I never learned anything I was tested on. After I was forced to memorize and regurgitate onto the paper, the uninteresting, disconnected facts, stayed on the test.
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The Innovative Educator: You can never replace the teacher. Or can you? 10 ways to lear... - 0 views
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The reality for me is that I would have been much better off without the teachers in my life weighing me down and wasting my time.
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Unlike Jon and my friend though, many of us learn more effectively without teachers and there are more and more ways to do just that.
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shared by Admission Times on 08 Jan 14
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SNAP 2013 Result Announced on 9th January - 0 views
admissiontimes.com/snap-2013-result
result 2013 results aptitude test questions tests online Cutoff Percentile SNAP 2
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The cut-off marks for SNAP 2013 will be declared during the result of the exam. Each participating institute will declare their individual SNAP 2013 cut-offs. Since this year the SNAP 2013 Cut-off marks have not been declared yet, we will give you the last year's SNAP cut-offs so that you can get an idea about the SNAP 2013 Cut-off and what to expect this year.
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QuizBean | Quickly Create Online Quizzes For Free - 0 views
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Online free tool for creating simple image-based quizzes that your students can complete online. The service allows you to assign quizzes to students on a class-by-class or individual basis. Quiz results are automatically sent to your teacher dashboard when students have completed a quiz. The latest update to QuizBean allows you to bulk upload a list of students. If you prefer to have students do their own registrations on QuizBean you can now give them a "teacher code" assigned to you to enter to become a part of your class list.
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Digital Learning Resources : The Paradigm Shift - MarkTreadwell.com - 0 views
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"Educators and learners can find below some libraries of Creative Commons licensed Digital Content for use within Learning Management Systems such as the KnowledgeNET. Please check the individual rights associated with each object as these vary from object to object. As long as you work within the guidelines provided you can use this material without violating the rights assigned to it. "
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shared by Ivan Beeckmans on 17 Apr 14
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Oppia - Home - 2 views
www.oppia.org
coetail4 learning technology google Oppia education elearning tools interactive software
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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
connectivism education learning elearning collaboration coetail4 technology George siemens
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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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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 Clint Hamada on 19 Oct 12
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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
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Current Classrooms -- Teacher Centric: Standardization, which replaced personalization as public school enrollment rose in the late 1800s, still dictates the way subjects are taught
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Future Classrooms -- Student Centric: This model utilizes the teacher as mentor, problem solver, and support person
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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.
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the computers have not transformed the classroom, nor has their use boosted learning as measured by test scores
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An organization's natural instinct is to cram the innovation into its existing operating model to sustain what it already does
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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.
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disrupts that trajectory by offering a product or service that actually is not as good as that which companies are already selling.
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the disruptive innovation extends its benefits to people who, for one reason or another, are unable to consume the original product
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Instead, we must find areas of nonconsumption to deploy computer-based learning where it will be unencumbered by existing education processes.
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For computer-based learning to bring about a disruptive transformation, it must be implemented where the alternative is no class at all.
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shared by Ivan Beeckmans on 09 Jun 12
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University? There's an app for that - Technology - Macleans.ca - 0 views
www2.macleans.ca/...versity-theres-an-app-for-that
coetail4 university app technology on-line learning
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Even more surprising: while the course content could be viewed on a computer screen or tablet, it would be designed, first and foremost, for smartphones—making the “classroom” entirely mobile and available anytime, anywhere.
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And the target audience is just as compelling: developing countries, where there are millions of individuals who want an education but can’t afford it or access it locally—and where smartphones are common.
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The first users will be in China, where demand for North American education is high—850,000 students come here annually to learn.