The future of higher education will be dominated by distance learning and at the heart of this process will be the cell phone. This will permit higher education to be offered in a cost effective manner throughout the world. Recorded at TEDxBaltimore January 2016. Kevin has has more than 40 years of experience in higher education administration. He has been the president of Stevenson University for 15 years, the third largest independent university in Maryland.
Dr. Bernhard Schindlholzer is a technology manager working on Machine Learning and E-commerce. In this talk he gave at TEDx FHKufstein, Bernhard Schindlholzer contemplated the implications of ephemeralization – the ability of technological advancement to do “more and more with less and less until eventually you can do everything with nothing” – through artificial intelligence and machine learning. He explores the challenges that this technological approach poses to our economy and, furthermore, how they could be addressed by questioning established norms of our education systems. Dr. Bernhard Schindlholzer is a technology manager working on Machine Learning and E-commerce.
What is the value of a university degree? It is no longer the golden ticket to a successful career, but students continue to follow the well trodden path from high school into university, and are paying more and more for their university education every year. Jack Delosa explains how curriculum complacency in our universities, and the enduring expectation that university is the only way is leading to disheartened students, unemployed graduates and skill gaps in our workforce.
Potentially a dangerous person to introduce to any students, Jack Delosa dropped out of university, and never looked back. Without a degree behind him he’s gone on to become an entrepreneur, investor, best-selling author, and the founder and managing director of entrepreneurial educator, The Entourage. Jack is passionate about empowering and supporting budding entrepreneurs to follow his path by forging their own path.
This talk was given at a TEDx event using the TED conference format but independently organized by a local community.
For this professional development webinar, Richard Whiteside discussed the benefits of getting students to do digital projects as a way to build 21st century skills and global awareness. He also provided practical ideas and tips for doing digital projects with your class, using examples from Eyes Open and Uncover. Catch up with the recording below!
Richard began by stating that digital projects can be very interesting to students, and a great way to get them motivated. The idea that the work they have produced will have an audience (be that via presenting the finished project, or putting it online) can add to that motivation.
So what are digital projects?
Richard unpacked this to look at what is a ‘project’ in it’s own right. Respondents shared that group work, creating something, problem-solving, tasks, were all key definitions of what they believe a project is.
In this week’s post, Abby Kaplan, author of Women Talk More than Men…And Other Myths about Language Explained, investigates the phenomenon of “Uptalk” and the myths and facts surrounding it.
Young people these days, their intonation is really strange? And all their sentences sound like questions? Which makes them sound like they’re not sure of anything?
Final rising pitch – popularly known as “uptalk” – is an intonation pattern that involves rising pitch at the end of a sentence. It has been documented throughout the English-speaking world: in the US, Australia, and New Zealand; it has also been documented among ELT students.
According to the US Bureau of Labor Statistics, 77% of jobs within the next decade will require some degree of technology skills. How can these skills be integrated in to English language programs? Kathy Harris explores the role of digital literacy with adult learners. Dr. Harris teaches in the MA TESOL program at Portland State University and also teaches literacy and low-level adult English Language Acquisition.
“What makes me enjoy talking the most,” explains Milo, a Year 3 student, “is that everybody’s listened to you, and you’re part of the world, and you feel respected and important.”
Oracy — the ability to speak well — is a core pedagogy at School 21, a London-based public school.
“Speaking is a huge priority,” stresses Amy Gaunt, a Year 3 teacher. “It’s one of the biggest indicators of success later in life. It’s important in terms of their employability as they get older. It’s important in terms of wellbeing. If children aren’t able to express themselves and communicate how they’re feeling, they’re not going to be able to be successful members of society.”
CLIL (Content and Language Integrated Learning) has emerged since the millennium as a major trend in education. Written by Do Coyle, Philip Hood and David Marsh and drawing on their experience of CLIL in secondary schools, primary schools and English language schools across Europe, this book gives a comprehensive overview of CLIL. It summarises the theory which underpins the teaching of a content subject through another language and discusses its practical application, outlining the key directions for the development of research and practice. This book acknowledges the uncertainty many teachers feel about CLIL, because of the requirement for both language and subject knowledge, while providing theoretical and practical routes towards successful practice for all.