The model falls apart when we distribute content and extend the activities of the teacher to include multiple educator inputs and peer-driven learning.
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shared by drew polly on 06 Mar 09
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Learning from Student Work - 0 views
www.nsrfharmony.org/...earning_from_student_work.html
reform student-work professional-development assessment
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shared by Jeff Johnson on 04 Apr 09
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Ideas and Thoughts from an EdTech » Inside Learning - 0 views
ideasandthoughts.org/...inside-learning
edtech ideasandthoughts.org shareski technology education student learning
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"I'm currently teaching first year university students and require them to blog. There are many benefits for having them blog but I've found it to be one of the greatest ways I've been able to get into the thinking and process of my their learning. Asking them to describe their learning and thought process provides me with insight not only to appreciate their efforts but to inform my instruction and decide on what further supports I can provide to take them to the next level. This technology remains a powerful way for learners to reflect and share their thinking on a variety of endeavors. As much as teachers and schools say that process is as important as product, this often is more lip service than practice. Process takes time and talking about learning can be tiresome. The transparency of blogs make this a shared experience that no doubt can provide all students a greater opportunity to learn from each other. The advent of blogs in schools often is deployed as a way to bring technology into schools. That's the wrong reason. I recently read this quote on Doug Johnson's blog: At a conference last week, Mark Weston from Dell computing stated that asking the question, "Does technology improve student learning?" is the wrong question. The question should be, "Does technology support the practices that improve student learning?"
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Simple Steps To Better Dental Health - 2 views
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Simple Steps to Better Dental Health The interactive tools, diagrams, videos, games, and animations at this comprehensive resource from the University of Pennsylvania Dental School make information about dental health accessible to visitors of all ages. Topics range from the most basic -- such as brushing and flossing -- to the sequence of gum disease and root canal treatment. The site includes sections specifically for seniors, parents, and children.
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From Silicon Valley, A New Approach To Education : All Tech Considered : NPR - 0 views
CFP - ICDIPC2012 - Lithuania - IEEE - 1 views
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Twemes.com - 0 views
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Twitter memes. Global tags for Twitter. Twemes.com follows Twitter.com tweets (messages) that have embedded tags that start with a # character. These are sometimes called hashtags but we like to use the term twemes. Through the use of twemes, we can all view what people are talking about across the whole Twitter universe. In some sense, this can be thought of as an adhoc chatroom. We also pull in recent public photos from Flickr and public bookmarks from Del.icio.us. Twemes.com is particularly useful for keeping up on the real-time activities associated with a live event such as a conference.
Directory of free web2 tools - 82 views
WiZiQ free Virtual Classroom - 58 views
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shared by Clif Mims on 18 Jun 09
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Wiffiti: Feed Your Screens - 1 views
wiffiti.com
2.0 Presentations Video Visualization Network Telecommunication Networking Collaboration=Telecollaboration Cells mobile-technology Word-Processing Conference=Convention
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Teaching in Social and Technological Networks « Connectivism - 9 views
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Skype brings anyone, from anywhere, into a classroom. Students are not confined to interacting with only the ideas of a researcher or theorist. Instead, a student can interact directly with researchers through Twitter, blogs, Facebook, and listservs. The largely unitary voice of the traditional teacher is fragmented by the limitless conversation opportunities available in networks. When learners have control of the tools of conversation, they also control the conversations in which they choose to engage. Course content is similarly fragmented. The textbook is now augmented with YouTube videos, online articles, simulations, Second Life builds, virtual museums, Diigo content trails, StumpleUpon reflections, and so on.
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Traditional courses provide a coherent view of a subject. This view is shaped by “learning outcomes” (or objectives). These outcomes drive the selection of content and the design of learning activities. Ideally, outcomes and content/curriculum/instruction are then aligned with the assessment. It’s all very logical: we teach what we say we are going to teach, and then we assess what we said we would teach. This cozy comfortable world of outcomes-instruction-assessment alignment exists only in education. In all other areas of life, ambiguity, uncertainty, and unkowns reign. Fragmentation of content and conversation is about to disrupt this well-ordered view of learning. Educators and universities are beginning to realize that they no longer have the control they once (thought they) did
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I’ve come to view teaching as a critical and needed activity in the chaotic and ambiguous information climate created by networks.
