Marc Prensky
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University of the future is here | The Australian - 0 views
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What many educators often forget is that reading and writing, although they have enjoyed primacy for hundreds of years, are very artificial ways to communicate, store and retrieve information," he says.
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Prensky argues that only 10 per cent to 20 per cent of people in any society are highly literate and points out that YouTube already hosts more video content than was produced in the entire history of broadcast television, including millions of how-to videos that show, not tell.
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Australian internet expert, Matthew Allen from Curtin University vigorously disagrees."We have to get over the myth that mobile phones have eaten the brains of our children and talk productively about using new communications tools."There is an untapped reservoir of interest and enthusiasm, and if you can find the right tasks [that] empower students, it's like reaching a [teaching] tipping point," Allen says.
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The future role of formal education may be to help us navigate through this information in a really useful way
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shared by Kristen Della on 05 Jun 11
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Learning Theory (wikipedia) - 0 views
en.wikipedia.org/...Learning_theory_(education)
Psychology education process cognitive emotional environmental learning behavior conceptual philosophical behaviorism cognitivim constructivim objectively
shared by Kristen Della on 05 Jun 11
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In psychology and education, learning is commonly defined as a process that brings together cognitive, emotional, and environmental influences and experiences for acquiring, enhancing, or making changes in one's knowledge, skills, values, and world views (Illeris, 2000; Ormorod, 1995). Learning as a process focuses on what happens when the learning takes place. Explanations of what happens constitute learning theories. A learning theory is an attempt to describe how people and animals learn, thereby helping us understand the inherently complex process of learning. Learning theories have two chief values according to Hill (2002). One is in providing us with vocabulary and a conceptual framework for interpreting the examples of learning that we observe. The other is in suggesting where to look for solutions to practical problems. The theories do not give us solutions, but they do direct our attention to those variables that are crucial in finding solutions. There are three main categories or philosophical frameworks under which learning theories fall: behaviorism, cognitivism, and constructivism. Behaviorism focuses only on the objectively observable aspects of learning. Cognitive theories look beyond behavior to explain brain-based learning. And constructivism views learning as a process in which the learner actively constructs or builds new ideas or concepts.
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RSA Animate - Drive: The surprising truth about what motivates us - YouTube - 0 views
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An RSA Animate on Drive: The surprising truth about what motivates us by Daniel Pink
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Immediacy in the Classroom - 0 views
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ocial psychologist Albert Mehrabian has been credited with defining the concept of immediacy in terms of his "principle of immediacy," which states "people are drawn toward persons and things they like, evaluate highly, and prefer; and they avoid or move away from things they dislike, evaluate negatively, or do not prefer" (Mehrabian, 1971).
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Verbal Behaviors Calling on students by name Uses terms like "we" and "us" to refer to the class Allows for small talk and out of class conversations Gives feedback to students Asks students how they feel about things Allows students to call him/her by first name
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Immediacy is Positively Correlated with:
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Student cognitive learning (Chesebro & McCroskey, 2001; Christophel, 1990; Kelley & Gorham, 1988; Titsworth, 2001), though a smaller relationship was found than for affective learning.
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Perceived instructor competence, caring and trustworthiness (Thweatt, 1999
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Positive student evaluations (Moore, Masterson, Christophel, & Shea, 1996)
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Student attendance and participation (Rocca, 2004)
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Non-verbal immediacy includes behaviors such as smiling, gesturing, eye contact and having relaxed body language. Verbal immediacy refers to calling the students by name, using humor and encouraging student input and discussion.
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Instructional Immediacy and the Seven Principles: Strategies for Facilitating Online Co... - 0 views
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One approach is research in the area of instructional immediacy.
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Chickering and Gamson’s (1987) seminal work, Seven Principles of Good Practice in Undergraduate Education and its subsequent applications of instructional strategies used in web-based classe
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The IHEP (2000) report, a sequel to the widely cited 1999 report that identified “gaps in the literature” of web-based learning, cited 24 benchmarks considered essential for ensuring quality and excellence in web-based courses
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Ehrmann (1995) encouraged researchers to focus on (a) which teaching and learning strategies are best (regardless of technology used) for the specific content and audience, and (b) which technologies are best for supporting those strategies (p. 4).
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he technology media, as Clark (1983) explained, are just “vehicles that deliver instruction but do not influence student achievement any more than the truck that delivers our groceries causes change in our nutrition” (p. 445).
