loom's as a learning process.
Bloom's in its various forms represents the process of learning. It has been simplified in some case like the three story intellect (Oliver Wendell Holmes and Art Costa), but it still essentially represents how we learn.
Before we can understand a concept we have to remember it
Before we can apply the concept we must understand it
Before we analyse it we must be able to apply it
Before we can evaluate its impact we must have analysed it
Before we can create we must have remembered, understood, applied, analysed, and evaluated.
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educational-origami » Bloom's Digital Taxonomy - 0 views
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When I did this the first time I tried to have them create analysis questions first, because I had modeled so many analysis questions I though it would be easy for them. It was a mistake not to start at the very bottom at knowledge.
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I should say that I was attempting to teach my students how to ask questions using the Blooms Taxonomy
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I don't think it is. The learning can start at any point, but inherent in that learning is going to be the prior elements and stages.
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Virtual Teacher Education: Affordances and Constraints of Teaching Teachers Online - 0 views
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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
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Minds on Fire: Open Education, the Long Tail, and Learning 2.0 (EDUCAUSE Review) | EDUC... - 0 views
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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.
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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.
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Web 2.0,
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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
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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).
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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.
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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.
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open source movement
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Digital StudyHall (DSH)
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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.
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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.
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“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
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How does the open source idea fit with fields like medicine or chemistry where knowledge is less "socially constricted"?
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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.
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seeking the knowledge when it is needed in order to carry out a particular situated task.
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Knowledge that is obtained when "needed" then answers the famous question many high school students ask their teachers, "When will I ever use this?"
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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?
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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.
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This involves acquiring the practices and the norms of established practitioners in that field or acculturating into a community of practice.
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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.
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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.
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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.
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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.”
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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.
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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.
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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.
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The Constructivist View of Education - 0 views
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cognitive terminology such as "classify," "analyze," "predict," and "create."
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encourage and accept student autonomy and initiative.
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encourage student inquiry by asking thoughtful, open-ended questions and encouraging students to ask questions of each other. seek elaboration of students' initial responses.
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Reviews principles of constructivism such as: challenging students with problem solving, encouraging student inquiry and assessment. Gives suggestions on encouraging student initiative, inquiry and communication for learning.
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Reviews principles of constructivism such as: challenging students with problem solving, encouraging student inquiry and assessment. Gives suggestions on encouraging student initiative, inquiry and communication for learning.
Thinking in Mind: Using Voicethread for Peer Assessment - 0 views
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Malcolm Knowles .mw { color:#000000;font-family:Verdana,Arial,Helvetica;font-weight... - 0 views
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hi jane, you are doing great! thanks for adding these links... other tags i would add to these resources would be andragogy, and knowles or malcolmknowles. if you put a space between words when you create a tag, they become 2 different tags. if you want them to be separated by a space just put "quotes arond" the phrase. then it will a be one link tag rather than 2 separate links. think of tags as words that will help you (and those of us in this group) remember how to find this bookmark again. or how to find resources on a similar topic. The tags help organize and sort the bookmarks into keywords that describe the content. : ) me
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Daniel Goleman - Ecological Intelligence, Emotional Intelligence, Social Inte... - 0 views
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helping children improve their self-awareness and confidence, manage their disturbing emotions and impulses, and increase their empathy pays off not just in improved behavior but in measurable academic achievement.
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I think that since managing emotions is a part of a students' social and emotional learning; recognizing their emotions is the first step. Also, it makes sense to me that expressions of their emotions through the arts (including music) and the ability to recognize emotions expresses in others' artforms is certainly an aspect of emotional intelligence.
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What Online Students Want to Tell Faculty - 0 views
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Designing your course to promote quality interaction between faculty and students and among students is essential. Consider emphasizing the course conference by making it a part of your class assessment possibly as a substitute for test, paper, or project.
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Be patient and available. Remember some of us are first time online learners and are still trying to figure out this method of teaching and learning.
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Put yourself into the class. “The professor was always available, encouraging and even made the lessons humorous by adding personal tidbits.” “She gave us constant feedback and encouragement.”
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Think about your role in the discussion. Students want you to be present.
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Give frequent feedback on assignments so students have a sense of what they have mastered and where they need to focus attention.
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Your presence in the class is important. These courses should not be seen by the student as “self-taught.”
