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Online-Education Trend Will Leave Many Students Behind | TIME Ideas | TIME.com - 0 views
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“give everyone access to the world-class education that has so far been available only to a select few
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democratize learning
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although the content is free now, it’s unlikely that it will remain that way for long.
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schools plan to make a profit
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omputer-aided instruction will actually widen the gap between the financially and educationally privileged and everyone else, instead of close it.
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only 35% of households earning less than $25,000 have broadband access to the Internet, compared with 94% of households with income in excess of $100,000.
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only half of black and Latino homes have Internet connections at all, compared with almost 65% of white households.
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, many blacks and Latinos primarily use their cell phones to access the Internet, a much more expensive and less-than-ideal method for taking part in online education.
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If we really want to democratize education, finding creative ways to realistically open up colleges to different communities will do more to help than a model that, despite its stated intentions, is more beneficial for students who are already wealthy, academically prepared and highly motivated.
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My Reflections in ETAP 640 - 0 views
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it would be interesting to see the numbers for 2012,
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I wish i had access to that data. When we decentralized in our move to ANGEL we lost access to system-wide data like this.
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this study and this study support that the most gains in online classroom learning from F2F learning were in areas where these technologies were present,
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this study and this study support that the most gains in online classroom learning from F2F learning were in areas where these technologies were present,
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study and this study support that the most gains in online classroom learning from F2F learning were in areas where these technologies were present,
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study and this study support that the most gains in online classroom learning from F2F learning were in areas where these technologies were present,
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study and this study support that the most gains in online classroom learning from F2F learning were in areas where these technologies were present,
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study and this study support that the most gains in online classroom learning from F2F learning were in areas where these technologies were present,
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study and this study support that the most gains in online classroom learning from F2F learning were in areas where these technologies were present,
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study and this study support that the most gains in online classroom learning from F2F learning were in areas where these technologies were presen
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study and this study support that the most gains in online classroom learning from F2F learning were in areas where these technologies were presen
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this study and this study support that the most gains in online classroom learning from F2F learning were in areas where these technologies were present,
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this study and this study support that the most gains in online classroom learning from F2F learning were in areas where these technologies were present,
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I would have liked more detail and critical analysis of these reports.
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this study and this study support that the most gains in online classroom learning from F2F learning were in areas where these technologies were present,
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this study and this study support that the most gains in online classroom learning from F2F learning were in areas where these technologies were present,
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I miss the ability and opportunity to chat casually with students in an online course the same way I would before or after a F2F course, even if it doesn’t directly relate to my learning.
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are you not comfortable initiating that in the bulletin board created for that purpose?
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your blog looks great Amy! check the blog roll. you are missing my blog from the list and george is no longer in the course. someone else is missing too.
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I am following the directions.
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Are there things that Moodle (or even Angel, per the courses for observation) can do that don’t replicate this structure?
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part of the problem is that the LMS imposes a pedagogy. They have embedded into their DNA a teacher-centric cultrure-specific pedagogy. just look at how they label things... you can't get any more teacher-centered that referring to things as "lessons!" Fortunately in ANGEL at least you can change that... not so in BB. i chaffe under that imposition. This imposed pedagogy is largely due, in my opinion, to the fact that it is application developers, not instructional designers, that developed the LMS. We are stuck having to use tools that are inadequate for the purposes to which we must apply them. They are NOT flexible, they do NOT allow for creativity and innovation. It is a constant fight/struggle to work around their limitations and constraints to get them to DO what you want need them to do. I hate all LMSs equally.
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Reiss doesn’t believe that all children are or should be curious and that curiosity doesn’t always motivate student learning.
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Should every class be for every student?
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developing the course isn’t enough, classroom management is required throughout the course, especially for students who drop in and out.
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I learned that a lot of what I teach will be limited by the functionality of the LMS. I learned that there is so much more.
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I learned that a lot of what I teach will be limited by the functionality of the LMS. I learned that there is so much more.
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I learned that a lot of what I teach will be limited by the functionality of the LMS. I learned that there is so much more.
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I learned that a lot of what I teach will be limited by the functionality of the LMS. I learned that there is so much more.
