Podcasts about engaging learners

Speakers: Andrea Sampson, Vice President, Brand & Solutions Marketing, Docebo; Jay Kolbenson, Product Marketing Manager, Docebo; Vince De Freitas, Product Marketing Content & AI Products, Docebo; Kristy Holmes, Product Marketing Manager, Docebo, and Raísa Holmo, Product Marketing Manager, Docebo.

Maud attended a conference organised by Laura Molway from ALL at Oxford University, in the department of Education on Friday the 16th of February. Here is what she has learnt on how to engage learners in their language learning journey.

Rolland Chidiac and I discuss the barriers to attendance and some ways to support learners to engage again with education.

Hundreds of learning leaders came together at the Training Industry Conference & Expo (TICE) to discuss the latest industry trends and challenges. In this episode, several conference attendees shared how they engage learners and how they're beginning to embrace AI's potential to drive employee growth and organizational success. d'Vinci Client Solutions Consultant Angeline Evans and d'Vinci Senior Instructional Designer/Project Manager Beth Buchanan attended the conference and also share their thoughts.  Show Notes: The learning leaders interviewed in this episode shared many challenges and opportunities including ways to navigate the use of artificial intelligence.L&D leaders must transition from order takers to solutions architects, defining their focus amidst competing demands.AI is seen as a valuable partner, helping to streamline processes, create engaging content, and improve learner experiences.AI enables better speech modeling for scenario-based training, particularly in customer service to handle high-tension scenarios.AI-driven characters and real-life simulations provide personalized learning experiences, increasing engagement and effectiveness.Overall, the key to success in today's rapidly changing learning landscape is to embrace flexibility, remain curious, and prioritize human connections. Despite technological advances, L&D professionals play a crucial role in guiding learners and shaping their development journey.Special thanks to the guests who appeared in this episode.Robert Smith, Curriculum Designer, Discover Financial ServicesMichelle Echevarria, Director of Learning and Development, JBS International, Inc.Loren Sanders, Senior Manager, Enterprise Learning, CVS HealthAmanda Himes, Senior Talent Development Program Manager, Krause Group Jenessa Jacobs, Director of Learning and Development, Second AvenuePaul Smith, Head of Co-Worker Development, Baker Construction EnterprisesLydia Gil, Learning and Development Specialist, Options for AllYolanda Campbell, Economic Program Services Consultant, Wake County Government, Health and Human ServicesDr. Kristal Walker, Senior Vice President of Human Resources, Sweetwater SoundPowered by Learning earned an Award of Distinction in the Podcast/Audio category from The Communicator Awards and a Silver Davey Award for Educational Podcast. The podcast is also named to Feedspot's Top 40 L&D podcasts and Training Industry's Ultimate L&D Podcast Guide.Learn more about d'Vinci at www.dvinci.com.

Download your FREE Death of the LMS guide: https://hubs.la/Q01RWyMr0 See HowNow in action! Sign up for a live walkthrough: https://hubs.la/Q01RWzht0 In this conversation, Gary speaks with Ally Jones, Leadership Development Expert, Learning Experience Designer and Co-Founder of Coachable, about how we can build better learning experiences.  From considering moments of need to answering what's in it for me?, this episode will help you diagnose problems better and deliver learning experiences that solve them. Connect with Ally on LinkedIn: https://www.linkedin.com/in/alisonjonescoach/ Learn more about Coachable: https://www.wearecoachable.com/ Learn more about HowNow: https://gethownow.com --- Send in a voice message: https://podcasters.spotify.com/pod/show/gethownow/message

Gamification offers benefits such as increased learner engagement, behavior change, and socialization. Learners feel a sense of accomplishment and progress through game elements like badges and levels. Gamification encourages active participation, competition, and learning from peers. It also promotes positive behavior change, as seen in Volkswagen's speed camera lottery study. Designers must align gamification with learning objectives, prioritize meaningful choices for learners, and avoid detracting from course content. Various tools can be used in e-learning to make it more game-like: achievements, avatars, badges, boss fights, collections, combat, unlocking content, gifting, leaderboards, levels, points, quests, social graph, teams, and virtual goods. The core elements of gamification are points, badges, and leaderboards. Points measure progress, provide feedback, and offer data. Badges represent achievements, importance, and can function as credentials. Leaderboards foster competition but should be used carefully. Designing a gamified e-learning course involves identifying objectives, target behaviors, understanding players, developing activity loops, prioritizing fun, and using the right tools. Gamification enhances engagement, motivation, and effectiveness in e-learning courses when thoughtfully implemented.

