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Alicia Fernandez

A Well Rounded Education for a Flat World - 0 views

cae.org/...Education_for_a_Flat_World.pdf

higher education flat world transformational learning

shared by Alicia Fernandez on 04 Jun 14 - No Cached
  • Alicia Fernandez on 04 Jun 14
     
    With today's global competition, there is increasing concern about the nature and quality of higher education. One set of concerns focuses on higher education's purpose - should it be practical and graduate well equipped students to supply a competitive workforce? Or, should it rather explore what some critics label "romantic" notions of a liberal education with broad ideas and values to prepare students for democratic citizenship? The authors argue that for students to be successful in today's global economy, higher education must recognize and emphasize that practical and liberal education are tightly coupled, and that students' academic, developmental, interpersonal and experiential lives are entwined. Colleges must move from traditional education to what we term transformational learning.
  • Alicia Fernandez on 04 Jun 14
     
    With today's global competition, there is increasing concern about the nature and quality of higher education. One set of concerns focuses on higher education's purpose - should it be practical and graduate well equipped students to supply a competitive workforce? Or, should it rather explore what some critics label "romantic" notions of a liberal education with broad ideas and values to prepare students for democratic citizenship? The authors argue that for students to be successful in today's global economy, higher education must recognize and emphasize that practical and liberal education are tightly coupled, and that students' academic, developmental, interpersonal and experiential lives are entwined. Colleges must move from traditional education to what we term transformational learning.
Luke Fellows

Education Update:Managing Today's Classroom:Managing Today's Classroom - 0 views

www.ascd.org/...anaging-Today's-Classroom.aspx

shared by Luke Fellows on 12 Jul 13 - No Cached
  • In the past, most students "agreed to be controlled" by the teacher, he says. Today, students are more likely to challenge a teacher's authority
  • For a particular student, it might be "worth it" to beat up Mary, despite the punishment that follows.
  • "What's in it for me?"
  • ...7 more annotations...
  • "telling students your rules—using the first week to show who's in charge—is a way of getting kids to see themselves as either automatons or rebels,"
  • If a teacher imposes rules unilaterally, the rules "don't belong to those kids, and the kids won't feel a necessity for them,"
  • Unlike a coercive approach, where the teacher "regulates" children by telling them what to do, this cooperative approach encourages children to be self-regulating and helps them develop "autonomous morality,"
  • "Never assume; talk to kids,"
  • It's a truism among educators that a small minority of students cause the vast majority of classroom disruptions. What can teachers do about students who are repeat offenders?
  • Experts agree that classroom management is much easier when students find the curriculum engaging and relevant.
  • Historically, teachers did not receive formal training in classroom management, Martin says. Teachers learned on the job. As a result, they have tended to perpetuate the same practices, which are not necessarily the best ones.
Joan Erickson

NEA: Today's Teacher Issues: Latest Statistics on Teachers - 0 views

educationalissues.suite101.com/...nea__todays_teacher_issues

shared by Joan Erickson on 14 Aug 10 - Cached
  • Teachers are learning new skills
  • Teachers are enriching their lessons with technology
  • Joan Erickson on 14 Aug 10
     
    statistics about today's teachers
Kelly Gorcica

Digital Natives, Digital Immigrants - Some Thoughts from the Generation Gap - 0 views

depd.wisc.edu/...Digital%20Natives.htm

shared by Kelly Gorcica on 06 Jun 13 - Cached
  • describe the generation gap separating today's students (the "Digital Natives") from their teachers (the "Digital Immigrants").
  • Digital Natives are used to receiving information really fast. They like to parallel process and multi-task.
  • Prensky's analogy struck a chord for me. I could easily identify with the 12-year-old boy who moves with his family to the "new world," quickly assimilates into the new culture, and learns to speak without an accent.
  • ...4 more annotations...
  • Prensky argues that the gap between Digital Natives and Digital Immigrants is the fundamental cause of the alleged "decline of education in the US," and he contends that our current educational system has not been designed to serve today's students
  • Digital Immigrants are attempting to teach the Digital Natives with methods that are no longer valid;
  • I find it hard to believe that neurological structures could change to such a dramatic extent from one generation to the next.
  • we may be doing them a disservice to de-emphasize "legacy" content such as reading, writing, and logical thinking, or to say that the methodologies we have used in the past are no longer relevant.
  • Kelly Gorcica on 06 Jun 13
     