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While nonverbal immediacy is important, verbal immediacy may be more relevant to web-based instructional settings as the instructor is not physically apparent to provide nonverbal cues.
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As students move through the different quadrants when learning a lesson, the teacher’s role changes from content expert (quadrants 1, 2) to facilitator and coach (quadrants 3, 4). The 4MAT cycle of learning centers on teaching to the learner where they are by considering their learning styles, left-right brain processing, and multiple intelligences (cf. Gardner 1999). The 4MAT model has been adapted to distance education by offering web-based educator training that mirrors the core principles of the 4MAT model.
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immediacy training program
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Faculty participating in such training increased their use of verbal immediacy behaviors by 42 percent and, consequently, experienced a 59 percent increase in student participation in class compared to those in the control group.
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Immediacy also relates to course design, or how a teacher deliberately arranges a set of external events to support the (learner’s) internal learning process (Gagne? 1992).
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The authors suggested programming the computer to issue personal greetings when a user logs on
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students’ perception of increased interaction with the instructor occurred when they interacted with the course (regardless if they had direct contact with the instructor) on a consistent basis.
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Seven Principles of Good Practice in Undergraduate Education, Chickering and Gamson (1986)
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Using the Internet affects your memory, study says - 0 views
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Columbia University psychologist Betsy Sparrow and her co-researchers demonstrated that people are more likely to remember things when they think they won’t be able to find them using a computer and vice versa.
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The researchers also showed that people are even better at remembering where facts are stored than they are at remembering the fact itself.
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WebElements Periodic Table of the Elements | Sodium | Essential information - 0 views
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Soap is generally a sodium salt of fatty acids.
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Each element's description is loaded with great information! Scroll down to see a picture of sodium and the color in which it burns (very pretty!) -
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The result of adding different metal salts to a burning reaction mixture of potassium chlorate and sucrose.
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click the video above to play. The video shows a (brief) demonstration of that colors that different metals burn...beautiful...Relating this to teaching and learning: students (and teachers!) are much more engaged with proper and frequent use of attention-grabbing media. I am a visual person and I know that my classroom also has visual learners. I can describe things in text or verbally until I am blue in the face, but SEEING these things in photos or on videos is what sets it apart and commits them to memory. Above is a picture of sodium in its natural state as a metal...I try to emphasize this to my students since often the examples we use in class is sodium chloride, or table salt. A silver metal bonded to a noxious green gas combines to make table salt. That's a hard thing to imagine for anyone, so I show them using this resource. I LOVE webelements.
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burning mixture of potassium
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for more comments, please return to the home page, click "Pictures" in the tabs at the top and click on "Cl"
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Is Google Making Us Stupid? - Magazine - The Atlantic - 1 views
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how the Internet has altered his mental habits. “I now have almost totally lost the ability to read and absorb a longish article on the web or in print,” he wrote earlier this year. A pathologist who has long been on the faculty of the University of Michigan Medical School, Friedman elaborated on his comment in a telephone conversation with me. His thinking, he said, has taken on a “staccato” quality, reflecting the way he quickly scans short passages of text from many sources online. “I can’t read War and Peace anymore,” he admitted. “I’ve lost the ability to do that. Even a blog post of more than three or four paragraphs is too much to absorb. I skim it.”
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Bruce Friedman, who blogs regularly about the use of computers in medicine, also has described how the Internet has altered his mental habits. “I now have almost totally lost the ability to read and absorb a longish article on the web or in print,” he wrote earlier this year. A pathologist who has long been on the faculty of the University of Michigan Medical School, Friedman elaborated on his comment in a telephone conversation with me. His thinking, he said, has taken on a “staccato” quality, reflecting the way he quickly scans short passages of text from many sources online. “I can’t read War and Peace anymore,” he admitted. “I’ve lost the ability to do that. Even a blog post of more than three or four paragraphs is too much to absorb. I skim it.”
TeacherTube Videos - The machine is us/ing us - 0 views
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Clearswift's 'Web 2.0 in the Workplace' report launched | Dynamic Business - Small Busi... - 0 views
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Independent international research undertaken by Clearswift in 2007 found that just 11% of global businesses were making use of Web 2.0 technologies such as Facebook and Salesforce.com
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Three years on, the latest figures show over two-thirds of companies are allowing and encouraging the use of web collaboration or social media tools in the workplace.