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In networks, teachers are one node among many. Learners will, however, likely be somewhat selective of which nodes they follow and listen to. Most likely, a teacher will be one of the more prominent nodes in a learner’s network. Thoughts, ideas, or messages that the teacher amplifies will generally have a greater probability of being seen by course participants. The network of information is shaped by the actions of the teacher in drawing attention to signals (content elements) that are particularly important in a given subject area.
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While “curator” carries the stigma of dusty museums, the metaphor is appropriate for teaching and learning. The curator, in a learning context, arranges key elements of a subject in such a manner that learners will “bump into” them throughout the course. Instead of explicitly stating “you must know this”, the curator includes critical course concepts in her dialogue with learners, her comments on blog posts, her in-class discussions, and in her personal reflections. As learners grow their own networks of understanding, frequent encounters with conceptual artifacts shared by the teacher will begin to resonate.
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Today’s social web is no different – we find our way through active exploration. Designers can aid the wayfinding process through consistency of design and functionality across various tools, but ultimately, it is the responsibility of the individual to click/fail/recoup and continue. Fortunately, the experience of wayfinding is now augmented by social systems. Social structures are filters. As a learner grows (and prunes) her personal networks, she also develops an effective means to filter abundance. The network becomes a cognitive agent in this instance – helping the learner to make sense of complex subject areas by relying not only on her own reading and resource exploration, but by permitting her social network to filter resources and draw attention to important topics. In order for these networks to work effectively, learners must be conscious of the need for diversity and should include nodes that offer critical or antagonistic perspectives on all topic areas. Sensemaking in complex environments is a social process.
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Aggregation should do the same – reveal the content and conversation structure of the course as it unfolds, rather than defining it in advance.
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Filtering resources is an important educator role, but as noted already, effective filtering can be done through a combination of wayfinding, social sensemaking, and aggregation. But expertise still matters. Educators often have years or decades of experience in a field. As such, they are familiar with many of the concepts, pitfalls, confusions, and distractions that learners are likely to encounter. As should be evident by now, the educator is an important agent in networked learning. Instead of being the sole or dominant filter of information, he now shares this task with other methods and individuals.
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Filtering can be done in explicit ways – such as selecting readings around course topics – or in less obvious ways – such as writing summary blog posts around topics. Learning is an eliminative process. By determining what doesn’t belong, a learner develops and focuses his understanding of a topic. The teacher assists in the process by providing one stream of filtered information. The student is then faced with making nuanced selections based on the multiple information streams he encounters
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Stephen’s statements that resonated with many learners centers on modelling as a teaching practice: “To teach is to model and to demonstrate. To learn is to practice and to reflect.” (As far as I can tell, he first made the statement during OCC in 2007).
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Modelling has its roots in apprenticeship. Learning is a multi-faceted process, involving cognitive, social, and emotional dimensions. Knowledge is similarly multi-faceted, involving declarative, procedural, and academic dimensions. It is unreasonable to expect a class environment to capture the richness of these dimensions. Apprenticeship learning models are among the most effective in attending to the full breadth of learning. Apprenticeship is concerned with more than cognition and knowledge (to know about) – it also addresses the process of becoming a carpenter, plumber, or physician.
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Without an online identity, you can’t connect with others – to know and be known. I don’t think I’m overstating the importance of have a presence in order to participate in networks. To teach well in networks – to weave a narrative of coherence with learners – requires a point of presence. As a course progresses, the teacher provides summary comments, synthesizes discussions, provides critical perspectives, and directs learners to resources they may not have encountered before.
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Persistent presence in the learning network is needed for the teacher to amplify, curate, aggregate, and filter content and to model critical thinking and cognitive attributes that reflect the needs of a discipline.
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Teaching and learning in social and technological networks is similarly surprising – it’s hard to imagine that many of the tools we’re using are less than a decade old (the methods of learning in networks are not new, however. People have always learned in social networks).
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We’re still early in many of these trends. Many questions remain unanswered about privacy, ethics in networks, and assessment.
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We’re still early in many of these trends. Many questions remain unanswered about privacy, ethics in networks, and assessment.
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The tools for controlling both content and conversation have shifted from the educator to the learner. We require a system that acknowledges this reality.
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In order for these networks to work effectively, learners must be conscious of the need for diversity and should include nodes that offer critical or antagonistic perspectives on all topic areas. Sensemaking in complex environments is a social process.