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I learned that a lot of what I teach will be limited by the functionality of the LMS. I learned that there is so much more.
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I learned that a lot of what I teach will be limited by the functionality of the LMS. I learned that there is so much more.
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I learned that a lot of what I teach will be limited by the functionality of the LMS. I learned that there is so much more.
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I learned that a lot of what I teach will be limited by the functionality of the LMS. I learned that there is so much more.
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earned that a lot of what I teach will be limited by the functionality of the LMS. I learned that there is so much more.
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earned that a lot of what I teach will be limited by the functionality of the LMS. I learned that there is so much more.
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earned that a lot of what I teach will be limited by the functionality of the LMS. I learned that there is so much more.
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earned that a lot of what I teach will be limited by the functionality of the LMS. I learned that there is so much more.
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earned that a lot of what I teach will be limited by the functionality of the LMS. I learned that there is so much more.
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earned that a lot of what I teach will be limited by the functionality of the LMS. I learned that there is so much more.
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earned that a lot of what I teach will be limited by the functionality of the LMS. I learned that there is so much more.
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earned that a lot of what I teach will be limited by the functionality of the LMS. I learned that there is so much more.
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earned that a lot of what I teach will be limited by the functionality of the LMS. I learned that there is so much more.
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earned that a lot of what I teach will be limited by the functionality of the LMS. I learned that there is so much more.
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earned that a lot of what I teach will be limited by the functionality of the LMS. I learned that there is so much more.
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earned that a lot of what I teach will be limited by the functionality of the LMS. I learned that there is so much more.
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earned that a lot of what I teach will be limited by the functionality of the LMS. I learned that there is so much more.
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earned that a lot of what I teach will be limited by the functionality of the LMS. I learned that there is so much more.
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earned that a lot of what I teach will be limited by the functionality of the LMS. I learned that there is so much more.
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earned that a lot of what I teach will be limited by the functionality of the LMS. I learned that there is so much more.
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earned that a lot of what I teach will be limited by the functionality of the LMS. I learned that there is so much more.
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earned that a lot of what I teach will be limited by the functionality of the LMS. I learned that there is so much more.
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earned that a lot of what I teach will be limited by the functionality of the LMS. I learned that there is so much more.
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earned that a lot of what I teach will be limited by the functionality of the LMS. I learned that there is so much more.
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earned that a lot of what I teach will be limited by the functionality of the LMS. I learned that there is so much more.
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earned that a lot of what I teach will be limited by the functionality of the LMS. I learned that there is so much more.
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earned that a lot of what I teach will be limited by the functionality of the LMS. I learned that there is so much more.
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learned that a lot of what I teach will be limited by the functionality of the LMS. I learned that there is so much more.
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learned that a lot of what I teach will be limited by the functionality of the LMS. I learned that there is so much more.
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learned that a lot of what I teach will be limited by the functionality of the LMS. I learned that there is so much more.
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learned that a lot of what I teach will be limited by the functionality of the LMS. I learned that there is so much more.
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learned that a lot of what I teach will be limited by the functionality of the LMS. I learned that there is so much more.
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learned that a lot of what I teach will be limited by the functionality of the LMS. I learned that there is so much more.
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learned that a lot of what I teach will be limited by the functionality of the LMS. I learned that there is so much more.
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learned that a lot of what I teach will be limited by the functionality of the LMS. I learned that there is so much more.
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learned that a lot of what I teach will be limited by the functionality of the LMS. I learned that there is so much more.
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learned that a lot of what I teach will be limited by the functionality of the LMS. I learned that there is so much more.
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learned that a lot of what I teach will be limited by the functionality of the LMS. I learned that there is so much more.
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learned that a lot of what I teach will be limited by the functionality of the LMS. I learned that there is so much more.
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learned that a lot of what I teach will be limited by the functionality of the LMS. I learned that there is so much more.
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learned that a lot of what I teach will be limited by the functionality of the LMS. I learned that there is so much more.
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I care.