    digital natives vs digital immigrants
Danielle Melia

EBSCOhost: Online Education Forum: Part Two - Teaching Online Versus Teaching Conventi... - 0 views

ehis.ebscohost.com.libproxy.albany.edu/...detail

academic students teaching education online education online technology learning

shared by Danielle Melia on 27 Jun 12 - No Cached
  • Danielle Melia on 27 Jun 12
     
    This is the second in a series of three papers about online pedagogy and educational practice as part of the JISE "Online Education Forma." This paper deals with the question: How is teaching online different from conventional teaching? By comparing these differences along several dimensions, a set of recommended practices for online teaching emerges. This article examines issues such as online course organization and planning, teaching guidelines and constraints, relationships between students and teacher, lectures versus tutorials, and assessment of student performance. A transition is underway. The same networking and computing technology that has revolutionised global commerce, and many other facets of modem life, is now being targeted at education. Partnering the Internet with modern course management systems makes it possible for universities to offer online courscwork on a global basis. The critical task that lies ahead is to create and disseminate curricula of high quality online that students can embrace and educators can sustain. The overall objective of JISE's Online Education Forum is to examine the realities of college and university online teaching, and the processes of education using today's information technologies. The issues and insights discussed in this forum will provide educators with important tools and the understanding needed to embrace the world of online education. Reprinted by permission of the publisher.
Joy Quah Yien-ling

Confronting the Challenges of Participatory Culture: Media Education for the 21st Century - 0 views

www.newmedialiteracies.org/...NMLWhitePaper.pdf

participatory culture literacy challenges literacy newmedialiteracies 21stcenturyskills media education media literacy teachers

shared by Joy Quah Yien-ling on 10 Aug 10 - No Cached
  • Joy Quah Yien-ling on 10 Aug 10
     
    This white paper (Jenkins et al., 2006) identifies the three core challenges: the participation gap, the transparency problem and the ethics challenge, and shares a provisionary list of skills needed for full engagement in today's participatory culture.
  • Joy Quah Yien-ling on 10 Aug 10
     
    We have also identified a set of core social skills and cultural competencies that young people should acquire if they are to be full, active, creative, and ethical participants in this emerging participatory culture: Play - the capacity to experiment with your surroundings as a form of problem-solving Performance - the ability to adopt alternative identities for the purpose of improvisation and discovery Simulation - the ability to interpret and construct dynamic models of real world processes Appropriation - the ability to meaningfully sample and remix media content Multitasking - the ability to scan one's environment and shift focus as needed to salient details. Distributed Cognition - the ability to interact meaningfully with tools that expand mental capacities Collective Intelligence - the ability to pool knowledge and compare notes with others toward a common goal Judgment - the ability to evaluate the reliability and credibility of different information sources Transmedia Navigation - the ability to follow the flow of stories and information across multiple modalities Networking - the ability to search for, synthesize, and disseminate information Negotiation - the ability to travel across diverse communities, discerning and respecting multiple perspectives, and grasping and following alternative norms.
Jane DeMeis

The Napoleon Hill Foundation - 0 views

www.naphill.org

shared by Jane DeMeis on 27 May 09 - Cached
  • Jane DeMeis on 27 May 09
     
    Napoleon Hill was into the Law of Attraction long before it was popular. His motivational writings for the early 1920's hold steadfast in today's economy. to me, he is the father of motivational writing.
Luke Fellows

Connecting to the 21st-Century Student | Edutopia - 0 views

www.edutopia.org/synching-ikid

shared by Luke Fellows on 07 Jul 13 - No Cached
  • According to Blackmore, today's brains are shaped by various information streams -- sometimes referred to as memes -- constantly popping and sparking and competing for attention. This new generation of digital learners -- call them the MEdia Generation -- take in the world via the filter of computing devices: the cellular phones, handheld gaming devices, PDAs, and laptops they take everywhere, plus the computers, TVs, and game consoles at home
  • Educators must figure out how to compete with this frenetic memestorm coming at them from marketers and other students
Catherine Strattner

