Serendipity35

In my years developing online courses starting at the turn of the century, we discovered quickly that students had no interest in recorded 90-minute lectures on tapes, CDs, DVDs, and eventually online. They hit the fast-forward button frequently.

I had learned in my secondary teaching years before my higher ed years that chunking material was essential.  Chunking is the process of breaking down instructional materials into smaller, "bite-sized" pieces and then arranging them in a sequence that makes it easier for your learners to learn the material. Think of how we write phone numbers: 800-289-9246 rather than 8002899246. We do it for dates, we make categories, chapters, heading, subheadings, menus.

The more current term for this seems to be "microlearning" which is used in education and professional development. These short, focused bursts of learning, are often delivered in the form of videos. Proponents will say that this is also effective for time-poor and attention-deficient learners, though that is arguable. 

We know that video accounts for the vast majority of Internet traffic. Of course, it's not all learning. In fact, much of it is entertainment, but educators can learn from how entertainment uses video and media. All those short clips from late-night talk shows or Saturday Night Live get far more views than would a full version of the show.

The effectiveness of microlearning depends on a range of factors: the quality of the materials being delivered, the context in which they are being consumed, and the learning objectives of the individual.

Microlearning in education, especially online, can include:
Text (in phrases, short paragraphs)
Images (photos, illustrations)
Videos (of the short variety)
Audio (also short)
Tests and Quizzes (yes, shorter is better)
Games (such as simple single-screen challenges)

MORE
https://www.umass.edu/ctl/resources/how-do-i/how-do-i-chunk-content-increase-learning

https://thepeakperformancecenter.com/educational-learning/thinking/chunking/chunking-as-a-learning-strategy/

https://elearningindustry.com/what-is-microlearning-benefits-best-practices

Google recently introduced a new feature to their Workplace suite that they call "Help Me Write." This generative AI will first appear in Gmail and Google Docs. At the moment, it's available to a select audience of invited testers.

Like other generative AI, you will be able to enter a prompt and have a first draft created. for you.,An example Google shared is not having it write a paper for your English class, though it will probably be able to do that. They show the example of having it create a job description for a regional sales representative/

It's another AI tool that might frighten teachers because it seems to help students unfairly but I think this may be a misperception. As with other AI tools, such as the much-discussed chat GPT, I think the best thing educators can do is to introduce this to students and guide them in the ways that it can be best used and best used legitimately.

The evolution of digital literacy in classrooms will never end. Yes, these kinds of AI- assisted-writing tools present boyj opportunities and challenges for educators. But ignoring them or trying to ban them from student use is certainly not the solution. This tool and others like it are an opportunity to improve student writing skills and critical thinking. 

Google Announcements
https://blog.google/technology/ai/ai-developers-google-cloud-workspace/
https://workspace.google.com/blog/product-announcements/generative-ai

I read an article by Margot Machol Bisnow, author of  “Raising an Entrepreneur,” who did interviews with parents who raised highly successful people. She was curious about what skills they taught their kids at an early age. A simple takeaway from her research is that one skill they all agreed on was curiosity.

Curiosity can be defined as the desire to know something but that is oversimplified. Every teacher values curiosity of some kind. Sometimes teachers find that student curiosity can be overwhelming (or even annoying) when it doesn't match the path of a lesson. Questions off the topic at hand can hijack a lesson - or they can lead to interesting discussions.

So we might define curiosity as including trying to fix something, asking good questions, wanting to know how something works and wondering how it might be done differently or better.

From the article, here are 3 things parents did with their kids that should also be part of a classroom.

1. They encouraged their kids to fix things.
2. They instilled the confidence to tackle big, real-world problems.
3. They asked hard questions.
 

Evaluation or Assessment? This was a discussion we had in my undergrad education courses. We also had it in my graduate courses. I ran workshops for college faculty discussion the differences and the hows and whys of using both things. My wife taught a graduate course on program assessment and she will tell you that the two terms are very different.

If you were told that your course or your teaching was going to be assessed this semester, or if you were told that it would be evaluated, would you consider that to mean essentially the same thing?

They are not easy things to define succinctly. Assessment is the systematic process of documenting and using empirical data to measure knowledge, skills, attitudes, and beliefs. The assessment of students or teachers is meant to improve them, not judge, grade or evaluate them.

In education, student evaluation most often focuses on grades. For instructors, an evaluation can be used as a final review to gauge the quality of instruction. It is product-oriented. It is judgmental.

I know that in my time teaching in secondary school and my time teaching in higher education, the way teachers are trained and the ways teachers are evaluated are quite different. Evaluation always occurs. Assessment may not always occur or be seen as equally important.

This discussion also recently appeared online and the kinds of questions being asked are: Is the number of times you talk in class a fair measure of evaluation? If yes, how do we address quiet but observant students? Should you have students do self-assessments and should those be part of the instructor evaluations?

We have been having these discussions for a long time. They are good discussions. Keep at it.