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Tero Toivanen

Music Improves Brain Function | LiveScience - 18 views

www.livescience.com/...091106-isns-music-brain.html

music improve brain function training attention memory learning

shared by Tero Toivanen on 09 Nov 09 - Cached
  • Laurel Trainor, director of the Institute for Music and the Mind at McMaster University in West Hamilton, Ontario, and colleagues compared preschool children who had taken music lessons with those who did not. Those with some training showed larger brain responses on a number of sound recognition tests given to the children. Her research indicated that musical training appears to modify the brain's auditory cortex.
  • Even a year or two of music training leads to enhanced levels of memory and attention when measured by the same type of tests that monitor electrical and magnetic impulses in the brain.
  • “We therefore hypothesize that musical training (but not necessarily passive listening to music) affects attention and memory, which provides a mechanism whereby musical training might lead to better learning across a number of domains," Trainor said.
  • ...5 more annotations...
  • Trainor suggested that the reason for this is that the motor and listening skills needed to play an instrument in concert with other people appears to heavily involve attention, memory and the ability to inhibit actions. Merely listening passively to music to Mozart -- or any other composer -- does not produce the same changes in attention and memory.
  • Harvard University researcher Gottfried Schlaug has also studied the cognitive effects of musical training. Schlaug and his colleagues found a correlation between early-childhood training in music and enhanced motor and auditory skills as well as improvements in verbal ability and nonverbal reasoning.
  • The correlation between music training and language development is even more striking for dyslexic children. "[The findings] suggest that a music intervention that strengthens the basic auditory music perception skills of children with dyslexia may also remediate some of their language deficits." Schlaug said.
  • Shahin's main findings are that the changes triggered by listening to musical sound increases with age and the greatest increase occur between age 10 and 13. This most likely indicates this as being a sensitive period for music and speech acquisition.
  • passive listening to music seems to help a person perform certain cognitive tests, at least in the short run. Actual music lessons for kids, however, leads to a longer lasting cognitive success.
  • Tero Toivanen on 09 Nov 09
     
    Even a year or two of music training leads to enhanced levels of memory and attention when measured by the same type of tests that monitor electrical and magnetic impulses in the brain.
china-tscom

Passive optical cables - 0 views

www.china-tscom.com/-active-fiber-optic-cable.html

Passive optical cables

shared by china-tscom on 05 Jul 24 - No Cached
  • china-tscom on 05 Jul 24
     
    active optical cable, also known as AOC, AOC is the abbreviation of Active Optical Fiber. At one end of the active optical cable, the data is input into an electrical signal, and the electrical signal is converted into an optical signal of a specific wavelength through a photoelectric conversion device. The optical signal is modulated and coupled and then input into the transmission optical cable. After the optical signal reaches the other end, the photoelectric detection device detects, amplifies, and processes the signals, and then the corresponding electrical signal is output. The reverse transmission principle is the same. Passive optical cables have obvious price advantages over active optical components, so why use active optical cables?
Martin Burrett

Active Tech by @ICTMagic - 0 views

ukedchat.com/...kedmag-active-tech-by-ictmagic

sport active learning technology tech apps

shared by Martin Burrett on 17 Aug 16 - No Cached
  • Martin Burrett on 17 Aug 16
     
    Technology is often lambasted for creating lazy, passive cyber couched-potatoes. While the hours we endure bathed in flickering pixel light, slumped in a variety of contorted lurching positions over the input device of our choice is hardly the recipe for a healthy body. Yet, technology is becoming ever more part of our active lives and it is also spilling out into the 'real' world. As teachers, we can insist technology, or we can make it part of our classroom repertoire for PE and beyond.
Steve Ransom

After student complaints, Utah professor denied job | Inside Higher Ed - 35 views

www.insidehighered.com/...ints-utah-professor-denied-job

highered tenure socratic evaluation learning teaching students

shared by Steve Ransom on 03 Nov 11 - No Cached
  • Steve Ransom on 03 Nov 11
     
    What to do when students DEMAND to be passive recipients of information rather than active participants and thinkers?
Moses Akinmuyiwa