Gamification is the use of game elements in non-game contexts and is being increasingly adopted by large organizations and universities. It can be used in online courses to enhance engagement and provide learners with the ability to make choices. Game elements include points, levels, rewards, badges, avatars, leaderboards, and progression. However, it is important to remember that the learning objectives should be something other than succeeding in the game. Gamification can be a powerful technique for changing behavior habits, and it encourages people to keep returning to the course and participate actively. Gamification encourages competition, community building, and socialization, which is why it is useful in online courses where engagement is crucial. Gamification can also help learners develop a sense of community within the course or organization. The designer must understand game design techniques and how to think like a game designer. Game Design is a state of mind, and it is a skill that can be cultivated. To implement gamification effectively, the designer needs to understand how to create goals or learning objectives, rules, and real-world game activities such as challenges, teams, and rewards. The main goal is to get learners playing and keep them playing, creating an experience that will genuinely engage them for an extended period of time.

Many people associate the word “sustainability” with a few specific activities such as composting or recycling. Our guests for this episode, Dr. Liz-Potter-Nelson and Sarah Meyers, point out that sustainability is actually much broader, encompassing all the future-oriented practices that promote the continued flourishing of individuals, cultures, and life on earth. Dr. Potter-Nelson and Meyers have sought not only to make education a tool for sustainability but to make it a sustainable activity itself. In this episode, they describe how they created the Sustainability and Climate Change Across Learning Environments (SCALES) project, a curated repository of open-source, easily adaptable educational resources, many of them originally adapted from course materials on MIT OpenCourseWare. These resources, which are categorized according to a set of six main pedagogical approaches and six chief competency areas, draw from a surprisingly wide range of academic fields, but each was selected for its potential to support sustainability in the classroom and in the world. After all, Dr. Potter-Nelson and Meyers say, sustainability is an inherently interdisciplinary subject, one that can inform–and be informed by–teaching in nearly any field of study.Relevant Resources:MIT OpenCourseWare The OCW Educator Portal Dr. Potter-Nelson's website Sarah Meyers at MIT's Environmental Solutions Initiative Teaching with Sustainability resource on OpenCourseWare The SCALES Project Dr. Potter-Nelson's white paper on sustainability education United Nations Sustainable Development Goals Music in this episode by Blue Dot Sessions  Connect with UsIf you have a suggestion for a new episode or have used OCW to change your life or those of others, tell us your story. We'd love to hear from you! Call us @ 617-715-2517On our site On Facebook On Twitter On Instagram  Stay CurrentSubscribe to the free monthly "MIT OpenCourseWare Update" e-newsletter.  Support OCWIf you like Chalk Radio and OpenCourseware, donate to help keep these programs going!  CreditsSarah Hansen, host and producer Brett Paci, producer  Dave Lishansky, producer Show notes by Peter Chipman

