskillspairedwithsubjectmatterexpertiseandmastery,preparestudentsfor“realworld”jobsandlearningpathways.Inthissession,LaurieBurruss,EducationConsultanttolynda.com,demonstratesseveraleffectivesolutionsforusinglynda.comtoteachby:
• Referencingthelibraryasatechnologyresource–backgroundandreferencefor“bestpractices”indigitalpresentationsanddatavisualizations
• Designingaprojectand/orlessonwith“selected”moviesora“shortplaylist”• Creatingatextbookreplacementmodelwithacomprehensivesharedplaylist• Providingadivisionordepartmentalplaylistbycourse,skill,andareadiscipline• Studentcreating“shareable”playlistsandrubricstoassess,teach,andshare• Teachinghowtocreateadigitalonlinelearningenvironment
TeachersandITTrainingstaffwillleavewithavarietyoftemplatesandsolutionsforintegratinglynda.comintotheclassroomattheinstitutionallevel,thecourselevelandtheprojectlevel.
SessionTitle:AccessibilityandUniversalDesignLearningwithLynda.com
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ShortDescription:Anin-depthanalysisofthecoursesandcontentcoveringaccessibilityandUDLpracticesforallrolesacrosstheuniversityandcollege.Thissessionaimstoprovideallstudentstheopportunitytoacquirethesameinformation,engageinthesameinteractions,andenjoythesameservices.IttakesalookatinclusionandintegrationandtheroleICTplaysinaccessibilityineducation.
Topic10:TheRoleoftheLearnerandtheFacilitator(e.g.FlippedClassroom)SessionTitle:ComplimentaryLearning,BlendingOnlineandIn-PersonShortDescription:Onlineeducationisoftenpittedagainstin-personeducationasareplacementorrevolutionarydisruptor.Therearesomanywaystointegrateonlinelearningwithclassroomlearning,togivestudentsmoreownership,motivation,resources,andindependence.Studentsstillneedmentorsandclassmates,socialandparticipatoryskills,nowmorethanever.Thissessionexplorestheblendedandflippedclassroommodels,andgiveseducatorsconcreteexamplesofhowtointegrateandembraceonlinemediaaspartofawell-roundededucationalexperience.JoinfriendsandcolleaguesLyndaWeinman(co-founderoflynda.comandformerArtCenterCollegeofDesignprofessor)andLaurieBurruss(Director,DigitalMediaCenteratPasadenaCityCollegeandEducationInnovationAdvisortolynda.com)astheydiscusspracticalcombinationsofonlineandclassroomlearning.UsesandPractices:
• Howtofindgreatprojectsintheonlineworldtobringintoyourclassroom• Howtobeaguideonthesideinsteadofsageonthestage• Howtoencouragestudentstobecomecreatorsandpublishersinsteadofconsumers• Howproject-based,open-endedlearningisbesttofostercreativityandinnovation• Howtobuildconfidenceandindependencebylettingyourstudentsowntheirlearning• Howonlinevideochangesandenhancesthewaywelearn–eventhewaywedrawandmakeart
SessionTitle:BeyondtheClassroomWalls:ReinventingYourself,YourClass,andYourTeachingMethodsShortDescription:(50words)Teachingandlearningischangingfromwhatstudentsneedtowhatstudentswanttoachievepersonally,fromtextbookstoonlineaggregatedresources,fromclassroomtocloud.Innovativechangesfreetheteachertorethinkthe"classroom."Jointhediscussionaroundtheseissues:
• Collaboration• Projectmanagement• Textbookreplacement• Onlinefeedback• Rubrics• Rapid,agileiteration
Inthissession,Lauriesharesherexperiencesinaspectrumfromface-to-facetoonlinelearningopportunitiesthatinclude:
• Collaborativeclasssyllabuscreation• Agreementtoprojects,assessments,feedbackwithinatimemanagementstructure• Textbookreplacement• Continuousiterativefeedback• AssessmentwithrubricsandPBL• Prototypingtechniquestodeploysuccessfulprojectproposals• Projectmanagement• Exceedingexpectations&outcomes• “Happiness&play"–thecoursemantra
Discovertheinfinitepossibilitiesinteachingandlearningasyoureinventyourselfasateacher!