Amazon.com: The Axemaker's Gift (9780874778564): Robert Ornstein, James Burke: Books - 1 views

www.amazon.com/...0874778565

The Axemaker's Gift technology change

shared by Catherine Strattner on 15 Aug 12 - No Cached
  • Technology began as soon as humans determined to use tools. Burke and Ornstein call these people the axemakers. The axemakers' talents offered us a bargain, and we took it, despite its multifarious effects. "In our ancient past, the all-powerful axemaker talent for performing the precise, sequential process that shaped axes would later give rise to the precise, sequential thought that would eventually generate language and logic and rules, which would formalize and discipline thinking itself" (p. xii). Accordingly, with every invention and modification of technology, humans learned to adapt to the effects of that change. The authors of this book argue that for the first time in human progress, "we can consciously take our development in our own hands and use it to generate talents that will suit the world of tomorrow" Easy reading--interesting -- consistent message. The authors may bend the historical discussions to maintain the metaphor, and how well its double edge works. Language, a primary gift, diminished the elders' responsibility to teach, but offered the opportunity to learn from many sources, past and present. For today's leaders, a warning remains clear: Evaluate what is new and its consequences before rushing to embrace it. The Axemaker continues to hone a double edge of hope and hurt. Burke and Ornstein call upon us to take care -- to avoid the "cut and control" concepts that separate people, ideas, scientific thought, emotional well-being, and society. Technology can work for us if we seek the wholeness of life.
  • Catherine Strattner on 15 Aug 12
     
    Incredible book on the way technology has changed us and our world over time.
Erin Fontaine

New Class(room) War: Teacher vs. Technology - New York Times - 0 views

www.nytimes.com/...07education.html

student-centred today's student

shared by Erin Fontaine on 14 Aug 12 - Cached
  • Perhaps there’s a nicer way to put it. “The baby boomers seem to see technology as information and communication,” said Prof. Michael Bugeja, director of the journalism school at Iowa State University and the author of “Interpersonal Divide: The Search for Community in a Technological Age.” “Their offspring and the emerging generation seem to see the same devices as entertainment and socializing.”
  • The fact is, we’re not here to entertain. We’re here to stimulate the life of the mind.”
Julie DelPapa

Using Scaffolded Instruction To Optimize Learning - 1 views

www.vtaide.com/...Scaffolding.htm

shared by Julie DelPapa on 12 Jun 12 - Cached
  • Julie DelPapa on 12 Jun 12
     
    ERIC Identifier: ED474301Publication Date: 2002-12-00Author: Larkin, MarthaSource: ERIC Clearinghouse on Disabilities and Gifted Education Arlington VA. Today's responsible learners are challenged to (a) know how to learn, (b) access changing information, (c) apply what is learned, and (d) address complex real-world problems in order to be successful.
Maree Michaud-Sacks

"The Internet Goes to College: How Students Are Living in the Future with Today's Techn... - 0 views

files.eric.ed.gov/...ED472669.pdf

college students technology

shared by Maree Michaud-Sacks on 08 Aug 13 - No Cached
  • Maree Michaud-Sacks on 08 Aug 13
     
    Great article that explores research about technology habits for college students - personal, social, educational
lkryder

