The Digital Education newsletter, by Terry
A couple of years ago someone said to me that they like my newsletter, Digital Education, although it looks a bit old-fashioned. I thought about that, and whether I wanted to update the look of it, but decided not to, for two main reasons.
Read MoreI remember this exhibtion: it was pretty good, and I’m not somebody who is easily impressed. I thought the ideas were very creative, and I liked the interactivity.
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These pdfs, on converting a course to an online course, and tips for teaching online, were written a few years ago but still contain actionable suggestions.
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I wrote and published this more than ten years ago (in 2014). Apart from the fact that some terminology has changed and some resources are no longer available, it is still relevant. What a sad situation.
Read More(Formatting error corrected) “…as AI algorithms became more sophisticated, they began to mimic the writer's unique style seamlessly, subsequently rendering the human writer obsolete.”
Read More“…as AI algorithms became more sophisticated, they began to mimic the writer's unique style seamlessly, subsequently rendering the human writer obsolete.”
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Photo by Julius Drost on Unsplash
Magicians demonstrate that some kinds of human mistake are not down to stupidity or negligence but about how our brains are wired. Computer Scientists have to understand this too but instead engineer systems so no one makes mistakes – especially in critical situations like a hospital. The machines need to help not hinder. Professor Paul Curzon explains...Programming languages are meant to be useful, right? I mean, I didn’t miss a memo or anything? That’s what I thought too. However…
Read MoreAt some point soon I shall be sending out the latest issue of Digital Education. It contains a lot of useful links, analysis of recent reports and some very interesting reading. It should have gone out this weekend, but I’ve added more to it.
Read MoreAt some point this weekend I shall be sending out the latest issue of Digital Education. It contains a lot of useful links, analysis of recent reports and some very interesting reading.
Read MoreTrying to be helpful to pupils while assessing their understanding could actually be counter-productive.
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DigEd xmas, by Terry Freedman
Coming soon (probably tomorrow, 21st December 2021), a bumper small edition of my esteemed newsletter. It contains some interesting stuff, including advanced notice of a fantastic prize draw in which you can win a ‘credit card'-sized microprocessor that allows you to create projects and then download them to the device. It includes 25 LEDs and a sounder allowing you to create music.
Read MoreApparently, only 18% of schools say that they rely on the Department for Education for advice and guidance on what to use and for procurement. I’m surprised it’s that high.
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Nothing esoteric about this! VB example, by Terry Freedman
Programming languages are meant to be useful, right? I mean, I didn’t miss a memo or anything? That’s what I thought too. However…
Read MoreA few weeks ago I put together a collection of articles on using Zoom, good practice, etc etc, and bundled them into a PDF. You can get this for free just by signing up to my newsletter, Digital Education, using the link in this article.
Read MoreIn case you missed this when I posted it during half-term… I’ve written a long article about how I converted a course I’d taught in a classroom to one I was able to teach online. You can grab a checklist version of it in the form of a pdf by signing up to my newsletter, Digital Education, which is free.
Read MoreA lot of inspectors judged how good the subject was being taught by how nicely formatted the kids' work was.
Read MoreIn case you missed this when I posted it during half-term… I’ve written a long article about how I converted a course I’d taught in a classroom to one I was able to teach online.
Read MoreI’ve written a long article about how I converted a course I’d taught in a classroom to one I was able to teach online.
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Me after writing the article
Adult learners may have different characteristics from younger ones (at least theoretically), but decisions like matching the technology to ones pedagogy, how to assess progress, what resources to use, how to conduct discussions — all these, surely, are pretty much the same challenge in both cases?
Read More(c) Terry Freedman All Rights Reserved