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Reflections on Online-Teaching and Learning - 0 views
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teaching online can make you a better f2f teacher
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you might be interested in this: online teaching as a catalyst for classroom based transformation https://urresearch.rochester.edu/retrieve/6493/Catalyst+for+Classroom+Transformation.pdf : }
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I have learned that interaction is essential to teaching and learnng. Learning is a social activity. I feel I have been brave enough to include a discussion forum in each module of my course. It was easy really to do. the questions I have posed are big questions-they are not lower level thinking questions. in order to elicit the rich content from my students in the discussion i need better instructions and to create that rubric-i will do.
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can’t believe how far I’ve come. So, I guess that’s the most suprising thing that i have learned. I can do this tech. stuff. well, another thing that strikes me as suprising is that this course has helped me to become a better f2f teacher. i can no longer hide behind my fear for interaction in the f2f class.
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Have you seen this article? ONLINE TEACHING AS A CATALYST FOR CLASSROOM-BASED TRANSFORMATION http://www.google.com/search?q=a+catalyst+for+classroom-based+transformation&ie=utf-8&oe=utf-8&aq=t&rls=org.mozilla:en-US:official&client=firefox-a
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change the world!
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Jim's viewable streams of thought - 2 views
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What I’m really coming to grips with is how much the students might not be actually understanding when I communicate orally. How much of this information is not remembered?
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It’s not about being the “sage” but about being in a room full of people and interacting on issues I love.
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I LOVE how you put this Jim!! For me my room is here with you and the others in our class, and i feel the exact same way. My fondest wish for all of you is that you get to experience your love of teaching- - that same feeling of love and satisfaction you get f2f -- in an online teaching and learning environment too.
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jim: breathe.... i am so sorry. i know how very frustrating this can be.... just a week ago i lost one of my blog posts ... i was crushed and frantic after spending a whole day writing the post... if you follow me on twitter you may have seen my frantic panic expressed in my appeals for help to the the twitterverse for assistance/suggestions on how to recover the post ... i just spent so much time on it....and i have no idea how i deleted it. I am not sure if this will help, but unbelievable after doing all kinds of things to try to recover my post, i actually found it by hitting the back button on my browser. I am on a mac and using firefox, so i don't know if it would work in other browsers or on a PC. there may also be other factors. I never shut down my computer and i use millions of tabs. I think my copy was still in the cache of the computer on the tab that i had used to create the post... anyway. i hope you are ok now. and i look forward to this post. me
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How do I prove this? Just take a look at the course I’ve built and there is evidence of learning.
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ETAP640student FIR reflections - 1 views
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Fook and +Askeland (2007) explore the benefits of critical reflections. They point out that reflection is an intentional practice of exploring underlying assumptions in thought processes, for the purpose of achieving growth. They explain that this practice is useful for an individual to be able to understand their own thinking, and gain better insight into what drives their behaviors.
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Did You Know Video
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It has taken nearly 2 years for the administration on our campus to support the request of one of our faculty members to provide infrastructure and equipment to use Elluminate. Elluminate (http://www.elluminate.com) is a web based tool that provides opportunities for distance learners to stay in their location and participate in synchronous, real time lectures, seminars, or presentations with other members in a different location.
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Furnborough and Truman (2009)
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June 20th, 2011
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it is ideal to make the online environment as effective as possible to meet the learning objectives, and the learners needs.
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Yes, very good point - and as I'm learning week after week, there are many technologies out there to help with meeting the objectives. What I've realized in the past 2 weeks or so is that I didn't have very clear objectives. Once I clarified those, I found it easier to begin to build my course and visualize the modules.
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This includes the feedback I so diligently write on their assignments.
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I honestly don’t see how all of this technology has necessarily improved life for the poor, the hungry, and the uneducated
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I agree that perhaps these populations aren't benefiting from the technology yet, but the potential is huge. Imagine being able to reach out to poorer communities via online learning. Urban schools have a really difficult time recruiting and retaining quality teachers. It's not unheard of for an uncertified teacher to teach in an urban school, because they are so desperate for teachers to man the classrooms. If some of the learning can happen online, or if they could offer blended classes, it could have real potential to raise graduation rates. Online learning is still fairly new in the grand scheme, but it is spreading like wildfire. More people will come on board, great minds will (have) come together for Best Practices, and the proof will be in the student outcomes.
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Curriculum and Instructional Design - 0 views
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I can now see that learning to transform my ideas and beliefs about learning IS GOING TO require a constant and steady flow of reflective inquiry.
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There are still so many tools and technologies to learn!
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I KNOW! It is so overwhelming at times. I just keep telling myself "it's all going to be worth it!" It is extremely comforting, however, to hear the experts in the field and those who have been doing this for a long time saying that they felt the same way when they first began.