Minding the Knowledge Gap - 0 views

www.aft.org/...christodoulou.cfm

facts knowlege short term memory long term memory schema thinking learning

shared by lkryder on 16 Jun 14 - No Cached
  • In the meantime, I've written a book, from which this article is drawn, about all that I've learned from my research. In my book, I focus on what I identify as seven myths, or widely held beliefs, that dominate our educational practice. I start with the myth that teaching facts prevents understanding, because this (along with my second myth, that teacher-led instruction is passive) is the foundation of all the other myths I discuss. These myths have a long pedigree and provide the theoretical justification for so much of what goes on in schools. Taken together, all seven myths actually damage the education of our pupils. But here, let's focus on facts and the role knowledge has in our understanding.
  • Why Is It a Myth? My aim here is not to criticize true conceptual understanding, genuine appreciation of significance, or higher-order skill development. All of these things are indeed the true aim of education. My argument is that facts and subject content are not opposed to such aims; instead, they are part of it. Rousseau, Dewey, and Freire were wrong to see facts as the enemy of understanding. All the scientific research of the last half-century proves them wrong. The modern bureaucrats and education experts who base policy and practice on their thinking are wrong too, and with less excuse, as they have been alive when evidence that refutes these ideas has been discovered. Rousseau was writing in the 18th century; Dewey at the turn of the 20th; Freire in the 1970s. Research from the second half of the 20th century tells us that their analyses of factual learning are based on fundamentally faulty premises.
  • If we want pupils to develop the skills of analysis and evaluation, they need to know things. Willingham puts it this way:23 Data from the last thirty years lead to a conclusion that is not scientifically challengeable: thinking well requires knowing facts, and that's true not just because you need something to think about. The very processes that teachers care about most—critical thinking processes such as reasoning and problem solving—are intimately intertwined with factual knowledge that is stored in long-term memory (not just found in the environment).
  • ...3 more annotations...
  • The main reason they do not work is because of a misguided, outdated, and pseudoscientific stigma against the teaching of knowledge. The evidence for the importance of knowledge is clear. We have a strong theoretical model that explains why knowledge is at the heart of cognition. We have strong empirical evidence about the success of curricula that teach knowledge. And we have strong empirical evidence about the success of pedagogy that promotes the effective transmission of knowledge. If we fail to teach knowledge, pupils fail to learn.
  • By neglecting to focus on knowledge accumulation, therefore, and assuming that you can just focus on developing conceptual understanding, today's common yet misguided educational practice ensures not only that pupils' knowledge will remain limited, but also that their conceptual understanding, notwithstanding all the apparent focus on it, will not develop either. By assuming that pupils can develop chronological awareness, write creatively, or think like a scientist without learning any facts, we are guaranteeing that they will not develop any of those skills. As Willingham and others have pointed out, knowledge builds to allow sophisticated higher-order responses. When the knowledge base is not in place, pupils struggle to develop understanding of a topic.
  • In a lot of the training material I read, these knowledge gaps were given very little attention. Generally, the word "knowledge" was used in a very pejorative way. The idea was that you were supposed to focus on skills like analysis, evaluation, synthesis, and so forth. Knowledge was the poor relation of these skills. Of course, I wanted my pupils to be able to analyze and evaluate, but it seemed to me that a pupil needed to know something to be able to analyze it. If a pupil doesn't know that the House of Lords isn't elected, how can you get him to have a debate or write an essay analyzing proposals for its reform? Likewise, if a pupil doesn't know what the three branches of government are in the United States, how can she understand debates in the papers about the Supreme Court striking down one of Congress's laws?
  • lkryder on 16 Jun 14
     
    From American Educator, AFT - A Union of Professionals Teaching facts is critical to developing higher order thinking skills. An excellent case is made and the origins of our disdain for teaching facts in the works of Rousseau, Dewey, Freire and others is examined.
  • lkryder on 16 Jun 14
     
    I think this article compliments some earlier discussions I saw on Bloom's Taxonomy in our class and also some of the discussions I saw on Common Core. I would be interested in what the K-12 folks think about this article.
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
ian august

