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kels_giroux

Shaping Tech for the Classroom | Edutopia - 0 views

www.edutopia.org/apt-shaping-tech-for-classroom

shared by kels_giroux on 28 Feb 13 - No Cached
  • In a growing number of simulations, ranging from the off-the-shelf SimCity and to Muzzy Lane's Making History to MIT's experimental Revolution and Supercharged, students -- even elementary school children -- can now manipulate whole virtual systems, from cities to countries to refineries, rather than just handling manipulatives.
  • In Education Simulations's Real Lives, children take on the persona of a peasant farmer in Bangladesh, a Brazilian factory worker, a police officer in Nigeria, a Polish computer operator, or a lawyer in the United States, among others, experiencing those lives based on real-world statistical data. Riverdeep's School Tycoon enables kids to build a school to their liking.
  • The missing technological element is true one-to-one computing, in which each student has a device he or she can work on, keep, customize, and take home. For true technological advance to occur, the computers must be personal to each learner. When used properly and well for education, these computers become extensions of the students' personal self and brain.
  • ...4 more annotations...
  • For the digital age, we need new curricula, new organization, new architecture, new teaching, new student assessments, new parental connections, new administration procedures, and many other elements.
  • First, consult the students.
  • But resisting today's digital technology will be truly lethal to our children's education. They live in an incredibly fast-moving world significantly different than the one we grew up in. The number-one technology request of today's students is to have email and instant messaging always available and part of school. They not only need things faster than their teachers are used to providing them, they also have many other new learning needs as well, such as random access to information and multiple data streams.
  • Dabbling. Doing old things in old ways. Doing old things in new ways. Doing new things in new ways.
  • Katy Vance on 28 Feb 13
     
    But new technology still faces a great deal of resistance. Today, even in many schools with computers, Luddite administrators (and even Luddite technology administrators) lock down the machines, refusing to allow students to access email. Many also block instant messaging, cell phones, cell phone cameras, unfiltered Internet access, Wikipedia, and other potentially highly effective educational tools and technologies, to our kids' tremendous frustration.
Paige Prescott

Google's Schmidt: Teens' mistakes will never go away | Technically Incorrect - CNET News - 0 views

news.cnet.com/...ns-mistakes-will-never-go-away

media literacy teenagers

shared by Paige Prescott on 03 Jun 13 - No Cached
  • Paige Prescott on 03 Jun 13
     
    "They are the first to have a complete record of their whole lives. They are the first who'll be able to offer concrete proof of every one of their days, friends, and actions."
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.
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  • 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.
Jeff Utecht

RSA Animate - Drive: The surprising truth about what motivates us - YouTube - 3 views

www.youtube.com/watch

coetail4

shared by Jeff Utecht on 15 Jan 13 - Cached
  • This lively RSA Animate, adapted from Dan Pink's talk at the RSA, illustrates the hidden truths behind what really motivates us at home and in the workplace.
  • Melissa Enderle on 21 Jan 13
     
    I've watched this before - very good. Today I read Larry Ferlazzo's posting on the effects of praise on motivation http://larryferlazzo.edublogs.org/2013/01/20/video-carol-dweck-on-the-effect-of-praise-on-mindsets/. Stresses the big differences and impact that praising intelligence vs. effort have on what people are willing to do and how they feel about themselves.
Ivan Beeckmans

Volatile and Decentralized: Making universities obsolete - 0 views

matt-welsh.blogspot.com/...ing-universities-obsolete.html

coetail4 education university learning teaching

shared by Ivan Beeckmans on 02 Feb 12 - No Cached
  • But I think there are two important things that online universities bring to the table: (1) Broadening access to higher education, and (2) Leveraging technology to explore new approaches to learning.
  • For this reason I think that replacing live courses with videotaped lectures is not going far enough (and may in fact be detrimental).
  • Education should give everyone the opportunity to succeed, but the ultimate responsibility (and raw ability) comes down to the student.
Ivan Beeckmans

Digital literacy can boost employability and improve student experience | Higher Educat... - 0 views

www.guardian.co.uk/...ployability-student-experience

coetail4 learning learn basic skills literacy

shared by Ivan Beeckmans on 14 Feb 12 - No Cached
  • increasingly digital literacy is vital for learning itself.
  • It goes beyond IT skills, a complete culture change is required to live fully within the modern digital society, from understanding how to communicate ideas effectively in a range of media to managing digital reputation and history.
  • it's easy to overstate the digital competence of today's undergraduate students and even postgraduate researchers.
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  • Most learners use only basic functionality and are reluctant to explore the capabilities of technology, preferring to passively consume content rather than create or curate it.
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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