How To Succeed In Business - 0 views

fbshare.info/successinallbusinesses

business success online business

shared by Moses Akinmuyiwa on 15 Dec 13 - No Cached
  • Moses Akinmuyiwa on 15 Dec 13
     
    As a professional friend and like minded fellow, I felt obliged not to let this great opportunity pass you by. These 11 great business tools I am about to introduce you to, would take your business to a new level and also give you the opportunity to earn residual and passive income. Have a glimpse by clicking the link above. I am sure you will be glad I introduced this to you.
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)
  • ...2 more annotations...
  • 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.
Tania Sheko

http://horizon.unc.edu/projects/seminars/ELME.html - 19 views

horizon.unc.edu/...ELME.html

Futures horizon education innovation university higher education skills information literacy information fluency

shared by Tania Sheko on 17 Apr 11 - Cached
  • Tania Sheko on 17 Apr 11
     
    Employers are expressing increasing dissatisfaction with the ability of college graduates to access, evaluate, and communicate information; to use information technology (IT) tools effectively; and to work well within groups across cultural lines. A change of instructional paradigms--from passive to active (authentic) learning strategies, such as project-based learning, problem-based learning, or inquiry-based learning--is clearly needed.
Charles Fowler

Why I Gave Up Flipped Instruction - 42 views

plpnetwork.com/...flip-love-affair

flipped classroom

shared by Charles Fowler on 09 Oct 12 - No Cached
  • It has nothing to do with videos, or homework, or the latest fad in education. It has everything to do with who owns the learning.
  • No. The thing that I didn’t expect was that my students created flexible groups, depending on what they were working on. They found peers who were working on the same concept they were, so that they could help each other. Sometimes they realized who they couldn’t work with on a particular day, and found a different group of peers to work with instead. And to solidify what my students were learning, we engaged in hands-on activities and labs that actually used the Chemistry concepts they were studying.
  • When I first encountered the flip, it seemed like a viable way to help deal with the large and sometimes burdensome amount of content
  • ...4 more annotations...
  • I imagined the flip as a stepping stone to a fully realized inquiry/PBL classroom
  • Lest anyone think we were able to do this because we learn in a high-tech school, that’s not the case. We weren’t a 1:1 classroom. We used whatever devices my students had, which often was a couple of iPads, a few computers, and student cell phones.
  • Alfie Kohn’s book The Homework Myth
  • Learning isn’t simply a matter of passively absorbing new information while watching a lecture on video; new knowledge should be actively constructed.
  • Steve Ransom on 09 Oct 12
     
    Great post by Shelly Wright. It's not about the videos.
Vahid Masrour

Eric Mazur on new interactive teaching techniques | Harvard Magazine Mar-Apr 2012 - 51 views

harvardmagazine.com/...twilight-of-the-lecture

Education ICT4E

shared by Vahid Masrour on 17 Feb 12 - No Cached
  • shift from “teaching” to “helping students learn.”
  • ctive learning overthrows the “transfer of information” model of instruction, which casts the student as a dry sponge who passively absorbs facts and ideas from a teacher
  • rethink the nature of the college course
  • ...2 more annotations...
  • Websites and laptops have been around for years now, but we haven’t fully thought through how to integrate them with teaching so as to conceive of courses differently
  • ask my students to read my lecture notes before class, and then tell me what questions they have [ordinarily, using the course’s website], and when we meet, we discuss those questions.
David McGavock