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Australian business users enjoy high use of Web 2.0 technologies, such as collaborative meeting, intranet, financial, CRM and social networking applications. However, they appear the least concerned about the security implications (at 53%) despite ranking second highest of respondents who have sent
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content via email or online applications they later regretted (29%).
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however the research shows that half of managers believe that web collaboration te
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ology is now ‘critical’ to the future success of their business.”
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Barriers to adoption: Barriers to adoption of social media have shifted from productivity to focus on security, with 53 percent of companies concerned about security threats and 31 percent concerned about data breaches.
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shared by Diane Gusa on 06 Jul 11
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E-Coaching Tip 25: Discussion Wraps - A Useful "Cognitive Pattern" or "Collection of Di... - 0 views
www.designingforlearning.info/...tip25.html
E-Coaching tip discussion wraps module 4 assignment cognitive presence online courses
shared by Diane Gusa on 06 Jul 11
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Here are some roles/tasks that are pertinent for online weekly discussion groups. Information and opinion giver. Offers facts, opinions, ideas, suggestions, and relevant information to help group discussion. Information and opinion seeker. Asks for facts, opinions, ideas, suggestions, and relevant information to help group discussion. Summarizer. Pulls together related ideas or suggestions and restates and summarizes main point discussed. Coordinator. Shows relationships among various ideas by pulling them together and harmonizes activities of various subgroups and members. Diagnoser. Figures out sources of difficulties the group has in working effectively and the blocks to progress in accomplishing the group's goals. Reality tester. Examines the practicality and workability of ideas, evaluates alternative solutions, and applies them to real situations to see how they will work.
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"Each of us has a typical way of acting in a group. Some people like to lead, some act to keep the group focused on the task and some serve to keep the group from taking itself too seriously." (Svinski, 2006
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Mayer et al. (1996), showed not only that students remember more of the important material when it is presented as a summary but that they also better understand the material.
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Svinicki, M. (2006). "The Discussion Class: Interaction Functions." from <www.utexas.edu/academic/diia/gsi/coursedesign/interaction.php> Accessed on 10-20-06.
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Schallert explains why she uses the technique of creating a separate word document for weekly summaries. <www.utexas.edu/academic/blackboard/examples/videos/schallert_02.html>
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Create a closing discussion thread labeled "Summary," "Wrap-up" "Key Ideas"
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Create a separate word document that encapsulates the key postings of the week integrating these statements with the key conceptst
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Create a group summary be asking each student to identify the key concept for t
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MIT Open Courseware - 0 views
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What Makes a Short Story
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I like this "introduction" to what makes a short story. I did something very similar in my course, so I feel like I'm on the right track. -
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I hadn't thought about a group project for my course; however, after reading about these students writing and publishing a short story, it got me thinking. I was originally going to have my students do a final paper comparing two stories. Then I decided I wanted to do something different and a bit more collaborative. After seeing this website, I started to think about a group project more seriously. Then I thought I'd like it to be a little more hand-on like this course, and so it has morphed into a final group project where they can decided to either write a short story or create a multi-media presentation of a short story we've read. This website got me thinking about the project from the students' perspective. Giving them the choice to write or use multi-media is a better idea and will get the creative juices flowing. It also puts them more in control of what they want to do creatively.
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brilliant!!! student perspective- student choice - control, creativity, innovation in student hands : ) !!!!
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Silko, Leslie Marmon.
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I am glad to see an American Indian writer included in the syllabus. I also included a story by Leslie Marmon Silko called "Lullaby."
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Everyday Use Walker." I
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I too included this story in my course. For those of you that might not know, Alice Walker is the author of "The Color Purple."
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A Good Man is Hard To Find."
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Again, I also included this particular story in my course. Flannery O'Connor has written many short stories, but this one is probably a "classic" within the genre.
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Usage of Point of View
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Point of view is the first thing a writer has to think about when preparing to write. Depending on the point of view, what is written and how it is written will be very different.
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The Yellow Wallpaper."
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This is an exaggerated account of the actual post pardom depression that the author suffered from after the birth of her daughter. Again, a classic short story that I have included in my course also under "point of view."
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To Build a Fire Faulkner
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I love that they too included this story. As you read it, you can't help but wonder how Jack London manages to keep describing his surroundings, which really don't change. He's a master.
