Internet learning promises to make intellectual life more sterile and abstract than it already is — and also, for teachers and for students alike, far more lonely
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shared by Paul Beaufait on 06 Apr 10
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An Intellectual Property Primer for Online Instructors - 50 views
ocw.uci.edu/...course_banner.aspx
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The Trouble With Online Education - NYTimes.com - 0 views
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The Internet teacher, even one who responds to students via e-mail, can never have the immediacy of contact that the teacher on the scene can, with his sensitivity to unspoken moods and enthusiasms.
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I think that the best of those lecturers are highly adept at reading their audiences. They use practical means to do this — tests and quizzes, papers and evaluations. But they also deploy something tantamount to artistry. They are superb at sensing the mood of a room. They have a sort of pedagogical sixth sense. They feel it when the class is engaged and when it slips off. And they do something about it.
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With every class we teach, we need to learn who the people in front of us are. We need to know where they are intellectually, who they are as people and what we can do to help them grow. Teaching, even when you have a group of a hundred students on hand, is a matter of dialogue.
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Is Google Making Us Stupid? - 0 views
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Unlike footnotes, to which they’re sometimes likened, hyperlinks don’t merely point to related works; they propel you toward them
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It is clear that users are not reading online in the traditional sense; indeed there are signs that new forms of “reading” are emerging as users “power browse” horizontally through titles, contents pages and abstracts going for quick wins. It almost seems that they go online to avoid reading in the traditional sense.
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When we read online, she says, we tend to become “mere decoders of information.” Our ability to interpret text, to make the rich mental connections that form when we read deeply and without distraction, remains largely disengaged.
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We have to teach our minds how to translate the symbolic characters we see into the language we understand. And the media or other technologies we use in learning and practicing the craft of reading play an important part in shaping the neural circuits inside our brains
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readers of ideograms, such as the Chinese, develop a mental circuitry for reading that is very different from the circuitry found in those of us whose written language employs an alphabet.
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You are right,” Nietzsche replied, “our writing equipment takes part in the forming of our thoughts.” Under the sway of the machine, writes the German media scholar Friedrich A. Kittler, Nietzsche’s prose “changed from arguments to aphorisms, from thoughts to puns, from rhetoric to telegram style.”
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James Olds, a professor of neuroscience who directs the Krasnow Institute for Advanced Study at George Mason University, says that even the adult mind “is very plastic.
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“intellectual technologies”—the tools that extend our mental rather than our physical capacities—we inevitably begin to take on the qualities of those technologies
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“disassociated time from human events and helped create the belief in an independent world of mathematically measurable sequences.”
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The “abstract framework of divided time” became “the point of reference for both action and thought.”
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The process of adapting to new intellectual technologies is reflected in the changing metaphors we use to explain ourselves to ourselves. When the mechanical clock arrived, people began thinking of their brains as operating “like clockwork.” Today, in the age of software, we have come to think of them as operating “like computers.” But the changes, neuroscience tells us, go much deeper than metaphor. Thanks to our brain’s plasticity, the adaptation occurs also at a biological level.
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The Internet, an immeasurably powerful computing system, is subsuming most of our other intellectual technologies. It’s becoming our map and our clock, our printing press and our typewriter, our calculator and our telephone, and our radio and TV.
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thanks to the growing power that computer engineers and software coders wield over our intellectual lives,
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Certainly if you had all the world’s information directly attached to your brain, or an artificial brain that was smarter than your brain, you’d be better off.
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as we come to rely on computers to mediate our understanding of the world, it is our own intelligence that flattens into artificial intelligence.
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shared by Paul Beaufait on 12 Jul 16
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The Overselling of Ed Tech - Alfie Kohn - 7 views
www.alfiekohn.org/ed-tech
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""[W]e shouldn't confuse personalized learning with personal learning. The first involves adjusting the difficulty level of prefabricated skills-based exercises based on students' test scores, and it requires the purchase of software. The second involves working with each student to create projects of intellectual discovery that reflect his or her unique needs and interests, and it requires the presence of a caring teacher who knows each child well" (Kohn, 2016.03.12, ¶9).
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Extraordinary People - Noam Chomsky - 0 views
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shared by Ebey Soman on 25 Jan 09
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Religion and Ethics: Down Syndrome - 0 views
www.relijournal.com/...nd-Ethics-Down-Syndrome.379945
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Down syndrome is a genetic disorder (involving an extra copy of chromosome 21) that leads to moderate intellectual disability, as well as a range of physical and health problems. Screening for Down syndrome during pregnancy can be done in a number of ways. The religion and ethics program presents two different women and the tough decisions they had to make after screening their babies for Down Syndrome. Are their actions morally right? or ethically allowable? or religiously authorized?
