The Knowledge Network for Innovations in Learning and Teaching (KNILT)
A Network of Knowledge Created by and for 21st Century Educators
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Welcome to KNILT, an open online knowledge space where educators can find, share, and develop new ideas to reform and improve education in the 21st century.
There is a growing demand for schools to continually improve and innovate in order to better prepare students for productive careers and social lives in a rapidly changing world. The Knowledge Network for Innovations in Learning and Teaching (KNILT) project, directed by Dr. Jianwei Zhang, has been piloted as an open knowledge network created by/for educators to share and advance our collective know-how about productive learning in the 21st century.
The initial group of members and contributors in this wiki-based network are graduate students in the Department of Educational Theory and Practice at the University at Albany (e.g. students in ETAP 623 Systematic Design of Instruction). The contributors are mostly in-service/pre-service teachers and instructors, training professionals, and information technology specialists. Our goal is to use our knowledge of learning, teaching, and technology to produce a suite of professional development resources and opportunities. More than 500 mini-courses have been created through elaborated instructional design processes. These online resources and ongoing interactions leveraged can help educators of different levels to understand new learning approaches, environments, tools, and assessments in support of their efforts for educational improvement.
Efforts are made to further extend this network to a broader community of teachers who are committed to educational innovation. The open resources and interactions in this network will support teachers' learning, collaboration, and inquiry as they explore new visions and practices to meet the 21st century needs.
Please check Index by subject for a list of mini-courses and instructional case reports that might be interesting to you. Below are a few examples. Check out the Repository of Mini-Courses and Instructional Cases for many more mini-courses and cases.
Improve STEM learning and teaching
- Melissa Connor | Using Visualizations to Teach Mathematics with Understanding (Spring 2015 Mini-Course)
- Jamie J Woodcock: Models: an Instructional Tool
- Katie Matthews: Integrating Student Response Systems in Mathematics Instruction
- Catherine Strattner: Integrating Metacognitive Development in Mathematics Instruction
- Scott Beiter: Teaching for Conceptual Change
- Nicole Gallo: Formative Assessment in PBL Math
Improve literacy learning and language teaching
- Anna Maria Wing: Writing Instruction using Computer-Supported Collaborative Learning
- Cheyenne Whirley: Digital Storytelling Course
- Melissa Filotas: Promoting Reading Comprehension in the Early Grades
- Diane Hamilton: Developing Phonemic Awareness in Kindergarten Children
- Deborah Byrne: Teaching with Primary Source Documents
- Sue Rappazzo: Understanding Dyslexia and Severe Reading Disabilities
- Elise Nash Weiss: Understanding Learning Disabilities and the Learning Disabled
- Christopher Poulopoulos: Creating a Bully Free Environment
How to teach online
- Terri Burke: Exploring Open Educational Resources
- Anne Canale Stalnecker: Facilitating Effective Online Discourse
- Mary Huffman: Assessing for Understanding in Online Courses
- Suzanne Hayes: Developing Learning Communities Through Blended Learning Activities
New technology and new classroom practices across curriculum areas
- Allison Hubbs: Creating Authentic Assessment
- Joy Stephenson: Incorporating Virtual Field Trips
- Ryann Conlan: Integrating Google Classroom in the Classroom
- Laura Bartlett: Understanding and Integrating Interactive Student Notebooks in the Secondary Classroom
- Abigail Moskovits: Effective Questioning in the Classroom
- Kelly Geddes: Concept Mapping Across The Curriculum
- Elise N. Weiss: Teaching and Learning with Wikis
This network is designed and managed by The Technology and Co-Creativity in Learning (TaCCL) Lab directed by Dr. Jianwei Zhang at the University at Albany, SUNY. Special thanks to the staffs of UAlbany's Academic and Research Computing Center (ARCC) for their strong ongoing support.