What Do We Mean by Learning?
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Educational Leadership:Technology-Rich Learning:Students First, Not Stuff - 1 views
www.ascd.org/...Students-First,-Not-Stuff.aspx
learning richardson edtech pedagogy education edchat students teaching collaboration
shared by Kathleen Porter on 28 Mar 13
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Teachers must be colearners with kids, expert at asking great, open-ended questions and modeling the learning process required to answer those questions. Teachers should be master learners in the classroom
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developing the skills and dispositions necessary for them to learn whatever they need to learn whenever they need to learn it? That means rethinking classrooms to focus on individual passions, inquiry, creation, sharing, patient problem solving, and innovation
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Instead of helping our students become "college ready," we might be better off making them "learning ready," prepared for any opportunity that might present itself down the road
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With access, and with a full set of skills and literacies to use this access well, we now have the power to create our own education in any number of ways
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Some, like Stanford professor Howard Rheingold, believe that technology now requires an attention literacy—the ability to exert some degree of mental control over our use of technology rather than simply being distracted by it—for users to be productive. Professor Henry Jenkins at the Massachusetts Institute of Technology (MIT) advocates for transmedia literacy, which includes networking and performance skills that take advantage of this connected, audience-rich moment.
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it's about addressing the new needs of modern learners in entirely new ways. And once we understand that it's about learning, our questions reframe themselves in terms of the ecological shifts we need to make: What do we mean by learning? What does it mean to be literate in a networked, connected world? What does it mean to be educated? What do students need to know and be able to do to be successful in their futures? Educators must lead inclusive conversations in their communities around such questions to better inform decisions about technology and change
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Right now, we should be asking ourselves not just how to do school better, but how to do it decidedly differently
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Learning is now truly participatory in real-world contexts. The transformation occurs in that participation, that connection with other learners outside school walls with whom we can converse, create, and publish authentic, meaningful, beautiful work
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what do we do as schools become just one of many places in both the real and virtual world where our students can get an education? Welcome to what portends to be the messiest, most upheaval-filled 10 years in education that any of us has ever seen. Resistance, as they say, is futile
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How Does the Brain Learn Best? Smart Studying Strategies | MindShift - 41 views
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pupils today can change the way they study to exploit the brain’s quirky learning processes, using the strategies revealed by memory and learning research
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Students need to understand that learning happens not only during reading and studying, but in all sorts of ways, so that they can examine their own habits to know which ones may be helping or not, and make adjustments
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when the brain has to work hard to retrieve a half-forgotten memory (such as when reviewing new vocabulary words you learned the day before), it re-doubles the strength of that memory.
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The human brain evolved to pick up valuable pieces of information here and there, on the fly, all the time, and put it all together
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Breaking up and spacing out study time over days or weeks can substantially boost how much of the material students retain, and for longer, compared to lumping everything into a single, nose-to-the-grindstone session.
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A 15-minute break to go for a walk or trawl on social media isn’t necessarily wasteful procrastination. Distractions and interruptions can allow for mental “incubation” and flashes of insight — but only if you’ve been working at a problem for a while and get stuck, according to a 2009 research meta-analysis.
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Quizzing oneself on new material, such as by reciting it aloud from memory or trying to tell a friend about it, is a far more powerful way to master information than just re-reading it
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benefits of sleep (which improves retention and comprehension of what you learn), perceptual learning modules and mixing up different kinds of related problems or skills in practice sessions instead of repetitively rehearsing just one skill at a time.
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Letting how we choose to learn inform our teaching - The Learner's Way - 0 views
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Think of a time when you were completely immersed in a learning challenge. A time when you became aware of the need to master a new skill or concept. A situation that took you outside of your comfort zone, when there were times that you became frustrated, when you thought of quitting, downed tools and walked away, but came back time and time again. Maybe it was a problem you had to solve. Maybe it was a challenge you wanted to overcome.
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Learning and Cognitive Load - Part Two - 9 views
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There are three cognitive loads that impact the efficient formation of schemas. Extraneous cognitive load are those not directly required to master a task and have a negative impact on schema formation, reducing these is desirable and can be achieved through efficient design. Intrinsic cognitive load is that which is inherent in the task and for the most part cannot be reduced. Tasks with high intrinsic cognitive load are by nature more complex for an individual and in the long term are managed through equally complex schema. Germane cognitive load refers to the mental resources devoted to the efficient formation of schemas and is seen to have a positive effect on learning. Understanding these things will allow us to more effectively target our efforts as learners and teachers ensuring the cognitive load theory has a valuable role to play.
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YouTube - 21CLearners MasterTeacher - 0 views
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David Warlick and teachers in Qatar gather to talk about being a Master Learner and teacher in the 21st Century. More info at http://elearning.qataracade...
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Sketchup: Apartment Design in Elementar... - 0 views
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my nine year old daughter
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It was hard to keep away my oldest daughter, who is 12, so we could finish. Taylor told her teacher what she did and asked if I could bring in my Lap Top to show her. She asked if I would show the whole class as well.
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Sketchup is remarkably user-friendly! Technology in the classroom is a great tool... it motivates students, stimulates learning, and often levels the playing field. Sketchup is a terrific example... there were gasps of delight and exclamations of enthusiasm as Brian demonstrated just a few of the basics. We all wondered why we had spent so much time with pencil and paper... this looked to be a whole lot more fun and more versatile. Needless to say, every child wanted to try it and they were all able to quickly master a few simple steps with Brian's guidance. I think they would have gladly designed an entire city had we given them time!"
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As a teacher, I saw a multitude of curriculum connections; geometry, measurement, logic, problem solving, art, perspective... the list goes on and on.
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Five Psychological Principles Fueling Gamification : Learning Solutions Magazine - 0 views
www.learningsolutionsmag.com/...rinciples-fueling-gamification
gamification #eduhacks #edtech psychology learning the brain
shared by dsatkins1981 on 22 Jul 17
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narratives developed around a learning activity make the activity more engaging and relevant to the learner
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leveling up should become more difficult as users progress through the material.
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“If you play Angry Birds or some other game on your mobile or laptop, you are not thinking about what you are making tonight for dinner. You are thinking about what is going on in the game,” she says.
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incorporate learning in that experience, it causes a hyper focus on the key learning point.”
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Some in the field of brain science are finding that multitasking is actually detrimental to task-quality. In other words, each additional task you undertake decreases the quality of your focus on all tasks exponentially and therefore decreases each resultant product. Hyperfocus for limited periods may be much more inline with the way the brain wants to work.
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Users who earn or receive awards as a result of gamification do not want to lose them and, thus, will continue playing in order to retain them.