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the fact that you care about "her" and the fact that you understand that you are still learning mean it is highly unlikely that you will fail her : )
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What Is Crowdsourcing? - CBS News - 0 views
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but the basic idea is to tap into the collective intelligence of the public at large to complete business-related tasks that a company would normally either perform itself or outsource to a third-party provider.
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Crowdsourcing can improve productivity and creativity while minimizing labor and research expenses.
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shared by Anne Deutsch on 14 Jul 13
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Search smarter, search faster - 5 views
www.merlot.org/...viewMaterial.htm
module 4 assignment boolean search logic search strategies search keywords databases library research
shared by Anne Deutsch on 14 Jul 13
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Location
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Click on the "Go to Material" button to see the video. It's super fun and worth watching until the end - the purpose of the croissants will be revealed!
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short
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I actually think that this video is a bit too long - but it's really fun and engaging so hopefully students will stick with it.
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Creative Commons: no
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I will need to contact the creators to ask for permission to use this resource. I'll go ahead and look for an alternate resource just in case.
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This resource is great because almost all students need to learn about search strategy but they tend to find the concepts BORING. This video is really engaging and fun. It pulls the viewer in from the very beginning.
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This reminds me of the videos done with avatars, except I like it better because it is easier to relate to!
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Also available on youtube at http://au.youtube.com/watch?v=Oa66AxTbjxA&feature=PlayList&p=F499991C809E32DE&index=0
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Nice to have alternate access point - can use YouTube embed code in course
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Ha! I liked the video. I can relate to Ted. Very cute resource and appropriate for students. I don't think it was too long. Maybe the kids could recreate the video.
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Edwige Simon, PhD | Educational Technology Consultant, Denver/Boulder metro area, Color... - 0 views
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Technology workshops for Language Teachers
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Sticky note....I do not understand why they are not showing for our instructor. -
I only tagged those tools that I am interested in using in my online course but there are many other tools and sinc ethis is a blog it is updated frequently.
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I only tagged those tools that I am interested in using in my online course but there are many other tools and since this is a blog it is updated frequently. Also they have put a creative commons license on this blog so anyone can use the information in their own courses as long as they give credit to the author of the Blog.
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Wow I hit the jackpot here in Melot. This blog has links out to how to manual for many of the tools I want to teach in my online course. I cannot highlight the links but I encourage those of you who are interested in learning web 2.0 tool to visit this blog. It's quite informative.
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I plan to use some of the tutorial guides as recommended resources in my course.
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Resources on hybrid/blended course(re) design
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In 2012, 32% of all higher education students are now taking at least one online course
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Voicethread 1/1 (Go to post) Voicethread 2/2 (Go to post)
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Voki (Go to post)
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Audacity (Go to post)
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Glogster (Go to post)
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Making Sense of MOOCs: Musings in a Maze of Myth, Paradox and Possibility | Daniel | Jo... - 0 views
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The first course carrying the name MOOC was offered in 2008, so this is new phenomenon. Second, the pedagogical style of the early courses, which we shall call cMOOCs, was based on a philosophy of connectivism and networking. This is quite distinct from the xMOOCs now being developed by elite US institutions that follow a more behaviourist approach. Third, the few academic studies of MOOCs are about the earlier offerings because there has been no time for systematic research on the crop of 2012 xMOOCs. Analysis of the latter has to be based on a large volume of press articles and blogs. Fourth, commentary on MOOCs includes thinly disguised promotional material by commercial interests (e.g. Koller, 2012) and articles by practitioners whose perspective is their own MOOC courses.
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The term MOOC originated in Canada. Dave Cormier and Bryan Alexander coined the acronym to describe an open online course at the University of Manitoba designed by George Siemens and Stephen Downes. The course, Connectivism and Connective Knowledge, was presented to 25 fee-paying students on campus and 2,300 other students from the general public who took the online class free of charge (Wikipedia, 2012a).
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Can xMOOCs make money?
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technology has been about to transform education for a long time
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In 1841 the 'inventor of the blackboard was ranked among the best contributors to learning and science, if not among the greatest benefactors to mankind'. A century later, in 1940, the motion picture was hailed the most revolutionary instrument introduced into education since the printing press. Television was the educational revolution in 1957. In 1962 it was programmed learning and in 1967 computers. Each was labelled the most important development since Gutenberg's printing press.