Nobody comes into this world already knowing how to teach—and most students arrive at undergraduate or graduate programs without any teaching experience at all. For those who are selected to be teaching assistants, the prospect of facing a classroom of students for the first time can be terrifying. To assuage those fears and provide pedagogical skills, the Biology department at MIT runs a training program for new TAs; our guest Dr. Summer Morrill helped develop the curriculum for that program, as well as serving as an instructor in it. In this episode, Dr. Morrill describes how she designed the content of the training program to reflect the specific challenges Biology TAs typically face in their first semester. Among the topics she discusses are the importance of empathy and inclusiveness in classroom teaching, how the same habits of thought that make effective biologists can also make especially effective teachers, and ways in which the course materials from the training program (which she is sharing in a forthcoming supplemental resource on OCW), would lend themselves to being usefully adapted for training TAs in other disciplines and at other institutions. Relevant Resources:MIT OpenCourseWare The OCW Educator Portal RES.7-005 Biology Teaching Assistant (TA) Training on OCW (coming soon!)Music in this episode by Blue Dot Sessions  Connect with UsIf you have a suggestion for a new episode or have used OCW to change your life or those of others, tell us your story. We'd love to hear from you! Call us @ 617-715-2517On our siteOn FacebookOn TwitterOn Instagram Stay CurrentSubscribeto the free monthly "MIT OpenCourseWare Update" e-newsletter.  Support OCWIf you like Chalk Radio and OpenCourseware,donateto help keep these programs going!  CreditsSarah Hansen, host and producer Brett Paci, producer  Dave Lishansky, producer Show notes by Peter Chipman

In this episode we meet Haynes Miller, Professor Emeritus of Mathematics, who in his 35+ years of active teaching at MIT has done much to shape the institute's math curriculum. Prof. Miller's special focus is algebraic topology, but his teaching has encompassed a wide range of other topics from differential equations to number theory, and he has a special interest in teaching undergraduates. Join us as Prof. Miller discusses math education with guest host Paige Bright, a current MIT third-year student who was one of his students in a first-year seminar and who has since acquired teaching experience of her own as the instructor for the course Introduction to Metric Spaces during the Independent Activities Period in January 2022 and 2023. Among the topics they cover in this discussion are the importance of communication in mathematics, Prof. Miller's use of computer manipulatives (which he calls “mathlets”) to engage students more actively, what “lab work” means in the context of pure mathematics, how instructors from different institutions have come together online to discuss ways to improve undergraduate math education, and what happens when you ask students to switch roles and become teachers.Relevant Resources:MIT OpenCourseWare The OCW Educator Portal 18.03 Differential Equations on OCW 18.821 Project Laboratory in Mathematics on OCW 18.915 Graduate Topology Seminar: Kan Seminar on OCW Paige Bright's course Introduction to 18.S097 Metric Spaces on OCW Prof. Miller's faculty page Prof. Miller's “manipulatives” at mathlets.org Online Seminar on Undergraduate Mathematics Education (OLSUME) Music in this episode by Blue Dot Sessions  Connect with UsIf you have a suggestion for a new episode or have used OCW to change your life or those of others, tell us your story. We'd love to hear from you! Call us @ 617-715-2517On our site On Facebook On Twitter On Instagram  Stay CurrentSubscribe to the free monthly "MIT OpenCourseWare Update" e-newsletter. Support OCWIf you like Chalk Radio and OpenCourseware, donate to help keep these programs going!  CreditsSarah Hansen, host and producer Brett Paci, producer  Dave Lishansky, producer Show notes by Peter Chipman

Eric Grimson is MIT's chancellor for academic advancement and interim vice president for Open Learning; he's also a longstanding professor of computer science and medical engineering. In this episode, Prof. Grimson shares his thoughts on in-person and online education. We learn that he rehearses each lecture one, two, or even three times before coming to the classroom, and that he often pauses in his speech when lecturing to avoid distracting his students with “um”s and “ah”s and similar disfluencies. But though some of the techniques he describes might seem to reflect a view of teaching as performance, Grimson firmly believes that education should be a dialogue rather than a monologue—that students should be engaged as partners in the exploration of the material, even in an introductory-level class. “Anybody with enough curiosity ought to be able to explore a field,” he says, “and we ought to be able to teach at a level that opens it up to them.” The same conviction underlies his commitment to sharing his expertise online, whether by publishing his course materials on MIT OpenCourseWare or through purpose-built MOOCs on MITx. [Warning: this episode also includes numerous bad jokes!]     Relevant Resources:MIT OpenCourseWare The OCW Educator Portal 6.0001 Introduction to Computer Science and Programming in Python on OCW 6.0002 Introduction To Computational Thinking And Data Science on OCWProfessor Grimson's faculty page Music in this episode by Blue Dot Sessions  Connect with UsIf you have a suggestion for a new episode or have used OCW to change your life or those of others, tell us your story. We'd love to hear from you! Call us @ 617-715-2517On our siteOn Facebook On Twitter On Instagram  Stay CurrentSubscribe to the free monthly "MIT OpenCourseWare Update" e-newsletter. Support OCWIf you like Chalk Radio and OpenCourseware, donate to help keep these programs going! CreditsSarah Hansen, host and producer Brett Paci, producer  Dave Lishansky, producer Show notes by Peter Chipman

