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Ivan Beeckmans

Manifesto for education change | Connected Principals - 3 views

connectedprincipals.com/...7022

education manifesto change connected principals alternative coetail4 learning

shared by Ivan Beeckmans on 06 Jan 13 - No Cached
  • We need to train teachers to know how to maximise benefits of online learning. We need to re-shape online learning space and make it personalised, engaging & suited to the task.
  • Will schools have a role into the future? Yes! Schools should be the core functional, relational communities of society.
  • Physical space is just as important as virtual and/or pedagogic space. Kill off desks, chairs and lockers.
  • ...7 more annotations...
  • There are so many better & engaging ways to furnish a space.
  • Leadership roles should match priorities, not history.
  • Students must learn to be engaged learners. Parents need to grow their understanding of the realities their children will face, not re-live their own school experience.
  • Teaching could be about creative direction, rather than about behaviour management.
  • Curriculum should be meaningful, contextual, authentic, integrated, challenge based, relational.
  • We should kill off the one teacher per class model. It is fraught with emotional risks.
  • Students should be given capacity to delve deeply into topics, not punctuated by factory-style bells. Schools need to experiment with far more timetable-less days – opportunities for real life learning.
Tim Pettine

Evidence-based practices for teaching writing - 1 views

education.jhu.edu/...Winter2011.html

writing practices Evidence-based

shared by Tim Pettine on 08 May 12 - No Cached
    • Tim Pettine
      Tim Pettine on 08 May 12
       
      Huge skill in academic writing.
  • Tim Pettine on 08 May 12
     
    e within their cooperative groups or partnerships. For example, if the class is working on using descriptive adjectives in their compositions, one student could be assigned to review another's writing. He or she could provide positive feedback, noting several instances of using descriptive vocabulary, and provide constructive feedback, identifying several sentences that could be enhanced with additional adjectives. After this, the students could switch roles and repeat the process. Goals: Set specific goals for the writing assignments that students are to complete. The goals can be established by the teacher or created by the class themselves, with review from the teacher to ensure they are appropriate and attainable. Goals can include (but are not limited to) adding more ideas to a paper or including specific elements of a writing genre (e.g., in an opinion essay include at least three reasons supporting your belief). Setting specific product goals can foster motivation, and teachers can continue to motivate students by providing reinforcement when they reach their goals. Word processing: Allow students to use a computer for completing written tasks. With a computer, text can be added, deleted, and moved easily. Furthermore, students can access tools, such as spell check, to enhance their written compositions. As with any technology, teachers should provide guidance on proper use of the computer and any relevant software before students use the computer to compose independently. Sentence combining: Explicitly teach students to write more complex and sophisticated sentences. Sentence combining involves teacher modeling of how to combine two or more related sentences to create a more complex one. Students should be encouraged to apply the sentence construction skills as they write or revise. Process writing: Implement flexible, but practical classroom routines that provide students with extended opportunities for practicing the cycle of planning, writing, and revie
Tim Pettine

How Common Core Standards Mesh With Education Technology | Edudemic - 2 views

edudemic.com/...common-core-edtech

shared by Tim Pettine on 18 Jan 13 - No Cached
    • Tim Pettine
      Tim Pettine on 18 Jan 13
       
      This is an extremely important key concept in regard to thinking about where tech belongs and what kind of skills are important to emphasize within the context of curriculum
  • Integration is a matter of design, and produces considerable cognitive load on a learner. And in light of APIs, social media, and an array of smart mobile devices, is a kind of digital strategy
  • When the standard says “digital media,” it might as well say social media as it continues “to add interest,” a side-effect of making something non-social, social. students,” but rather requires learners to make complex decisions about how, when, and why to use technology–something educators must do as well.
  • ...4 more annotations...
  • Evaluation is near the top of Bloom’s taxonomy for a reason, necessitating that students make critical judgment calls about how information is presented and shared.
  • Collaboration forces students to plan, adopt, adapt, rethink, and revise, all higher-level practices.
  • demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting.
    • Tim Pettine
      Tim Pettine on 18 Jan 13
       
      This is interesting...noting keyboarding skills may not be measured in WPM. True measure may be in regard to engagement and self-regulation. 
Clint Hamada

