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Kelly Hermann

How People Learn: Brain, Mind, Experience, and School - 0 views

www.nap.edu/openbook.php

learning

shared by Kelly Hermann on 14 Jun 10 - Cached
  • Kelly Hermann on 14 Jun 10
     
    Vygotsky's zone of proximal development is described here. The entire book can be read online and is a good synthesis of learning theories and current research into how learning happens and what influences it.
Sue Rappazzo

GOOD TEACHING: THE TOP TEN REQUIREMENTS - 1 views

honolulu.hawaii.edu/...topten.htm

teaching

shared by Sue Rappazzo on 29 Jun 10 - Cached
  • as much about passion as it is about reason
  • Should good teaching be entertaining? You bet!
  • listening, questioning, being responsive, and remembering that each student and class is different.
  • ...5 more annotations...
  • not always having a fixed agenda and being rigid, but being flexible
  • Good teaching is about substance and treating students as consumers of knowledge.
  • good teaching is about humo
  • caring, nurturing, and developing minds and talents.
  • good teaching is about having fun, experiencing pleasure and intrinsic rewards ..
Joy Quah Yien-ling

A Vision of Students Today - Some Additional Thoughts from Michael Wesch - Open Education - 1 views

www.openeducation.net/...al-thoughts-from-michael-wesch

shared by Joy Quah Yien-ling on 09 Aug 10 - Cached
  • What is the relevance of comparing reading books with reading e-mails and Facebook profiles?”
    • Joan Erickson
      Joan Erickson on 09 Aug 10
       
      the relevance is that it involves what human nature prefers. It is in our nature to gravitate toward light-hearted, less taxing mind activities. Also, some people do prefer reading books to reading social websites. Is it right to make such broad generalization?
  • Surely it (higher education) can’t be as bad as the video seems to suggest
  • I had become convinced that the video was over the top, that things were really not so bad, that the system is not as broken as I thought
  • ...4 more annotations...
  • the classroom environment. It speaks directly to those who propose the move from a ’sage on the stage’ teacher style to that of ‘guide on the side
  • Scanning the room my assistants also saw students cruising Facebook, instant messaging, and texting their friends. The students were undoubtedly engaged, just not with me. “My teaching assistants consoled me by noting that students have learned that they can ‘get by’ without paying attention in their classes.”
  • Last spring I asked my students how many of them did not like school. Over half of them rose their hands. When I asked how many of them did not like learning, no hands were raised. And there’s the rub. We love learning. We hate school. What’s worse is that many of us hate school because we love learning
    • Joy Quah Yien-ling
      Joy Quah Yien-ling on 09 Aug 10
       
      This was my experience. I loved to learn. But I always felt the learning in school had absolutely no personal relevance to me. Sad. I only began to enjoy school when I entered college, and learning things that were personally meaningful.
  • Some time ago we started taking our walls too seriously – not just the walls of our classrooms, but also the metaphorical walls that we have constructed around our ’subjects,’ ‘disciplines,’ and ‘courses.’ McLuhan’s statement about the bewildered child ….. still holds true in most classrooms today. The walls have become so prominent that they are even reflected in our language, so that today there is something called ‘the real world’ which is foreign and set apart from our schools
  • Joy Quah Yien-ling on 09 Aug 10
     
    this article tracks Michael Wesch's progress with his media work and his teaching, after the "students today" gained popularity
Joan Erickson

"Who are you?" | Learning Online Learning - 0 views

shoubang.edublogs.org/...who-are-you

shared by Joan Erickson on 17 Jul 10 - Cached
  • This habit of learning may not fare well in the era of information explosion, but that’s who I am as a learner
    • Joan Erickson
      Joan Erickson on 17 Jul 10
       
      Did you see the article "16 mind habits" diigoed by Joy? You have been trained to be a thinker. Being fast and reactionary isn't necessarily a good thing, although that's what most people do when facing a huge volume of information.
s k

The Rebooting of a Teacher's Mind by Brenda Dyck - 0 views

www.nmsa.org/...rebooting.html

shared by s k on 31 May 08 - Cached
  • you'll find dozens of connections to Web sites that put you within a click of practical advice, hints, and resources on the web.
  • s k on 31 May 08
     