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But first, we agree with Bates (2012) that what MOOCs will not do is address the challenge of expanding higher education in the developing world. It may encourage universities there, both public and private, to develop online learning more deliberately, and OER from MOOC courses may find their way, alongside OER from other sources, into the teaching of local institutions.
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He notes (Siemens, 2012) that 'MOOCs are really a platform' and that the platforms for the two types of MOOC that we described at the beginning of the paper are substantially different because they serve different purposes. In Siemens' words 'our cMOOC model emphasises creation, creativity, autonomy and social networking learning.
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teaching methods 'are based on very old and out-dated behaviourist pedagogy, relying primarily on information transmission, computer-marked assignments and peer assessment'.
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Another myth is that computers personalise learning. Bates (2012) again: 'No, they don't. They allow students alternative routes through material and they allow automated feedback but they do not provide a sense of being treated as an individual.
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With such support MOOCs provide a great opportunity to develop new pedagogy. In a world of abundant content, courses can draw from a pool of open educational resources (OER) and provide their students with better and more varied teaching than individual instructors could develop by themselves. The University of Michigan (2012) (which made history by using OER from Africa in its medical school) uses OER extensively in its Coursera course Internet History, Technology and Security. UC Berkeley (2012) draws extensively on OER in its course on Quantum Computing.
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pedagogy is not a familiar word on the xMOOC campuses. It is a myth that professors distinguished by their research output are competent to create online courses without help.
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This, in turn, will put a focus on teaching and pedagogy to which these institutions are unaccustomed, which will be healthy. At the same time academics all around the world will make judgements about the intellectual quality and rigour of the institutions that have exposed themselves in this way.
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With such support MOOCs provide a great opportunity to develop new pedagogy. In a world of abundant content, courses can draw from a pool of open educational resources (OER) and provide their students with better and more varied teaching than individual instructors could develop by themselves.
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Social Media in the Classroom - Resources and Tips and Ideas - WeAreTeachers - 0 views
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Should We “Like” Social Media in the Classroom?
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Using Social Media to Boost Creativity
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10 Ways to Use Instagram in the Classroom
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Making Meaning With Social MediaHow sharing work online
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7 Social Media Icebreakers
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Social Media on Pinterest
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5 Ways to Engage Parents Online
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The Technology Source Archives - Ten Ways Online Education Matches, or Surpasses, Face-... - 6 views
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Students are empowered to learn on their own and even to teach one another.
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Students are made accountable for their own education and are able to reflect on what they are learning. -
Students work together with professors to create a learning style that meets their needs. The students guide information that is important to them making the experience meaningful.
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Students served as instructors to their classmates, and together they worked toward learning goals more effectively than if they had been provided with the answer by the instructor.
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I have seen my own students achieve better comprehension when they are able to see the information through the eyes of their peers rather than my perspective.
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This also supports Shift 4 in ELA Common Core which calls for students to have "rich" conversations centering on a text.
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When an instructor posts a question on the asynchronous discussion board, every student in the class is expected to respond, respond intelligently, and respond several times.
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This expectation is supported by the online instructor's facilitation of discourse and intellectual leadership, identified by Jones et al. as two aspects of teaching presence.
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On a more formal note, online tests and quizzes can be constructed with an automatic grading capability that provides immediate feedback and references to text and class notes that explain the correct answers. Assignments, including grades and editorial comments, can be returned to students more promptly and usually with more detail than in the F2F environment.
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This is something to consider with respect to formative assessment, RtI evidence/data, and computer-based grade books. Wondering how it would work in an open source learning platform for collecting data on teacher effectiveness at the university level?
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I have used online homework systems with my middle school students, and it works wonderfully. Many students use the immediate feedback to their advantage, reviewing the questions they got wrong. I know they use it well because whenever I happen to make an error in marking the correct answer, I will receive a flood of emails from students quoting resources stating why they believe their answer to be correct.
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They say that it is common for participants in online courses to develop a strong sense of community that enhances the learning process.