Making your courses engaging is always the goal, but it's something that's easier said than done. But, Josh Comeau has several strategies that he uses to ensure that his content is as engaging to learners as possible.There's the element of active practice. A learner shouldn't be able to go through 100% of a course's content on their phone. Exercises are a great way to get the learner involved. By giving the learner a chance to struggle with something you give them an opportunity to think about what they learned deeper, and potentially reach a lightbulb moment. Another technique Josh uses is to make his content multimodal, which is a fancy term for using multiple mediums. His lessons will have both written and video content so that learners switch gears and learn in different ways. Josh also discusses how it took him much longer than expected to build his custom platform, how he designs his courses with expanding bullet outlines, the maintenance he's done on his course, and how the strength of his following helped him launch the CSS for JS successfully.LinksTwitter - Josh W. ComeauWebsite - Josh W. ComeauCSS for JavaScript Developers

If you've ever taken a course on the internet you may have come across an exercise or some kind example that just left you thinkingokay but why?This lack of real-world context is a problem that a lot of courses suffer from.Creating examples that are engaging learners, isolates the skill being used, while also showing off the context in which the skill is used takes time and expertise but the payoff is well worth it. It's not just examples/exercises though. Creating an engaging environment to learn in is important. Angie Jones has a ton of advice in this episode and talks about what she did at Test Automation University to build that environment.The true goal of all this work is to improve the outcomes of your learners. Making sure that you are giving them the means to succeed and stay committed to their learning goals on your platform. If you stay true to this goal, you'll both improve the lives of your learners and the success of your business.

Given all we hear about the pandemic, learning loss, and mental health issues in K-12, how will Covid-era kids fare as they leave high school behind, and what will the ripple effect be on colleges and universities over the next decade-plus?Relevant Links:The Stolen Year: How COVID Changed Children's Lives, and Where We Go Now , Anya KamentezFrom Reopen to ReinventRethinking Student Success Strategies for Engaging Learners in a Post-Pandemic Era by Jeff Selingo  

This episode is available in Arabic. In this episode, presented in Arabic, we hear from Jihad Mahmoud, Principal of the main school within Al Mahmoudli camp for internally displaced persons in al-Raqqa, Syria, run by Action for Humanity. Jihad shares his experience implementing various distance learning programs in no-tech scenarios. This episode is hosted by Dr. Mona Younes, Founder and Principal at Beyond Borders and member of the INEE Distance Education Reference Group.  For more information about INEE, visit our website and join for free. This podcast was made possible with support from USAID.

Engaging Learners in learning content is every instructional designer's goal.  Why is it so hard to do? Why do so many instructional designers struggle to make engaging learning experiences?Karl Kapp joins us to share his wisdom about learner engagement.  It turns out that engaging learners is not as mysterious as we thought.  Karl is the author, and host, of ten LinkedIn Learning courses including the popular " Learning How to Increase Learner Engagement".  In his years as an award-winning professor of Instructional Technology at Bloomsburg University he's seen it all.  He teaches game design, gamification classes and online learning design. Games, gamification, and playing to learn, are just a few of the strategies he teaches.  Karl's work explores the research, theoretical foundations and practical application of gamification, game-thinking and activity-based learning to organizational performance issues. His goal is to help organizations create engaging learning experiences through intelligent, research-based application of instructional strategies and techniques. He shares his expertise and knowledge through consulting, workshops and one-on-one mentoring with start-up firms, Fortune 100 companies and various governmental agencies.Many L&D professionals popular on social media are graduates of Karl's program.  He's a legend. This is an episode you don't want to miss.Become virtual friends with the IDIODC gang on Twitter. Remember you can always stay in the loop by searching through the #IDIODC tag:Brent: @BSchlenkerChris: @Chris_V_WIDIODC: @TeamIDIODC Brent Schlenker is dominKnow's Community Manager. Chris Van Wingerden is dominKnow's Sr. VP Learning Solutions. Want to join us live? Follow us on Crowdcast: https://www.crowdcast.io/dominknow