Disrupting Class: Student-Centric Education Is the Future | Edutopia - 0 views

www.edutopia.org/t-centric-education-technology

COETAIL Course1 Week1 edutopia Clayton Christensen coetail4

shared by Clint Hamada on 19 Oct 12 - Cached
  • Current Classrooms -- Teacher Centric: Standardization, which replaced personalization as public school enrollment rose in the late 1800s, still dictates the way subjects are taught
  • Future Classrooms -- Student Centric: This model utilizes the teacher as mentor, problem solver, and support person
  • Students partake in interactive learning with computers and other technology devices; teachers roam around as mentors and individual learning coaches; learning is tailored to each student's differences; students are engaged and motivated.
  • ...10 more annotations...
  • the computers have not transformed the classroom, nor has their use boosted learning as measured by test scores
    • Clint Hamada
      Clint Hamada on 19 Oct 12
       
      Do test scores measure what has been added or transformed?
  • How can we start down the path to transform the classroom?
  • The classroom of today doesn't even look that much different from the classroom of thirty years ago
  • An organization's natural instinct is to cram the innovation into its existing operating model to sustain what it already does
  • target those who are not being served -- people we call nonconsumers. That way, all the new approach has to do is be better than the alternative -- which is nothing at all.
  • disrupts that trajectory by offering a product or service that actually is not as good as that which companies are already selling.
  • the disruptive innovation extends its benefits to people who, for one reason or another, are unable to consume the original product
  • Instead, we must find areas of nonconsumption to deploy computer-based learning where it will be unencumbered by existing education processes.
  • For computer-based learning to bring about a disruptive transformation, it must be implemented where the alternative is no class at all.
  • online learning is gaining hold in the advanced courses that many schools are unable to offer
Ivan Beeckmans

It's Time for a New Kind of High School| The Committed Sardine - 0 views

www.fluency21.com/blogpost.cfm

high school new coetail4 school education

shared by Ivan Beeckmans on 29 May 12 - No Cached
  • In Indiana University's 2007 High School Survey of Student Engagement, 73 percent of the respondents said, "I didn't like the school"; 61 percent said, "I didn't like the teachers"; and 60 percent said, "I didn't see the value in the work I was being asked to do." About 30 percent of the students indicated they were bored because of a lack of interaction with teachers, and 75 percent reported that the "material being taught is not interesting."
  • Despite what we now know about the power of learning through talking and doing, we persist in expecting students to learn by listening. The present disparity between teacher and student talk time is a profound hindrance to learning.
  • a grade 7/8 half-day school/work internship;
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  • We need to tear apart the school day, the high school timetable, the school year, the four-year diploma. We need to rethink credit- and diploma-awarding authority, which need not be the sole purview of the high school. For instance, why can't we give this authority to nongovernment organizations and corporations willing to step up and offer academic credits in their workplaces relevant to the work of their institution?
  • not just for university-bound scholarship students
Ivan Beeckmans

The disappearing virtual library - Opinion - Al Jazeera English - 0 views

www.aljazeera.com/...2012227143813304790.html

coetail2 copyright library.nu books library

shared by Ivan Beeckmans on 05 Mar 12 - No Cached
  • But both are missing the point: the global demand for learning and scholarship is not being met by the contemporary publishing industry. It cannot be, not with the current business models and the prices. The users of library.nu - these barbarians at the gate of the publishing industry and the university - are legion.
  • They are a global market engaged in what we in the elite institutions of the world are otherwise telling them to do all the time: educate yourself; become scholars and thinkers; read and think for yourselves; bring civilisation, development and modernity to your people.
  • Library.nu was making that learning possible where publishers have not
  • ...3 more annotations...
  • But the legality of library.nu is also not the issue: trading in scanned, leaked or even properly purchased versions of digital books is thoroughly illegal. This is so much the case that it can't be long before reading a book - making an unauthorised copy in your brain - is also made illegal. 
  • not stealing
  • The winter of 2012 has seen a series of assaults on file-sharing sites in the wake of the failed SOPA and PIPA legislation. Mega-upload.com (the brainchild of eccentric master pirate Kim Dotcom - he legally changed his name in 2005) was seized by the US Department of Justice; torrent site btjunkie.com voluntarily closed down for fear of litigation.
  • Jeff Utecht on 05 Mar 12
     
     Last week a website called "library.nu" disappeared. A coalition of international scholarly publishers accused the site of piracy and convinced a judge in Munich to shut it down. Library.nu (formerly Gigapedia) had offered, if the reports are to be believed, between 400,000 and a million digital books for free. 
Katy Vance

