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J Black

ed4wb » Blog Archive » The New Bottom-up Authority - 0 views

www.ed4wb.org/?p=164

21stcenturyskills education learning learners

shared by J Black on 31 Jan 09 - Cached
  • It appears that most teachers today underestimate the amount of learning that is happening among youth outside of schools.  Since this informal learning sometimes dubbed “hanging out”, “messing around” or “geeking out”  happens outside of the classroom and doesn’t look like traditional learning, it’s easy for educators to miss. The quality and quantity of learning, the process by which it occurs, and the way authority is established in these informal environments, should be something that teachers become familiar with. Will Richardson, who writes extensively on these matters, believes that, “One of the biggest challenges educators face right now is figuring out how to help students create, navigate, and grow the powerful, individualized networks of learning that bloom on the Web and helping them do this effectively, ethically, and safely.” (see article)
  • It appears that most teachers today underestimate the amount of learning that is happening among youth outside of schools.  Since this informal learning sometimes dubbed “hanging out”, “messing around” or “geeking out”  happens outside of the classroom and doesn’t look like traditional learning, it’s easy for educators to miss. The quality and quantity of learning, the process by which it occurs, and the way authority is established in these informal environments, should be something that teachers become familiar with. Will Richardson, who writes extensively on these matters, believes that, “One of the biggest challenges educators face right now is figuring out how to help students create, navigate, and grow the powerful, individualized networks of learning that bloom on the Web and helping them do this effectively, ethically, and safely.” (see article)
  • It appears that most teachers today underestimate the amount of learning that is happening among youth outside of schools.  Since this informal learning sometimes dubbed “hanging out”, “messing around” or “geeking out”  happens outside of the classroom and doesn’t look like traditional learning, it’s easy for educators to miss. The quality and quantity of learning, the process by which it occurs, and the way authority is established in these informal environments, should be something that teachers become familiar with. Will Richardson, who writes extensively on these matters, believes that, “One of the biggest challenges educators face right now is figuring out how to help students create, navigate, and grow the powerful, individualized networks of learning that bloom on the Web and helping them do this effectively, ethically, and safely.” (see article)
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  • Schools, in general, are not taking advantage of the power of peer-based learning or the benefits of a more decentralized type of expertise which lies outside of its ivory walls.
  • The same study later describes a writer’s heightened sense of authenticity that comes from peer feedback as opposed to school evaluations: “It’s something I can do in my spare time, be creative and write and not have to be graded,” because, “you know how in school you’re creative, but you’re doing it for a grade so it doesn’t really count?”
  • J Black on 31 Jan 09
     
    The top-down, authoritarian model found in most classrooms today looks very different from the model many students experience when they learn online. The classroom's hierarchical approach, with the sage on the stage, requires, (and, ultimately demands) passivity and deference on the part of the learner. Informal, interest-driven networked learning, with its access to large stores of information and variety of opinion, on the other hand, takes a much different view of authority. It's usually peer based, largely democratic, meritocratic, often creates dissonance due to variety and demands evaluation. Knowing what we do about active learning, one would seem clearly superior to the other.
Carlos Quintero

Innovate: Future Learning Landscapes: Transforming Pedagogy through Social Software - 0 views