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In order for these networks to work effectively, learners must be conscious of the need for diversity and should include nodes that offer critical or antagonistic perspectives on all topic areas. Sensemaking in complex environments is a social process.
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In order for these networks to work effectively, learners must be conscious of the need for diversity and should include nodes that offer critical or antagonistic perspectives on all topic areas. Sensemaking in complex environments is a social process.
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Discusses the role of teachers in the learning process through social networks: He gives seven roles 1. Amplifying, 2. Curating, 3. Wayfinding and socially-driven sensemaking, 4. Aggregating, 5. Filtering, 6. Modelling, 7. Persistent presence. He ends with this provocative thought: "My view is that change in education needs to be systemic and substantial. Education is concerned with content and conversations. The tools for controlling both content and conversation have shifted from the educator to the learner. We require a system that acknowledges this reality."
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shared by Lisa DuFur on 30 Mar 11
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Mapping America - Census Bureau 2005-9 American Community Survey - NYTimes.com - 0 views
projects.nytimes.com/...explorer
maps census data mapping nytimes demographics statistics math education tools teachnology web2.0 technology web resources teaching learning free
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Browse local data from the Census Bureau's American Community Survey, based on samples from 2005 to 2009. Because these figures are based on samples, they are subject to a margin of error, particularly in places with a low population, and are best regarded as estimates. Create tons of lessons around this data. WOW
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The Test Generation - 11 views
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"The more any quantitative social indicator is used for social decision-making, the more subject it will be to corruption pressures and the more apt it will be to distort and corrupt the social processes it is intended to monitor.
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In 2005, for example, Alabama reported that 83 percent of its fourth-graders were proficient in reading, even though the NAEP found that only 22 percent of these children were proficient readers. The harsh punishments associated with NCLB had encouraged Alabama and most other states to dumb down their tests and then teach directly to them.
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The letter is a thinly veiled attack on teachers' unions and the job security for which they fight. Mike Stahl, former executive director of the Pikes Peak Education Association, says union membership in Harrison has decreased by half under Miles' leadership, and that teacher turnover, at about 25 percent from year to year, "is the highest in the state among like-sized or larger districts." According to Stahl, Miles "is very anti-union and very prone to retaliation for speaking in opposition to district or superintendent plans. ... There was no collaboration with staff or union in the development of this plan. As a result, district teacher morale is extremely low."
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Since Miles became superintendent, Harrison's scores on state exams in math, reading, and writing have steadily increased. In reading, for example, 54 percent of Harrison students were proficient in 2005, compared to 61 percent in 2010. Critics who chalk those gains up to "drill and kill" teaching might find at least one thing to love about Harrison District 2: Its test score-based teacher-evaluation system is matched by intense professional-development efforts of the sort promoted by education experts from across the political spectrum.
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But "really systemic, momentous things are happening right now, and I am at the ideological epicenter of that change," he added. "If nothing else, it's really interesting
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Rival groups of education researchers interpret the reliability of value-added differently but even the technique's defenders have urged caution, as have the Educational Testing Service and the Department of Education's own Institute for Education Sciences. Experts raise a number of powerful objections: that value-added measurements are often based on poorly designed, unsophisticated standardized tests; that the ratings are particularly volatile (a teacher who scores very well or very poorly using value-added has only a one-third chance of getting a similar score the following year, and it takes about 10 years of data to reduce the value-added error rate to 12 percent for any individual teacher); and that the technique gives the impression that the teacher is the only factor in student achievement, ignoring parental involvement, after-school tutoring, and other "inputs" that research shows account for up to 80 percent of a student's achievement outcomes
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A consensus is emerging on what those best practices are, and they have little to do with test-driven instruction. Research by Linda Darling-Hammond, a Stanford University teaching expert and former Obama adviser, has found that in Finland, South Korea, and other high-performing nations, teachers spend just 50 percent of their workday in the classroom with students, compared to about 80 percent for American teachers. During the rest of their day, Finnish and South Korean teachers work with other adults to plan lessons, observe one another's classrooms, and evaluate student work. This balance is especially important for beginning teachers; powerful evidence suggests that the single most helpful teacher-training exercise is to spend time inside a master teacher's classroom and to get feedback from that master teacher on one's own practice.
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The teachers are grouped to maximize the sharing of best practices; one team includes a second-year teacher struggling with classroom management, a veteran teacher who is excellent at discipline but behind the curve on technology, and a third teacher who is an innovator on using technology in the classroom.
