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Justin Medved

Welcome to the Digital Human Library - Digital Human Library - 0 views

digitalhumanlibrary.com

shared by Justin Medved on 14 Apr 16 - No Cached
  • Justin Medved on 14 Apr 16
     
    "The Digital Human Library (dHL) is a free educational resource that connects Canadian teachers and students with hundreds of organizations and experts around the world who are delivering interactive curriculum-based programs using video conferencing technology."
Aaron Vigar

Beyond the Essay: Making Student Thinking Visible in the Humanities | Center for Teachi... - 3 views

cft.vanderbilt.edu/...beyond-the-essay

assessment humanities teaching

shared by Aaron Vigar on 29 Nov 14 - No Cached
  • Aaron Vigar on 29 Nov 14
     
    A nice piece from Vanderbilt's Center for Teaching helping humanities teachers move away from the traditional essay.
su11armstrong

Gapminder: Unveiling the beauty of statistics for a fact based world view. - 0 views

www.gapminder.org

statistics tool visualization data information presentation technology ideas

shared by su11armstrong on 23 May 13 - Cached
  • su11armstrong on 23 May 13
     
    Gapminder is an online resource for comparing statistics.  It allows for you to compare human based statistics in a graphical nature and then allows you to animate it through time to see how dynamic statistics really are over a period of 200 years.  This is an amazing tool and could be used in a variety of courses.
Marcie Lewis

Exploratorium: the museum of science, art and human perception - 1 views

www.exploratorium.edu

education science museum interactive resources

shared by Marcie Lewis on 05 Jan 13 - Cached
  • Marcie Lewis on 05 Jan 13
     
    The Exploratorium is a museum of science, art, and human perception in San Francisco. The website offers a place where students can explore their curiosity through videos, reading, educational games, and other activities. There is a wealth of scientific information that is engaging for young people!
Walco Solutions

walcosolutions - careers - 0 views

shared by Walco Solutions on 09 Jun 15 - No Cached
  • Walco Solutions on 09 Jun 15
     
    We believe that the most valuable resource of any organisation is the human resource. For more ... http://walcosolutions.com/index
Justin Medved

Essential conversation skills for leaders - The Globe and Mail - 3 views

www.theglobeandmail.com/...article15295536

Leadership

shared by Justin Medved on 13 Nov 13 - No Cached
  • Justin Medved on 13 Nov 13
     
    "A leader's day is filled with conversations. Success comes from how effective leaders are during those talks. "You can define leadership as a series of conversations every day," said Richard Wellins, Pittsburgh-based senior vice-president of Development Dimensions International Inc., a human resources consulting firm."
l5johnso

The Other 21st Century Skills | User Generated Education - 0 views

usergeneratededucation.wordpress.com/...the-other-21st-century-skills

cohort21

shared by l5johnso on 22 Nov 13 - No Cached
  • Education as it should be – passion-based. The Other 21st Century Skills with 19 comments Many have attempted to identify the skills important for a learner today in this era of the 21st century (I know it is an overused phrase).  I have an affinity towards the skills identified by Tony Wagner: Critical thinking and problem-solving Collaboration across networks and leading by influence Agility and adaptability Initiative and entrepreneurialism Effective oral and written communication Accessing and analyzing information Curiosity and imagination   http://www.tonywagner.com/7-survival-skills Today I viewed a slideshow created by Gallup entitled, The Economics of Human Development: The Path to Winning Again in Education. Here are some slides from this presentation. This
  • presentation sparked my thinking about what other skills and attributes would serve the learners (of all ages) in this era of learning.  Some other ones that I believe important based on what I hear at conferences, read via blogs and other social networks include: Grit Resilience Hope and Optimism Vision Self-Regulation Empathy and Global Stewardship
  • Self-regulation is a complex process involving numerous motivational, affective, cognitive, physiological and behavioral factors that individuals proactively direct and manage in order to attain self-set goals (Zeidner, Boekaerts, & Pintrich, 2000). It is a broad construct incorporating behaviors and strategies utilized by individuals across their lifespan to modulate or control their own emotional and behavioral responses. Students who self-regulate believe that they are responsible for their own learning and are more adept at dictating what, where, and how their learning occurs (Bandura, 2006). These students often persist longer through academic tasks and display higher levels of motivation and achievement (Schunk & Ertmer, 2000; Zimmerman & Schunk, 2001)
garth nichols