innovateonline.info/index.php

article artículo education innovate learning pedagogia2.0 pedagogy teaching

shared by Carlos Quintero on 11 Sep 08 - Cached
  • Web 2.0 has inspired intense and growing interest, particularly as wikis, weblogs (blogs), really simple syndication (RSS) feeds, social networking sites, tag-based folksonomies, and peer-to-peer media-sharing applications have gained traction in all sectors of the education industry (Allen 2004; Alexander 2006)
  • Web 2.0 allows customization, personalization, and rich opportunities for networking and collaboration, all of which offer considerable potential for addressing the needs of today's diverse student body (Bryant 2006).
  • In contrast to earlier e-learning approaches that simply replicated traditional models, the Web 2.0 movement with its associated array of social software tools offers opportunities to move away from the last century's highly centralized, industrial model of learning and toward individual learner empowerment through designs that focus on collaborative, networked interaction (Rogers et al. 2007; Sims 2006; Sheely 2006)
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  • learning management systems (Exhibit 1).
  • The reality, however, is that today's students demand greater control of their own learning and the inclusion of technologies in ways that meet their needs and preferences (Prensky 2005)
  • Tools like blogs, wikis, media-sharing applications, and social networking sites can support and encourage informal conversation, dialogue, collaborative content generation, and knowledge sharing, giving learners access to a wide range of ideas and representations. Used appropriately, they promise to make truly learner-centered education a reality by promoting learner agency, autonomy, and engagement in social networks that straddle multiple real and virtual communities by reaching across physical, geographic, institutional, and organizational boundaries.
  • "I have always imagined the information space as something to which everyone has immediate and intuitive access, and not just to browse, but to create” (2000, 216). Social software tools make it easy to contribute ideas and content, placing the power of media creation and distribution into the hands of "the people formerly known as the audience" (Rosen 2006).
  • the most promising settings for a pedagogy that capitalizes on the capabilities of these tools are fully online or blended so that students can engage with peers, instructors, and the community in creating and sharing ideas. In this model, some learners engage in creative authorship, producing and manipulating digital images and video clips, tagging them with chosen keywords, and making this content available to peers worldwide through Flickr, MySpace, and YouTube
  • Student-centered tasks designed by constructivist teachers reach toward this ideal, but they too often lack the dimension of real-world interactivity and community engagement that social software can contribute.
  • Pedagogy 2.0: Teaching and Learning for the Knowledge Age In striving to achieve these goals, educators need to revisit their conceptualization of teaching and learning (Exhibit 2).
  • Pedagogy 2.0: Teaching and Learning for the Knowledge Age In striving to achieve these goals, educators need to revisit their conceptualization of teaching and learning
  • Pedagogy 2.0 is defined by: Content: Microunits that augment thinking and cognition by offering diverse perspectives and representations to learners and learner-generated resources that accrue from students creating, sharing, and revising ideas; Curriculum: Syllabi that are not fixed but dynamic, open to negotiation and learner input, consisting of bite-sized modules that are interdisciplinary in focus and that blend formal and informal learning;Communication: Open, peer-to-peer, multifaceted communication using multiple media types to achieve relevance and clarity;Process: Situated, reflective, integrated thinking processes that are iterative, dynamic, and performance and inquiry based;Resources: Multiple informal and formal sources that are rich in media and global in reach;Scaffolds: Support for students from a network of peers, teachers, experts, and communities; andLearning tasks: Authentic, personalized, learner-driven and learner-designed, experiential tasks that enable learners to create content.
  • Instructors implementing Pedagogy 2.0 principles will need to work collaboratively with learners to review, edit, and apply quality assurance mechanisms to student work while also drawing on input from the wider community outside the classroom or institution (making use of the "wisdom of crowds” [Surowiecki 2004]).
  • A small portion of student performance content—if it is new knowledge—will be useful to keep. Most of the student performance content will be generated, then used, and will become stored in places that will never again see the light of day. Yet . . . it is still important to understand that the role of this student content in learning is critical.
  • This understanding of student-generated content is also consistent with the constructivist view that acknowledges the learner as the chief architect of knowledge building. From this perspective, learners build or negotiate meaning for a concept by being exposed to, analyzing, and critiquing multiple perspectives and by interpreting these perspectives in one or more observed or experienced contexts
  • This understanding of student-generated content is also consistent with the constructivist view that acknowledges the learner as the chief architect of knowledge building. From this perspective, learners build or negotiate meaning for a concept by being exposed to, analyzing, and critiquing multiple perspectives and by interpreting these perspectives in one or more observed or experienced contexts. In so doing, learners generate their own personal rules and knowledge structures, using them to make sense of their experiences and refining them through interaction and dialogue with others.
  • Other divides are evident. For example, the social networking site Facebook is now the most heavily trafficked Web site in the United States with over 8 million university students connected across academic communities and institutions worldwide. The majority of Facebook participants are students, and teachers may not feel welcome in these communities. Moreover, recent research has shown that many students perceive teaching staff who use Facebook as lacking credibility as they may present different self-images online than they do in face-to-face situations (Mazer, Murphy, and Simonds 2007). Further, students may perceive instructors' attempts to coopt such social technologies for educational purposes as intrusions into their space. Innovative teachers who wish to adopt social software tools must do so with these attitudes in mind.
  • "students want to be able to take content from other people. They want to mix it, in new creative ways—to produce it, to publish it, and to distribute it"
  • Furthermore, although the advent of Web 2.0 and the open-content movement significantly increase the volume of information available to students, many higher education students lack the competencies necessary to navigate and use the overabundance of information available, including the skills required to locate quality sources and assess them for objectivity, reliability, and currency
  • In combination with appropriate learning strategies, Pedagogy 2.0 can assist students in developing such critical thinking and metacognitive skills (Sener 2007; McLoughlin, Lee, and Chan 2006).
  • We envision that social technologies coupled with a paradigm of learning focused on knowledge creation and community participation offer the potential for radical and transformational shifts in teaching and learning practices, allowing learners to access peers, experts, and the wider community in ways that enable reflective, self-directed learning.
  • . By capitalizing on personalization, participation, and content creation, existing and future Pedagogy 2.0 practices can result in educational experiences that are productive, engaging, and community based and that extend the learning landscape far beyond the boundaries of classrooms and educational institutions.
  • Carlos Quintero on 11 Sep 08
     