    There are some terrific resources listed here.
  • s k on 31 May 08
     
    There are some terrific resources here!
alexandra m. pickett

Virtual Teacher Education: Affordances and Constraints of Teaching Teachers Online - 0 views

sln.suny.edu/...2a378471b6f3bb85256729006e5412

swan teachingteachersonline

shared by alexandra m. pickett on 28 May 08 - Cached
  • ASYNCHRONOUS ONLINE ENVIRONMENTS . . . AFFORDCONSTRAIN accesscontext mindfulness, reflectivityinterpersonal communication personal expressionbias, values equity, multiple perspectivesauthority, narrative breadthdepth multiple symbol systemsconsistency construction of knowledgeinstruction association, connectionsyllogism, hierarchy bricolage, juxtapositionlogical progression of ideas Figure 1: Affordances & Constraints
    • alexandra m. pickett
      alexandra m. pickett on 31 May 08
       
      what do you think about these reflections?
Amy M

Minds on Fire: Open Education, the Long Tail, and Learning 2.0 (EDUCAUSE Review) | EDUC... - 0 views

www.educause.edu/...162420

shared by Amy M on 28 May 09 - Cached
  • 30 million people today qualified to enter a university who have no place to go. During the next decade, this 30 million will grow to 100 million. To meet this staggering demand, a major university needs to be created each week.
  • Open Educational Resources (OER) movement, which has provided free access to a wide range of courses and other educational materials to anyone who wants to use them.
  • Web 2.0,
    • jessica mascle
      jessica mascle on 28 May 09
       
      ?
    • Amy M
      Amy M on 04 Jun 12
       
      Web 1.0 was individuals accessing information.  Web 2.0 is the "social web."  Users focusing on social interaction rather than just getting conent.
  • ...26 more annotations...
  • from access to information toward access to other people.
  • What do we mean by “social learning”?
  • e that our understanding of content is socially constructed through conversations about that content and through grounded interactions, especially with others, around problems or actions. The focus is not so much on what we are learning but on how we are learning.5
  • Students in these groups can ask questions to clarify areas of uncertainty or confusion, can improve their grasp of the material by hearing the answers to questions from fellow students, and perhaps most powerfully, can take on the role of teacher to help other group members benefit from their understanding (one of the best ways to learn something is, after all, to teach it to others).
    • Shoubang Jian
      Shoubang Jian on 03 Jun 10
       
      The dichotomy between Cartesian and Social Learning is problematic, and this is one of the reasons why. If Social Learning still comes down to group learning from each other, it remains unclear what would be the "alternative" model of learning/teaching between group users, if not substance/pedagogy.
  • apprenticeship
  • But viewing learning as the process of joining a community of practice reverses this pattern and allows new students to engage in “learning to be” even as they are mastering the content of a field.
    • Irene Watts-Politza
      Irene Watts-Politza on 02 Jun 12
       
      Schools of Ed/teacher prep programs are being charged with providing "clinically rich" programs that engage candidates more actively, earlier, and more frequently in their program of study. This is proving to be difficult to actualize in the current wave of APPR uncertainty.
  • open source movement
    • Shoubang Jian
      Shoubang Jian on 03 Jun 10
       
      Open Source Project may be a model for building up knowledge base among devoted users who are willing to follow the "path" set by predecessors. It is quite another issue whether it is a model for education.
  • Digital StudyHall (DSH)
    • Shoubang Jian
      Shoubang Jian on 03 Jun 10
       
      It's not clear in what sense this DSH method is an example of social learning.
  • We now need a new approach to learning—one characterized by a demand-pull rather than the traditional supply-push mode of building up an inventory of knowledge in students’ heads. Demand-pull learning shifts the focus to enabling participation in flows of action, where the focus is both on “learning to be” through enculturation into a practice as well as on collateral learning.
  • open participatory learning ecosystems
    • b malczyk
      b malczyk on 30 May 12
       
