Caught this on the Open Culture blog, a link to this documentary from the BBC How to Make Better Decisions.

This blog post from The Atlantic (The Digital Education Revolution, Cont’d: Meet TED-Ed’s New Online Learning Platform by Megan Garber) gives more insight on the new TED-Ed platform.

In addition to templates for content and customization,

Most intriguing: Teachers can customize the lessons they create on a student-by-student basis, using the TED-Ed platform both to track individual student progress and to tailor questions to student interests and skill levels. The site offers real-time feedback to students, letting them know when they get answers right and providing hints when they get answers wrong.

You can also watch a promotional video I already added to OutFind.ca.
Sounds really cool!

The people behind the inspirational TED conferences (Technology, Entertainment, Design) have launched a new “Education” channel to pair up educators and animators in the hopes of creating awsomeness:
[youtube=http://www.youtube.com/watch?v=FfJ5XG5i2aw&w=640&h=360]

In reading the weekly newsletter from CARL, I stumbled on this blog post from Léo Charbonneau at University Affairs, discussing the following report:

Kaznowska, E., Rogers, J., and Usher, A. (2011). The State of E-Learning in Canadian
Universities, 2011: If Students Are Digital Natives, Why Don’t They Like E-Learning?
Toronto: Higher Education Strategy Associates.

“To flip” is getting a new definition in the education setting: that of delivering lectures via video or other out-of-classroom vehicles and using class time for exercises and other active learning exercises. At least, that’s my sense for a series of articles discussing the developments around Kahn Academy.

First off, Clive Thompson provides a fascinating description of the initiative in August 2011’s Wired Magazine. In a nutshell, Kahn Academy provides free training videos and exercises mainly in the math, sciences or economics fields and has been deploying classroom “operating systems” or dashboards that allow teachers to monitor in real-time the progress of each student. As Thompson points out,

Khan’s videos are anything but sophisticated. He recorded many of them in a closet at home, his voice sounding muffled on his $25 Logitech headset. But some of his fans believe that Khan has stumbled onto the secret to solving education’s middle-of-the-class mediocrity. Most notable among them is Bill Gates, whose foundation has invested $1.5 million in Khan’s site. “I’d been looking for something like this—it’s so important,” Gates says. Khan’s approach, he argues, shows that education can truly be customized, with each student getting individualized help when needed.

Not everyone agrees. Critics argue that Khan’s videos and software encourage uncreative, repetitive drilling—and leave kids staring at screens instead of interacting with real live teachers. Even Khan will acknowledge that he’s not an educational professional; he’s just a nerd who improvised a cool way to teach people things. And for better or worse, this means that he doesn’t have a consistent, comprehensive plan for overhauling school curricula.

More recently, The Economist offers a few articles this week on the subject of education reform (The great schools revolution ), education theory (The horse before the cart) and Kahn Academy (Flipping the classroom).

I have to admit that Kahn Academy is the main inspiration behind the library training videos I’ve built for the John Molson School of Business (with the invaluable help of John Bentley, at Concordia University’s Center for Teaching and Learning).

Stumbled on this: Creating short videos that support learning by Dick Moore from ToolsAndTaxonomy.com.