    About pedagogic 2.0
  • Carlos Quintero on 11 Sep 08
     
    Future Learning Landscapes: Transforming Pedagogy through Social Software Catherine McLoughlin and Mark J. W. Lee
Shane Brewer

edbuzz.org » Revenge of the Edupunks - 20 views

edbuzz.org/...revenge-of-the-edupunks

edupunks highered web2.0

shared by Shane Brewer on 08 Oct 09 - Cached
J Black and Phil Ashman liked it
  • The education futurists see the development of Web 2.0 as the final death knell of the 20th century learning model. The proliferation of open source learning tools, social media technology, mobile learning tools, and the ability of educators to cheaply and effectively construct rich, complex, individualized learning experiences for students is bound to revolutionize education.
  • In some ways, integrating technology with high school and college curriculum may seem like a simple task, but any experienced educator will tell you it’s definitely not. Shifting from a classroom mindset to an online mindset not only presents significant practical problems, but the transformation can be very difficult for teachers to conceptualize.
  • Although the potential benefits online learning presents are exciting, shifting the way educators think about teaching and learning is definitely not an easy task. Nevertheless, the more students and their parents demand highly individualized and inexpensive curriculum, educators will be forced to change the way they deliver instruction. The market forces that are shaping today’s schools will, at the most fundamental level, disrupt the current educational model. The problem we face as educators is deciding which tools we should use and the best ways to use them. Finding a solution to this problems might require the sort of radical thinking the edupunks like to embrace.
  • Shane Brewer on 08 Oct 09
     
    "The education futurists see the development of Web 2.0 as the final death knell of the 20th century learning model. The proliferation of open source learning tools, social media technology, mobile learning tools, and the ability of educators to cheaply and effectively construct rich, complex, individualized learning experiences for students is bound to revolutionize education."
Ian Woods

AJET 26(3) Drexler (2010) - The networked student model for construction of personal le... - 17 views

www.ascilite.org.au/...drexler.html

shared by Ian Woods on 23 Sep 10 - Cached
    • jordi guim
      jordi guim on 23 Sep 10
       
