Net Gen students are facile at multitasking
Learning Spaces | EDUCAUSE - 0 views
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Workers anticipated having a single profession for the duration of their working lives. Education was based on a factory-like, "one size fits all" model. Talent was developed by weeding out those who could not do well in a monochromatic learning environment.
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Knowing now means using a well-organized set of facts to find new information and to solve novel problems. In 1900, learning consisted largely of memorization; today it relies chiefly on understanding.
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Views: The Disruption Is Here - Inside Higher Ed - 0 views
UC Berkeley orientation: UC Berkeley asks incoming students to say more than 'hello' - ... - 0 views
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In addition to exploring their diverse backgrounds, students will discuss the language challenges graduates face as many work overseas, Hampton said. "They're going to be living in a multilingual context, and that's a really interesting thing for them to think about," he said.
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The voice samples will be attached anonymously to an interactive world map so other participants can hear them, and each student will be matched through a voice recognition program with five others who have similar pronunciations, Johnson said.
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With about 30% of incoming UC Berkeley students reporting that English was not their first language, exploring that linguistic diversity is a good way to help students feel comfortable at such a large school, faculty organizers said.
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The Magic of Going Mobile: Augmented Reality, Design Thinking and the Power of Place | ... - 0 views
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Game designers say that as a narrative tool, ARIS is especially primed for helping educators create structures that allow students to go out into new environments, collect information, and then to aggregate, find patterns, and make meaning of that information.
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Alice Leung, a teacher at Merrylands High School in Sydney, Australia, recently used ARIS with a group of students to design a tour of the school’s main landmarks for student orientation day.
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“The rich area for kids is really designing,” he says. “Being part of community, play testing, learning about content, science, civics, social studies. It’s a really rich space where people move from players to designers and back. People are rallying around them and commenting on each other’s work.”
Moving at the Speed of Creativity - Academic Integrity on a Digital Campus by Berlin Fang - 0 views
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Causes of Academic Dishonesty from literature: Craig, Federici & Buehler, 2010 Academic - assessment design - education about academic dishonesty - poor understanding of citation styles - “poor understanding of the proper use of intellectual property”
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Ethical - cutting corners - work ethics - cultureal differences Personal - personal maturity - “poor time management skills” - “new to college experience” Academic dishonesty can be defined as “anything with gives students an unearned advantage academically” - see Hart and Morgan, 2010
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We also use TurnItIn.com Encourage professors to use questions from randomized question blocks Provide resources - Writing Center - Library Resources - Endnote
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Jean Lave, Etienne Wenger and communities of practice - 1 views
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Supposing learning is social and comes largely from of our experience of participating in daily life? It was this thought that formed the basis of a significant rethinking of learning theory in the late 1980s and early 1990s by two researchers from very different disciplines - Jean Lave and Etienne Wenger. Their model of situated learning proposed that learning involved a process of engagement in a 'community of practice'.
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When looking closely at everyday activity, she has argued, it is clear that 'learning is ubiquitous in ongoing activity, though often unrecognized as such' (Lave 1993: 5).
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Communities of practice are formed by people who engage in a process of collective learning in a shared domain of human endeavour: a tribe learning to survive, a band of artists seeking new forms of expression, a group of engineers working on similar problems, a clique of pupils defining their identity in the school, a network of surgeons exploring novel techniques, a gathering of first-time managers helping each other cope. In a nutshell: Communities of practice are groups of people who share a concern or a passion for something they do and learn how to do it better as they interact regularly. (Wenger circa 2007)
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Education Week: Science Grows on Acquiring New Language - 0 views
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For example, when babies born to native-English-speaking parents played three times a week during that window with a native-Mandarin-speaking tutor, at 12 months, they had progressed in their ability to recognize both English and Mandarin sounds, rather than starting to retrench in the non-native language. By contrast, children exposed only to audio or video recordings of native speakers showed no change in their language trajectory. Brain-imaging of the same children backed up the results of test-based measures of language specialization.
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The research may not immediately translate into a new language arts curriculum, but it has already deepened the evidence for something most educators believe instinctively: Social engagement, particularly with speakers of multiple languages, is critical to language learning.
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“The key to that series of studies is exposure and live interactions with native speakers,” Ms. Lebedeva said. “The interactions need to be naturalistic: eye contact, gestures, exaggerated phonemes.”
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researchers long thought the window for learning a new language shrinks rapidly after age 7 and closes almost entirely after puberty. Yet interdisciplinary research conducted over the past five years at the University of Washington, Pennsylvania State University, and other colleges suggest that the time frame may be more flexible than first thought and that students who learn additional languages become more adaptable in other types of learning, too.
Toolbox or Trap? Course Management Systems and Pedagogy (EDUCAUSE Quarterly) | EDUCAUSE... - 0 views
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Campuses have adopted these programs on a wide scale, yet few studies have looked at how the design and use of a CMS affects pedagogy, and instructors rarely discuss how a CMS affects their teaching.
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Decisions about which learning software to use on campus are often made by campus technologists and administrators rather than faculty.
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The construction of the course syllabus, a natural beginning point for most instructors, is a good example of how the software imposes limitations. When they first enter a CMS, new instructors see the default buttons of the course menu, which are based on type rather than purpose: Announcements, Course Content, Discussion, even Syllabus.
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Dr. Mashup; or, Why Educators Should Learn to Stop Worrying and Love the Remix | EDUCAU... - 0 views
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A classroom portal that presents automatically updated syndicated resources from the campus library, news sources, student events, weblogs, and podcasts and that was built quickly using free tools.
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Increasingly, it's not just works of art that are appropriated and remixed but the functionalities of online applications as well.
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mashups involve the reuse, or remixing, of works of art, of content, and/or of data for purposes that usually were not intended or even imagined by the original creators.
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Higher Education Reimagined With Online Courseware - Education Life - NYTimes.com - 0 views
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M.I.T. officials like to tell about an unsolicited comment they received one day about the online course “Introduction to Solid State Chemistry.” “I learned a LOT from these lectures and the other course material,” the comment said. “Thank you for having it online.” The officials did a double take. It was from Bill Gates. (Really.)
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But just 9 percent of those who use M.I.T. OpenCourseWare are educators. Forty-two percent are students enrolled at other institutions, while another 43 percent are independent learners like Mr. Gates. Yale, which began putting free courses online just four years ago, is seeing similar proportions: 25 percent are students, a majority of them enrolled at Yale or prospective students; just 6 percent are educators; and 69 percent are independent learners.
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Professor Shankar is working on his second semester of recorded videos, and says that the experience has improved his teaching.
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Principle III. Provide Multiple Means of Engagement | National Center On Universal Desi... - 0 views
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Offering learners choices can develop self-determination, pride in accomplishment, and increase the degree to which they feel connected to their learning. However, it is important to note that individuals differ in how much and what kind of choices they prefer to have. It is therefore not enough to simply provide choice. The right kind of choice and level of independence must be optimized to ensure engagement.
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In an educational setting, one of the most important ways that teachers recruit interest is to highlight the utility and relevance, of learning and to demonstrate that relevance through authentic, meaningful activities. It is a mistake, of course, to assume that all learners will find the same activities or information equally relevant or valuable to their goals. To recruit all learners equally, it is critical to provide options that optimize what is relevant, valuable, and meaningful to the learner.
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Vary activities and sources of information so that they can be: Personalized and contextualized to learners’ lives Culturally relevant and responsive Socially relevant Age and ability appropriate Appropriate for different racial, cultural, ethnic, and gender groups
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