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Workshop
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I like that there is a workshop component to this course, where it appears that students will go through the process of writing a short story. It also looks as if they might publish as well, or at least go through the process of publishing so that students can attempt to publish in the future.
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Discussion of Getting Published in the Real World
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Excellent resource for those students who are seriously looking at writing for a living.
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This class will focus on the craft of the short story, which we will explore through reading great short stories, writers speaking about writing, writing exercises and conducting workshops on original stories.
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shared by Alicia Fernandez on 04 Jun 14
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Education 3.0 and the Pedagogy (Andragogy, Heutagogy) of Mobile Learning | User Generat... - 0 views
usergeneratededucation.wordpress.com/...y-heutagogy-of-mobile-learning
pedagogy andragogy heutagogy education 3.0 mobile learning web 3.0
shared by Alicia Fernandez on 04 Jun 14
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The evolution of the web from Web 1.0 to Web 2.0 and now to Web 3.0 can be used a metaphor of how education should also be evolving, as a movement based on the evolution from Education 1.0 to Education 3.0. -
The evolution of the web from Web 1.0 to Web 2.0 and now to Web 3.0 can be used a metaphor of how education should also be evolving, as a movement based on the evolution from Education 1.0 to Education 3.0.
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Google Tips and Tricks Every Student Should Know - 2 views
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Finally, learn how to use Google Scholar to find research material (peer-reviewed journals, patents, and more), with this video from Googler Dan Russell (or a very quick list of tips from Google here)
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Google Drive comes with a research tool that finds information for you while you work on your paper. It also conveniently grabs the citation and inserts it, already formatted, for you into your document.
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shared by Jessica M on 03 Jun 14
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Enabling Students with Disabilities with Computing Interaction and Empowerment though E... - 0 views
content.ebscohost.com.ezproxy.niagara.edu/...93517965.pdf
StudentsWithDisabilities Online Need Benefits
shared by Jessica M on 03 Jun 14
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or many centuries, education has been focused on the learning of course content, but the learning styles of the students have been ignored .
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While most of the academic approaches have been centered on the mastery of course content knowledge, not all learners learn in the same way.
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As a result, different teaching techniques, strategies, and tools may be needed to help all students acquire, understand, and apply learning gained from the course content.
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visual learners were able to benefit from applications in PowerPoint and Flash Multi-Media technology.
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students with disabilities are finding technology to be more enabling than disabling at times.
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us, more students with disabilities are enrolling in online courses. O
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Auditory learners could benefit from online classrooms with auditory lectures, Podcasts for students, as well as live chats
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- need to teach students use of technology for future - work place - needs of different type of learners - online classes offer varying opportunities (accommodate different learning styles and strategies) - increase in students with disabilities enrolling in online courses - less barriers for students with disabilities
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Ten Best Practices for Teaching Online - 2 views
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Best Practice 6: Early in the term -- about week 3, ask for informal feedback on "How is the course going?" and "Do you have any suggestions?" Course evaluations have been called "post mortem" evaluations as they are done after the fact, and nothing can be changed to increase satisfaction or facilitate learning. Early feedback surveys or just informal discussions ask students to provide feedback on what is working well in a course and what might help them have a better course experience. This early feedback is done early in the course so corrections and modifications can be made. It is an easy opening for students who might have comments or suggestions or questions.
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When faculty actively interact and engage students in a face-to-face classroom, the class develops as a learning community, developing intellectual and personal bonds. The same type of bonding happens in an online setting.
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A good strategy for developing a supportive online course community is to design a course with a balanced set of dialogues. This means designing a course so that the three dialogues of faculty to student, student to student and student to resource are about equal. In most online courses, the dialogue of faculty to student is provided with (1) mini-lectures in text or video or audio podcasts, (2) weekly coaching and reminder announcements and (3) explanations/interactions with the students.
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Online learning is just as intensive as learning face-to-face, and time to do the work needs to be scheduled and planned for, just as if one were attending face-to-face classes. Being clear as to how much effort and time will be required on a weekly basis keeps surprises to a minimum.
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Early feedback surveys or just informal discussions ask students to provide feedback on what is working well in a course and what might help them have a better course experience. This early feedback is done early in the course so corrections and modifications can be made. It is an easy opening for students who might have comments or suggestions or questions.