      Not only is it a matter of "if" such campuses are a possibility, but "should" such campuses be a priority. If online and distance education can yield at least comparable results to traditional academic settings, then their ease of accessibility and lower overhead costs warrant further exploration as a viable possibility.
  • “I think, therefore I am,” and from the assumption that knowledge is something that is transferred to the student via various pedagogical strategies, the social view of learning says, “We participate, therefore we are
  • provided students with opportunities to observe and then to emulate how experts function
    • b malczyk
      b malczyk on 30 May 12
       
      How does the open source idea fit with fields like medicine or chemistry where knowledge is less "socially constricted"? 
    • Amy M
      Amy M on 04 Jun 12
       
      Open Source/Access research.  One of the problems right now is that the NIH or fed government will pay for research, but the public then had to pay for the results of that research.  We are paying for the same research twice.  Open Access Journals (see Harvard Memo) hopes to change this.
  • seeking the knowledge when it is needed in order to carry out a particular situated task.
    • b malczyk
      b malczyk on 30 May 12
       
      Knowledge that is obtained when "needed" then answers the famous question many high school students ask their teachers, "When will I ever use this?" 
    • Irene Watts-Politza
      Irene Watts-Politza on 02 Jun 12
       
      I grew to see high school as a time for exposure to all disciplines in order to find what best suited one in preparation for college or the workplace. Now I am wondering if the multiplicity of disciplines will be "tailored" to fit the personal interests of the learner. Will differentiating for all eradicate the question Ben mentions?
  • all student writing was done on public blogs
    • b malczyk
      b malczyk on 31 May 12
       
      This form of education was also based on what could be called an industrial style of education. They education system became an extension of industry--students were passed along on the assembly line from one course to the next, year after year and came out a finished produce with similar skills and altitudes as their peers. Now education has and can become more narrow and niche based and less industrial.
  • This involves acquiring the practices and the norms of established practitioners in that field or acculturating into a community of practice.
    • Irene Watts-Politza
      Irene Watts-Politza on 02 Jun 12
       
      This is the model embraced by most teacher ed programs.
    • Amy M
      Amy M on 04 Jun 12
       
      Which has its advantages and disadvantages. 
  • In this open environment, both the content and the process by which it is created are equally visible, thereby enabling a new kind of critical reading—almost a new form of literacy—that invites the reader to join in the consideration of what information is reliable and/or important.
  • And at the third level, any participant in Second Life could review the lectures and other course materials online at no cost. This experiment suggests one way that the social life of Internet-based virtual education can coexist with and extend traditional education.
    • Irene Watts-Politza
      Irene Watts-Politza on 02 Jun 12
       
      Will the professions embrace as colleague one who excels in a non-credit course of study or will opportunities continue to be closed to those who don't present the "right" credentials?
  • Through these continuing connections, the University of Michigan students can extend the discussions, debates, bull sessions, and study groups that naturally arise on campus to include their broader networks. Even though these extended connections were not developed to serve educational purposes, they amplify the impact that the university is having while also benefiting students on campus.14 If King is right, it makes sense for colleges and universities to consider how they can leverage these new connections through the variety of social software platforms that are being established for other reasons.
    • Irene Watts-Politza
      Irene Watts-Politza on 02 Jun 12
       
      I am wondering if "leveraging" these networks will become a basis for funding in the case of state colleges and universities.
  • he site’s developers note: “We fundamentally believe that the new electronic environment and its tools enable us to revive the humanistic spirit of communal and collaboratively ‘playful’ learning of which the Decameron itself is the utmost expression.”
    • Irene Watts-Politza
      Irene Watts-Politza on 02 Jun 12
       
      The notion of 'playful' learning is my ideal; this seems to be at odds with the test drill environment I am currently observing in grades 3 - 6. Currently, it seems as though there are two tracks developing in "Learning 2.0": assessment-driven and learner-driven.
  • As more of learning becomes Internet-based, a similar pattern seems to be occurring. Whereas traditional schools offer a finite number of courses of study, the “catalog” of subjects that can be learned online is almost unlimited. There are already several thousand sets of course materials and modules online, and more are being added regularly. Furthermore, for any topic that a student is passionate about, there is likely to be an online niche community of practice of others who share that passion.
  • that will support active, passion-based learning: Learning 2.0. This new form of learning begins with the knowledge and practices acquired in school but is equally suited for continuous, lifelong learning that extends beyond formal schooling.
    • Irene Watts-Politza
      Irene Watts-Politza on 02 Jun 12
       