SessionTitle:TheNearpodExperience:HowittransformstheiPadClassroom
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ShortDescription:Nearpod(http://www.nearpod.com/)isaniPadappthatallowsateachertosharepresentationsbothsynchronouslyandasynchronouslyinrealtimeandcapturestudentdataandfeedback.Studentsand/orparticipantsfullyengageandinteractwiththeteacher’spresentationthroughpolls,quizzes,video,drawinginteractivity,website-sharing,self-guidedquizzesandmore...Anoverviewofthe4stepstoaNearpodexperience:
1. Teacherscreateenrichedmultimediapresentationsandaddinteractivefeaturesusingthecloud-basedNearpodContentTool.
2. TeacherssharecontentwithstudentsandcontroltheactivitywiththeNearpodappontheiPad3. StudentsreceivecurricularcontentandsubmitresponsesontheirmobiledevicesusingtheNearpodapp.4. Teachersmonitorclassroomactivityandengagement–measuringresultsonanindividualandclass
aggregate(
BringyouriPadoriPhonetoexperienceNearpodbothasastudentandteacherinthishighlyinteractivesessionthatexplorestheMOMAmuseumaswellashowtocreateyourowninteractive,data-drivenNearpodexperiences.
Topic11:NewLearningTechnologies(MOOCs,CloudTechnology,MobileLearning,Playlists)
SessionTitle:TheMobileLearningExperience:StrategiesforIntegratingwithCloudTechnologyShortDescription:WiththeexponentialgrowthofInternetlearningresources,designingteachingandlearningexperiencesthatmovecontinuouslybetweenface-to-faceandonlineisessentialtoalearner'ssuccess.Thissessionwillexplorethebenefitsofmovinglearningtocloudtechnologies.Youwilldiscoverhowtocreateaggregatedlearningplaylistsandevaluateandproposeimplementationandintegrationstrategiesforcloudapplications.Discoverwhichtoolsfosterpersonalizedcurriculums,projectsthatsupportself-learning,andhybridorflippedclassrooms,aswellasonlinecourses.SomeofthetoolsandresourcesthatwillbedemonstratedareEvernote,apersonalizedstudentdigitalnotebook;Learni.st,asite-to-storeannotatedURLsandlearningdocuments;severalonlinelibraries;Wikispaces.org,afreelearningmanagementsystem;andMOOCs(massiveopenonlinecourses).Youwillalsoleavewithastrategy—the5-FingerRuleforPickingYourOnlineTools—tomakethemostofintegratingmobilelearningwithcloudcapabilities.LearningOutcomes:
• Discoverhowtodesignaseamlessmobileclassroomthatmovesfromface-to-facetothecloud.• Createastrategicplanforamobileclassroomenvironmentorprojectthatallstakeholderswillapprove.• Selectandapplyappropriatemobiletoolsandappstoamultimodallearningprojectforthetargeted
learningaudience.
SessionTitle:TheMOOCStudentExperienceShortDescription:Inthispanelofeducators,professionals,andstudentswhohaveattended,experiences,andinsomecases,evencompletedaMOOCcoursehearthegood,thebad,andtheuglyof“reallife”attendees.TheircollectiveexperiencesrangefromStanford’sVentureLabtoCourseratoMoMa’sonlineofferingsandeverythingin-between.Theresoundingover-allimpressionis75%bad,25%good.Thispanelwelcomesalivelyinteractivedialogaroundthefollowingtopics:
• Toomuchtime• Assumestoomuchknowledge• Toobasic–notreallyworldclass,IvyLeaguelevel• Lecturefatigue• Poorcoursedesign• Clunkycommunication/communitytools• Poorfeedbackandpeerreviewmechanisms• Hiddencosts• Shoppersforcourses–notdedicatedlearners• Learningforlearningsake’s–globalopportunities
SessionTitle:
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TeachingintheCloudswithYourFeetontheGround(mobileclassroom)ShortDescription:WithincreasingavailabilityofInternetlearningsolutionsandresources,teacherandlearnerlivesomewherebetweenthecloudandtheclassroom.Explorecreatingaggregatedlearning“playlists”andidentifyingstrategiesforimplementing“cloud”applicationsandtoolsthatcreate“personalized”curriculum,programs,andprojectsforself-learning,hybridorflippedclassrooms,andonlinecourses.Tools/Resources:
• Evernote–thePersonalizedStudentDigitalNotebook• Learni.st–AnnotatedURLsandlearningdocuments• Onlinelibrariessuchaslynda.com:eLearning,MobileSolutions,SharedPlaylists&Folders• Wikispaces.org–theFREELMS• MOOCs–ArchivedNationalTreasuresinEducation• Strategy:The5-FingerRuleforPickingYourOnlineTools
SessionTitle:LearningwithOnlineVideoPlaylists—Hands-onWorkshopSessionDescription:Anin-depthhands-onworkshoponcreating,editing,sharing,anddevelopingcurriculumandcontentwithplaylists.
