1. Self-concept: As a person matures his self concept moves
from one of being a dependent personality toward one of being a self-directed
human being2. Experience: As a person matures he accumulates a growing
reservoir of experience that becomes an increasing resource for learning.3. Readiness to learn. As a person matures his readiness to
learn becomes oriented increasingly to the developmental tasks of his social
roles.4. Orientation to learning. As a person matures his time
perspective changes from one of postponed application of knowledge to immediacy
of application, and accordingly his orientation toward learning shifts from one
of subject-centeredness to one of problem centredness.5. Motivation to learn: As a person matures the motivation to
learn is internal (Knowles 1984:12).
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Malcolm Knowles, informal adult education, self-direction and andragogy - 0 views
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1. Self-concept: As a person matures his self concept moves from one of being a dependent personality toward one of being a self-directed human being2. Experience: As a person matures he accumulates a growing reservoir of experience that becomes an increasing resource for learning.3. Readiness to learn. As a person matures his readiness to learn becomes oriented increasingly to the developmental tasks of his social roles.4. Orientation to learning. As a person matures his time perspective changes from one of postponed application of knowledge to immediacy of application, and accordingly his orientation toward learning shifts from one of subject-centeredness to one of problem centredness.5. Motivation to learn: As a person matures the motivation to learn is internal (Knowles 1984:12).
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A dialogic approach to online facilitation - 0 views
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Social construction of understanding has long been a significant underlying principle of learning and teaching
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cognition is situated in particular social contexts (Brown, Collins, & Duguid, 1989; Lave & Wenger, 1991); knowing is distributed across groups (Cole, 1991; Perkins, 1993); and learning takes place in communities (Lipman, 2003; Scardemalia & Bereiter, 1996; Wenger, 1998).
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the integration of concrete experience and abstract thought; the integration of reflection and action; the spiral nature of these two; the relationship between separate and connected knowing; and the balance between collaboration and leadership.
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The Community of Inquiry model is based not on the Community of Practice model but, at least in part, on Lipman's work with children (2003) in which "tutor and children collaborate with each other to grow in understanding, not only of the material world, but also of the personal and ethical world around them" (Wegerif, 2007, p. 139)
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Although reflective dialogue has strong connections with Lipman's notion of multidimensional thinking, in that reflection allows synthesis, there may be difficulties with the use of this term as it has been used elsewhere with different connotations (Brookfield, 1995; Schon, 1983).
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Yet students often find this kind of thinking difficult to express when they are learning something new, perhaps because emerging ideas are very vulnerable to criticism
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the dialogic space is broadened to include other types of dialogue which contribute to the development of understanding yet which are easier for students to express. Creative dialogue opens up a reflective space in which issues can be explored with encouragement and trust.
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Another technique is "thought shower" - similar to but perhaps less intense than brainstorming - in which even implicit judgement is suspended. Creative thinking, or dialogue, is not the same as creativity, which is often associated with art and design, yet it appears to have an important role in discovery
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each of the participants really has in mind the other or others in their present and particular being, and turns to them with the intention of establishing a living mutual relation between himself and them."
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The focus is on listening and understanding (Bakhtin, 1986), or reading and understanding in an asynchronous online environment
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Caring thinking also includes caring about the topic or subject (Lipman, 2003, p. 262), which Sharp (2004) calls pedagogic caring,
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Identifying (information responsive): Students explore the knowledge base of the discipline in response to questions or lines of inquiry framed by teachers ("What is the existing answer to, or current state of knowledge on, this question?") Pursuing (information active): Students explore a knowledge base by pursuing their own questions and lines of inquiry ("What is the existing answer to, or current state of knowledge on, my question?") Producing (discovery responsive): Students pursue open questions or lines of inquiry, framed by tutors or clients, in interaction with a knowledge base ("How can I answer this open question?") Authoring (discovery active): Students pursue their own open questions and lines of inquiry, in interaction with a knowledge base ("How can I answer my open question?") (Levy, 2009).