      Surely the content and skills currently being taught and assessed Pk-12 must give way to a new set of literacies.
  • In addition to supporting lecture-style teaching, Terra Incognita includes the capability for small groups of students who want to work together to easily “break off” from the central classroom before rejoining the entire class. Instructors can “visit” or send messages to any of the breakout groups and can summon them to rejoin the larger group.
  • CyberOne Classroom in Second Life
  • Jeanne Cousineau on 28 May 09
     
    Social View of Learning
Jessica Backus-Foster

Tools for Teaching - Fast Feedback - 0 views

teaching.berkeley.edu/...feedback.html

student feedback

shared by Jessica Backus-Foster on 14 Jul 09 - Cached
  • fast feedback
  • fast feedback
  • Informal sampling of students' comprehension
  • ...29 more annotations...
  • informal requests for constructive criticism
  • how well students are learning the material
  • the effectiveness of your teaching strategies
  • focus on what can be changed during the semester--for example, the pace of the course, turnaround time on exams and assignments, or the level of difficulty of the material
  • three or four weeks after the semester begins
  • teaching a course for the first time or have significantly revised a course you have taught previously, you may want to canvass students as early as three or four weeks after the semester begins
  • Distribute blank index cards during the last five or ten minutes of class
  • Ask students to complete a brief informal questionnaire
  • four to six short-answer or multiple-choice questions
  • issues posed should be ones you can respond to during the term; otherwise your students may develop false expectations about the remainder of the course
  • Consider asking students to list the one or two specific behaviors or incidents that weighed most heavily in their ratings
  • Arrange for your students to be interviewed
  • Select a spokesperson who will also write down the groups' comments. Name something in the course that they find helpful or worthwhile or that has helped their learning. Name something that has hindered their learning and that they would like to see changed. Suggest how the course could be improved
  • groups of five or six
  • Respond quickly to students' comments
  • Consider carefully what students say
  • Let students know what, if anything, will change as a result of their feedback
  • Thank your students for their comments
  • Ask students to write a "minute paper."
  • "What question is uppermost in your mind at the end of today's class?"
  • Ask students to list key concepts or ideas
  • Ask students whether they are understanding you or not
  • avoid the generic "Any questions
  • refrain from posing general questions that might put students on the spot: "Who is lost?"
  • Have students briefly paraphrase a lecture or a reading assignment
  • Ask students to provide a closing summary
  • Encourage students to form study groups.
  • Have students turn in class notes as an assignment
  • Encourage graduate student instructors to give you comments about the course
Diane Gusa

CriticalThinking.org - The Role of Questions in Teaching, Thinking and Learning - 1 views

www.criticalthinking.org/page.cfm

shared by Diane Gusa on 26 Jun 09 - Cached
  • Thinking is not driven by answers but by questions
  • every field stays alive only to the extent that fresh questions are generated and taken seriously as the driving force in a process of thinking
  • To think through or rethink anything, one must ask questions that stimulate our thought.
  • ...7 more annotations...
  • thinking begins with respect to some content only when questions are generated by both teachers and students.
  • No questions equals no understanding. Superficial questions equals superficial understanding. Most students typically have no questions. They not only sit in silence, their minds are silent as well. Hence, the questions they do have tend to be superficial and ill-informed. This demonstrates that most of the time they are not thinking through the content they are presumed to be learning. This demonstrates that most of the time they are not learning the content they are presumed to be learning.
  • Questions define tasks, express problems and delineate issues. Answers on the other hand, often signal a full stop in thought. Only when an answer generates a further question does thought continue its life as such.
    • Joy Quah Yien-ling
      Joy Quah Yien-ling on 23 Jun 10
       
      An entirely radical and unique approach to assessment. I wonder if anyone has tried it before. It will be the most demanding exam ever.
  • Feeding students endless content to remember (that is, declarative sentences to remember) is akin to repeatedly stepping on the brakes in a vehicle that is, unfortunately, already at rest. Instead, students need questions to turn on their intellectual engines and they need to generate questions from our questions to get their thinking to go somewhere. Thinking is of no use unless it goes somewhere, and again, the questions we ask determine where our thinking goes.
  • It is possible to give students an examination on any subject by just asking them to list all of the questions that they have about a subject, including all questions generated by their first list of questions.
    • Diane Gusa
      Diane Gusa on 21 Jun 11
       