      Muy interesante sobre PLE / PLN
  • Table 2: Personal learning environment toolset Web application (networked student component) Tool used in test case Student activity level of structure Social bookmarking (RSS) Delicious http://delicious.com/ Set up the account Subscribe to each others accounts Bookmark and read 10 reliable websites that reflect the content of chosen topic Add and read at least 3 additional sites each week. News and blog alert (RSS) Google Alert http://www.google.com/alerts Create a Google Alert of keywords associated with selected topic Read news and blogs on that topic that are delivered via email daily Subscribe to appropriate blogs in reader News and blog reader (RSS) Google Reader http://reader.google.com Search for blogs devoted to chosen topic Subscribe to blogs to keep track of updates Personal blog (RSS) Blogger http://www.blogger.com Create a personal blog Post a personal reflection each day of the content found and experiences related to the use of personal learning environment Students subscribe to each others blogs in reader Internet search (information management, contacts, and synchronous communication) Google Scholar http://scholar.google.com/ Conduct searches in Google Scholar and library databases for scholarly works. Bookmark appropriate sites Consider making contact with expert for video conference Podcasts (RSS) iTunesU http://www.apple.com/itunes/ whatson/itunesu.html Search iTunesU for podcasts related to topic Subscribe to at least 2 podcasts if possible Video conferencing (contacts and synchronous communication) Skype http://www.skype.com Identify at least one subject matter expert to invite to Skype with the class. Content gathering/ digital notebook Evernote http://evernote.com/ Set up account Use Evernote to take notes on all content collected via other tools Content synthesis Wikispaces http://www.wikispaces.com Post final project on personal page of class wiki The process and tools are overwhelming to students if presented all at once. As with any instructional design, the teacher determines the pace at which the students best assimilate each new learning tool. For this particular project, a new tool was introduced each day over two weeks. Once the construction process was complete, there were a number of personal web page aggregators that could have been selected to bring everything together in one place. Options at the time included iGoogle, PageFlakes, NetVibes, and Symbaloo. These sites offer a means to compile or pull together content from a variety of web applications. A web widget or gadget is a bit of code that is executed within the personal web page to pull up external content from other sites. The students in this case designed the personal web page using the gadgets needed in the format that best met their learning goals. Figure 3 is an instructor example of a personal webpage that includes the reader, email, personal blog, note taking program, and social bookmarks on one page.
  • The personal learning environment can take the place of a traditional textbook, though does not preclude the student from using a textbook or accessing one or more numerous open source texts that may be available for the research topic. The goal is to access content from many sources to effectively meet the learning objectives. The next challenge is to determine whether those objectives have been met.
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  • AssessmentThere were four components of the assessment process for this test case of the Networked Student Model: (1) Ongoing performance assessment in the form of weekly assignments to facilitate the construction and maintenance of the personal learning environment, (2) rubric-based assessment of the personal learning environment at the end of the project, (3) written essay, and (4) multimedia synthesis of topic content. Points were earned for meeting the following requirements: Identify ten reliable resources and post to social bookmarking account. At least three new resources should be added each week. Subscribe and respond to at least 3 new blogs each week. Follow these blogs and news alerts using the reader. Subscribe to and listen to at least two podcasts (if available). Respectfully contact and request a video conference from a subject matter expert recognised in the field. Maintain daily notes and highlight resources as needed in digital notebook. Post at least a one-paragraph reflection in personal blog each day. At the end of the project, the personal learning environment was assessed with a rubric that encompassed each of the items listed above. The student's ability to synthesise the research was further evaluated with a reflective essay. Writing shapes thinking (Langer & Applebee, 1987), and the essay requirement was one more avenue through which the students demonstrated higher order learning. The personal blog provided an opportunity for regular reflection during the course of the project. The essay was the culmination of the reflections along with a thoughtful synthesis of the learning experience. Students were instructed to articulate what was learned about the selected topic and why others should care or be concerned. The essay provided an overview of everything learned about the contemporary issue. It was well organised, detailed, and long enough to serve as a resource for others who wished to learn from the work. As part of a final exam, the students were required to access the final projects of their classmates and reflect on what they learned from this exposure. The purpose of this activity was to give the students an additional opportunity to share and learn from each other. Creativity is considered a key 21st century skill (Partnership for 21st Century Skills, 2009). A number of emerging web applications support the academic creative process. Students in this project used web tools to combine text, video, audio, and photographs to teach the research topics to others. The final multimedia project was posted or embedded on the student's personal wiki page. Analysis and assessment of student work was facilitated by the very technologies in use by the students. In order to follow their progress, the teacher simply subscribed to student social bookmarking accounts, readers, and blogs. Clicking through daily contributions was relatively quick and efficient.
patricajohnson51

The Future of Learning: Thriving with Online Assignment Assistance - 7 views

Thanks for sharing insights on the future of learning! Online assignment assistance is indeed a reliable companion for students seeking academic success.

college university student education takemyclasscourse

started by sophiya miller on 08 Dec 23 1 follow-up, last by patricajohnson51 on 11 Jan 24
anonymous