SessionTitle:InteractivePrototypingforMobileApps:CreatingaChatAppShortDescription:Createabeautifulwireframeandhi-fidelityprototypeofaChatApplicationformobiledevicessuchasSmartPhones.LearnallphasesofdesignthinkingformobileappdevelopmentusingInVision–aprototypingworkflowplatform.Explorethefollowingdesignsteps:
• UI(userinterface)• Wireframing• Hi-fidelityprototypet• Interactivity• Collaborativefeedback• Usertesting.
Materialsthatwillbeused:
• InVsion-http://www.invisionapp.com/education-signup-Thecodeis:56-73-1319http://www.invisionapp.com/chat
• Photoshop• ChatUIKit(Iwillsupply_
Topic11:CareerDevelopment&Transitions
SessionTitle:BridgingtheGrowingSkillsGapSessionDescription:Thegrowingskillsgapisoneofthebiggestchallengestothefutureoftheglobaleconomy.Bothhighereducationandtalentdevelopmentmusttakeresponsibilityforclosingtheskillsgap.Learningistransitioningfroma20thcenturyapproachheavilyreliantonrotelearningtoa21stcenturycurriculumfocusedoncommunication,collaboration,criticalreasoningandcreativeproblemsolving.Lynda.comaimstoprovidetoday'slearnerswithamixof“soft”skillsalongside“hard”skillsthatareindustry-specificandtechnical.Fillingthiscriticalgapensurestheabilitytoobtainthejobsthatareandwillbevs.thejobsthatoncewere.Lynda.compartneredwithLinkedInisposedforthefirsttimetoconnectthegraduate(orstudent)toopportunity.Successfullybridgingtheskillsgapisreliantoncontinuumofactivitiesthatbegininschoolandtransfertotheworkplace:
• Careerawarenessandexplorationskills–integratingsoftskillsintothecollege’sgeneralcurriculum
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• Careerpreparationskills-resume-building,interviewing,jobsearches,andsalarynegotiations• Careerpathwayskills–identifyingsubjectexpertiseskillsaswellascorecompetenciesforanygiven
positionorcareerpath;developingindividualizedcareerladders/paths• Careertrainingskills–experiencinginternships,work-basedlearning,alumnispeakers,andfieldtrips• Talentdevelopmentskills–classifyingskillsetscriticaltohiringdecisions,makingjobrequirementsmore
transparent,assessingskillsets,andcreatingorganizationallearningthatsupportscurrentandfutureskillsets
SessionTitle:BridgingtheCompetencySkillGap–FromSchooltoWorkSessionDescription:Aslearningtransitionsfromknowledgeacquisitiontoknowledgeknowhowfocusedoncollaboration,criticalreasoningandcreativeproblemsolving,bridgingtheskillgapfromschooltoworkisessential.Inpartnershipeducationandindustryareabletoprovidetoday'slearnerswiththeskillstheyneedtoobtainthejobsthatareandwillbevs.thejobsthatoncewere.Thepropositionistoconnectpeopletoopportunitytoclosethecompetencyskillgap.Tacklingthisproblembetweenwhatoureducationsystemsproduceandwhatemployersdemandthroughbigdataanalysisandthecreationofvetted,curatedhighqualityvideocontentisthefuture.Thechallengesdefinedbyindustryaretomappeople'scompetenciesagainsttheonesthatjobsrequire,findthegaps,anddeterminehowtofillthem.Ontheotherhand,learningprovidersmustcommittocreatingpedagogicallysoundandrelevantlearningcontentthataddressesthecompetenciesandsoftskillsnecessarytomovefromschooltoworkseamlessly.Lookingatsolvingtheskillgapasapartnershipmandatesthatbothhighereducationandbusinesseshelplearnersprepareforchangeinotherwordstoadaptandlearn.Successliesnotinseparatingeducation'sandbusinesses'mutualinterestsandchallengesbutinprovidingandcreatingajointlysponsoredpipelinetolifelonglearningandaccesstocompetency-basedskills.ApplicationontheJob:
• ExploreCareerLearningPathsthataremappedtohighdemandcareers• Discoverhowstudentgraduatescanconnectwithalumsintheirareaofprofessionalexpertiseviadata
analytics&professionalnetworks• DesignContinuousProfessionalDevelopmentthatisbothpushedoutbyHRL&Dandpulleddownby
employeestoachievealearnercentricecosystem• Capturehowtotrackbothformalandinformal(softskills)duringcollege,postcollege,andonto
employmenttoshowtherelevanceoflifelonglearningtoexperiencesinjobplacementandcareerhistorySessionShortForm:Aslearningtransitionsfromknowledgeacquisitiontoknowledgeknowhowfocusedoncollaboration,criticalreasoningandcreativeproblemsolving,bridgingtheskillgapfromschooltoworkisessential.Inpartnershipeducationandindustryareabletoprovidetoday'slearnerswiththeskillstheyneedtoobtainthejobsthatareandwillbevs.thejobsthatoncewere.Thepropositionistoconnectpeopletoopportunitytoclosethecompetencyskillgap.Tacklingthisproblembetweenwhatoureducationsystemsproduceandwhatemployersdemandthroughbigdataanalysisandthecreationofvetted,curatedhighqualityvideocontentisthefuture.
