Valuing success above all else is a problem plaguing the schooling systems, at all levels, of many countries including Canada and the United States, and undermining those very qualities that are meant to foster an educated and skillful society.
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shared by Ian Gabrielson on 09 Jun 14
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SE2R Feedback Forever Changes How Teachers, Students Evaluate Learning | Brilliant or I... - 0 views
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An A+ student regrets his grades - The Globe and Mail - 0 views
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The academic portion of my high school life was spent in the wrong way, with cloudy motivations. I treated schooling and education synonymously. I had been directed not by my inner voice, but by societal pressures that limited my ability to foster personal creativity.
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“Writing exams isn’t a measure of intelligence or knowledge, it’s about getting inside your prof’s head to figure out what’ll be on the exam.”
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Information is propelled into students without teaching them how to practically utilize it. This is senseless. Regurgitating facts, memorizing figures and formulas, compressing course material in our short-term memory for the sake of doing well on an exam; they are all detrimental to the learning experience. But students still do it because they don’t want to fail. Instead, we should be fostering a culture where, to paraphrase Arianna Huffington, “Failure isn’t considered the opposite of success, but an integral part of it.”
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We can’t allow learning to become passive. We need to teach students to learn how to learn – to become independent, innovative thinkers capable of changing the world.
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shared by Tim Pettine on 01 Feb 12
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elearnspace. Connectivism: A Learning Theory for the Digital Age - 16 views
www.elearnspace.org/...connectivism.htm
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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…”
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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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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.
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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"!
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Interpretivism (similar to constructivism) states that reality is internal, and knowledge is constructed.
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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
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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.
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In a networked world, the very manner of information that we acquire is worth exploring.
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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.
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The ability to synthesize and recognize connections and patterns is a valuable skill.
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“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).”
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Meaning-making and forming connections between specialized communities are important activities.
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Learning and knowledge rests in diversity of opinions.
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Nurturing and maintaining connections is needed to facilitate continual learning.
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Ability to see connections between fields, ideas, and concepts is a core skill.
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Currency (accurate, up-to-date knowledge) is the intent of all connectivist learning activities.
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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/
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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.
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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.
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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.
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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).
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Behaviorism, cognitivism, and constructivism are the three broad learning theories most often utilized in the creation of instructional environments.
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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”.
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Valid sources of knowledge - Do we gain knowledge through experiences? Is it innate (present at birth)? Do we acquire it through thinking and reasoning?
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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:
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Learning - Literacy | Digital Nation | FRONTLINE | PBS - 0 views
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Educational Leadership:Technology-Rich Learning:Students First, Not Stuff - 0 views
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That means rethinking classrooms to focus on individual passions, inquiry, creation, sharing, patient problem solving, and innovation
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ut we must be willing to consider that in a world full of access to knowledge and information, it may be more important to develop students who can take advantage of that knowledge when they need it than to develop students who memorize a slice of information that schools offer in case they might need it someday.
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shared by Ivan Beeckmans on 06 Jan 13
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Manifesto for education change | Connected Principals - 3 views
connectedprincipals.com/...7022
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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.
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Will schools have a role into the future? Yes! Schools should be the core functional, relational communities of society.
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Physical space is just as important as virtual and/or pedagogic space. Kill off desks, chairs and lockers.
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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.
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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.
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Online Education Is Replacing Physical Colleges At A Crazy Fast Pace | TechCrunch - 3 views
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shared by Viviane Van Esch on 08 Nov 12
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Digital divide changing but not for students torn by it - 1 views
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Technology Is Changing How Students Learn, Teachers Say - NYTimes.com - 0 views
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Teachers Should Change How They Teach Students Today. That's Our Job: Response to NY Ti... - 0 views
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Amidst a Mobile Revolution in Schools, Will Old Teaching Tactics Work?| The Committed S... - 0 views
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What I’m hearing from schools more is that they’ve eliminated policies restricting using mobile devices for learning and they’re interested in developing mobile learning programs as fast as possible,”
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“We’re going from districts fearing it and blocking it off to welcoming it and making it a major part of their technology plan. We’ll be surprised if a significant portion of districts aren’t using mobile learning inside and outside of schools soon.”
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“I’m petrified that we’ll apply new technology to old pedagogy,” Soloway said. “Right now, the iPad craze is using the same content on a different device. Schools must change the pedagogy.”
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“It’s the classic cycle of old wine in new bottles that tends to happen when people get excited about the technology itself,”
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shared by Ivan Beeckmans on 12 Feb 12
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What You (Really) Need to Know - Harvard - Belfer Center for Science and International ... - 0 views
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An inevitable consequence of the knowledge explosion is that tasks will be carried out with far more collaboration.
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As articulated by the Nobel Prize-winner Daniel Kahneman in “Thinking, Fast and Slow,” we understand the processes of human thought much better than we once did.
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This makes it essential that the educational experience breed cosmopolitanism — that students have international experiences, and classes in the social sciences draw on examples from around the world.