Presentation Zen: Nurturing curiosity & inspiring the pursuit of discovery - 0 views

www.presentationzen.com/...-the-pursuit-of-discovery.html

presentationzen curiosity engagement

shared by Katy Vance on 15 Sep 13 - No Cached
  • We are obsessed with giving prizes to students who memorize the most facts and bits of information (and in the shortest amount of time). Why don't we give prizes for the students who demonstrate their unabashed curiosity and demonstrable pursuit of discovery? A driving child-like curiosity and sense of wonder is an undeniable sign of intelligence. The curious can eventually overcome their ignorance, but the chronically incurious—and yet self-assured—are stuck with their ignorance for a lifetime
    • Katy Vance
      Katy Vance on 15 Sep 13
       
      This is at the core of the IB.
  • Katy Vance on 15 Sep 13
     
    "it is in fact nothing short of a miracle that the modern methods of instruction have not yet entirely strangled the holy curiosity of inquiry...."
Tim Pettine

elearnspace. Connectivism: A Learning Theory for the Digital Age - 16 views

www.elearnspace.org/...connectivism.htm

connectivism education learning elearning collaboration coetail4 technology George siemens

shared by Tim Pettine on 01 Feb 12 - Cached
    • Tim Pettine
      Tim Pettine on 01 Feb 12
       
      this is a form of transactive memory...very relevant to Emotional intelligence and collaboration
  • Learning, as a self-organizing process requires that the system (personal or organizational learning systems) “be informationally open, that is, for it to be able to classify its own interaction with an environment, it must be able to change its structure…”
  • Vaill emphasizes that “learning must be a way of being – an ongoing set of attitudes and actions by individuals and groups that they employ to try to keep abreast o the surprising, novel, messy, obtrusive, recurring events…” (1996, p.42).
    • Katy Vance
      Katy Vance on 17 Feb 13
       
      It's not WHAT we know, it's HOW we know and WHO we know!
  • ...29 more annotations...
  • Informal learning is a significant aspect of our learning experience. Formal education no longer comprises the majority of our learning. Learning now occurs in a variety of ways – through communities of practice, personal networks, and through completion of work-related tasks.
    • Katy Vance
      Katy Vance on 17 Feb 13
       
      To be fair, I think informal learning has always been a significant aspect of our learning experience.  It's just that in the "past", it was easier for the "man" to put down informal learning because the infrastructure of business didn't allow you to work outside the box of climbing up the ladder. Now you build your own ladder- damn the "man"!
  • Interpretivism (similar to constructivism) states that reality is internal, and knowledge is constructed.
  • Observable behaviour is more important than understanding internal activities Behaviour should be focused on simple elements: specific stimuli and responses Learning is about behaviour change
    • Katy Vance
      Katy Vance on 17 Feb 13
       
      Booo! This is only true if Henry Ford is still ruling the world!
  • Constructivism assumes that learners are not empty vessels to be filled with knowledge. Instead, learners are actively attempting to create meaning. Learners often select and pursue their own learning. Constructivist principles acknowledge that real-life learning is messy and complex. Classrooms which emulate the “fuzziness” of this learning will be more effective in preparing learners for life-long learning.
  • In a networked world, the very manner of information that we acquire is worth exploring.
    • Katy Vance
      Katy Vance on 17 Feb 13
       
      Mr. Seimens, are you a librarian? You have all the symptoms!
  • When knowledge is subject to paucity, the process of assessing worthiness is assumed to be intrinsic to learning. When knowledge is abundant, the rapid evaluation of knowledge is important.
  • The ability to synthesize and recognize connections and patterns is a valuable skill.
    • Katy Vance
      Katy Vance on 17 Feb 13
       
      Content Curation, evaluation of resources, evaluation of authority are all essential and at the core of Connectivism.
  • “Experience has long been considered the best teacher of knowledge. Since we cannot experience everything, other people’s experiences, and hence other people, become the surrogate for knowledge. ‘I store my knowledge in my friends’ is an axiom for collecting knowledge through collecting people (undated).”
    • Katy Vance
      Katy Vance on 17 Feb 13
       
      And now we can collect SO MANY FRIENDS! I love the Internet!!!!
  • Meaning-making and forming connections between specialized communities are important activities.
    • Katy Vance
      Katy Vance on 17 Feb 13
       
      Skype in the Classroom, Scoop.It, Diigo... the list goes on and on. We need to support students in recognizing these communities and forming connections with the people who can help them find their way!
  • Learning and knowledge rests in diversity of opinions.
    • Katy Vance
      Katy Vance on 17 Feb 13
       
