"Established following the Millennium Summit of the United Nations in 2000, the Millennium Development Goals were formed to galvanise efforts to meet the needs of the world's poorest. Eight goals were defined and twenty-one targets were set to be completed by 2015. / To mark the final year of this programme, Taylor & Francis Group are delighted to be offering free access to selected research related to each of the eight Millennium Development Goals" (¶¶1-2, 2015.11.17). The offer of free access apparently will expire at the end of November 2015 (Goal 7: Ensure Environmental Sustainability,¶3, http://goo.gl/zjYrCb).
In this post, Nigel Coutts shared a story of collective teacher development activity that focused on online teacher discussion regarding visual note-making with students. He provided a model for other teachers ready to take the leap into cyber-teacher development–or considering doing so, suggesting: "Most teachers recognise the potential for collaboration between students and the importance of it as a component of a 21st Century education[,] and yet many do not take full advantage of the opportunities they have for collaboration as teachers. Others have found the benefits and willingly share ideas gathered from their personal learning network" (2015.11.01, ¶1).
In this Entrepreneur.com blog post, staf writer Laura Entis recap's learning tips from "Nate Kornell, an associate professor of cognitive psychology at Williams College who studies learning strategies" (¶2).
Towards the end of this book review Barlow noted: "Many colleges have processes certifying teachers in uses of technology, yet I have heard of none that certifies its technologists in the ways of teaching or in educational psychology."
"The 2012 Guidelines are available online, supported with glossed terminology and annotated, multimedia samples of performance at each level for speaking and writing, and examples of oral and written texts and tasks associated with each level for reading and writing. ESL teachers will be particularly interested in exploring the English Proficiency Guidelines online." (Cutshall, 2015, ¶18, 2015.11.09)
One important lesson I've learned about multi-institutional collaborations involves alignment. It's critical from the beginning to not be in a rush. A collaboration needs to have a clearly aligned purpose behind it.
Part of the issue here, I think, is that people confuse the word collaboration with the word cooperation. In common language, we use those terms almost interchangeably, but they're very different concepts.
Collaborations are hard. They require a lot of energy. They bring huge benefits, but no one should enter into a collaboration lightly. You can enter into cooperation lightly, because it's always good to be cooperative, but you need to be much more intentional about collaborations.
A second lesson I've learned about multi-institutional collaborations involves how challenging it is to design collaborations and systems that are adaptive, that respond to the fact that the world is fundamentally a complex system. Whatever you plan, there's going to be a change somewhere down the line, and you're going to have to respond to that change.