      HMMMMMMMM I would like to think about this and maybe try it.
    • Diane Gusa
      Diane Gusa on 21 Jun 11
       
      My sticky note got "stuck" in the wrong place...should be down by testing by students listing all the questions they had in course.
  • Mike Fortune on 23 Jun 10
     
    CriticalThinking.org - The Role of Questions in Teaching, Thinking and Learning
  • Donna Angley on 22 Jun 11
     
    One of the reasons that instructors tend to overemphasize "coverage" over "engaged thinking" is that they assume that answers can be taught separate from questions. Indeed, so buried are questions in established instruction that the fact that all assertions - all statements that this or that is so - are implicit answers to questions is virtually never recognized. For example, the statement that water boils at 100 degrees centigrade is an answer to the question "At what temperature centigrade does water boil?"
Jeanne Cousineau

Minds on Fire: Open Education, the Long Tail, and Learning 2.0 - 0 views

connect.educause.edu/...45823

educational article

shared by Jeanne Cousineau on 28 May 09 - Cached
  • Jeanne Cousineau on 28 May 09
     
    Required reading article for module 1 in ETAP 687
Joy Quah Yien-ling

My experience in NY - 0 views

francapponi.edublogs.org

shared by Joy Quah Yien-ling on 30 May 10 - Cached
    • alexandra m. pickett
      alexandra m. pickett on 30 May 10
       
      francisca: don't forget to self evaluate your etap687 reflections. see the blog grading rubric : ) also, i woul like you to bring your thoughts on the course readings and the videos into the online disucssion in the course. : ) me
    • alexandra m. pickett
      alexandra m. pickett on 05 Jul 10
       
      brilliant!!! ask them, make them choose!!! i hope you will take this risk!!! have high expectations and give them the opportunity to teach you something!!! trust them! let go! : )
  • they own their pages,
  • ...17 more annotations...
  • they want to share
  • hey want
  • the teacher only has to think creatively and give the students good instructions, he hasn’t have to give them lists of words and definitions that is the most boring part of constructing a course, and a lot of work.
  • I love to think that the process of re-conceptualizing a curse to go online can change the way teachers teach this way, and as I learned too, this change is not only for online classes, in face to face too, because it opens their minds, it makes them think and evaluate their old classes, their old evaluations, and most teachers change the way they teach face to face too, because they realize that traditional teaching doesn’t work face to face either. And they don’t change because they have to change, they have an excuse for changing, so online teaching is a catalyst for transforming teachers.
  • A lot of students never felt engaged and I have never understood that until now. The kind of activity I used to do was active and contextualized to the world, but not everybody has the same word or interests, so I think the only way to engage everybody is to ask them what they want to learn, or make them choose. Something I have never done is to empower my students to lead their own learning process. I have had problems trusting in them I have never give them freedom to be creative, lead a group, do research, look for something new, let them teach me something. I haven’t tried to get out the outlines, be more risky. I don’t know how it would be not to have the control of their learning process, but I would like to try. I learned a very interesting thing: they can find their own material, they can learn the things they like and are related with their own interests, they can lead a discussion about a topic they like and engage others in the discussion. They are able to do a lot of things and we have to take advantage of that as teachers because, if we do all the work, who is learning?
  • So, as I learned form Alex, the question is not “what can I teach online?”, the question is “how can I teach online the thing that I want to teach?”,
  • I don’t know if the question is “which students can be good online learners”, the question is “how can I engage most of them and help them to learn” however they are, because we can’t control that.
  • That is why I think it is so important to have questions in order to construct our knowledge, so I really understand that to make people think you have to guide them to have questions , not answers. And how to do that? The best way to do that, according to what I read in The role of questioning teaching, thinking and learning, is making the students do things, if they are passive they are not going to have questions, and also, make them good questions that are provocative and makes them think about what they are interested in solve or understand or do, and other kinds of question that lead students to critical thinking.
  • I think that in order to achieve a sense of community between your students you have to give them diverse and frequent opportunities for interaction between them and with you, it is not about knowing each other and working in groups in some activity, you have to interact a lot with all your classmates to build a community and feel that you belong to the class. So you have to design diverse activities and spaces for interaction, sharing and communication between students and with you. Also, you have to teach and guide the students in how to interact, how to contribute, how to add knowledge to the conversation, how to give their classmates feedback, how to reinforce their opinions, how to support them, how to answer their questions, how to evaluate them, how to question them, how to agree or refute them, how to make a comfortable climate for learning and a lot of other things related to create a sense of teaching presence and a sense of belonging to the group.
  • By teaching to their classmates students can understand more deeply the content, develop other skills like being creative, they have to think deeper in how to explain a concept and create good examples, and learn from their classmates, from their questions and from the interaction between them.
  • I like the idea of having a community blog
    • alexandra m. pickett
      alexandra m. pickett on 20 Jul 10
       