This episode is a part of our Ask Ashley Segment where Ashley Caudill and Jenny Quarles will answer instructional design related questions submitted by faculty.  Join Ashley and Jenny as they discuss ways in which you can motivate learners and get them engaged in your content.

On the 30th episode of EdUp EdTech, I got to chat with Camila Oliveira, who is an Educational Consultant at ALL In Learning. During this episode, we chat about how ALL In Learning is changing and improving student engagement through the use of clickers. The clickers allow for instant feedback to the teacher and engages all students through questioning without any preparation for the teacher. ALL in Learning provides "work with educators to provide common-sense applications for the classroom" and helps educators! They have an amazing referral program for teachers, too! Go here to check out more about this fabulous platform and sign up today! More About Camila Camila is a former teacher for the Florida Public School System as well as the Department of Defense. She found her way to EdTech and ALL In Learning by writing a “Dear John” letter to the classroom and posted it to LinkedIn. One thing led to another and through some networking, Camila was instantly drawn to working for ALL In Learning. Connect with Camilia Oliveira and ALL In Learning on Social Media: LinkedIn | Facebook | Twitter Connect with the host: Holly Owens Join the EdUp community at The EdUp Experience! Follow us the EdUp Experience - https://www.edupexperience.com/ We Make Education Your Business!

We've discussed at length that the Time Is Now to reimagine the Education space. We spoke with someone who is taking action to do just that. Beau, Founder & CEO of @solcademy, has created a Simple Online Learning platform that champions teachers to create and share video lessons that are Culturally Responsive and help bridge the achievement gap. Originally aired on February 11th, 2020. We'd greatly appreciate it if you left us a 5-star review on iTunes or Stitcher. TUNE IN to the LIVE SHOW via Facebook or YouTube (search 2BE Podcast) @ 8 PM EST twice monthly on Thursdays. Connect with us... On Twitter @2BEPodcast (https://twitter.com/2BEPodcast) On Instagram @2BEPodcast (https://www.instagram.com/2BEPodcast/) On Facebook @2BEPodcast (https://www.facebook.com/2BEPodcast/) On YouTube @2BEPodcast (https://www.youtube.com/c/2BEPodcast) --- This episode is sponsored by · Anchor: The easiest way to make a podcast. https://anchor.fm/app --- Send in a voice message: https://anchor.fm/2-be-podcast/message Support this podcast: https://anchor.fm/2-be-podcast/support