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When I visited MSLA in November, the halls were bright and orderly, the students warm and polite, and the teachers enthusiastic -- in other words, MSLA has many of the characteristics of high-performing schools around the world. What sets MSLA apart is its commitment to teaching as a shared endeavor to raise student achievement -- not a competition. During the 2009-2010 school year, all of the school's teachers together pursued the National Board for Professional Teaching Standards' Take One! program, which focuses on using curriculum standards to improve teaching and evaluate student outcomes. This year, the staff-wide initiative is to include literacy skills-building in each and every lesson, whether the subject area is science, art, or social studies.
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This is what schools should be doing. Foster community, cooperation, and collaboration among the teachers, not isolating them in content area groups, and separating them based on department. Inter-disciplinary teaching teams is a first start, but having everyone in a district adopt the same goal, and work together would be huge.
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As Nazareno walked me through MSLA's hallways, introducing me to kids and teachers, she reflected on how her profession is changing. "I'm not afraid of being held accountable. I haven't dedicated a career to have kids unable to read or do science," she said. "But people need to understand that teaching and learning are very complex processes, and any time you try to measure anything that's highly complex, you can miss the nuances." Nazareno paused outside a classroom door and lowered her voice. "We had a girl in the second grade whose mother died. At the school next door, a girl was brutally murdered. That's all they've been talking about there for two weeks; they lost a lot of instruction time." She raised her eyebrows. "How do you factor that into value-added?"
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shared by revanth online on 06 Jun 13
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android online training from hyderabad - 0 views
www.revanthonlinetraining.com/android-online-training.php
Android online training in hyderabad for India institute from
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Revanth online training provides the best Android online training with real time experts in Hyderabad call 9290971883 for Android online Training in Hyderabad. Android course training offered in Hyderabad. Android Online training from India, online training for Android, Android online training in Hyderabad.
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shared by Dean Mantz on 01 Dec 08
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Bugscope: Home - 1 views
bugscope.beckman.uiuc.edu
science microscope insects biology interactive education bugs kids eudcation collaboration virtual
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The Bugscope project provides free interactive access to a scanning electron microscope (SEM) so that students anywhere in the world can explore the microscopic world of insects. This educational outreach program from the Beckman Institute's Imaging Technology Group at the University of Illinois supports K-16 classrooms worldwide.
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The Bugscope project provides free interactive access to a scanning electron microscope (SEM) so that students anywhere in the world can explore the microscopic world of insects. This educational outreach program from the Beckman Institute's Imaging Technology Group at the University of Illinois supports K-16 classrooms worldwide.
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shared by Barbara Lindsey on 31 Mar 09
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From Knowledgable to Knowledge-able: Learning in New Media Environments | Academic Commons - 0 views
www.academiccommons.org/...knowledgable-knowledge-able
wesch social media web2.0 education teaching academic commons
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The message of Wikipedia is not “trust authority” but “explore authority.” Authorized information is not beyond discussion on Wikipedia, information is authorized through discussion, and this discussion is available for the world to see and even participate in. This culture of discussion and participation is now available on any website with the emerging “second layer” of the web through applications like Diigo which allow you to add notes and tags to any website anywhere.
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Our physical structures were built prior to an age of infinite information, our social structures formed to serve different purposes than those needed now, and the cognitive structures we have developed along the way now struggle to grapple with the emerging possibilities.
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The physical structures are easiest to see, and are on prominent display in any large “state of the art” classroom. Rows of fixed chairs often face a stage or podium housing a computer from which the professor controls at least 786,432 points of light on a massive screen. Stadium seating, sound-absorbing panels and other acoustic technologies are designed to draw maximum attention to the professor at the front of the room. The “message” of this environment is that to learn is to acquire information, that information is scarce and hard to find (that's why you have to come to this room to get it), that you should trust authority for good information, and that good information is beyond discussion (that's why the chairs don't move or turn toward one another). In short, it tells students to trust authority and follow along.
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at the base of this “information revolution” are new ways of relating to one another, new forms of discourse, new ways of interacting, new kinds of groups, and new ways of sharing, trading, and collaborating. Wikis, blogs, tagging, social networking and other developments that fall under the “Web 2.0” buzz are especially promising in this regard because they are inspired by a spirit of interactivity, participation, and collaboration. It is this “spirit” of Web 2.0 which is important to education. The technology is secondary. This is a social revolution, not a technological one, and its most revolutionary aspect may be the ways in which it empowers us to rethink education and the teacher-student relationship in an almost limitless variety of ways.