      i didn't realize this would be a community blog. I LOVE this idea!!! have you thought of using ning for this? that way the space can persist as your faculty commmuity beyond the end of the development cycle.
  • I needed a Blog
    • alexandra m. pickett
      alexandra m. pickett on 20 Jul 10
       
      yes, it should be a blog... not a wiki... you should look at ning for this... it provides the blog functionality wrapped with additional community ans social networking features...
  • sometimes we think the only way of engaging students is entertaining them. That is not true,
    • Joan Erickson
      Joan Erickson on 08 Aug 10
       
      I agree!
  • And even better, how Shoubang sounds so familiar and close to the students in the welcome document without anything fancy technology, only text, but it seems so easy to find him in there and so friendly.
    • Joy Quah Yien-ling
      Joy Quah Yien-ling on 09 Aug 10
       
      We project who we are. People don't just leave their offline personalities behind when they go online. If a person is outgoing in real life, he will also be outgoing online (I think). But apparently, the online environment is good for shy people...
  • I think that this work is very creative, and as I remember in one of the first reading of this course (”10 ways online…”),
    • Joy Quah Yien-ling
      Joy Quah Yien-ling on 09 Aug 10
       
      This is the creative aspect of teaching which I love as well. How can we ever be bored being a teacher? We are being creative all the time.
  • I don’t know why but I love it! I can review it forever, and I always have new ideas, and I love that.
  • some faculty’s opinions is that they feel younger because they feel the same feeling that they felt when they were teaching for the first time, and I think that they feel rewarded by their creation,  their new product.
ian august

davidwiley.org - 0 views

davidwiley.org

mind on fire david wiley community learning

shared by ian august on 01 Jun 11 - Cached
  • ian august on 01 Jun 11
     
    Did a study using blog work in a community envirnment to evolve education
ian august

Beckman Institute for Advanced Science and Technology at the University of Illinois at ... - 0 views

www.beckman.illinois.edu/index.aspx

web 2.0 e-science microscope mind on fire

shared by ian august on 01 Jun 11 - Cached
  • ian august on 01 Jun 11
     
    online e-science, send in insects and use microscope online
ian august

Twitter account for david wiley - 0 views

twitter.com/#!/opencontent

mind on fire david wiley twitter

shared by ian august on 01 Jun 11 - No Cached
  • ian august on 01 Jun 11
     
    Twitter account for david wiley
Kristen Della

A List of Sociological Theories and Theory Types - 0 views

www.midlandstech.edu/...theorypaperlist.pdf

Theory sociology

shared by Kristen Della on 05 Jun 11 - No Cached
  • Kristen Della on 05 Jun 11
     
    There are as many theories in sociology as in other disciplines such as psychology, physics, biology or political science. Complicating things for students, sociological theories that explain phenomena of interest in specialized areas of study are often mistaken for theories originating from those areas. I have produced a list of possible theory types and "popular" theories from sociology to help you start looking for possible sociological theories to apply to your paper topic. This list is not comprehensive nor are you limited to it. Some of these theories are in your textbook and some are not. But keep in mind, the easiest way to identify a theory to apply in your paper is to review sociological books that address the subject of your paper - a good source will offer several!
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