Can YouTube enhance student nurse learning? - 0 views

www.sciencedirect.com/...S0260691710001802

you tube digital media learning

shared by ian august on 02 Jun 11 - No Cached
  • is
  • Constraints
  • Constraint
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  • students becoming powerful consumers of education and demanding up-to-date interesting and interactive models of teaching and support.
  • Hall (2010) acknowledges that there are benefits to technological approaches in teaching and learning, but rejects the idea that technology is a “panacea” for the netgen (net generation). Skiba (2007, p.100), however, strongly argues that these emerging technologies “will transform the way nursing education is offered” in the future.
  • Today's students are experienced in digital interaction from an increasingly early age
  • The first benefit to using YouTube in teaching and learning is that it is a recognised tool from the digital environment of the netgen
  • already being used as both an informal and formal learning tool by many
  • it can be accessed anywhere at any time.
  • students can engage with their learning at a time and place to suit them.
  • YouTube as a tool in the classroom can lead to increased engagement in several key ways.
  • keeps students' attention focused. This is especially pertinent in the digital era with the reducing attention span
  • visual methods of delivery is an established method of keeping material ‘memorable’
  • Therefore our students no longer need to trudge to the library and join a waiting list to access a suitable supporting material.
  • Kellner and Kim 2009 Kellner, D., Kim, G., 2009. YouTube, Critical Pedagogy and Media Activism: An Articulation. Accessed online at http://gseis.ucla.edu/faculty/kellner/2009_essays.html.Kellner and Kim (2009) confirm that UTers (YouTube users) who responded to a video either through text comments or video responses showed higher motivation in the discussion.
  • ouTube offers a medium to provide multiple viewpoints to provoke comparison within the lecture environment .
  • YouTube opens the door to find alternative representations of anything you might want to say
  • Freeman and Chapman, 2007 B. Freeman and S. Chapman, Is “YouTube” telling or selling you something? Tobacco content on the YouTube video-sharing website, Tobacco Control 16 (2007), pp. 207–210. Full Text via CrossRef | View Record in Scopus | Cited By in Scopus (27)Freeman and Chapman (2007) point to the risk of YouTube being used as a mode of subversive advertising and report on a wide range of underhand tactics used by tobacco companies to sponsor their products.
  • Kellner and Kim 2009 Kellner, D., Kim, G., 2009. YouTube, Critical Pedagogy and Media Activism: An Articulation. Accessed online at http://gseis.ucla
  • Therefore the role of the lecturer is to stimulate discussion
  • They describe this as the: ‘process of video postings as self education, UTers thus practice the pedagogy of learning-by-doing as “performative pedagogy” that they effectively engage in their everyday lives as a fundamental process of meaning-making’ (Kellner and Kim, 2009, p. 15).
  • Good techniques to use are presenting alternative sides of arguments and allowing discussions about the appropriateness of choices.
  • YouTube is a resource of user-generated content with no quality regulation
  • ian august on 02 Jun 11
     
    benefits of using youtube to learn, and some constraints
ian august

Online Community of Learners - 1 views

www.sonoma.edu/...onlinecommunity.html

module 4 assignment

shared by ian august on 09 Jul 11 - Cached
  • have the students introduce themselves by their "medieval vocational personality."
  • Diane Gusa on 09 Jul 11
     
    What medieval vocational personality are you? I am a Dreamer-Minstrel: You can always see the "Silver Lining" to every dark and dreary cloud. Look at the bright side is your motto and understanding why everything happens for the best is your goal. You are the positive optimist of the world who provides the hope for all humankind. There is nothing so terrible that you can not find some good within it. On the positive side, you are spontaneous, charismatic, idealistic and empathic. On the negative side, you may be a sentimental dreamer who is emotionally (academically?)impractical. Interestingly, your preference is just as applicable in today's corporate kingdoms.
  • Nicole Arduini-Van Hoose on 13 Jul 11
     
    According to the test I am also a Dreamer-Minstrel. Interesting task. As part of my courses I have students take real personality tests and we do some group activities with them. Where the topic falls in the sequence of the course is always toward the end, I've thought about making it early in the course because they really get to know themselves and eachother during the group activities, but I haven't done it because I've always felt that they needed more of a foundation to really understand the use of the test (measurement, validity/reliability, standardization, etc.)
Kristen Della

Personality Indicators And Emergency Permit Teachers' Willingness To Embrace Technology... - 0 views

www.questia.com/googleScholar.qst

shared by Kristen Della on 02 Jul 11 - No Cached
  • Kristen Della on 02 Jul 11
     
    Personality indicators and emergency permit teachers' willingness to embrace technology. by Sharon M. Chambers , James C. Hardy , Brenda J. Smith , Sarah F. Sienty As a result of innovative technologies designed to enhance learning, today's te
Diane Gusa