Critical Issue: Using Technology to Improve Student Achievement - 0 views

www.ncrel.org/...te800.htm

shared by anonymous on 23 Feb 10 - Cached
  • Technologies available in classrooms today range from simple tool-based applications (such as word processors) to online repositories of scientific data and primary historical documents, to handheld computers, closed-circuit television channels, and two-way distance learning classrooms. Even the cell phones that many students now carry with them can be used to learn (Prensky, 2005).
  • Bruce and Levin (1997), for example, look at ways in which the tools, techniques, and applications of technology can support integrated, inquiry-based learning to "engage children in exploring, thinking, reading, writing, researching, inventing, problem-solving, and experiencing the world." They developed the idea of technology as media with four different focuses: media for inquiry (such as data modeling, spreadsheets, access to online databases, access to online observatories and microscopes, and hypertext), media for communication (such as word processing, e-mail, synchronous conferencing, graphics software, simulations, and tutorials), media for construction (such as robotics, computer-aided design, and control systems), and media for expression (such as interactive video, animation software, and music composition). In a review of existing evidence of technology's impact on learning, Marshall (2002) found strong evidence that educational technology "complements what a great teacher does naturally," extending their reach and broadening their students' experience beyond the classroom. "With ever-expanding content and technology choices, from video to multimedia to the Internet," Marshall suggests "there's an unprecedented need to understand the recipe for success, which involves the learner, the teacher, the content, and the environment in which technology is used."
  • In examining large-scale state and national studies, as well as some innovative smaller studies on newer educational technologies, Schacter (1999) found that students with access to any of a number of technologies (such as computer assisted instruction, integrated learning systems, simulations and software that teaches higher order thinking, collaborative networked technologies, or design and programming technologies) show positive gains in achievement on researcher constructed tests, standardized tests, and national tests.
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  • Boster, Meyer, Roberto, & Inge (2002) examined the integration of standards-based video clips into lessons developed by classroom teachers and found increases student achievement. The study of more than 1,400 elementary and middle school students in three Virginia school districts showed an average increase in learning for students exposed to the video clip application compared to students who received traditional instruction alone.
  • Wenglinsky (1998) noted that for fourth- and eighth-graders technology has "positive benefits" on achievement as measured in NAEP's mathematics test. Interestingly, Wenglinsky found that using computers to teach low order thinking skills, such as drill and practice, had a negative impact on academic achievement, while using computers to solve simulations saw their students' math scores increase significantly. Hiebert (1999) raised a similar point. When students over-practice procedures before they understand them, they have more difficulty making sense of them later; however, they can learn new concepts and skills while they are solving problems. In a study that examined relationship between computer use and students' science achievement based on data from a standardized assessment, Papanastasiou, Zemblyas, & Vrasidas (2003) found it is not the computer use itself that has a positive or negative effect on achievement of students, but the way in which computers are used.
  • Another factor influencing the impact of technology on student achievement is that changes in classroom technologies correlate to changes in other educational factors as well. Originally the determination of student achievement was based on traditional methods of social scientific investigation: it asked whether there was a specific, causal relationship between one thing—technology—and another—student achievement. Because schools are complex social environments, however, it is impossible to change just one thing at a time (Glennan & Melmed, 1996; Hawkins, Panush, & Spielvogel, 1996; Newman, 1990). If a new technology is introduced into a classroom, other things also change. For example, teachers' perceptions of their students' capabilities can shift dramatically when technology is integrated into the classroom (Honey, Chang, Light, Moeller, in press). Also, teachers frequently find themselves acting more as coaches and less as lecturers (Henriquez & Riconscente, 1998). Another example is that use of technology tends to foster collaboration among students, which in turn may have a positive effect on student achievement (Tinzmann, 1998). Because the technology becomes part of a complex network of changes, its impact cannot be reduced to a simple cause-and-effect model that would provide a definitive answer to how it has improved student achievement.
  • When new technologies are adopted, learning how to use the technology may take precedence over learning through the technology. "The technology learning curve tends to eclipse content learning temporarily; both kids and teachers seem to orient to technology until they become comfortable," note Goldman, Cole, and Syer (1999). Effective content integration takes time, and new technologies may have glitches. As a result, "teachers' first technology projects generate excitement but often little content learning. Often it takes a few years until teachers can use technology effectively in core subject areas" (Goldman, Cole, & Syer, 1999). Educators may find impediments to evaluating the impact of technology. Such impediments include lack of measures to assess higher-order thinking skills, difficulty in separating technology from the entire instructional process, and the outdating of technologies used by the school. To address these impediments, educators may need to develop new strategies for student assessment, ensure that all aspects of the instructional process—including technology, instructional design, content, teaching strategies, and classroom environment—are conducive to student learning, and conduct ongoing evaluation studies to determine the effectiveness of learning with technology (Kosakowski, 1998).
Miles Berry

Online Learning: Trends, Models And Dynamics In Our Education Future - Part 1 - Robin G... - 0 views

www.masternewmedia.org/in-our-education-future-part-1

PLE personalisation personalised learning informal learning network Downes

shared by Miles Berry on 08 Feb 09 - Cached
  • In the case of informal learning, however, the structure is much looser. People pursue their own objectives in their own way, while at the same time initiating and sustaining an ongoing dialogue with others pursuing similar objectives. Learning and discussion is not structured, but rather, is determined by the needs and interests of the participants. There is no leader; each person participates as they deem appropriate. There are no boundaries; people drift into and out of the conversation as their knowledge and interests change.
    • Miles Berry
      Miles Berry on 08 Feb 09
       
      WAYKLWYNL, Informal Learning
  • The PLE is not an application, but rather, a description of the process of learning in situ from a variety of courses and according to one’s personal, context-situated, needs. The process, simply, is that learners will be presented with learning resources according to their interests, aptitudes, educational levels, and other factors (including employer factor and social factors) while they are in the process of working at their job, engaging in a hobby, or playing a game.
  • Miles Berry on 08 Feb 09
     
    Stephen Downes on the future of e-learning: personalised learning, networks and PLEs amongst much else
Maggie Verster