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Bodes well for gobalization of education, especially when supported by language conversion apps.
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Reminds me of a community of inquiry model. See Garrison, Anderson, and Archer, 2000.
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thrilled
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The thinking, planning, research, learning, and effort that goes into constructing and teaching an online course has rejuvenated many faculty members who were frankly going through the motions after numerous years of teaching the same courses, semester after semester, in the same classroom environment.
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As online learning increases at the secondary level, is it possible that responsibility for curriculum development will become an APPR bargaining issue under the Regents Reform Agenda?
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the best way to teach students how to write more effectively is to have them write more often.
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One of my main concerns about creating and online class for a junior high (7th/8th) grade is about how technology is affecting their writing abilities. I was afraid of how all the short hand phrases we all use are affecting students and their abiliity to write. Yes, online courses are writing intensive and a great means of keeping students writing but as the teacher I feel like I have to make sure that the work I recieve is of quality. As I continue to research this fear I am seeing both sides of the argument. Text talk may be both positive and negative. Still looking into this... Here is just one of many articles I have found on this topic: http://www.nst.com.my/nation/extras/zero-to-12-is-technology-deteriorating-language-skills-1.89256
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Thanks for the link. I know with my students, I emphasize the need for using conventional English in typed school work no matter what device they are using. Most of my middle school students are adept at transitioning from the language they would use while texting to the language I expect in their lab report, even if they are typing the lab on their phone.
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Students with family or work responsibilities are often unable to commit to a traditional course because they cannot be in the same place at the same time for 15 consecutive weeks.
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Although some instructors may discover more than they wanted to know about their students, my online teaching experience disproves the notion that online courses are impersonal and do not foster relationships, either between students and instructors or among students themselves.
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I wonder what the limit on class size is for an online course to feel "intimate."
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In the traditional F2F classroom, the instructor asks a question, and the same four or five extroverted students inevitably raise their hands. They offer spontaneous, often unresearched responses in the limited time allotted for discussion. In the online environment, discussions enter a new dimension.
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This is huge for online learning. Students are able to thoughtfully respond which deepens discussions.
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. Online education is neither right for all students nor right for all faculty, but it frequently meets the needs of both for an exciting, high-quality educational experience.
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How do we make the jump and empower students to actually take on the role as a teacher?
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explain, share, comment upon, critique
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explain, share, comment upon, critique
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unresearched responses in the limited time
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unresearched responses
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I personally have seen a big difference in my thought and contributions when given time to think, research, and craft a response to an argument.
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There is also something to be said abou the "delete" button. Once you say something, you cannot undo it.
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can refer to their course materials and think through their answers
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I think this is a very important piece of online learning I hadn't thought about t before. When students are online they are able to actually process the information and not be afraid if they're processing skills are slower than other students.
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The goal is for the student to continue learning throughout life, not just for the course. This links back to the Minds on Fire reading: http://www.educause.edu/ero/article/minds-fire-open-education-long-tail-and-learning-20
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However, I have heard from very few faculty members who are not energized by the creative process of achieving the same instructional goals in an entirely new format.
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On average, online courses are far more writing-intensive than traditional classes have ever been.
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he first response that comes to mind rather than the best possible response
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and you don't have the, "Doh! I should have said ..." as you're walking out of the classroom.
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Many online students have indicated that this is the first time they have ever "spoken up" in class and that they enjoy the opportunity
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Geared to lifelong learning
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While I'm not a LMS hater, I do see this as a problem in the way LMSs keep a death grip on the content and learning. I'd like to develop a plugin for Balckboard that allows a student to easily "pack up" and take their work with them as they complete a course.
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as a result of the relative anonymity
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It's almost ironic that the initial anonimity can lead to deeper connections relative to F2F interactions.
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online education can be done well,
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It seems that some examples that are used to demonstrate a poor online course are often as good as a "normal" (i.e. F2F) class. Being as good as a traditional lecture class is a low bar to set.
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In their everyday lives, individuals do not have a teacher at their side to direct them in their acquisition of new information. One of the roles that we need to perform as educators, then, is to teach students to find and learn information on their own or in concert with their colleagues. The online environment fosters self-motivated education. Students direct their own use of Internet links, search engines, discussion boards, chat, e-mail, and other media. While such resources cannot guarantee student initiative, they establish a framework that gives precedence to the autonomy of the learner.