Sugata Mitra and the new educational Romanticism - a parody - 0 views

www.digitalcounterrevolution.co.uk/...usseau-educational-romanticism

edtech Rousseau technology counterrevolution staff_development

shared by garth nichols on 21 Apr 14 - No Cached
  • ll children are born to drive their education. The problem is that prior to the digital age there were no child-friendly pedagogic vehicles. Now that the military-industrial complex has created them, parents and teachers should give the keys to the kids as soon as possible and let them head off on their own down the beautifully linear highway of knowledge.
  • One of the empires is the empire of fear. Surely we are not free if our lives are dominated by fear. Although Mitra’s minimal model blithely assumes that children greet everything new with a calm curiosity, Rousseau recognises that children can just as easily respond to the new with fear. To avoid this requires early training. A snippet of his advice on this subject:
  • At another junction on the same road is the empire of habit. We are not free if we are too firmly set in our ways. Hence Rousseau’s advice: “the only habit that a child should be allowed to contract is none. Do not carry him on one arm more than the other; do not accustom him to give one hand rather than the other, to use one more than the other, to want to eat, sleep, or be active at the same hours…Prepare from afar the reign of his freedom…” (63) (Sir Ken Robinson’s critique of the school bell is but a footnote to this.)
  • ...11 more annotations...
  • If tools are needed, he suggested, it is better that we make them ourselves, and for the sake of the children’s freedom it is better that they acquire the belief that the imperfect tools they make themselves are better than perfect tools made by others.
  • he great Romantic pedagogy of liberation becomes a parody of itself when it loses sight of how vulnerable the child is to a myriad imperial forces, reducing itself to the myopic claim that the only thing children need to be liberated from is teachers.
  • Of course, the child must feel at every step of the way that she is making the discoveries, or, as Rousseau says of his Emile in his now outdated language: “let him always believe he is the master” but, he reminds the tutor, “let it always be you who are.” (120)
  • Rousseau suggests beginning the scientific part of a child’s education with some geographical discovery learning. He has a nice criticism of his EdTech contemporaries: “You want to teach geography to this child, and you go and get globes, cosmic spheres, and maps for him. So many devices! Why all these representations? Why do you not begin by showing him the object itself so that he will at least know what you are talking about?” (168)
  • If curiosity and attention need cultivation and direction, they also need protection. Rousseau sees a particular risk with the sciences – and this is one which online learning surely magnifies, not diminishes. He puts it beautifully, describing the entry into science as something that can be like entering “into a bottomless sea…When I see a man, enamoured of the various kinds of knowledge, let himself be seduced by their charm and run from one to the other without knowing how to stop himself, I believe I am seeing a child on the shore gathering shells and beginning by loading himself up with them; then, tempted by those he sees next, he throws some away and picks up others, until, overwhelmed by their multitude and not knowing anymore which to choose, he ends by throwing them all away and returning empty-handed.” (172)
  • In a parallel way, learning emerges at the edge of chaos where children meet Google, and it emerges with the same spontaneity seen when the first amoeba dragged itself out of the primordial soup.
  • “The man who did not know pain would know neither the tenderness of humanity nor the sweetness of commiseration. His heart would be moved by nothing. He would not be sociable; he would be a monster among his kind.” (87)
  • Rousseau makes a point more specifically about the psychology of the child, arguing that it is damaging for children to be encouraged to learn things that are beyond the developing sphere of their experience.
  • Children become accustomed to parroting the truth instead of perceiving for themselves that something is true.
  • No child ever came face to face with his mortality when his avatar was struck by a pixelated bullet. No, the child learns infinitely more about the human condition from a single bout of toothache than from 1,000 hours of online gaming.
  • Mitra’s minimalism is not just the minimalism of a hands-off approach to teaching; it is also the minimalism of a theory that – in that questionable analytic tradition – wants to limit itself to technique. All we are given is a methodology – the theoretical equivalent of the automotive machinery that children can drive.
  • garth nichols on 21 Apr 14
     
    This is a real eye-opener for the counter-digital-revolution perspective. It's good to keep these perspectives in mind as we chart our way forward because these ideas can help temper our enthusiasm for tech as a panacea
garth nichols