The Future of learning Institutions in a digital age - 0 views

mitpress.mit.edu/...Future_of_Learning.pdf

reports digitalliteracy 21stcenturylearning

shared by Maggie Verster on 16 Jul 09 - No Cached
  • Maggie Verster on 16 Jul 09
     
    * "We contend that the future of learning institutions demands a deep, epistemological appreciation of the profundity of what the Internet offers humanity as a model of a learning institution"...and * "participatory learning is about a process and not always a final product"...and * "We advocate institutional change because we believe our current formal educational institutions are not taking enough advantage of the modes of digital and participatory learning available to students today"...and * "Networked learning, however, goes beyond these conversational rules to include correcting others, being open to being corrected oneself, and working together to fashion workarounds when straightforward solutions to problems or learning challenges are not forthcoming"
Bill Graziadei, Ph.D. (aka Dr. G)

Innovate: Rhizomatic Education: Community as Curriculum - 0 views

innovateonline.info/?view=article&id=550

Teaching Learning Education Rhizome Rhizomatic Social Community Expert Teachers Knowledge Web Web20 Web 2.0

shared by Bill Graziadei, Ph.D. (aka Dr. G) on 29 Oct 08 - Cached
  • Bill Graziadei, Ph.D. (aka Dr. G) on 29 Oct 08
     
    The pace of technological change has challenged historical notions of what counts as knowledge. Dave Cormier describes an alternative to the traditional notion of knowledge. In place of the expert-centered pedagogical planning and publishing cycle, Cormier suggests a rhizomatic model of learning. In the rhizomatic model, knowledge is negotiated, and the learning experience is a social as well as a personal knowledge creation process with mutable goals and constantly negotiated premises. The rhizome metaphor, which represents a critical leap in coping with the loss of a canon against which to compare, judge, and value knowledge, may be particularly apt as a model for disciplines on the bleeding edge where the canon is fluid and knowledge is a moving target.
Judy Robison

The Flipped Classroom: The Full Picture for Tinkering and Maker Education « U... - 48 views

usergeneratededucation.wordpress.com/...-tinkering-and-maker-education

flipped_classroom PBL

shared by Judy Robison on 08 Aug 12 - No Cached
  • Judy Robison on 08 Aug 12
     
    " a model of teaching and learning based on experiential education. It is a model in which authentic, often hands-on, experiences and student interests drive the learning process, and the videos, as they are being proposed in the flipped classroom discourse, support the learning rather than being central or at the core of learning."
Nigel Coutts

Rethinking Mathematics Education - The Learner's Way - 10 views

thelearnersway.net/...thinking-mathematics-education

mathematics education learner collaboration teaching resources

shared by Nigel Coutts on 15 Jan 17 - No Cached
  • Nigel Coutts on 15 Jan 17
     
    What becomes clear, as you dive further into the emerging research that connects what we know about learning, mindsets, dispositions for learning and the development of mathematical understandings, is that a new approach is required. We need to move away from memorisation and rule based simplifications of mathematics and embrace a model of learning that is challenging and exciting. We can and should be emerging all our students in the beauty and power of mathematics in learning environments full of multiple representations, rich dialogue and collaborative learning. 
Stephanie Sandifer

Esther Wojcicki: Revolution Needed for Teaching Literacy in a Digital Age - 28 views

www.huffingtonpost.com/...n-need-for-teach_b_635630.html

literacy digital education revolution web2.0 tools learning edtech

shared by Stephanie Sandifer on 07 Jul 10 - Cached
  • But one area of American life that is consistently resistant to innovation is our education system.
  • children who are below grade level by age ten tend to stagnate and eventually give up and drop out in high school. Harvard educational psychologist Jeanne Chall famously called this phenomenon the "fourth grade reading slump,
  • In the classroom, digital media also have other major advantages. These media teach students to master the production of knowledge, not just the consumption of knowledge. Kids learn to create videos, write blogs, collaborate online; the also learn to play video games, do digital storytelling, fan fiction, music, graphic art, anime and even more. Their informal process of learning, collaboration, and transforming passion into knowledge is desperately needed in schools today.
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  • to train teachers to help students learn to read by transforming information for discovery and problem-solving.
  • all beginning teachers learn how to use online collaborative tools, video production tools, blogging tools, mobile tools and a variety of commercial and non-profit programs targeting the classrooms. Frequently young teachers know how to use these tools on a personal level but not in the classroom.
  • Let's building on national models like Communities in Schools, First, Computer Clubhouse, Club Tech of the Boys and Girls Clubs, and the Quest to Learn, Digital Youth Network and School of One models in Chicago and New York City.It is time to extend the learning day and create a place in every community where young children can gain confidence in their literacy and interactive technology skills.
  • laboratories for testing many different digital approaches to learning and assessment, as well as for testing different ways to break down the barriers between in- and out-of-school learning
  • a hub for the professional development of digitally savvy teachers.
  • embrace the potential revolutionary power of the digital tools that have defined the first decade of the 21st century
  • Stephanie Sandifer on 07 Jul 10
     
    embrace the potential revolutionary power of the digital tools that have defined the first decade of the 21st century
Nigel Coutts

