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What initiatives are supporting teachers and students to co-create games together? Hear from educators, gaming companies, and researchers on the evolution of games-based learning from “content” to “creation”.
What is personalized learning? What is it not? Is there an evidence base yet for personalised learning and what does the research evidence show us about the contexts where personalized learning works best? What is the role of student, software and teacher in a personalised learning context? What questions should we be asking?
How do we get beyond the tick-box or bubble filling exercise of exams and tests, whilst also measuring ‘progress’? We delve into ideas around ‘invisible assessment’ and question who benefits from‘traditional’ and re-imagined forms of assessment, including games-based assessment. Can ‘tests’ be fun and should they be? How do we measure collaboration?
We dip into the world of VR and mixed reality to uncover what high-cost, high-risk learning opportunities are being made more accessible to all by this technology. How are academics measuring the learning outcomes of VR and simulation and what are the quantifiable cost savings and impacts for various learning and training environments? When is VR right for education, and when is it superfluous? We also end our first five episodes with practical suggestions for educators: mindful skepticism, resist fear, understand that you can start small and grow, and avoid technology for technology’s sake. This last one is harder than it sounds – many new technologies wow us but do not have useful application to education.
This week we are looking at language learning and tech. How we learn languages is changing. Apps, MOOCs, Chatbots and online tutoring services have all worked to reduce the time and investment needed to pick up and master a language. At the more extreme end some advanced technologies have even brought into question whether learning a language in the traditional sense will be needed in the future. And, should it be humans or machines testing second language acquisition? Find out in episode 99!
This week we’ve got a throw back to a meet up in October of this year where we looked at demystifying investment in edtech. This episode is one for the start ups listening in, though educators may find it interesting to hear about where money is being spent and how start ups are going about building their innovations around the world. First up you will hear a quick word from Richard Male at the UFI Charitable Fund for Vocational Technology on what funding is out there for post-16 edtech, next a quick word from Jo Sayers at ELTJam with word on investment from publishers SAGE and then into a brilliant speech from Ben Drury, Co-Founder and CEO at Yoto, on “What have I learnt about fundraising and investment in the past 10 years” replete with anecdotes and advice on when to act like a politician and ps. KNOW YOUR NUMBERS!
Takeover time! The benefits of digital education are many. But, there are challenges to overcome. In this podcast, hear from Jim Cooper, the President and CEO, of Maplesoft and Nicola Wilkin, Director of Education College of Engineering and Physical Sciences, at the University of Birmingham to explore benefits, challenges and a few best practice tips for online education.
In this episode we explore what play-based learning means to one of the world’s biggest brands in play, an award-winning primary school pedagogical leader and a human-centred design thinker.
http://traffic.libsyn.com/theedtechpodcast/LEGO_Play.mp3Podcast: Play in new window | DownloadWelcome to this episode of The Edtech Podcast, where we are in takeover mode with Lego Education. What’s in this episode? In a paper by N V Scarfe in 1962 entitled “Play is Education” Einstein is quoted as saying “The Desire to arrive finally at logically connected concepts is […]
In this episode we look at how to maintain responsible and calm digital citizenship at a time of screaming headlines, whilst also looking at the necessary ethical and philosophical questions which come with advanced technology. We also review what the future of work might look like, following research conducted by Pearson and Nesta on the future of skills and employment in 2030.