the knowledge developed during the course does not pre-exist the course. Second, since the knowledge of the course does not exist before the course (because you and the students develop the knowledge during the course), your chief challenge is to manage the process of knowledge discovery.
10 Rules of Teaching in this Century -- Campus Technology - 0 views
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Now, because learning resources and opportunities are infinite, make the move: Don’t just tell students the key knowledge in your field, but help them discover it through problem-based active learning. Change your curriculum from a list of what you will say to a list of essential problems (or questions) that students will address, with your guidance, throughout the semester.
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It may well be better to re-state learning outcomes in terms of essential problems and the research associated with those essential problems, and build rubrics based on the problems within a problem-based learning structure.
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Mobile Learning Environments (EDUCAUSE Quarterly) | EDUCAUSE - 0 views
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There are now more than 4.6 billion mobile phones in the world, according to the International Telecommunication Union (ITU)'s February 2010 press release. This means that mobile has taken the place of FM radio as the most ubiquitous communications technology on the planet.1
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Mobile Phone Network model Centralized Peer-to-peer Content customization Uniform Personalized to context Information distribution Just-in-case Just-in-time Role of audience Consumer Equal p
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articipant Reliability qualifier Authority Social capital Governance Institutional Relational
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a childhood walk :: zefrank.com - 0 views
Walking on Eggshells: Borrowing Culture in the Remix Age | Brain Pickings - 0 views
Taking next-gen augmented reality for an ARM-powered walk around the block -- Engadget - 0 views
C. M. Rubin: The Global Search for Education: More Technology, Please! - 0 views
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One of the best examples I have seen of the flex model was in Morgan Hill, California. This is a district south of San Jose where about a third of its students are Hispanic and I believe over a third of its students are on free-and-reduced price lunch. The school is called the Silicon Valley Flex Academy - Grades 6 through 12. As you walk into the school there are a couple of huge open spaces on either side where every student has his/her own office. In this space, each student has his/her own computer. The students are encouraged to decorate their own space with things they like (in the same way an adult might decorate an office at work). There are break out classrooms around the perimeter of the building. Here teachers are getting the data on how the kids are doing. Teachers can pull students into these break-out classrooms in very small groups. The teacher is then able to focus on a student's individual issues. The teacher's job is totally different in this arrangement. The fascinating thing was how much ownership the students have over their learning. They all knew exactly what was expected of them the entire year. They knew exactly how they were doing at any point. Their job was to learn the material. If they could get the work done during the school day there was no homework. So it was up to the individual students to make those decisions.
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The teachers I spoke to explained that they had been trained to do lesson planning, lectures to large groups of students and classroom management -- none of which they were now doing. They explained that the adjustment was difficult. Training has not been built into the formal teacher training system for programs like this, and few are really thinking about it at the moment. Now, the teacher is still doing teaching or tutoring when pulling students out into small groups for project-based work, but instead of this being determined by a pacing guide, this is now being determined by where the students are in their learning. What was so interesting was that in this model, teachers were able to do the tutoring and value enrichment work that teachers really like to do but don't always get time to do in a classroom. One of the challenges the teachers mentioned was staying on top of scheduling. How do you keep track when you have students at different places in the curriculum? Those were tough decisions for teachers to make and they were, as you say, learning on the job.
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When students own their learning, they feel responsible for it and motivated to do it. What they also appreciated was that the teacher was no longer there to "punish them" or "grade them down". Instead the teacher was there to help them reach their goal. This is much more of an environment built around success and motivation versus failure.
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A Walk Through the Ancient World - 0 views
Cell Phones in the (Language) Classroom: Recasting the Debate (EDUCAUSE Quarterly) | ED... - 0 views
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My Google Voice number has served primarily as a messaging service students call (sometimes spontaneously during the instructional period, more often outside of the classroom) to record dialogues, poetry, even song, either individually or in pairs. These recordings are stored on Google servers, but can be downloaded and posted on course management pages (Moodle, Blackboard, Sakai, etc.) or podcasting, blogging, or social networking sites (I post particularly good recordings on my Spanish Facebook page). While I have yet to experiment with this particular feature, Google Voice can also be used for conference calling, and dialogues with groups of students can be recorded for later informal group or formal teacher evaluation.
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It is generally accepted that students work harder and become more engaged and invested in activities and assignments that might be publicly posted (on the Internet or otherwise). My own experience shows that students required to record speech of any kind in a computer laboratory setting spend considerable time preparing prior to recording. The very act of recording their voices — creating a permanent record of their speech — instilled a strong desire to perform well. In short, the act of recording increased students’ investment and engagement in the learning process.
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The access that I had to that student combined with the ease and speed of communication presented by Google Voice solved more than a pronunciation problem; it likely helped me head off a building class management issue by engaging that student on his terms outside of the classroom setting.
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if:book: this progress - 0 views
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My hypothesis, if correct, would oblige us to recognize the fact that the primary function of written communication is to facilitate slavery.
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The use of writing for disinterested purposes, and as a source of intellectual and aesthetic pleasure, is a secondary result, and more often than not it may even be turned into a means of strengthening, justifying or concealing the other. (p. 299)
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Already our ideas about privacy are radically different than they were a decade ago.
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Learning Reimagined: Participatory, Peer, Global, Online | DMLcentral - 1 views
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I have found that in both my traditional physical classrooms and online environments, the chances of successful outcomes are multiplied when every person in the group makes a commitment to active participation in helping others learn.
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When a sufficient number of people jump in and start contributing and building on one another's contributions, it becomes clear to all that it's not just about the teacher's performance and the student's ability to complete assignments. It's about our joint effort to make the whole of our encounter more valuable than just the sum of our individual learning.
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I type roles on the whiteboard and show how to use the whiteboard tools to enter, format and move around elements. Roles include searchers, chat summarizers, session summarizers, mindmap leaders, session bloggers. I ask co-learners to write their own names on the whiteboard next to the roles they want to take, show them how to create break-out rooms to coordinate their collaborations, and ask the summarizers to feed their output to the bloggers, who take responsibility for posting a reflective summary of the session later
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Cell Phones in the (Language) Classroom: Recasting the Debate (EDUCAUSE Quarterly) | ED... - 0 views
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New Internet SMS and messaging services are proving especially useful to language teachers, turning the focus away from the particulars of language and writing and toward whole language oral output and pronunciation, even at the beginner level.
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is the time to revisit and recast the debate over cell phones in education and to consider their relevance as engagement and assessment tools for foreign language teachers in particular.
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And it is no longer only what takes place inside the classroom that needs debating. Paradigm shift also means embracing the notion that learning takes place in more collaborative, interactive ways and also — at least potentially — everywhere and (nearly) all the time.
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