CITE Journal - Editorial - 21 views

www.citejournal.org/...article1.cfm

technology integration Judi Harris editorial journal technocentrism

shared by David McGavock on 28 Aug 10 - Cached
  • A classroom that has successfully integrated technology into the curriculum would be one where you would not really notice it because it would be so second nature. The teacher would not have to think up ways to use whatever tools were available, but would seamlessly use them to enhance the learning of whatever content was being covered. Technology [would be] used to assist in acquiring content knowledge, and the acquisition of technology skills [would be] secondary. Contrast this depiction with what the International Society for Technology in Education’s (ISTE) National Educational Technology Standards for Students (NETS-S; ISTE, 2002) say about technology integration: Curriculum integration with the use of technology involves the infusion of technology as a tool to enhance the learning in a content area or multidisciplinary setting….Effective integration of technology is achieved when students are able to select technology tools to help them obtain information in a timely manner, analyze and synthesize the information, and present it professionally. The technology should become an integral part of how the classroom functions—as accessible as all other classroom tools.
  • his urging to shift the focus from the learning tools to what is being learned and how that learning happens still needs to be heeded—almost 20 years later.
  • Integration is defined not by the amount or type of technology used, but by how and why it is used.
  • ...15 more annotations...
  • many of these technology-specific studies did not explore more fundamental issues in technology and education
  • what needs to be further developed, examined, and shared
  • particular curriculum standards-based instructional strategies that are appropriately matched to students’ learning needs and preferences
  • understanding the processes and interim results of how and why specific tools can and should be appropriated
  • help students with distinct needs and preferences to achieve identified learning goals.
  • the STaR Chart
  • According to the national StaR Chart, then, technology use in what is typically described as “constructivist” learning is preferable to technology used to “reinforce basic academic skills.”
  • Constructivists view people as constructive agents and view the phenomenon of interest (meaning or knowledge) as built instead of passively “received”
  • curriculum-based integration of educational technologies – defined in Education and Technology: An Encyclopedia (Kovalchick & Dawson, 2004) as “the effective integration of technology throughout the curriculum to help students meet the standards and outcomes of each lesson, unit, or activity”
  • As discerning educators and researchers, we should question why teachers’ roles “must” change to integrate technology effectively into K-12 curricula.
  • the technologies themselves do not require this shift
  • Though teachers in the nationally representative sample they studied acknowledged that computers helped them to change instructional practice over time, they cited experience, organized professional learning, and school culture as the primary factors provoking instructional changes.
  • In districts in which teachers’ academic freedom is preserved—at least in part—aren’t the pedagogical approaches to be used the result of decisions that each teacher makes, preferably rooted in a well-informed knowledge base of both students’ learning needs and preferences and corresponding methodological alternatives?
  • Can it really be assumed that a particular approach “works best” in all teaching, learning, school, district, and community contexts?
  • perhaps a new approach is warranted at this point in time—one that genuinely respects pedagogical plurality and honors teachers’ academic freedom.
  • David McGavock on 28 Aug 10
     
    A classroom that has successfully integrated technology into the curriculum would be one where you would not really notice it because it would be so second nature. The teacher would not have to think up ways to use whatever tools were available, but would seamlessly use them to enhance the learning of whatever content was being covered. Technology [would be] used to assist in acquiring content knowledge, and the acquisition of technology skills [would be] secondary. Contrast this depiction with what the International Society for Technology in Education's (ISTE) National Educational Technology Standards for Students (NETS-S; ISTE, 2002) say about technology integration: Curriculum integration with the use of technology involves the infusion of technology as a tool to enhance the learning in a content area or multidisciplinary setting….Effective integration of technology is achieved when students are able to select technology tools to help them obtain information in a timely manner, analyze and synthesize the information, and present it professionally. The technology should become an integral part of how the classroom functions-as accessible as all other classroom tools.
Philippe Scheimann

Wiki:interactive media resources | Social Media CoLab - 28 views

socialmediaclassroom.com/...interactive-media-resources

presentation interactive media teaching eschool

shared by Philippe Scheimann on 14 Apr 10 - Cached
  • Collaborative multimedia presentations enable small groups like teaching teams to work together to: present knowledge in different and (if you do it right) compelling ways engage active participation by the entire class instead of broadcasting to it like a passive audience
  • Philippe Scheimann on 14 Apr 10
     
    not just powerpoint ...
lawagner

Writing Center Staff | Wilk - 0 views

www.pitt.edu/wilk.html

tutoring ESLlearners culturaldifferences

shared by lawagner on 07 Mar 16 - No Cached
  • delightful
  • gut-wrenching descent
    • lawagner
      lawagner on 07 Mar 16
       