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shared by Sussana Martin on 10 Sep 09
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Islamic Education: Islamic Schools in South Asia - 0 views
islamiceducationonline.blogspot.com/...mic-schools-in-south-asia.html
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There are more than 50,000 Islamic Schools currently operating in Pakistan. It is estimated that one to two million children are enrolled in Islamic Schools. There has been considerable intellectual disagreement about the linkages of Islamic Schools to conflict in Pakistan.
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I do not see how these links belong in the Classroom 2.0 group. why not create your own group or list.
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shared by Cathy Oxley on 16 Jan 10
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Digital Citizenship Education - 41 views
www.digitalcitizenshiped.com/Curriculum.aspx
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The Digital Citizenship and Creative Content program was developed to create awareness of intellectual property rights and foster a better understanding of the rights connected with creative content. Four units comprise the curriculum resources. Each unit consists of standalone yet complementary lesson plans that play off a creative rights scenario presented through a case study
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Science on the Simpsons - 0 views
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Bring the intellectual juggernaut, Homer Simpson, into your classroom with these Simpson science clips. http://ictmagic.wikispaces.com/Science
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shared by Tero Toivanen on 01 Jul 11
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The Power of Open - 30 views
thepowerofopen.org
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Tips to Improve Your Child's Reading at Home - Sudhir Memorial Institute Liluah - Best ... - 1 views
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18 Best Places To Visit In Kolkata | HRMC Matrix - 0 views
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Kolkata is the capital of the Indian state of West Bengal. Here are many best places to visit in Kolkata. Kolkata is located in eastern India on the eastern bank of the Hooghly River. Kolkata is known for its cultural and historical significance, and it is often referred to as the "cultural capital" of India. It is home to a number of important landmarks, including Victoria Memorial, St. Paul's Cathedral, and Howrah Bridge. The city is also known for its delicious street food, and it is a major center of art, literature, and intellectual discourse in India. There are many tourist places to visit in Kolkata that have good reviews from local and foreign tourists.
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How 21st Century Thinking Is Just Different - 0 views
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this world full of information abundance, our minds are constantly challenged to react to data, and often in a way that doesn’t just observe, but interprets. Subsequently, we unknowingly “spin” everything to avoid cognitive dissonance
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Instead, we might consider constant reflection guided by important questions as a new way to learn in the presence of information abundance.
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Information Abundance There is more information available to any student with a smartphone than an entire empire would have had access to three thousand years ago
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Truth may not change, but information does. And in the age of social media, it divides and duplicates in a frenzied kind of digital mitosis.
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Specifically, new habits of mind. Persisting. Managing impulsivity. Responding with awe. Questioning. Innovating. Thinking interdependently.
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If the 20th century model was to measure the accuracy and ownership of information, the 21st century’s model is form and interdependence
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learning options today don’t just abound, they dwarf formal learning institutions in every way but clout with the power-holders—parents, teachers, deans, and curriculum designers
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Habits, by nature, are reflexive, accessible, and adaptable–not unlike knowledge. This is a can’t-miss point. Internalized and reflexive cognitive patterns that are called upon intrinsically, and transfer seamlessly.
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needs for self-knowledge and authentic local placement, two very broad ideas that come from patient thinking
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Old learning forms focused on the thinker rather than the thoughts, the source rather than the information, and correctly citing that source over understanding what made that information worth extracting
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The tone of thinking in the 21st century should not be hushed nor gushing, defiant nor assimilating, but simply interdependent, conjured to function on a relevant scale within a much larger human and intellectual ecology, one that exposes itself daily across twitter, facebook, and a billion smartphone screens.
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shared by Roland Gesthuizen on 11 Apr 12
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MIT Media Lab: The Cognitive Limit of Organizations - 0 views
blog.media.mit.edu/...ve-limit-of-organizations.html
socialnetworking powerofpull organisation informationmanagement informationoverload
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Our world is less and less about the single pieces of intellectual property and more and more about the networks that help connect these pieces.
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In a world in which implementing the next generation of ideas will increasingly require pulling resources from different organizations, barriers to collaboration will be a crucial constraint limiting the development of firms. Agility, context, and a strong network are becoming the survival traits where assets, control, and power used to rule
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"In a world in which implementing the next generation of ideas will increasingly require pulling resources from different organizations, barriers to collaboration will be a crucial constraint limiting the development of firms. Agility, context, and a strong network are becoming the survival traits where assets, control, and power used to rule."