Do You have the Personality To Be an Inquiry-Based Teacher? | MindShift - 3 views

blogs.kqed.org/...to-be-an-inquiry-based-teacher

inquiry 21st Century Learning PBL

shared by garth nichols on 30 Apr 14 - No Cached
  • Are you optimistic? Viewing the world as damaged or the future as bleak shuts down the brain by transmitting fear. Maintaining an optimistic attitude is an expression of love, inspiring curiosity and hope, and fostering emotional and physical health. Optimism is essential to teaching: Without hope, the reason to learn disappears. Are you open? The world is being refreshed and powered by divergent thinking. Outcomes are unclear, even dangerous. But faith in the flexible thinking of the human mind can support young people as they sort out their new world and have the freedom to discover solutions not yet visible. An open attitude activates the frontal lobes, the place of flow and creativity. Are you appreciative? Deep appreciation gives permission for failure, rather than penalizing for the “wrong” answer. It honors the stops and starts of human development. It conveys the ultimate message of a communal world: We are in this together. Are you flexible? In inquiry, the journey matters as much as the destination. Constant reflection is a necessity to improving thinking and doing. Metacognition encourages wisdom, the ultimate goal of any worthy education system. Flexibility tells the brain and heart to keep working, keep going—you’re getting there. Are you purposeful? Purpose binds teacher and student into the high-minded pursuit of solutions that matter. It is the reason that “authentic” education works and inauthentic education struggles. It tightens the connection between the learner and the teacher in ways that spur the natural creative impulse to change and improve the world.
  • garth nichols on 30 Apr 14
     
    This is an important list of attributes for 21st Century Teaching. As schools and teachers are looking to PBL, we often don't think about what is required in the social-emotional realm of teaching that will allow PBL to fly...here's some good info' on this...
garth nichols

What Students Will Learn In The Future - 0 views

www.teachthought.com/...dents-will-learn-in-the-future

21st Century Learning future

shared by garth nichols on 29 May 14 - No Cached
  • ust as advances in technology enabled the growth of science, the extremely rapid growth of technology we’re experiencing today is impacting our perspectives, tools, and priorities now. But beyond some mild clamor for a focus on “STEM,” there have been only minor changes in how we think of content–this is spite of extraordinary changes in how students connect, access data, and function on a daily basis.
  • What kind of changes might we expect in a perfect-but-still-classroom-and-content-based world? What might students learn in the future? Of course any response at all is pure speculation, but if we draw an arc from classical approaches to the Dewey approach to what might be next–factoring in technology change, social values, and criticisms of the current model–we may get a pretty decent answer. This assumes, of course a few things (all of which may be untrue): 1. We’ll still teach content 2. That content will be a mix of skills and knowledge 3. Said skills and knowledge will be thematically arranged into “content areas”
  • The Content Of The Future: 8 Content Areas For Tomorrow’s Students 1. Literacy Big Idea: Reading and writing in physical & digital spaces Examples of traditional ideas and academic content areas included: Grammar, Word Parts, Greek & Latin Roots, The Writing Process, Fluency; all traditional content areas 2. Patterns Big Idea: How and why patterns emerge everywhere under careful study Examples of traditional ideas and academic content areas include: Grammar, Literature, Math, Geometry, Music, Art, Social Studies, Astronomy 3. Systems Big Idea: The universe—and every single thing in it–is made of systems, and systems are made of parts. Examples of traditional ideas and academic content areas include: Grammar, Law, Medicine, Science, Math, Music, Art, Social Studies, History, Anthropology, Engineering, Biology; all traditional content areas by definition (they’re systems, yes?) 4. Design Big Idea: Marrying creative and analytical thought Examples of traditional ideas and academic content areas include: Literature, Creativity, Art, Music, Engineering, Geometry 5. Citizenship Big Idea: Responding to interdependence Examples of traditional ideas and academic content areas include: Literature, Social Studies, History; Civics, Government, Theology 6. Data Big Idea: Recognizing & using information in traditional & non-traditional forms Examples of traditional ideas and academic content areas include: Math, Geometry, Science, Engineering, Biology; 7. Research Big Idea: Identifying, evaluating, and synthesizing diverse ideas Examples of traditional ideas and academic content areas include: English, Math, Science; Humanities 8. Philosophy Big Idea: The nuance of thought Examples of traditional ideas and academic content areas include: Ethics, Literature/Poetry, Art, Music; Humanities
  • garth nichols on 29 May 14
     