Making Compassion the Fifth C of Learning - The Learner's Way - 9 views

thelearnersway.net/...compassionthefifthc

compassion learning education

shared by Nigel Coutts on 14 Aug 16 - No Cached
  • Nigel Coutts on 14 Aug 16
     
    The question of what learning matters most to our students is one that I return to regularly. A fascinating range of models are available each with similar elements but presented in a slightly different manner. Most could be summarised by the 'Four C's' model outlined in 'Most Likely to Succeed' by Tony Wagner and Ted Dintersmith. Critical thinking, communication, collaboration, and creativity are vital and each plays an important role in allowing us to manage the complexity of modern day life. Beyond being relevant to success in the classroom the Four C's are the foundations of life-long learning but I question if alone they are enough. I believe we must include a fifth; compassion.
Colette Cassinelli

ISTE | NETS for Teachers 2008 - 0 views

www.iste.org/...NETS_for_Teachers_2008.htm

iste nets standards teachers

shared by Colette Cassinelli on 02 Jul 08 - Cached
  • Colette Cassinelli on 02 Jul 08
     
    1. Facilitate and Inspire Student Learning and Creativity 2. Design and Develop Digital-Age Learning Experiences and Assessments 3. Model Digital-Age Work and Learning 4. Promote and Model Digital Citizenship and Responsibility 5. Engage in Professional Growth and Leadership
Paul Beaufait

Educational Malpractice - The Child Manufacturing Process | Creative by Nature - 13 views

creativesystemsthinking.wordpress.com/...he-child-manufacturing-process

children creativity education factories international learner-centered learning manufacturing models

shared by Paul Beaufait on 30 Mar 15 - No Cached
Natasa Suri liked it
  • Paul Beaufait on 30 Mar 15
     
    "[I]f the learner-centered model has proven itself to be so effective, and the high-stakes testing approach of the factory model has not, why is this model still dominant in many "leading" nations around the world? Why are so many business and government leaders in nations like the United States, Japan, Britain and Korea obsessed with test scores and international rankings? Are they not aware of the social consequences of this approach?" (¶10, 2015.03.30)
J Black

The End in Mind » A Post-LMS Manifesto - 0 views

www.jonmott.com/blog

Blackboard Moodle LMS Achievement

shared by J Black on 09 May 09 - Cached
    • J Black
      J Black on 09 May 09
       
      This is a very profound statement that we should closely look at. Do LMS do nothing more than perpetuate the traditional classroom model?
  • Technology has and always will be an integral part of what we do to help our students “become.” But helping someone improve, to become a better, more skilled, more knowledgeable, more confident person is not fundamentally a technology problem. It’s a people problem. Or rather, it’s a people opportunity.
  • The problem with one-to-one instruction is that is simply doesn’t scale. Historically, there simply haven’t been enough tutors to go around if our goal is to educate the masses, to help every learner “become.”
  • ...10 more annotations...
  • Through experimental investigation, Bloom found that “the average student under tutoring was about two standard deviations above the average” of students who studied in a traditional classroom setting with 30 other students
  • here is, at its very core, a problem with the LMS paradigm. The “M” in “LMS” stands for “management.” This is not insignificant. The word heavily implies that the provider of the LMS, the educational institution, is “managing” student learning. Since the dawn of public education and the praiseworthy societal undertaking “educate the masses,” management has become an integral part of the learning. And this is exactly what we have designed and used LMSs to do—to manage the flow of students through traditional, semester-based courses more efficiently than ever before. The LMS has done exactly what we hired it to do: it has reinforced, facilitated, and perpetuated the traditional classroom model, the same model that Bloom found woefully less effective than one-on-one learning.
  • Because the LMS is primarily a traditional classroom support tool, it is ill-suited to bridge the 2-sigma gap between classroom instruction and personal tutoring.
  • undamentally human endeavor that requires personal interaction and communication, person to person.
  • We can extend, expand, enhance, magnify, and amplify the reach and effectiveness of human interaction with technology and communication tools, but the underlying reality is that real people must converse with each other in the process of “becoming.”
  • n the post-LMS world, we need to worry less about “managing” learners and focus more on helping them connect with other like-minded learners both inside and outside of our institutions.
  • We need to foster in them greater personal accountability, responsibility and autonomy in their pursuit of learning in the broader community of learners. We need to use the communication tools available to us today and the tools that will be invented tomorrow to enable anytime, anywhere, any-scale learning conversations between our students and other learners
  • However, instead of that tutor appearing in the form of an individual human being or in the form of a virtual AI tutor, the tutor will be the crowd.
  • The paradigm—not the technology—is the problem.
  • Building a better, more feature-rich LMS won’t close the 2-sigma gap. We need to utilize technology to better connect people, content, and learning communities to facilitate authentic, personal, individualized learning. What are we waiting for?
  • J Black on 09 May 09
     