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develop course materials among themselves in a manner rarely seen in the F2F classroom.
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In f2f classes at masters public health program, we do extensive group projects. I think that k--12 classes may not have had many project-based classes of which hopefully will be more as we are seeing the influence of online teaching and how for practical learning the online environment can greatly compliment a practical session. But I don't agree that all the practical project based work I have done for my profession with other students and teachers is not as well integrated compared to all the practical group work I have done in my profession with students and teachers. Also the quality of spoken live discussion in group work is very challenging when it is live. Maybe online is helping by giving us more time to think before we say something.
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Sorry I didn't want these to go public. These were just my notes to myself so that I could further do some research. Is there a way to remove these or make these private again. Guess I'm still testing the water.
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Fearless Writing (a book by Tom Romano) - 2 views
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This link will take you to the opening chapter of Tom Romano's latest book about multi-genre papers. Romano has been working on this concept for close to two decades. It branches off Gardner's work on multiple intelligences, which Samantha wrote about on the Module 1 discussion board. I believe that we need to rethink what an academic paper "should" look like. Are we teaching an outdated model? -
Rhonda, I started reading Fearless Writing with this link you provided and if I had nothing else to do today I would curl up and just read it. This is a topic that I have been thinking about whie taking these ETAP classes that there needs to be a paradigm shift in letting people just write. As a writer, of sorts at least I have published a book, I write best with editing a thousand times as the writing becomes better targeted. However, one can notice in our online discussions how some students do not write much, or do not write from the soul of self, the creativity with the science and theories to figure out how to remember and apply what we learn. During the years I was writing my book, I discovered that when I played the piano or figured out some 1700 Spanish classical guitar piece..I could write easily. It was like food for the writing. Now days I have that music in my head whenever write like right now there's a tune being built with the pace of tapping the keys. This process is what we need to let flourish when student have their dance of art, music, and other types of deigns in the Mind that form pathways to help us learn.
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Thanks for the comment. I haven't done much with multigenre papers since getting the teacher certification, but I do think it's an area that needs more exploring. Romano focuses mostly on the high school population but I see no reason why these ideas can't be pulled up into an expository writing course. Yes, college students need to know how to do the basic research, citation, and so on, but they also need to know how to CREATE, how to enjoy words for words' sake rather than putting words on the page to fulfill a grading formula. Again, call me a Luddite if you will but I fear that as these web tools grow more sophisticated, we are losing our grip on the simple pleasure of the written word...
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shared by lkryder on 16 Jun 14
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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
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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.
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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.
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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).
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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.
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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.
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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?
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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. -
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.
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Creative Use of Podcasting in Higher Education and Its Effect on Competitive Agency - 0 views
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Creating podcasts seems to enhance retention, understanding of and engagement with course content. Lazarri (2009) found that "full-time students co-involved in lessons' podcasting outperformed colleagues of the previous years and achieved higher levels of what we define as competitive agency, that led them to better understand the theoretical issues of the course and to more effective practical skills."
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How to Plan and Teach a Cooperative Learning Lesson | eHow.com - 1 views
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Jigsaw Method
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assign specific group roles to each student which they carry out in an effort to solve a lengthy, multi-step problem that requires creative thinking, and which may be solvable by various methods, such as algebraic, geometric, or even the results of experimental
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how you will grade your students
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Socratic questioning - Wikipedia, the free encyclopedia - 0 views
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When teachers use Socratic questioning in teaching, their purpose may be to probe student thinking, to determine the extent of student knowledge on a given topic, issue or subject, to model Socratic questioning for students, or to help students analyze a concept or line of reasoning.
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To deeply probe student thinking, to help students begin to distinguish what they know or understand from what they do not know or understand
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To foster students' abilities to ask Socratic questions
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Socrates himself thought that questioning was the only defensible form of teaching
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shared by Joy Quah Yien-ling on 10 Aug 10
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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
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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.
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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.