    Great article to frame long term planning. What aspects of learning in the future do you already do? Set one as your goal for implementation next year...
garth nichols

great technology requires an understanding of the humans who use it - 0 views

us2.campaign-archive1.com/?u=bc04df008d4705e4e77c2eb35&id=a5ff5e74dc&e=352a91d6c3

edtech cohort21

shared by garth nichols on 17 Jul 14 - No Cached
  • Clearly, MIT BLOSSOMS (the name stands for Blended Learning Open Source Science Or Math Studies) isn’t gaining fans by virtue of its whiz-bang technology. Rather, it exerts its appeal through an unassuming but remarkably sophisticated understanding of what it is that students and teachers actually need. It’s an understanding that is directly at odds with the assumptions of most of the edtech universe.
  • For example: BLOSSOMS is not “student-centered.” In its Twitter profile, the program is described as “teacher-centric”—heresy at a moment when teachers are supposed to be the “guide on the side,” not the “sage on the stage.” The attention of students engaged in a BLOSSOMS lesson, it’s expected, will be directed at the “guest teacher” on the video or at the classroom teacher leading the interactive session.
  • All this is blasphemy in view of the hardening orthodoxy of the edtech establishment. And all this is perfectly aligned with what research in psychology and cognitive science tells us about how students learn. We know that students do not make optimal choices when directing their own learning; especially when they’re new to a subject, they need guidance from an experienced teacher. We know that students do not learn deeply or lastingly when they have a world of distractions at their fingertips. And we know that students learn best not as isolated units but as part of a socially connected group. Modest as it is from a technological perspective, MIT BLOSSOMS is ideally designed for learning—a reminder that more and better technology does not always lead to more and better education.
  • ...3 more annotations...
  • The creators of BLOSSOMS also candidly acknowledge that many teachers are threatened by the technology moving into their classrooms—and that they have reason to feel that way. Champions of educational technology often predict (with barely disguised glee) that computers will soon replace teachers, and school districts are already looking to edtech as a way to reduce teaching costs. The message to teachers from the advocates of technology is often heard as: Move aside, or get left behind.
  • Should the creators of educational technology care so much about the tender feelings of teachers, especially those inclined to stand in the way of technological progress? Yes—because it’s teachers who determine how well and how often technology is used.
  • Edtech proponents who think that technology can “disrupt” or “transform” education on its own would do well to take a lesson from the creators of BLOSSOM, who call their program’s blend of computers and people a “teaching duet.” Their enthusiasm for the possibilities of technology is matched by an awareness of the limits of human nature. 
  • garth nichols on 17 Jul 14
     
    A very important message to all who are trying to integrate Tech into their school...
Justin Medved

Great Resources to Teach Students about Plagiarism and Citation Styles ~ Educational Te... - 4 views

www.educatorstechnology.com/...s-to-teach-students-about.html

plagiarism

shared by Justin Medved on 10 Nov 14 - No Cached
  • Justin Medved on 10 Nov 14
     
    "One of my favourite sources for information and guidelines regarding referencing and citation styles is the Purdue Online Writing Lab (OWL). I have heard several professors (in the humanities, at least) recommend it to graduate students. But there are also several other resources student researchers and academics can draw on to hone in their research writing skills. This page from Plagiarism.org features a plethora of excellent materials and citation sources that are all available online or in the form of PDF documents , free to download and use. "
  • lauramustardscs on 14 Nov 14
     
    Thanks, Justin! This is really helpful. I refer students to the OWL at Purdue all the time. It seems to work better for them than our old-fashioned library handouts, or referring them to their style guides.
  • Christina Schindler on 16 Nov 14
     
    This is a great tool, Justin. Thanks for sharing it. I will forward this as a recommendation for the LC website at my school. This is a great tool for students & teachers to use as part of the ongoing conversation about plagiarism.
Justin Medved