      Thesis: understanding the differences and cultural factors will help with some guidelines for communicating with ESL students/tutees, thus leading to more beneficial tutoring sessions.
  • ...56 more annotations...
    • lawagner
      lawagner on 07 Mar 16
       
      Introduction
  • severe
  • ittle headway
  • communications gap.
  • made in the paper.
  • struggled
  • in my explanations
    • lawagner
      lawagner on 07 Mar 16
       
      Since the first paragraph identified the problem and stated the solution, the reader needs to understand what is causing the probelm
  • cultural factors plague important aspects of ESL communications in the writing center.
  • ack of a shared linguistic knowledge base,
  • ifferences in the educational, rhetorical, and cultural contexts of their language
  • acquisition
  • learning
  • subconsciously incorporating of linguistic forms through reading and listening.
  • consciously assimilating rules and forms through study and instruction.
    • lawagner
      lawagner on 07 Mar 16
       
      What causes the communication gap/ differences between what the ESL learner wrote and what the tutor is trying communicate as errors
  • Understanding those differences helps in formulating beneficial principles of communication
  • rhetorical models are quite diverse
  • In some cultures, one would be considered rude or abrupt to announce one's point immediately.
    • lawagner
      lawagner on 07 Mar 16
       
      Socratic dialogue vs didactic context (lecture and passive learning)
  • Socratic dialogue
    • lawagner
      lawagner on 07 Mar 16
       
      The tutor takes on the role of collaborator and is an authoritative figure based on didactic tutoring. Tutors don't need to know all the answers, but it seems this paragraph is saying start by using didactic tutoring and move towards Socratic dialogue.
  • didactic context
    • lawagner
      lawagner on 07 Mar 16
       
      So we have a communications gap, how do we begin to communicate with the ESL learner. What tutoring style should we use? Didactic context and communicate collaboratively, but realize that tutor is more of an authoritative figure, telling/informing the tutee of what he/she must do.
  • shared assumptions and patterns of language
  • apply a principle they have learned to a grammar error.
  • communicate collaboratively
  • ole as cultural/rhetorical informants as well as collaborators.
  • Cultural differences in body language
  • attitudes and preferences
  • The acceptability of degrees of physical proximity and eye contact differ between cultures.
    • lawagner
      lawagner on 07 Mar 16
       
      Cultural differences in body language (speaking without speaking), attitudes and preferences need to be known so that the tutor and tutee may communicate effectively. Examples of these cultural differences are given: Latin American, Arabic, Asian, and Chinese.
    • lawagner
      lawagner on 07 Mar 16
       
      When I have gone to a new country, such as Zambia and Mexico, I looked up the ways in which to communicate with folks there, forbidden hand gesture, is shaking hands okay. In some culture they kiss each other on the cheek as a greeting. Ignorance towards body language, attitudes, and preferences may drive an eternal wedge between the tutor and tutee. This is a huge part of understanding cultural differences.
  • it down first and allow the student to establish comfortable body positioning
  • ake body language cues from the writer
  • encouraging the student to speak up or ask questions
    • lawagner
      lawagner on 07 Mar 16
       
      This paragraph answers a question Writing Centers, directors and tutors may wonder: Do I have to know everything about every culture in order to communicate effectively? When writing essays it's important to keep in mind questions that may arise from the intended audience.
    • lawagner
      lawagner on 07 Mar 16
       
      The tutor does not need to know everything about every culture, rather keenly observe the tutee, and modify behavior when appropriate.
  • utor can foster discourse through slightly modified behavior.
  • temptation to address too many issues in one session
    • lawagner
      lawagner on 07 Mar 16
       
      Another issue with tutoring ESL learners: trying to fix everything at once. They are not the same as a native English speaker and cannot be expected to eat, chew and digest everything put in front of them. You need to pick up the steak knife and cut up the steak into manageable pieces. 
    • lawagner
      lawagner on 07 Mar 16
       