~-_ Planet Art Network _-~ - 0 views
~-_ Planet Art Network _-~ - 0 views
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Describing the Habits of Mind - 0 views
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h, cultivate, observe, and assess. The intent is to help students get into the habit of behaving intelligently. A Habit of Mind is a pattern of intellectual behaviors that leads to productive actions.
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Success seems to be connected with action. Successful people keep moving. They make mistakes, but they never quit. —Conrad Hilton
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Senge, Roberts, Ross, Smith, and Kleiner (1994) suggest that to listen fully means to pay close attention to what is being said beneath the words—listening not only to the "music" but also to the essence of the person speaking; not only for what someone knows but also for what that person is trying to represent
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They tolerate confusion and ambiguity up to a point, and they are willing to let go of a problem, trusting their subconscious to continue creative and productive work on it. Flexibility is the cradle of humor, creativity, and repertoire. Although many perceptual positions are possible—past, present, future, egocentric, allocentric, macrocentric, microcentric, visual, auditory, kinesthetic—the flexible mind knows when to shift between and among these positions
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Whether we are looking at the stamina, grace, and elegance of a ballerina or a carpenter, we see a desire for craftsmanship, mastery, flawlessness, and economy of energy to produce exceptional results
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Generative listening is the art of developing deeper silences in oneself, slowing the mind's hearing to the ears' natural speed and hearing beneath the words to their meaning
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Creative people are open to criticism. They hold up their products for others to judge, and they seek feedback in an ever-increasing effort to refine their technique. They are uneasy with the status quo. They constantly strive for greater fluency, elaboration, novelty, parsimony, simplicity, craftsmanship, perfection, beauty, harmony, and balance.
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Finding Humor You can increase your brain power three to fivefold simply by laughing and having fun before working on a problem. —Doug Hall
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Collaborative humans realize that all of us together are more powerful, intellectually or physically, than any one individual
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Working in groups requires the ability to justify ideas and to test the feasibility of solution strategies on others
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t also requires developing a willingness and an openness to accept feedback from a critical friend. Through this interaction, the group and the individual continue to grow. Listening, consensus seeking, giving up an idea to work with someone else's, empathy, compassion, group leadership, knowing how to support group efforts, altruism—all are behaviors indicative of cooperative human being
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They are invigorated by the quest of lifelong learning. Their confidence, in combination with their inquisitiveness, allows them to constantly search for new and better ways. People with this Habit of Mind are always striving for improvement, growing, learning, and modifying and improving themselves. They seize problems, situations, tensions, conflicts, and circumstances as valuable opportunities to learn (Bateson, 2004).
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Have you every heard of habitus? http://en.wikipedia.org/wiki/Habitus_(sociology)
How To Use Wikipedia In College Research Papers - 0 views
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Teaching Creativity - 0 views
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Most five year olds are totally confident that they can draw, sing, and dance. Tragically, within three or four years this child, if she is typical, will experience a crisis of confidence
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When allowed to do what we want to do, we are most likely to revert to whatever we previously found enjoyable and/or successful.
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In order to force a new idea to the surface, an artist might reverse the order of work, change the medium, change the scale, forbid a certain common component in the work, and so on. These are limitations to jog or jump start the creative impulse.
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people have developed problem solving habits that lack confidence in their own ability to bring any life experience or judgement to the situation.
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a society that values conformity above indiviual creativity and choice making probably should teach drawing as a series of prescribed symbols rather than teaching actual observation, thinking, feeling, and interpretation skills.
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When we show an end product in order to help explain something, we risk that students will not be challenged to think creatively
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To teach process, we avoid posting charts that gives answer unless the students themselves have invented the charts.
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The scientific method says that questions must be answered experimentally and the results are repeatable.
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the scientific method takes more time in the short run, but if a student learns that they can design experiments to solve their own problems, they have learned not only the scientific method, they have learned one of the important components of artistic thinking and artistic behavior. Ultimately, time is saved because students have learned to figure out how to answer their own questions. They are empowered.