Jessica Kitzman and I connected through the Stay Home Gallery where we are both represented for 2021!! It has been such a joy to get to know her and her art practice through the gallery and it was nice to connect about teaching in this conversation. Jessica talked about her path to teaching through Americorps and how being in a classroom full of kids making art re-ignited her art practice. She shared how discovering TAB and shifting to a choice-based pedagogy felt right and led her to expand her own art career as well. “Opening up freedom for my students did the same for me.” Being intentional about our choices as teachers and holding ourselves accountable for who, what, and how we share with students is so important. I loved hearing about her work and the ideas she’s exploring through materials with so much embedded meaning. She uses thrifted fabrics, National Geographic magazines handed down from her grandparents, and scraps with layers of meaning. The way she has shifted her practice over time was inspiring. Jessica moved from photography to painting to playing with materials inspired by her students. She shared how her concepts and the way she was writing about her work drove her work to shift and pushed her to explore textiles. It felt powerful in vulnerability to hear how her use of scraps is a metaphor for her own life - she said “I was in pieces also” and talked about putting the pieces back together in this textile practice that is connected to her collage work. I’m excited to see how her work evolves! Jessica Kitzman lives in Minneapolis, MN and currently teaches photography at Richfield High School. Jessica has taught art since earning an MAT at the School of Visual Arts, NYC in 2009, and has taught all grades, K-12. Jessica is a working artist represented by Stay Home Gallery in Tennessee. She works primarily with collage and textiles, exploring personal/cultural history and the identity tensions of queer single motherhood. She has been a contributing art educator for 2 publications from the Teachers College Press at Columbia, Studio Thinking from the Start, and Engaging Learners through Artmaking. Both of these publications frame the classroom as the studio and the child as the artist and advocate for creative agency and power for all kids, a value central to her teaching practice. Blog post with links and images Jessicakitzman.com Stayhomegallery.com @jessicakitzman_xylem www.teachingartistpodcast.com/featured-artist-lisa-foster/ . . . Follow: @teachingartistpodcast @pottsart View the "Catharsis" exhibit at exhibit.teachingartistpodcast.com Support this podcast. Subscribe, leave a review, or see more ways to support here (https://www.teachingartistpodcast.com/support/). We also offer opportunities for artists! (https://www.teachingartistpodcast.com/opportunities/) --- Send in a voice message: https://anchor.fm/teachingartistpodcast/message Support this podcast: https://anchor.fm/teachingartistpodcast/support

Dr. Cynthia Sistek-Chandler shares her journey in Episode #107 as she became a teacher, staff developer, trainer, and professor of educational technology. She works with school sites and with cadres of learners at National University and at San Diego County Office of Education.

About Jon Jon is an experienced senior leader and current deputy headteacher working in a large and diverse secondary school in Middlesbrough. As a classroom teacher he has experience of working in 3 different North East schools for over 15 years. Trained as a Physical Education teacher, Jon taught both boys and girls PE for over 10 years as well as more recently teaching Computer Science. Jon is an expert in teaching and learning and is responsible for the strategic leadership of the quality of teaching in his school. Jon has also been recognised by Microsoft as one of their Microsoft Innovative Educator Experts and forms part of their global educator visionary team, showcasing how technology can pave the way to better student outcomes. Jon regularly writes for his own education blog on topics about strategic school leadership and classroom pedagogy. He also is a regular education blogger for various UK education websites and contributes regular thoughts and think pieces on topical matters across the education landscape. Jon is also a published author for Bloomsbury Publishing – ‘100 Ideas on Engaging Learners’ (published August 2017) and ‘Senior Leadership’ for the Bloomsbury CPD Library (due to be published summer 2018). This weeks book Teaching Rebooted uncovers the most important pieces of educational research on the science of learning, helping teachers to understand how we learn and retain information. Jon Tait explores strategies such as metacognition, interleaving, dual coding and retrieval practice, examining the evidence behind each approach and providing practical ideas to embed them in classroom practice. This pick-up-and-go manual highlights some of the classroom fads that have come and gone to allow readers to reflect on their practice and decision-making. It offers practical tips to help teachers change what they are doing in the classroom straightaway, bridging the gap between academic research and day-to-day practice for teachers at any stage of their career. Written by an experienced senior leader responsible for teaching and learning, school improvement, professional development and educational research, this guide will help reboot teaching so it is both evidence informed and effective. TDT section We have Michelle in conversation with Kathryn Morgan on collaboration and they kick off this weeks show Next week: Running the Room with Tom Bennett --- Send in a voice message: https://anchor.fm/naylorsnatter/message

Crafting experiences, Engaging Learners, building scenarios, enabling teamwork and strategic thinking - are we talking about instructional designers or dungeon masters here? In this episode, Christy Tucker, Matt Pierce, Jonathan Rock and host Luis Malbas, gathered to talk about the similarities between role playing games and instructional design. There's a good amount of overlap and it's no surprise there was lots to discuss about the similarities. If you're someone that's played Dungeons and Dragons or curious about role playing games - and are looking for some inspiration or adding a new perspective to your instructional design, this could be a great episode to listen to.