      ...which is why a filter is dumb! Just because you don't like some opinions or think they are "tasteless" doesn't give you the right to restrict them.
  • Nurturing and maintaining connections is needed to facilitate continual learning.
    • Katy Vance
      Katy Vance on 17 Feb 13
       
      ....which is why COETAIL work so well, forcing me to nurture my connections more deeply than before I participated in this PLN.
  • Ability to see connections between fields, ideas, and concepts is a core skill.
    • Katy Vance
      Katy Vance on 17 Feb 13
       
      I wish we had more cross-curricular planning at LIS.
  • Currency (accurate, up-to-date knowledge) is the intent of all connectivist learning activities.
    • Katy Vance
      Katy Vance on 17 Feb 13
       
      A key part of evaluating your resources for C.R.A.A.P.! http://lissecondarylibrary.wordpress.com/2012/11/07/evaluating-resources-for-c-r-a-p/
  • Information flow within an organization is an important element in organizational effectiveness. In a knowledge economy, the flow of information is the equivalent of the oil pipe in an industrial economy. Creating, preserving, and utilizing information flow should be a key organizational activity. Knowledge flow can be likened to a river that meanders through the ecology of an organization. In certain areas, the river pools and in other areas it ebbs. The health of the learning ecology of the organization depends on effective nurturing of information flow.
    • Katy Vance
      Katy Vance on 17 Feb 13
       
      Great PD oriented question - how are we making sure information flows through our school, and that all teachers are accessing knowledge about teaching and learning?
  • Management and leadership.
  • Media, news, information.
  • Personal knowledge management
  • Design of learning environments
  • Connectivism presents a model of learning that acknowledges the tectonic shifts in society where learning is no longer an internal, individualistic activity. How people work and function is altered when new tools are utilized. The field of education has been slow to recognize both the impact of new learning tools and the environmental changes in what it means to learn. Connectivism provides insight into learning skills and tasks needed for learners to flourish in a digital era.
  • Connectivism is driven by the understanding that decisions are based on rapidly altering foundations. New information is continually being acquired. The ability to draw distinctions between important and unimportant information is vital. The ability to recognize when new information alters the landscape based on decisions made yesterday is also critical.
    • Katy Vance
      Katy Vance on 07 Dec 13
       
      Importance of pushing students to engage in connection based learning for their EEs and personal projects
  • John Seely Brown presents an interesting notion that the internet leverages the small efforts of many with the large efforts of few. The central premise is that connections created with unusual nodes supports and intensifies existing large effort activities. Brown provides the example of a Maricopa County Community College system project that links senior citizens with elementary school students in a mentor program. The children “listen to these “grandparents” better than they do their own parents, the mentoring really helps the teachers…the small efforts of the many- the seniors – complement the large efforts of the few – the teachers.” (2002).
    • Katy Vance
      Katy Vance on 07 Dec 13
       
      Connectivism is not just digitally connecting.
    • Katy Vance
      Katy Vance on 07 Dec 13
       
      Reminds of the image that says that what will matter most in media is whether or not a story gets read by several thousand people within the first few days, not where the story lives.
    • Katy Vance
      Katy Vance on 07 Dec 13
       
      Knowledge Management - sounds like a librarian!
  • Behaviorism, cognitivism, and constructivism are the three broad learning theories most often utilized in the creation of instructional environments.
  • Landauer and Dumais (1997) explore the phenomenon that “people have much more knowledge than appears to be present in the information to which they have been exposed”.
    • Tim Pettine
      Tim Pettine on 25 Jan 14
       
      Consider explanations that moved from what I did to what I didn't do. 
    • Jeff Utecht
      Jeff Utecht on 18 Jul 14
       
      Why is this important?
  • Valid sources of knowledge - Do we gain knowledge through experiences? Is it innate (present at birth)? Do we acquire it through thinking and reasoning?
  • Behaviorism states that learning is largely unknowable, that is, we can’t possibly understand what goes on inside a person (the “black box theory”). Gredler (2001) expresses behaviorism as being comprised of several theories that make three assumptions about learning:
    • Tim Pettine
      Tim Pettine on 01 Apr 15
       
      This makes me think deeply.
  • Katy Vance on 17 Feb 13
     
    Vaill emphasizes that "learning must be a way of being - an ongoing set of attitudes and actions by individuals and groups that they employ to try to keep abreast o the surprising, novel, messy, obtrusive, recurring events…" (1996, p.42).
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