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I just found out tonight about this ability to use Diigo in our blogs to leave post-its....very cool!
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I am able to read the discussion posts and announcements while I’m on the road, at work, exercising or shopping. I am able to stay connected to the course, and this has been a great help to my learning.
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I still have so much learning to do
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post quality responses
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teacher
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This course allows me to learn the theoretical underpinnings of learning and teaching online, but also allows me to apply what I have learned and “make the connection” to my professional life and to the greater world!
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From this point on, I have made the decision to be strategic about the design and impact of my course on my faculty’s personal and professional lives.
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for business
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stay consistent with the structure
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Communication in Online Courses: Strategies for Providing Feedback - 0 views
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Be prepared to use a variety of delivery systems for feedback in case the technological system fails
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Take note of students who don’t participate during the first session, and contact them individually after class. They may have technological difficulties
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Provide substantive critique, comment, and/or evaluation for work submitted by individual students or groups, referring to additional sources for supplementary information where appropriate.
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Thank students publicly for comments submitted to the Virtual Classroom showing insight or depth. This will serve to model the types of responses and critical thinking skills you expect from other participants as well as give positive reinforcement to the student who contributed the message.
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the instructor should recognize quality work and intervene as the work is being developed to steer students in the right direction
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Do not comment on every student posting. Much like in face-to-face class discussions let the conversation develop and give students a chance to participate before jumping in with in depth comments/feedback or analysis.
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Use your students' feedback regarding course content, relevancy, pace, delivery problems, and instructional concerns to improve your course for the next time you teach it.
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shared by ian august on 10 Jun 11
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Confessions of an Aca/Fan: Archives: Learning in a Participatory Culture: A Conversatio... - 0 views
henryjenkins.org/...children_and_young_people.html
digital learning social communications onine education henry jenkins
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It is about the informational affordances and cultural practices which have taken shape around the computer and other interactive technologies.
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Yochai Benkler, author of The Wealth of Networks, tells us we respond to the culture differently when we see it through the eyes of a participant rather than a consumer
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And it is this participatory culture which has been facilitated by the new digital media in a way that stretches far beyond the imagination of previous generations.
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When we are talking about the internet, we are talking about all of the activities we perform through this new information infrastructure and the mindset which emerges through our ongoing engagement and participation in the great public conversation that emerges through it.
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Beyond the individual medium there is a media ecology -- all of the different kinds of communications systems which surround us and through which we live our everyday lives
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All of the research shows that the communities of practice which grow up around this participatory culture are powerful sites of pedagogy, fueled by passion and curiosity and by a desire to share what we learn and think with others.
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We are evolving towards this much more robust information system where groups working together can solve problems that are far more complex than can be confronted by individuals
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Right now, schools are often using group work but not in ways which encourage real collaboration or shared expertise -- in part because they still assume a world where every student knows everything rather than one where different kinds of knowledge come together towards shared ends.
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You wouldn't consider someone literate if they could read but not write text and we shouldn't consider someone literate if they can consume but not produce media
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shared by Diane Gusa on 16 Jun 11
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The Art of Writing Clear Instructions (or How to Tell People What to Do) - Content Mast... - 0 views
www.contentmasteryguide.com/...to-tell-people-what-to-do.html
technical writing instructions teaching Online module 2
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A common format for blog posts and articles is to present a topic and then include some actionable steps at the end to help your reader apply their learning. Here are a few ways you might do this: Reflection: Ask your readers to ponder or consider the new idea or perspective you shared with them, and how they might integrate it into their lives. Journaling: Ask your readers to write about the topic. You can provide specific questions for them to answer, or invite them to ask and answer their own questions. Rehearsal: Ask your readers to practice a new behavior, habit, thought pattern or language. Suggest how many times per day or week they should do it, and in which specific situation(s). Action: Ask your readers to take a specific action or actions. Suggest how many times per day or week they should do it, and in which specific situation(s). Documenting: Ask your readers to keep track of their progress; give them a checklist to mark off their actions or ask them to record it in a journal. You may also ask them to keep track of their results, feelings or thoughts during this process. Reporting: Ask your readers to share their results with you, your community or an accountability partner.
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What Do Pit Bulls & Cockroaches Have To Do With Learning & Teaching? - 0 views
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Ten Steps to Better Student Engagement | Edutopia - 0 views
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A teacher in one of my workshops said, "When my students and I are in the flow, then I don't feel like I have to work as hard." I heartily agree.
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