From behaviorism to humanism: Incorporating self-direction in learning concept - 0 views

www-distance.syr.edu/sdlhuman.html

self-direction humanism learning db module 4

shared by Diane Gusa on 11 Jul 11 - Cached
  • It appears that many adult educators today, especially those recognizing the value of self-direction in learning, operate primarily from humanist beliefs and c
  • It also has been our observation that some instructional designers (and many other educators) seem to have difficulty accepting or incorporating humanist beliefs and instead appear guided primarily by behaviorist or neobehaviorist beliefs and paradigms based primarily on logical positivism, although cognitive psychology is increasingly informing the instructional design field.
  • We consider it important to understand why some of the philosophical differences between the two disciplines exist.
  • ...8 more annotations...
  • instructional design as a separate discipline, has developed from several forms of inquiry: (a) research pertaining to media usage and communications theory; (b) general systems theory and development; and (c) psychological and learning theory. Reigeluth (1983) suggests that the three theorists most responsible for the current development of instructional design knowledge include B. F. Skinner (1954), David Ausubel (1968), and Jerome Bruner (1966). Skinner is identified because of his work with behaviorism and Bruner and Ausubel are recognized because of their contributions to cognitive psychology. Reigeluth (1987) has also compiled information on several other authors, theories, and models he believes important to the development of instructional design as a profession. Gagne (1985), Piaget (1966), and Thorndike (and colleagues) (1928) are other scholars frequently cited as foundational for much of today's thinking about instructional design.
  • As Hollis (1991) notes, "traditionally, instructional technologists have largely ignored the humanists' ideas among all the available theories from which to draw upon and incorporate into their schemes. Theoretically, instructional technology has been based on research in human learning and communications theories. In reality, more borrowing of ideas is needed, especially from the ranks of the humanists" (p. 51
  • Humanism generally is associated with beliefs about freedom and autonomy and notions that "human beings are capable of making significant personal choices within the constraints imposed by heredity, personal history, and environment"
  • Humanist principles stress the importance of the individual and specific human needs. Among the major assumptions underlying humanism are the following: (a) human nature is inherently good; (b) individuals are free and autonomous, thus they are capable of making major personal choices; (c) human potential for growth and development is virtually unlimited; (d) self-concept plays an important role in growth and development; (e) individuals have an urge toward self-actualization; (f) reality is defined by each person; and (g) individuals have responsibility to both themselves and to others (Elias & Merriam, 1980).
  • "If an individual is concerned primarily with personal growth and development, how can that person truly be concerned with what is good for all of society?"
  • The learning environment should allow each learner to proceed at a pace best suited to the individual.
  • It is important to help learners continuously assess their progress and make feedback a part of the learning process. 5. The learner's previous experience is an invaluable resource for future learning and thus enhancing the value of advanced organizers or making clear the role for mastery of necessary prerequisites.
  • We do recognize there may be times when self-directed opportunities are minimal, such as when involved in collaborative learning or when learning entirely new content, but believe that the assumption of personal responsibility is possible in ways not tied to the type of learning or content.
Teresa Dobler

The Myth Of Multitasking : NPR - 0 views

www.npr.org/...the-myth-of-multitasking

multitasking

shared by Teresa Dobler on 01 Jun 14 - No Cached
  • today's nonstop multitasking actually wastes more time than it saves
    • Teresa Dobler
      Teresa Dobler on 01 Jun 14
       
      Today, there is so many stimuli competing for our constant attention that we are unable to resist multitasking. For example, I typically have my phone beside me and will glance at it when it vibrates or lights up, which takes me away from whatever I am doing, be it a conversation with a friend or working on graduate school work. According to https://www.apa.org/research/action/multitask.aspx I am losing time with every switch.
dkiesel

Is College Worth It? - 0 views

www.pewsocialtrends.org/...2

Today's students

shared by dkiesel on 14 Aug 14 - No Cached
  • dkiesel on 14 Aug 14
     
    An interesting result of a couple of surveys asking families and university presidents about the costs and benefits of college education.
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