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A good rule of thumb for many things in life holds that things take longer to happen than you think they will, and then happen faster than you thought they could.
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Here is a bet and a hope that the next quarter century will see more change in higher education than the last three combined.
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Neil Postman: Five Things We Need to Know About Technological Change - 0 views
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The Myth of Online Predators - The Daily Beast - 1 views
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But the towering fear that the second a kid goes online he or she becomes cyberjailbait turns out to be way off base.
Education Needs to Change as Fast as Technology - 9 views
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shared by Katy Vance on 19 Mar 13
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Educational Leadership:Technology-Rich Learning:Our Brains Extended - 0 views
www.ascd.org/...Our-Brains-Extended.aspx
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When my 2nd grader needs to know the meaning of a word, I tell him to use my iPhone to ask Siri, an artificial intelligence program that's always happy to look it up for him. Siri, in turn, uses the free online program Wolfram Alpha, one of the most powerful data analysis tools in the world. If you enter into the Siri (or Wolfram Alpha) search box, by text or voice, "arable land in world divided by world population," in less than a second the phone or computer will find the relevant data; do the calculations; provide the answer—in square miles, acres, square feet, and hectares per person—and cite you its sources.
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The only way to do almost all science today is with technology. No human can handle or analyze the volumes of data we now have and need. Ditto for the social sciences. The research study of the past focusing on 10 graduate students has been replaced by sample sizes of millions online around the world. Being perfect at language translation, spelling, and grammar is becoming less important for humans as machines begin to understand context and can access almost every translation ever done. Those who laugh at the mistakes that machines make today will no longer be laughing in a few short years.
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call the process of envisioning such technically enhanced possibilities imag-u-cation. It's something every teacher and class should spend some time doing.
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With YouTube, for example, students can post their ideas to the world and get rapid global feedback. With tools like Twitter and its cousins, they can follow firsthand details of events unfolding anywhere in the world, from revolutions to natural disasters. With mashups and related techniques, they can combine sophisticated data sources in powerful new ways. One school group I know of created a Second Life model of Los Angeles, using the database of the Federal Aviation Administration (FAA) to show each plane flying in its actual spot! With Skype-like tools, students can connect with experts and peers around the world in real time.
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Effective Thinking, which would include creative and critical thinking as well as portions of math, science, logic, persuasion, and even storytelling; Effective Action, which would include entrepreneurship, goal setting, planning, persistence, project management, and feedback; and Effective Relationships, which would include emotional intelligence, teamwork, ethics, and more.
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Instead of today's focus on pre-established subject matter, with thinking skills presented randomly, haphazardly, and inconsistently, the student and teacher focus would always be on thinking in its various forms and on being an effective thinker, using examples from math, science, social studies, and language arts.
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These would range from small projects in earlier years ("I made this app or this website") to larger projects ("I collaborated with a class in another country to publish a bilingual novel"; "I started a successful company") to participation in later years in huge, distributed projects around the world ("Using Galaxy Zoo, I discovered a new, habitable planet").
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Producing effective letters, reports, and essays was an intellectual need of our past. Working effectively in virtual communities, communicating effectively through video, and controlling complex technologies are what students need to be successful in the future. Thinking, acting, relating, and accomplishing—in the technological and fast-changing context of the future—are where we should focus our students' attention.
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No longer is the unenhanced brain the wisest thing on the planet. Students who don't have technology's powerful new capabilities at their command at every turn are not better 21st century humans but lesser ones.
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shared by Ivan Beeckmans on 02 May 12
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Amidst a Mobile Revolution in Schools, Will Old Teaching Tactics Work? | MindShift - 0 views
blogs.kqed.org/...l-old-teaching-tactics-prevail
mobilelearning pedagogy ipad education teaching mobile Edchat
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“I’m petrified that we’ll apply new technology to old pedagogy,” Soloway said. “Right now, the iPad craze is using the same content on a different device. Schools must change the pedagogy.”
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“It’s the classic cycle of old wine in new bottles that tends to happen when people get excited about the technology itself,”
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“What I’m hearing from schools more is that they’ve eliminated policies restricting using mobile devices for learning and they’re interested in developing mobile learning programs as fast as possible,” Dede said. “We’re going from districts fearing it and blocking it off to welcoming it and making it a major part of their technology plan. We’ll be surprised if a significant portion of districts aren’t using mobile learning inside and outside of schools soon.”
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The opportunity of using mobile devices and all of its utilities allows educators to reconsider: What do we want students to know, and how do we help them? And what additional benefit does using a mobile device bring to the equation? This gets to the heart of the mobile learning issue: beyond fact-finding and game-playing – even if it’s educational — how can mobile devices add relevance and value to how kids learn?
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one of the most important tenets of a well-rounded education: personalized learning – students owning what they learn.
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Kids are still learning to type, they’re not as good as multi-processing. It’s all they can do to keep track of one thing that’s going on,”