    A very insightful look into LMS use and student achievment. Highly recommended read for users of BB or Moodle.
Kathleen Porter

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 - No Cached
  • What Do We Mean by Learning?
  • allowing students to pursue their interests in the context of the curriculum
  • 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
  • ...13 more annotations...
  • What Does It Mean to Be Literate?
  • What Does It Mean to Be Educated?
  • What Do Students Need to Know?
  • 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
  • start with the questions that focus on our students
  • 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
  • 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
  • manage, analyze, and synthesize multiple streams of simultaneous information
  • 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.
  • 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
  • Right now, we should be asking ourselves not just how to do school better, but how to do it decidedly differently
  • 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
  • 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
  • Kathleen Porter on 28 Mar 13
     
    "Putting technology first-simply adding a layer of expensive tools on top of the traditional curriculum-does nothing to address the new needs of modern learners."
Paul Beaufait

Learning objectives, targets and goals - 13 views

www.multibriefs.com/..._objectives_targets_goals.html

education goals learning learning objectives targets teaching

shared by Paul Beaufait on 01 Aug 13 - No Cached
  • Paul Beaufait on 01 Aug 13
     
    "While the authors of The SIOP Model advocate for writing separate content and language objectives, others are advocating for the incorporation of language skills into content objectives. In either case, making language learning explicit benefits students as it clarifies what they should know and learn in a given lesson" (¶9). Some teachers also incorporate a third type of objective: behavioral. Behavioral objectives make explicit to students the actions and behaviors associated with classroom activities. Examples of behavioral objectives may include engaging in conversations, working in cooperative groups or delivering speeches" (¶10).
  • Vince Mcdaniel on 01 Aug 13
     
    Behavior Learning Objectives: these are now "Ownership" in the Relevance and Rigor, paradigm. Would you agree?
Michele Brown

Learning-Theories - Knowledge Base and Webliography - 0 views

www.learning-theories.com

learning_theory pedagogy education instructional_design reference

shared by Michele Brown on 28 Jul 10 - Cached
  • Michele Brown on 28 Jul 10
     
    Theories and Models of Learning for Educational Research and Practice. This knowledge base features learning theories that address how people learn. A resource useful for scholars of various fields such as educational psychology, instructional design, and human-computer interaction.
Leonard Miller

Education Week: Blended PD Emphasizes Differentiated Instruction - 0 views

www.edweek.org/...09el-blendedpd.h32.html

Blended learning for PD modeling differentiated

shared by Leonard Miller on 26 Oct 12 - No Cached
  • If blended learning is one of the biggest trends in education, it should offer a way for teachers to practice the approach themselves.
  • Professional development for educational technology has to move away from its historical focus on technical training and toward a broader focus on what educational approaches work best.
  • In other words, teachers not only need to be proficient at integrating virtual experiences into the classroom, they must also be confident in why they're doing so.
  • ...5 more annotations...
  • the certification program is split into two tiers. The first includes foundational courses aimed at helping teachers understand various strategies for online and blended learning and make decisions about how to use them to create engaging, differentiated classrooms. The second tier provides instruction in the tools and techniques for turning those ideas into reality
  • launched an online and blended certification program
  • No longer solely a teacher, "I am facilitator, fellow learner, and curator," added Ms. Canady. "I'm becoming more focused on giving my students more bang for their buck, more time. I don't want them to do anything they don't need in order to grow."
  • The team generally kicks off the design process anywhere from six to 12 months before the first day of school. The process includes identifying instructional objectives, choosing a classroom model, selecting curriculum providers, preparing infrastructure, and setting up teacher professional development.
  • the coach helped them implement blended-learning models to differentiate instruction, extend learning beyond the classroom, and engage families in the learning process.
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