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Bryan Lee

The ecstasy of influence: A plagiarism, By Jonathan Lethem (Harper's Magazine) - 3 views

www.harpers.org/...0081387

plagiarism copyright writing culture mashup article

shared by Bryan Lee on 28 Jul 10 - Cached
  • Bryan Lee on 28 Jul 10
     
    Cool article on our culture's ability to plagiarize, and the tendency of artists to do just that.
  • Bryan Lee on 28 Jul 10
     
    An article that discusses the cultural ramifications of our new ability to borrow material.
  • Katherine Moody on 26 Aug 10
     
    loved the bit on "the beauty of second use"
Bryan Lee

Educational Leadership:Teaching for the 21st Century:What Would Socrates Say? - 0 views

www.ascd.org/..._Would_Socrates_Say%C2%A2.aspx

21stcenturyskills technology socrates teaching education leadership curriculum

shared by Bryan Lee on 09 Mar 10 - Cached
  • Socrates believed that we learn best by asking essential questions and testing tentative answers against reason and fact in a continual and virtuous circle of honest debate.
  • sea of trivia
  • This argument rests on the premise that we learn best through data collection without the burdens of judgment and discernment.
  • ...15 more annotations...
  • incessant communication is really a complex manifestation of miscommunication that does not lead to intellectual growth
  • unearned celebrity
  • creating a new learning and intellectual environment consistent with the cognitive and expressive demands of the 21st century.
  • the European Enlightenment and the Industrial Revolution, both of which convinced us that we can make a better world through creating knowledge and applying it to human needs
  • fragments of thought.
  • Human beings already are prone to think in magical terms
  • manufactured culture
  • The celebrity cult replaces real heroes with made-up ones, much to the detriment of children's mental health
  • it glosses over human rights and skirts the issue of responsibility. Without critical reflection, we will continually fall victim to such notions
  • Critical Reflection
  • A second element of the 21st century mind that we must cultivate is the willingness to abandon supernatural explanations for naturally occurring events
  • please the gods or fate to survive
  • problem solving.
  • Thinking empirically is a form of social responsibility
  • Yale Divinity School
  • Bryan Lee on 09 Mar 10
     
    Some of the down side of technological integration
Bryan Lee

Real-World Issues Motivate Students | Edutopia - 0 views

www.edutopia.org/ect-learning-real-world-issues

smart smartgoals gtd lifehacks goals productivity pbl project project-based web2.0

shared by Bryan Lee on 09 Nov 09 - Cached
  • "We teach numbers, then algebra, then calculus, then physics.
  • starting with the concrete and solving hands-on
  • teams of students in a high school geometry class design a state-of-the-art high school for 2050.
  • ...8 more annotations...
  • second graders curious about the number of medicines a classmate takes and her frequent trips to the doctor investigate -- with the classmate's permission -- the causes of cystic fibrosis.
  • a fifth-grade project on kites involves using creative writing skills in poems and stories with kite theme
  • A casual remark by one student leads to an in-depth study of the role of kites in various cultural celebrations
  • Like adults trying to solve a problem, they don't restrict themselves to one discipline but rather delve into math, literature, history, science -- whatever is appropriate to the study
  • One of the major advantages of project work is that it makes school more like real life
  • In real life, we don't spend several hours at a time listening to authorities who know more than we do and who tell us exactly what to do and how to do it," she says. "We need to be able to ask questions of a person we're learning from. We need to be able to link what the person is telling us with what we already know. And we need to be able to bring what we already know and experiences we've had that are relevant to the topic to the front of our minds and say something about them."
  • She advocates a three-phased approach: Phase 1 involves an initial discussion of a project topic, including children's firsthand experiences related to the topic. Phase 2 involves fieldwork, sessions with experts, and various aspects of gathering information, reading, writing, drawing, and computing. Phase 3 is the presentation of the project to an audience.
  • First, her students were not learning concepts deeply enough to apply or even remember them for a long period. Second, a growing body of research upheld the view that concepts are best understood using concrete examples constructed by the students themselves. Third, while taking a break from teaching to finish a master's thesis, Reeder took a job at a bridge-design company and realized, when she was asked to do a task, that she had never applied her knowledge of mathematics in a real-world situation
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