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Even in situations in which a spirit of exploration and freedom exist, where faculty are free to experiment to work beyond physical and social constraints, our cognitive habits often get in the way
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Even something as simple as the hyperlink taught us that information can be in more than one place at one time
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Our old assumption that information is hard to find, is trumped by the realization that if we set up our hyper-personalized digital network effectively, information can find us.
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Taken together, this new media environment demonstrates to us that the idea of learning as acquiring information is no longer a message we can afford to send to our students, and that we need to start redesigning our learning environments to address, leverage, and harness the new media environment now permeating our classrooms.
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Nothing good will come of these technologies if we do not first confront the crisis of significance and bring relevance back into education. In some ways these technologies act as magnifiers.
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Usually our courses are arranged around “subjects.” Postman and Weingartner note that the notion of “subjects” has the unwelcome effect of teaching our students that “English is not History and History is not Science and Science is not Art . . . and a subject is something you 'take' and, when you have taken it, you have 'had' it.” Always aware of the hidden metaphors underlying our most basic assumptions, they suggest calling this “the Vaccination Theory of Education” as students are led to believe that once they have “had” a subject they are immune to it and need not take it again.5
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As an alternative, I like to think that we are not teaching subjects but subjectivities: ways of approaching, understanding, and interacting with the world. Subjectivities cannot be taught. They involve an introspective intellectual throw-down in the minds of students. Learning a new subjectivity is often painful because it almost always involves what psychologist Thomas Szasz referred to as “an injury to one's self-esteem.”6 You have to unlearn perspectives that may have become central to your sense of self.
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We can only create environments in which the practices and perspectives are nourished, encouraged, or inspired (and therefore continually practiced).
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So while the course is set up much like a typical cultural anthropology course, moving through the same readings and topics, all of these learnings are ultimately focused around one big question, “How does the world work?”
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Students are co-creators of every aspect of the simulation, and are asked to harness and leverage the new media environment to find information, theories, and tools we can use to answer our big question. Each student has a specific role and expertise to develop. A world map is superimposed on the class and each student is asked to become an expert on a specific aspect of the region in which they find themselves. Using this knowledge, they work in 15-20 small groups to create realistic cultures, step-by-step, as we go through each aspect of culture in class. This allows them to apply the knowledge they learn in the course and to recognize the ways different aspects of culture--economic, social, political, and religious practices and institutions--are integrated in a cultural system.
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The World Simulation itself only takes 75-100 minutes and moves through 650 metaphorical years, 1450-2100. It is recorded by students on twenty digital video cameras and edited into one final "world history" video using clips from real world history to illustrate the correspondences. We watch the video together in the final weeks of the class, using it as a discussion starter for contemplating our world and our role in its future. By then it seems as if we have the whole world right before our eyes in one single classroom - profound cultural differences, profound economic differences, profound challenges for the future, and one humanity. We find ourselves not just as co-creators of a simulation, but as co-creators of the world itself, and the future is up to us.
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I have often found myself writing content-based multiple-choice questions in a way that I hope will indicate that the student has mastered a new subjectivity or perspective. Of course, the results are not satisfactory. More importantly, these questions ask students to waste great amounts of mental energy memorizing content instead of exercising a new perspective in the pursuit of real and relevant questions.
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When you watch somebody who is truly “in it,” somebody who has totally given themselves over to the learning process, or if you simply imagine those moments in which you were “in it” yourself, you immediately recognize that learning expands far beyond the mere cognitive dimension. Many of these dimensions were mentioned in the issue precis, “such as emotional and affective dimensions, capacities for risk-taking and uncertainty, creativity and invention,” and the list goes on. How will we assess these? I do not have the answers, but a renewed and spirited dedication to the creation of authentic learning environments that leverage the new media environment demands that we address it.
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The new media environment provides new opportunities for us to create a community of learners with our students seeking important and meaningful questions.
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This is what I have called elsewhere, “anti-teaching,” in which the focus is not on providing answers to be memorized, but on creating a learning environment more conducive to producing the types of questions that ask students to challenge their taken-for-granted assumptions and see their own underlying biases.