We need adaptive learners, not adaptive learning

July 26, 2016

Adaptive Learners, Not Adaptive Learning

Geaorge Siemens | eLearnspace

  • The adaptive or personalized learning emerging marketplace has been referred to as the “holy grail” of education, but the weakness of today’s adaptive learning software is the heavy emphasis on content and curriculum. We have to shift education from focusing mainly on the acquisition of knowledge (the central underpinning of most adaptive learning software today) to the development of learner states of being (affect, emotion, self-regulation, goal setting). What we need to do today is create adaptive learners rather than adaptive learning.

The Role of Higher Education in Entrepreneurship


  • The relationship of the university with society changes continuously. The 21st-century university will engage more fully with society than at any time in its past and entrepreneurship — the translation of ideas into products and actions — will make that possible. The MIT recently announced the $5 billion Campaign for a Better World to accelerate “the path from idea to impact,” converting the fundamental knowledge that grows at the university into real things and real actions that have real consequences for real people. That translation is the role of the university in entrepreneurship.

Leading Disruptive Change in Education

Harvard Graduate School of Education

  • From Teach For America to Khan Academy, innovative initiatives have been popping up in the world of education over the last several years, all looking to change the way things are done in the field. "So much of the world around us is being improved ... by creative, smart, passionate people," says Rick Hess, so why wouldn't educators get in on it? Hess discusses his book Educational Entrepreneurship Today, and reflects on what it takes to be a successful entrepreneur — both in and outside of education.

How Teachers Can See Students’ Identities As Learning Strengths


  • In his new book For White Folks Who Teach in the Hood: and the Rest of Y’all Too, Dr. Christopher Emdin writes that when teachers adopt what he calls “reality pedagogy” they can bridge the gap between themselves and their students and reach deeper levels of content learning. Teaching with reality pedagogy means opening up space for, and actively valuing, students’ expertise on their own lives and giving them some teaching responsibilities.

What Powers Project-Based Learning? New Technology Provides the Answer

Getting Smart

  • Most people think of blockchain as a financial technology: innovation that allow more secure and seamless transactions around money and other assets. Yet some organizations are beginning to consider their potential application in education. What if we could have more secure and seamless transactions in service of project-based learning? Here are three ways smart transactional models could help power project-based learning.

Nonacademic Skills Are the Necessary Foundation for Learning

Education Week

  • A growing body of research, drawn from the science of child development, demonstrates the extent of the impact that nonacademic and social-emotional skills—such as self-regulation, problem-solving, social awareness, and growth mindset—have on academic outcomes and success in the workforce and in life. While some label these skills as supplemental, recent studies have shown that what we have long considered to be the softer side of education is requisite for success.

Building Students' Cognitive Flexibility


  • In today's world, the skillsets of cognitive flexibility are more critical and valuable than ever before: self-management, organizing, making thoughtful decisions, planning for goals, media literacy, flexible thinking, and creative innovation. Students with these skillsets will be prepared to achieve their highest potentials for cognitive flexibility and the creative cognition to embrace the as-yet-unknown opportunities awaiting them in the 21st century. Here is how teachers can guide students to activate and strengthen these skillsets.

Could Blockchain Provide the Technical Fix to Solve Science’s Reproducibility Crisis?

LSE Impact of Social Sciences

  • Blockchain technology has the capacity to make digital goods immutable, transparent, and provable. Researchers Sönke Bartling and Benedikt Fecher look at the technical aspects of blockchain and also discuss its application in the research world. Blockchain could strengthen science’s verification process, helping to make more research results reproducible, true, and useful.

Using Classroom Simulators: From Immersive Preparation for New Teachers to Assessment of Readiness to Teach (July 27)
Freeing Your Creativity Through Constraint (July 27)
Cultivating Curiosity in Your Classroom (July 28)
Establishing a Robust Student Innovation Ecosystem: Spotlight on USC Stevens Center for Innovation (July 28)

Serious Games (Jul 26-28)
MasteryCon 2016 (Jul 27-29)
Distance Teaching & Learning Conference (Aug 9-11)
Data and Analytics Summit (Sep 21-22)
World Maker Faire 2016 (Oct 1-2)
All upcoming conferences and events...

Educational Innovation Weekly Review is curated by Tecnológico de Monterrey's Observatory of Educational Innovation. With the highlights of the week on innovation, technology and education. If you require more information about a specific note, please email us: observatorio@itesm.mx. TECNOLÓGICO DE MONTERREY, 2016.

Observatory of Educational Innovation

Tecnológico de Monterrey's Observatory of Educational Innovation: We identify and analyze the educational innovation trends that are shaping the future of learning and education. 

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