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Quick One-Liner Hints Create open-ended questions that learners can explore and apply the concepts that they are learning Model good Socratic-type probing and follow-up questions. Why do you think that? What is your reasoning? Is there an alternative strategy? Ask clarifying questions that encourage students to think about what they know and don't know. Stagger due dates of the responses and consider mid-point summary and /or encouraging comments Provide guidelines and instruction on responding to other students. For example, suggest a two-part response: (1) what you liked or agreed with or what resonated with you, and (2) a follow-up question such as what you are wondering about or curious about, etc.
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As courses come to a close, it is easy to forget the value of a good closing experience. In the final weeks of a course, students are likely to be stressed and not take the time to do the lists and the planning that can help reduce stress and provide a calming atmosphere. A favorite image of mine is from David Allen of Getting Things Done. Allen notes that making a list helps us to clear the "psychic ram" of our brains and we feel more relaxed and more in control. Once we have made our list and schedule, we don't have to continually remind ourselves of what needs to be done and when. Here are a few hints for closing out a course experience with style and panache. Take time to remind students of what's next and when assignments and readings are due. Announcements of this type provide a "To Do" list and schedule for the learners. And by implication this list provides a helpful "To Do" list and schedule for you. As always, it is good to post reminders and make references to the planning list in your comments. And update as you go. Plan the ending of the course experience. A well-designed ending of a course provides opportunities for reflection and integration of useful knowledge. It is also a time to wrap up positive social and cognitive experiences.
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How is the learner supporting the community of learners and contributing to the overall growth of the group? We have much to learn about teaching and learning and specifically about teaching online. The good news is that in 2011 we now know much more than what we did in 1990 or even 2000. The list of references that follow are starting points for both general teaching and for teaching online.
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This was a great article; it gave many suggestion that seem obvious, but gave me some good ideas to use in my own site. Really helpful!
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Being More Effective: The Benefits of Using Checklists - 0 views
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Using checklists ensures that you won’t forget anything
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5 Ways to Help Your Kids Use Social Media Responsibly | World of Psychology - 0 views
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Talking to your kids about how they use social media and technology helps them break out of autopilot and become more mindful of their actions and reactions,
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Tartakovsky
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FILLING THE TOOL BOX - 0 views
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If on the other hand, they are used to information questions, they may ask, "Which states joined the Confederacy? What were the six main causes of the war? What happened at Shiloh? Who was the Union commander at Shiloh? When did the war end?"
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If you ask many tantalizing and divergent questions in your classroom, your students are likely to model after your behavior for example, "What would have happened if Lincoln was shot in the first month of the war? Why did Lincoln only free the slaves in the rebel states? How did it feel to be a woman in the path of Sherman's army?"
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The four rules of brainstorming: 1. all contributions are accepted without judgment; 2. the goal is a large number of ideas or questions; 3. building on other people's ideas is encouraged; 4. farout, unusual ideas are encouraged.
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And why do we bother with a time-consuming activity like developing a typology of questions? Because once students have the labels, you can lead them to practice each type of question thoughtfully. You can show a film and ask each student to think of three "why?" questions to share with the class at its conclusion. You may assign a story to read and ask for three "inference" questions. Suddenly the students can reach into their questioning tool box and carefully select the saw for sawing and the plane for planing.
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When questions are nurtured, admitting a lack of knowledge is rewarded. It is the first step in learning and problem-solving
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Unlike answers, questions carry little risk because the activity has made it acceptable to identify what it is that you do not know.
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Some questions deserve 10 seconds of thought. Others require days or even months. Great questions span centuries of human civilization (i.e., "why are we here?" "How do we know?" "Can we know?" "How can we know if we know?").
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The more typical classroom activity involves concealing what it is that you do not know.
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Research into wait-time for American classrooms paints a distressing picture. Many teachers wait less than two seconds for the answer to each question and ask hundreds of questions per hour. These types of questions are generally recall questions demanding little thought.
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Unlike many textbook publishers, reporters like to ask questions that flow from or stimulate curiosity, because unlike schools, televisions do not have captive audiences. A reporter will ask the victim how he or she is feeling, the rock star why he or she used drugs and the politician why he or she betrayed his or her constituents. Sometimes we are offended by the boundary lines of decency that curiosity compels these people to cross, so a recent rock song portrayed the phenomenon as "We love dirty laundry." We should expect considerably more sensitivity from our students, yet the model can work powerfully for us as we explore the issues surrounding any human event being studied in a classroom.