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True creativity happens when intuitive imagination brings forth the previously unknown and unimagined
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Teaching humanism on the wards: What patients value in outstanding attending physicians - 0 views
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Patients want to be treated humanely and as individuals by their care-providers. Many curricula, usually written by university faculty, have been developed to teach physicians such skills. Rarely are patients' actual preferences taken into account when designing curricula. This study was undertaken to identify what hospitalized patients most valued about their encounters with attending faculty physicians. In this study, medical residents (post-graduate medical trainees) identified faculty physicians as outstanding teachers of humanistic care. Patients receiving care from these outstanding physicians were interviewed, as were the students and residents on the care team and the study physicians. Using qualitative techniques, patients' comments were analyzed and common themes were identified. These findings were compared with qualities identified by medical residents and students and by the attending physicians themselves. Patients identified the following specific behaviors as those they most valued in their physicians: direct communication, understanding, direct involvement in care, adequate explanation, and overt expressions of respect, as highly valued. Outstanding teachers of humane care exhibited several discrete behaviors that patients described as valuable. Since these behaviors can be discretely identified, they can be taught as part of medical curricula. The content of medical education in communication and doctor-patient relationships should incorporate goals informed by the perspectives of patients.
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elearningpost » Articles » Experience-Enabling Design: An approach to elearni... - 0 views
www.elearningpost.com/...n_approach_to_elearning_design
e-learning design experience instructionaldesign Learning education
shared by Diane Gusa on 05 Jul 11
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Experience is a way in which the self relates or connects emotionally to the world. Experiencing something involves a complex set of psychophysical processes: sensation, perception, apperception, cognition, affection, and sometimes conation. Added to this, is the interplay of psychosocial factors like expectations, attitudes, needs, desires, etc.
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Psychologist Alice Isen and her colleagues have shown that positive experiences are critical to learning, curiosity, and creative thought.
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She discovered that people who felt good were more curious, better at learning, and were able to come up with creative solutions (Isen, A. M. 1993). The scope of design therefore, should extend beyond functionality to fulfill the need for experience.
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dded to this, is the confusing maze of open and closed spaces and a gloomy and rugged floor to traverse while finding your way out of the confusion.
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ease and intuitive way of getting in, moving around and exiting are the experience factors. How do we bridge this gap between layout and experience? Four possible guidelines, which can help a designer ensure outcomes are experienced in an elearning product, are: Embrace experience as an outcome Create a shared language Narrow the gap from idea to outcome Drive constituent parts towards total experience
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One needs to cultivate a method of detachment by distancing oneself from the idea in order to evaluate its validity.
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Pedagogy - Otis College of Art and Design - 0 views
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In higher education, student-centered instructional strategies are challenging the traditional lecture model. Instead of the “sage on the stage” delivering information (one-way model), institutions are promoting learning models where students collaboratively solve problems and reflect on their experiences (two-way/exchange model).
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The Sad, Beautiful Fact That We're All Going To Miss Almost Everything : Monkey See : NPR - 0 views
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The vast majority of the world's books, music, films, television and art, you will never see. It's just numbers. Consider books alone. Let's say you read two a week, and sometimes you take on a long one that takes you a whole week. That's quite a brisk pace for the average person. That lets you finish, let's say, 100 books a year. If we assume you start now, and you're 15, and you are willing to continue at this pace until you're 80. That's 6,500 books, which really sounds like a lot. Let's do you another favor: Let's further assume you limit yourself to books from the last, say, 250 years. Nothing before 1761. This cuts out giant, enormous swaths of literature, of course, but we'll assume you're willing to write off thousands of years of writing in an effort to be reasonably well-read. Of course, by the time you're 80, there will be 65 more years of new books, so by then, you're dealing with 315 years of books, which allows you to read about 20 books from each year. You'll have to break down your 20 books each year between fiction and nonfiction – you have to cover history, philosophy, essays, diaries, science, religion, science fiction, westerns, political theory ... I hope you weren't planning to go out very much. You can hit the highlights, and you can specialize enough to become knowledgeable in some things, but most of what's out there, you'll have to ignore. (Don't forget books not written in English! Don't forget to learn all the other languages!)