      Native English speaker vs ESL learner; don't tutor them the same Although this paragraph seems slightly out of place and doesn't move the argument forward, it is a reminder that ESL students are tackling the foreign language and cannot be expected to handle the same workload as native speakers.
  • effective communications is best achieved by limiting the topics covered within the session
  • English is not the primary language.
    • lawagner
      lawagner on 07 Mar 16
       
      Going back to ESL learners, a part of understanding cultural differences is understanding that they are coming to me for help with their writing-writing which is in a foreign language to them. Understanding prioritizing is part of the solution when tutoring ESL learner, and all learners consequently.
  • The driving force behind limiting is prioritizing.
  • the primary cultural barrier to communication
    • lawagner
      lawagner on 07 Mar 16
       
      Explaining the differences in mechanics seen in varying languages spoken by other cultures. Patience is key nevertheless.
    • lawagner
      lawagner on 07 Mar 16
       
      So how do tutors not overwhelm the tutees? By prioritizing-what is causing the most issues and go from there.
    • lawagner
      lawagner on 07 Mar 16
       
      Communication barriers lie in the language itself and its attached conversational dialect, transcending into how the ESL learner communicates in their native tongue. * I think this paragraph could be two.
  • ack of fluency in conversational dialect
  • Close observation is a key to interpreting and dispelling cultural interference.
    • lawagner
      lawagner on 07 Mar 16
       
      Summarizing the last several paragraphs; close observation is the key as well as other possible modifications.
    • lawagner
      lawagner on 07 Mar 16
       
      Summarizing the main points is like the Therefore since we know all of this we can understand  the cultural differences between the tutor and ESL tutee and thus eliminate or at least reduce the cultural barriers.
    • lawagner
      lawagner on 07 Mar 16
       
      Conclusion
    • lawagner
      lawagner on 07 Mar 16
       
      A continuance of the last paragraph. All of this information presented  may help or it may not.
sophiya miller

Master Your Courses with Ease: Dive into the World of TakeMyClassCourse - 2 views

Welcome to the digital age, where the pursuit of knowledge has taken on new dimensions with the advent of online education. As students navigate the complex landscape of virtual classrooms and e-le...

college university education student takemyclasscourse

started by sophiya miller on 09 Dec 23 no follow-up yet
china-tscom

QSFP AOC - 0 views

www.china-tscom.com/c-what-are-the-categories.html

QSFP AOC

shared by china-tscom on 05 Jul 24 - No Cached
  • china-tscom on 05 Jul 24
     
    Aactive optical cable (AOC) has many advantages such as high transmission rate, long transmission distance, low energy consumption, and convenient use. It can replace passive optical cables or copper wire-based cable systems to be applied in high-density and high-bandwidth situations and has become the ideal transmission cables for data centers, consumer electronics and other fields.
sibai1

copper machining services - 2 views

www.sibaicnc.com/copper-machining-services

copper machining services

shared by sibai1 on 12 Mar 25 - No Cached
  • sibai1 on 01 Apr 25
     
    Sibai produced a lot of copper CNC parts for sensor products, laser products, and other electronics. The copper material is soft and sticky. It demands high machining skills to machine well. After machining, Sibai makes surface treatement, passivation or color galvanization to protect the surface from oxidation.
bsdmeco

advantages of dry sauna - 1 views

www.bsdmeco.com/f-dry-steam-sauna-heaters.html

advantages of dry sauna

shared by bsdmeco on 19 Mar 25 - No Cached
  • bsdmeco on 19 Mar 25
     
    The sauna can be divided into dry and wet steam. It mainly expands pores, promotes blood circulation and metabolism, and helps to remove toxins and sebum by contacting with steam and skin, so that it achieves the purpose of fitness and beauty. It is a kind of passive exercise. The simple dry and wet steam is called "Pure sauna". Some people think that the sauna can help lose weight, but a person in charge of the Zhongshan University Health and Fitness Center believes that it cannot eliminate much fat through sweating alone. However, if combined with aerobics and weight training, it will have a better effect.
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