Group items tagged

"During a recent meeting with some colleagues, I reflected upon the conversations that I have had with potential clients over the past 6 months with regards to the use of mobile technologies. With a very small exception (probably 2-3 out of approx 60 conversations) those conversations have revolved around the creation of 'mobile learning', which actually translated as the "shrinking down of desktop content to allow it to be viewed and interacted with on a mobile device". Very little, if any mention, of creating performance support resources… No consideration of using the devices native functions I.e. camera, keyboard, GPS, voice recorder, to enhance the experience…. A heavy focus on the learner 'learning' something from it, as opposed to the worker 'enhancing' their performance from it (Hell, who needs to learn the London Underground routes if you've got the app in your pocket?) And this is where I think we have got it wrong again!" Great thoughts on where we are and where we might go with mobile technologies for education

Our pedagogical imperative is to let a course unfold according to the whim and determination of the group - to replace teacher-as-content with learning-community-as-content-maker. Doesn't this replace the content-as-authority with the random knowledges of various members of the group? How does "whim" become "content"? Wouldn't it be better to start with actual, factual knowledge? on Dec 09, 14 - Edit - Remove This is at the heart of what Freire calls "co-intentional education," in which "Teachers and students (leadership and people), co-intent on reality, are both Subjects, not only in the task of unveiling that reality, and thereby coming to know it critically, but in the task of re-creating that knowledge." The collective knowledge of a group of students will almost always exceed the expertise of one instructor. The last sentence is misleading -- not what Freire says. If the teacher is not included as part of the task, the knowledge of the group of students probably doesn't exceed the instructor's expertise.

The idea of "portfolio" implies that the sum of the parts is greater than its individual parts, that there is some benefit to seeing the whole work longitudinally or from start to finish. A portfolio, here, is a collection of written work, related or not, presented as well as it can be, by a student for the purposes of showing, well, the best that the student can do at a given time. ... The idea of "portfolio" implies that the sum of the parts is greater than its individual parts, that there is some benefit to seeing the whole work longitudinally or from start to finish. A portfolio, here, is a collection of written work, related or not, presented as well as it can be, by a student for the purposes of showing, well, the best that the student can do at a given time.

"A portfolio, here, is a collection of written work, related or not, presented as well as it can be, by a student for the purposes of showing, well, the best that the student can do at a given time. Online, portfolios allow wide latitude in individual expression, and can contain a wide variety of kinds of work: research papers, essays, weblog entries, paragraphs, journal entries, summaries or creative work. There is a kind of dynamic tension at all moments with weblog portfolios: on the one hand, they should have visible, from the first screen, all the best of the student's work, properly formatted, edited, looking crisp and nice (defined more carefully below) and properly linked. On the other, the weblog is a dynamic thing, receiving the latest of the student's work, and pushing older stuff down and out of sight." article by Steve McCarty

Article on PBL: The assumption of non-constructivist approaches to learning has been that as long as learners are provided with knowledge, they will be able to use it. Education based on that assumption is thus primarily concerned with transferring substance to the learner, and little importance is placed on the role of the learning activity. From a constructivist view, on the other hand, learning is the process of constructing knowledge - not merely obtaining it - in social environments (Brooks & Brooks, 1993). The theory of situated learning consistent with this view asserts that what we come to know and understand is fundamentally a product of the learning situation and the nature of the learning activity. Learning tasks should thus, as far as possible, be embedded in the target context and require the kind of thinking that would be done in real life (Brown et al., 1989; Lave & Wenger, 1991).

"In the past I have shared Google Drawing templates for students to create drag-and-drop "magnetic" poetry with a winter-theme as well as for Valentine's Day. "This time I have updated the template for Springtime. Just like before, doing this activity with technology such as Google Drawings provides many benefits: " No limit on the quantity of words provided. Just copy and paste more of them as needed. Great tech skills practice with dragging and dropping and copying and pasting. Ability to edit the words provided if needed. Ability to add your own words. Easy collaboration with others. Easy to share or download your final creation. No pieces to get lost. It's free! "See below to get your free copy of the Springtime Magnetic Poetry template to use with your students (or yourself) however you want, as well as directions on how to use it." A template and instructions follow. T/h to Eric Curts blog, Control Alt Achieve

"To summarize, then, we might say that (1) the skill of guessing from context may not be as helpful in the real world as previously imagined, (2) it may not be as useful in acquiring vocabulary items as previously imagined. When a teacher is asked by a student for the meaning of a word in a text, the reflex response of 'try to work it out from the context' may also not be as helpful as previously imagined. Translations and / or dictionary advice may well, at times, be more appropriate." An interesting view of an activity that has been considered significant by many reading teachers. More research is needed!

Just one blog entry in a long debate. Follow the link to Deborah Meier's blog as well. Maybe it's time to ditch standardized testing as a way of measuring children -- and schools. As one writer said, why not also use them to measure neighborhoods and cities as well?

A tools to record responses to a primary source, which might be video, photo, audio, etc., as well as paper. A nice guide for students as well as scholars.

"The Common Core standards don't just suggest novel technology use as a way to "engage students," but rather requires learners to make complex decisions about how, when, and why to use technology-something educators must do as well." Thoughtful and precise blog article with quotes from the Common Core. This may be useful for EFL as well as ESL teachers both inside and outside the U.S.