The Nicest Person on Twitter Discusses Her Short Story Collection Debut - 0 views
www.artnewsworldwide.com/...rt-story-collection-debut.html
digitalstorytelling Donna Angley short story Twitter
shared by alexandra m. pickett on 04 Jul 11
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Offical Keller Site on ARCS Motivation Theory - 0 views
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problem solving approach to designing the motivational aspects of learning environments to stimulate and sustain students’ motivation to learn
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The art of design and teaching is based on both knowledge and experience and refers to the necessity for personal judgment and problem solving. Many of the challenges faced by teachers and designers cannot be solved “by the book.”
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Self-regulation and teacher-student relationships. - Free Online Library - 1 views
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sed with gatekeeping. It is essential, therefore, to establish a consensus on a conceptual and theoretical underpinning un·der·pin·ning n.1. Material or masonry used to support a structure, such as a wall.2. A support or foundation. Often used in the plural.3. Informal The human legs. Often used in the plural. for effective teaching. This review is designed
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elf-regulation is the process by which individuals make their plans, act upon those plans, and self-evaluate the results.
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he more autonomous the individual the more intrinsic the self-regulation. Student achievement also improves when students are intrinsically motivated and when teachers are autonomy supportive (
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The importance of this project within the context of education is due to the capacity that teachers have to positively or negatively affect student motivation, self-regulation, autonomy, and ultimately, performance
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since effective teaching and mentoring helps students to explore their world with a sense of trust and autonomy, toward the ultimate goal of fully intrinsic self-regulation and improved academic achievement and success.
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ound that caring relationships, meaningful participation, and high standards in a student's life across home, school, and community, as well as student intrapersonal and interpersonal competencies, predicted decreased risk for delinquency delinquencyCriminal behaviour carried out by a juvenile. Young males make up the bulk of the delinquent population (about 80% in the U.S.) in all countries in which the behaviour is reported. ..... Click the link for more information., substance abuse, teen pregnancy, truancy and violence.
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he payoff or incentive for doing the project proposed in this study is at least in part to avoid the cost of not doing it, not to mention that student learning and success are enhanced. Higher education higher educationStudy beyond the level of secondary education. Institutions of higher education include not only colleges and universities but also professional schools in such fields as law, theology, medicine, business, music, and art. achievement has a direct payoff in terms of careers and productivity for the state, and by implementing this program students will not only become productive members of society, they will be doing so because they want to.
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he purpose of this review, therefore, was to establish such a theory, by pulling together educational psychology and psychological theories around an analysis of effective teacher-student relationships. The goal of this project is to help teachers and to help students. It is also hoped that these findings will be used to resolve historical tensions between education and psychology
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BBC News - How Douglas Hodge shaped Willy Wonka for the stage - 1 views
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Charlie Chaplin... Salvador Dali... Fred Astaire... David Bowie... Mick Jagger... Prince... Michael Jackson
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"Bowie has been in my mind as someone who disappeared from the public for a long time and then emerged. A strange exotic creature - he seems to inherit a tradition of enigma and exclusiveness
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The Role of Questions in Teaching, Thinking and Le - 0 views
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If we want thinking we must stimulate it with questions that lead students to further questions. We must overcome what previous schooling has done to the thinking of students. We must resuscitate minds that are largely dead when we receive them. We must give our students what might be called "artificial cogitation" (the intellectual equivalent of artificial respiration).
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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.
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How deep questions drive thought. Statements are contrived originally by answering questions.
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The Art of Using Checklists in the Classroom - Teaching Now - Education Week Teacher - 1 views
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