Given the new semester will be beginning soon for most of us, and the continued uncertainty and impending challenges associated with PETE in the COVID-19 era, we felt it important to focus this meeting of the collaborative on strategies and approaches for online and remote learning. The focus/title of the session is: Forward-thinking Solutions to Engaging Learners and Faculty within University PETE Fall 2020 and Beyond This PETE Collaborative was recorded on August 13, 2020

Online training has become very popular! This episode we learn how to transition in-person training to a virtual format. We are joined by Annie Gebhardt, who shares with us some of the best practices to make online training interactive and engaging. Be sure to also check out the accompanying resource on Engaging Learners in Active Online Training. Visit www.pcar.org/podcasts for show notes and transcripts. 

When we put together a Webinar called “A Why-To and a How-To: Virtual Conferences in the COVID-19 Era,” we reserved ample time for Q&A. We solicited questions from registrants in advance of the session, and we took questions during the live session. Of the nearly 200 questions we received, engagement emerged as a clear area of […] The post Engaging Learners in Virtual Conferences: What You Can Try Online appeared first on Leading Learning.

What kind of activities adds value to training? Is lecture the best way to teach? How about role-play? Is it worth the sideways looks from participants when you tell them to act out a scenario?On the podcast this week, Becky Pluth author and CEO at the Bob Pike Group sits down with us to talk about how they approach learner engagement. During this episode she talks about some of the research behind how we engage our learners, the difference between activities that add value and activities that don't add value, and some science-backed tips on how to engage learners both in-person and virtually.

David Ortega, Language Technology Specialist in the Center for Language Study at Yale University, discusses strategies for engaging learners remotely. #わびさび #侘寂

It seems like everyone wants to make a movie these days. Well, perhaps not a movie, but at least a video that can record fun and precious moments of life. And the high quality cameras that we see in mobile phones these days makes that easier than ever. But what if we made movies or short films as a learning exercise at school? And not just learning about film making itself, but about subject content, like English, History, Science or Maths. My guest today is Lindsay Moss from Startime Studios, and that’s exactly what he’s helping students to do, through the art of film making. That’s right, in addition to what you might call traditional methods of teaching, Startime is helping students explore the opportunities offered by film and media. Lindsay says that the responses from students and teachers has been very enthusiastic, and that kids just love to be in front of a camera. No surprises then that it’s easy to get them involved. It’s a connection that Lindsay hadn’t quite planned for, but one that’s making a positive difference in the lives of many students and teachers.For more information, visit http://www.startime.com.auThis podcast is brought to you by Sentral. For information on proved web-based school management platform software, visit http://www.sentral.com.au

Bonni Stachowiak shares about engaging learners in large classes on episode 273 of the Teaching in Higher Ed podcast

Peter Felten discusses the research on engaging learners on episode 216 of the Teaching in Higher Ed podcast.

This week, Matt and Courtney talk about how to engage learners at all levels using the QFT process. Follow us on Facebook and on Twitter @plearnmc, @eatsleepstats, @belolanc and check out the website at plearnmc.weebly.com for the parking lot!https://www.amazon.com/Make-Just-One-Change-Questions/dp/1612500994/ref=sr_1_1?ie=UTF8&qid=1504816453&sr=8-1&keywords=right+question+institute

This week, Matt and Courtney talk about how to engage learners at all levels using the QFT process. Follow us on Facebook and on Twitter @plearnmc, @eatsleepstats, @belolanc and check out the website at plearnmc.weebly.com for the parking lot!https://www.amazon.com/Make-Just-One-Change-Questions/dp/1612500994/ref=sr_1_1?ie=UTF8&qid=1504816453&sr=8-1&keywords=right+question+institute