Topic12:CustomizedSessionTargetingYourStakeholderswithYourAgendaAboutLaurie
ShortBio:
LaurieiscurrentlyteachingDataVisualizationatArtCenterCollegeofDesign,PasadenaCA;inaddition,sheisProfessorEmeritusatPasadenaCityCollege.Since2009,shehasconsultedineducationinnovationforcompaniesaswellasuniversitiessuchasLynda.com,LinkedIn,Degreed,andCredoReference.Sheadvocatesforacademicinitiatives,supportsexcellenceinteachingandlearning,andprovidesintegrationandimplementationforsystems-wideonlineteachingandlearningsolutions.Laurieevangelizesallthingseducationandlearningasathoughleaderandpublicspeakerandwriter.Beforeconsulting,sheservedfor22yearsasaprofessorinInteractionDesignandasthedirectorofthePasadenaCityCollegeDigitalMedia,servingthestateofCaliforniaasaregionalresourceforcollaborationbetweeneducation,industry,andthecommunity.Herpassionisdigitalstorytelling.
CONTACT:[email protected],[email protected]
Lburruss 11 8/21/17
VIDEOEXAMPLE:InnovationintheLearningLandscape@ColumbiaUniversity:http://www.youtube.com/watch?v=-G67MDsA5tILynda.comLearningSummit2017:https://vimeo.com/214746546/8e8fdac84dhttps://vimeo.com/221297881/eca436d089WEBCASTS:https://learning.linkedin.com/resources-Selectthebutton-Webcasts
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UPCOMINGSPEAKINGENGAGEMENTS:SXSWedu2017,AustinTXPanelPicker:08/25/2017
• TheArtandScienceofFailure:FailingForward-http://panelpicker.sxsw.com/vote/75817Educause2017,Philadelphia
• Motivation3.0:TheLearningTrifecta11/02/2017@12:15pm• DesignThinkingAcrosstheOrganization11/01/2017@12:45pm
RECENTSPEAKINGEVENTS:NCCE2016-2/24/2016:CreatingaCultureofLearningSITE2016,SavannahGA-3/25/2016:FromTextbookstoPlaylists:TheRiseofMultimodalLearningNewYorkTechSummit2016,NY-6/9-6/10/2015:TheMobileLearningExperience;ExploringInnovationintheLearningLandscapeNuts&BoltsAIGADesignEducatorsConference,BowlingGreenUniversity-6/15/2016:FromTextbookstoPlaylists:TheRiseofMultimodalLearningNMCSummerConference,Rochester-6/16/2016:DesignThinking-IdeaLabISTE2016,Denver-7/27-29/2016EHR2016,Budapest-9/22/2016:KEYNOTEInnovationintheLearningLandscapeTheCloseItSummit2016:ShiftHappens-10/4/2016:PanelistEducause2016,Anaheim-11/29/2016:9LearningStrategies:FromKnowledgetoKnow-HowEduTECHAsia2016,Singapore-11/9/2016:FromTextbookstoPlaylists:MultimodalLearningDevLearn2016,LasVegas-11/17/2017:INN201GettingStartedwithDesignThinkingATDTechKnowledge2017-1/17/2017:W403Project-BasedLearning:AssessingwithEvidenceTraining2017Conference&Expo-2/1/2017:StrategiesforIntegratingLearningwithCloudTechnologySXSWedu2017,AustinTX-3/6/2017:BridgingtheSkillsGap:FromSchooltoWorkComputersinLibraries2017,WashingtonDC-3/19/2017:A304MultimodalLearning:FromTextbookstoPlaylistsLynda.comLearningSummits2017@LinkedIn,SanFrancisco(3/23),Chicago(4/20),NYC(4/28):ConferenceChair,TheFutureofEducation:Lynda.com+LinkedInATD2017InternationalConference&Exposition-5/23/2017:LearningAboutLearning:WhatWeKnowAboutHowWeLearnCredoEducationWebcast-6/13/2017:FromSchooltoWork:BridgingtheSkillsGap,http://www.credoeducation.com/webinar-recap-from-school-to-work-bridging-the-skills-gap/ArtCenterCollegeofDesign,Pasadena-6/21/2017:LearningHowtoLearn:ATeachingandLearningWorkshop
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