An interesting argument that the flipped classroom is really a stepping stone to students doing their own learning/research. Very thought-provoking about the role of the teacher in a classroom or online: "Ultimately, we have realized that three fundamental questions should drive the teaching and ­learning experience: What are you going to learn? How are you going to learn it? How are you going to show your learning? As this new way of learning has played out over time, my students have found that they no longer need me to locate or create videos for them. They can find their own resources and direct their own learning. My goal as a teacher is to help them become independent learners, to give their learning a purpose that is apparent to them (beyond simply passing the unit exam). I prompt them to reflect on their thinking and learning while sharing stories of my own journey as a learner. I help them develop skills, such as finding and evaluating sources and collaborating with their peers."

"Successful managers learn three to four times as much from experience as from interaction with bosses, coaches, and mentors. And they learn about twice as much from those conversations as in classrooms and formal learning programs." Learning experientially seems a valid general approach to all of life and learning.

This web resource is for teachers of high beginning and intermediate writing courses and intermediate ESL learners. The resource provides 8 units that 1) teach about paragraph structure and paragraph elements: topic sentence, supporting sentences, and concluding sentence 2) introduce transition words and coherence in a paragraph 3) provide the opportunity to learn about and practice basic writing skills such as making an outline and staying on topic. Clear explanations are supported by examples; therefore, teacher can use this resource for class preparation, and ESL learners can use it as additional material to learn about paragraph writing. Practice activities provided by the website are not interactive; however, most of the assessment tasks have answer keys. In addition, each unit provides lesson in a PDF format that can be used by a teacher as a handout. -- From Lena Shvidko For ESL K-12 learners, but would be useful for adults as well. Focuses on the paragraph, rather than the essay, so makes a good beginning set of lessons.

Holding oneself in a "state of questioning" may be a desirable outcome of learning, as well as a process for learning. For example, "adaptive software that leads students through English/language arts or mathematics on a pace set by their own abilities fails to force students to ask questions about that material, contextualize it in real life, or communicate about the concepts with others, Lehmann said. The same is true of collaborative projects where restrictive guidelines result in several, nearly-identical finished products across student groups. "In a true inquiry-based model, how learning happens isn't as important as whether that learning encourages students to try to learn even more. Lehmann compared the scenario to the plight of a two-year-old child who has graduated from 'yes' and 'no' and proceeded onto an endless string of 'why's.' "'To me it comes down to process,'" Lehmann said. 'Inquiry means living in the soup. Inquiry means living in that uncomfortable space where we don't know the answer.'"

Azendoo helps teams assign and track their various roles in a group project. I can imagine this as a nice way for teachers to help students decide on tasks and roles with the group as well. Reminders to the team help keep work on track. Azendoo allows as many workspaces as need, and each space has 10GB of storage. works with Evernote, Google Drive, Dropbox, and Box to help sharing.

Video clips are sorted by level (primary or secondary) and subject, and include Chinese and some European languages, as well as science, maths, biology, etc. Clips can are all very short and can be sorted additionally by topics. Could be useful for content-based learning as well as language study.

The Pi Zero has 1 GHz processor and 512 MB RAM, with 2 micro USB ports and HDMI slots, as well as an SD card slot. The computer run Linux, and can be programmed, all in a credit card sized board. The foundation hopes to bring millions to the world of programming.

"Relevant real-world content Each lesson is based in authentic content-the world-class news and information on CNN-and organized in sections that match the needs and interests of learners. This makes the learning experience personalized and relevant. No nonsensical sentences or made-up stories. New lessons every day Today's news becomes today's lessons on en.news, with new lessons published on a daily basis. That's like giving the world a new English textbook every day. For free. Unlimited learning for free Learning a language is a lifelong journey and on en.news, learners can return as often as they want to take as many lessons as they want. There's no "end of a book" or "end of a course" which means the learning never ends. Part of a daily routine en.news combines the habit of consuming news, checking sports scores and staying on top of the world of entertainment with the utility of learning English."

"This article examines the use of both game-based learning (GBL) and gamification in tertiary education. This study focuses specifically on the use of games and/or simulations as well as familiarity with gamification strategies by communication faculty. Research questions concentrate on the rate, frequency, and usage of digital and non-digital games and/or simulations in communication courses, as well as instructor familiarity with gamification. A survey was constructed with questions emerging from the game-based learning and gamification literature. It was distributed to communication faculty at public institutions of higher education in a southern state. In this context, the author argues that while the term gamification is novel, the approach is not. Based on the results, current gamification strategies appear to be a repackaging of traditional instructional strategies."

A social studies teacher shares American history images. May prove useful for content-based projects and the study of American culture. "American History Resource - The Denver Post Photo Blog "As a social studies teacher I am always looking for new resources to to bring into the classroom. We can no longer rely on notes and a text book as our primary learning tools. The internet has provided teachers with new resources and new opportunities to change the way history is taught and learned. Every month I come across new sources of photographs, documents, and videos that help to enhance the learning experience. One of my favorite recent discoveries has been the The Denver Post photo blog, or Plog as it is called. The Plog is a terrific resource of photographs and information about a wide variety of historical topics which I have covered here, here, and here in my other blog. From the Statue of Liberty, to the inauguration,then the Great Depression, and the Berlin Wall, the Denver Post's Photo Blog is one resource that I highly recommend you explore."

A nice way to enhance project-based learning, and PicMark lets you share on several common social websites such as Google+, Twitter, and Fb. "PicMark is a simple tool that allows you to brand your pictures with a custom frame before you post them online. Adding a mark is as simple as uploading your picture to their site, choosing a frame, and sharing it to Facebook, Twitter, or Pinterest. The site allows you to further enhance your frames by choosing colors, styles, and typing messages on the frame. If you'd like, you can even design your own custom frame to use anytime. PicMark is great for teachers to share class pictures on their class web page or with students in projects. PicMark is free to join and it makes sharing pictures just a little bit more fun."