Melissa Purtee and Ian Sands, authors of The Open Art Room, join Tim to discuss their new book and choice based art education. They talk about the transition teachers make when moving toward choice-based education and how that compares with traditional pedagogy. Listen as they cover the story of writing The Open Art Room (4:15), whether you can put a framework toward choice-based teaching (10:00), and the idea of how much choice each teacher should offer (15:45). Resources and Links: You can order The Open Art Room here. Use the code OAR15 for 15% off the price (good through October 1st). Melissa mentioned Engaging Learners as a great text for elementary choice See all of Melissa’s AOE articles And Ian’s articles are here

About Episode 27: Humanizing online learning is arguably more important than ever as new technologies enable greater scale, efficiency, and personalization. Tom and Kelvin are joined by Dr. Bonni Stachowiak in thoughtfully exploring the human element in online teaching and learning. Download Transcript [PDF, RTF] Episode 27 Show Notes: Episode Synopsis via Twitter View complete list of episode highlights via Twitter Coffee Links Coffee Profile: Costa Rica Tarbaca Tarrazu Coffee (featured in this episode) Buddy Brew Coffee Craft Roasters in Tampa, FL Content Links Dr. Bonni Stachowiak’s Bio Bonni’s Podcast: "Teaching in Higher Ed" TOPcast Ep #20: “Professional Development Through Podcasting" (with Bonni Stachowiak) OLC Accelerate 2016 Keynote by Minerva Schools’ Stephen Kosslyn (Mentioned in this episode) "Empathy Toward Greater Inclusion" (Ep #126 of Teaching in Higher Ed) Harold Jarche’s “Personal Knowledge Mastery" “Engaging Learners" (Ep #107 of Teaching in Higher Ed with Gardner Campbell) Additional Resources HumanizED Podcast (hosted by Michelle Pacansky-Brock) "Humanizing Online Teaching and Learning: The Quest for Authenticity" (in EDUCAUSE Review)

As tertiary education becomes more blended student engagement is harder to take for granted, requiring more active leadership and management. This keynote shares insights on assessing and enhancing student engagement, drawing from 15 years working with hundreds of institutions. The presentation clarifies the concept, takes stock of prevailing contexts, looks at key research findings, and advances suggestions for engaging learners with blended higher education.

This week, Justin Anderson is joined by James McLuckie and Andrew McGlyn to discuss ways of driving engagement with L&D resources. They also offer some useful tips on how to break the ice when networking. Want to share your thoughts on the show? Then find us on Twitter: @JamesMcLuckie, @amcglynGP or @WriterJustin . You can also tweet @GoodPractice or visit http://www.goodpractice.com/home/

Gardner Campbell talks about engaging learners. Quotes Learning is an enormously powerful and eventful kind of experience. —Gardner Campbell Recognize that great ideas of all kinds come from all kinds of people at all stages of their knowledge. —Gardner Campbell There are some great ideas that are forever closed off to an expert because he […]

Description: This is part of a Skype conversation with Michelle Baldwin, Laurel Beaton and I. Michelle and Laurel discuss their different schools, and despite the contrast in programs, a common theme was making learning more engaging and meaningful for students.   Show Notes: (Listen Now!) Michelle Baldwin (@michellek107) My name is …

A series of screencasts showing people how to bend and stretch Moodle to allow for authentic, web 2.0 style, participatory engagement and learning for their students. These screencasts will be accompanied by support files where appropriate, such as backed-up Moodle courses that can be restored on people’s sites as well as any instructional material such as worksheets in pdf form. I’d also like to provide some way for people to screencast their own work in Moodle and share with the rest of the community - perhaps using screen-o-matic, a free screencasting tool that works from your browser. This will allow other people to share new ways they have used Moodle.

A series of screencasts showing people how to bend and stretch Moodle to allow for authentic, web 2.0 style, participatory engagement and learning for their students. These screencasts will be accompanied by support files where appropriate, such as backed-up Moodle courses that can be restored on people’s sites as well as any instructional material such as worksheets in pdf form. I’d also like to provide some way for people to screencast their own work in Moodle and share with the rest of the community - perhaps using screen-o-matic, a free screencasting tool that works from your browser. This will allow other people to share new ways they have used Moodle.