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12 Findings on Mind, Brain & Education | Getting Smart - 24 views
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Students’ brains continuously adapt to the environments where they live and work. As students learning in these places, these experiences gradually sculpt the architecture of the brain.
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Students’ genetic predispositions interact with learning experiences to give rise to a wide range of individual differences.
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Students learning English as a second language are processing written information in somewhat different ways than native English speakers so standard reading instruction techniques may not be the right fit for their needs.
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Education should give students opportunities to practice setting goals, tracking progress toward them, adjusting strategies along the way, and assessing outcomes.
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Emotions direct students’ learning processes, helping them gravitate toward positive situations and away from negative ones.
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Mathematics is at least partially dissociable from other cognitive domains and abilities within the domain of mathematics can be dissociable from one another.
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Education can support the development of emotional regulation skills, and this should be a priority as emotional regulation skills strongly predict academic achievement.
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When students from disadvantaged backgrounds are in high-quality schools, their cortisol levels decrease throughout the day. The better the school, the more the cortisol levels decrease. Therefore, a quality learning environment can help students reach healthy cortisol levels, which lead to better emotional regulation and more favorable learning outcomes.
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Providing meaningful learning experiences with ongoing guidance can enable students at all levels to build toward mastery of a common set of skills.
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This scientific evidence that emotion is fundamental to learning settles longstanding ideological debates concerning whether educators should be responsible for emotional development—if educators are responsible for intellectual development, they are inherently involved in emotional development as well.
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Student-centered approaches to learning require students to be self-directed and responsible for their own learning, which requires executive functioning skills such as goal setting, planning, and monitoring progress.
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shared by Steve Ransom on 28 Sep 09
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Wake Up and Smell the New Epistemology - The Chronicle Review - The Chronicle of Higher... - 11 views
chronicle.com/...4568
highered highereducation change paradigmshift lecture students studentcentered
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Good pedagogy is the product of instructors who respect, understand, and creatively engage their students.
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Good pedagogy is the product of instructors who respect, understand, and creatively engage their students.
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I am asking instructors to see the two questions that the new epistemology emblazons across the front of every classroom — "So what?" and "Who cares?" — and then to adjust their teaching accordingly.
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except for the occasional late bloomer, we fail miserably at creating sustained intellectual fires among the vast majority of our practical, credential-driven students.
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better and more widely achievable educational goal should therefore be to inculcate a respect for learning and the pursuit of knowledge.
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shared by Paul Beaufait on 11 Dec 10
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TESOL Connections: A Sequence of Critical Thinking Task - 31 views
www.tesol.org/...tc
Bloom's taxonomy critical thinking TESOL Connections education resources tasks teaching
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Scriven and Paul begin to define critical thinking as ‘‘the intellectually disciplined process of actively and skillfully conceptualizing, applying, analyzing, synthesizing, and/or evaluating information gathered from, or generated by, observation, experience, reflection, reasoning, or communication, as a guide to belief and action’’ (quoted in Foundation for Critical Thinking, 2009, para. 2).
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Bloom (1956) offered one of the first comprehensive elaborations of these important skills. Since the conception of Bloom’s Taxonomy, his colleagues (Anderson & Krathwohl, 2001) have carried on his work and developed a two-dimensional taxonomy for learning, teaching, and assessing student learning outcomes. The Knowledge Dimension identifies four types of knowledge: factual, conceptual, procedural, and metacognitive. The second aspect of Bloom’s Taxonomy, the Cognitive Process Dimension, outlines six ways of thinking (remember, understand, apply, analyze, evaluate, and create) and their many subprocesses.
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For the purposes of this article, critical thinking is defined as the practice and development of an active, conscious, purposeful awareness of what one encounters both in the classroom and in the outside world. It is a kind of thinking and learning that demands an investment in personal and communal learning on the part of the student and teacher. Critical thinking does not discount the emotional or gut responses that everyone has. Rather, it complements and enters into dialogue with them so that reasoned judgments are possible.
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Observing is the basic starting point of the sequence—so basic, in fact, that some teachers may not immediately consider it to be critical thinking at all. However, observing is critical thinking because it involves a fundamental level of analysis.
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shared by anonymous on 26 Nov 07
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Law firm seeking record fee - 0 views
www.aboutlawfirm.info/...law-firm-seeking-record-fee
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HOUSTON - A California law firm is asking a federal judge to approve nearly $700 million in attorneys fees for its efforts to help Enron Corp. shareholders and others recoup billions they lost after the once-mighty energy company collapsed.
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