Skills in Flux - New skills of for the 21st century - 2 views

www.nytimes.com/...skills-in-flux.html

skills 21stcenturyskills

shared by Justin Medved on 25 Mar 15 - No Cached
  • Justin Medved on 25 Mar 15
     
    "As the economy changes, the skills required to thrive in it change, too," says David Brooks in this New York Times column, "and it takes a while before these new skills are defined and acknowledged." He gives several examples: * Herding cats - Doug Lemov has catalogued the "micro-gestures" of especially effective teachers in his book, Teach Like a Champion 2.0 (Jossey-Bass, 2015). "The master of cat herding," says Brooks, "senses when attention is about to wander, knows how fast to move a diverse group, senses the rhythm between lecturing and class participation, varies the emotional tone. This is a performance skill that surely is relevant beyond education." * Social courage - In today's loosely networked world, this has particular value - the ability to go to a conference, meet a variety of people, invite six of them to lunch afterward, and form long-term friendships with four of them. "People with social courage are extroverted in issuing invitations but introverted in conversation - willing to listen 70 percent of the time," says Brooks. "They build not just contacts but actual friendships by engaging people on multiple levels." * Capturing amorphous trends with a clarifying label - People with this skill can "look at a complex situation, grasp the gist and clarify it by naming what is going on," says Brooks. He quotes Oswald Chambers: "The author who benefits you most is not the one who tells you something you did not know before, but the one who gives expression to the truth that has been dumbly struggling in you for utterance." * Making nonhuman things intuitive to humans - This is what Steve Jobs did so well. * Purpose provision - "Many people go through life overwhelmed by options, afraid of closing off opportunities," says Brooks. But a few have fully cultivated moral passions that can help others choose the one thing they sho
garth nichols

Advent of Google means we must rethink our approach to education - 0 views

m.guardian.co.uk/...ng-curriculum-education-google

google education cohort21 technology

shared by garth nichols on 18 Jun 13 - No Cached
  • If we did that to exams, the curriculum would have to be different. We would not need to emphasise facts or figures or dates. The curriculum would have to become questions that have strange and interesting answers. "Where did language come from?", "Why were the pyramids built?", "Is life on Earth sustainable?", "What is the purpose of theatre?" Questions that engage learners in a world of unknowns. Questions that will occupy their minds through their waking hours and sometimes their dreams.
  • We don't need to improve schools. We need to reinvent them for our times, our requirements and our future. We don't need efficient clerks to fuel an administrative machine that is no longer needed. Machines will do that for us. We need people who can think divergently, across outdated "disciplines", connecting ideas across the entire mass of humanity. We need people who can think like children.
  • garth nichols on 18 Jun 13
     
    Google's impact on thinking and teaching
Walco Solutions

Academic Projects | Walco Solutions - 0 views

walcosolutions.com/academic_project

shared by Walco Solutions on 18 Mar 15 - No Cached
  • Walco Solutions on 18 Mar 15
     
    We provide the best quality and unique projects at very nominal price. We are updated with the latest technology being used in the industries we try to render the same at the student level for proper technical exposure through our projects. We also conduct proper lectures, practical sessions to guide and prepare students for external viva and competitions. Programmable Logic Controller, Supervisory Control and data acquisition, Human machine Interface, Variable Frequency drive, Instrumentation, Panel designing, Embedded System, Mat lab
Derek Doucet

What Project-Based Learning Is - and What It Isn't | PROJECT BASED LEARNING | MindShift... - 2 views

ww2.kqed.org/...ect-based-learning-is-and-isnt

cohort21 projectbasedlearning PBL SAMR

shared by Derek Doucet on 17 Oct 15 - No Cached
  • The term “project-based learning” gets tossed around a lot in discussions about how to connect students to what they’re learning. Teachers might add projects meant to illustrate what students have learned, but may not realize what they’re doing is actually called “project-oriented learning.” And it’s quite different from project-based learning, according to eighth grade Humanities teacher Azul Terronez.
    • Derek Doucet
      Derek Doucet on 17 Oct 15
       
      What are you doing with PBL?
  • anonymous on 19 Oct 15
     
    Thanks for the article. It is definitely making me think more about the projects that I do with the students. Great read.
ebdaigle

Grammar | Khan Academy - 1 views

www.khanacademy.org/...grammar

technology education Cohort21

shared by ebdaigle on 16 Dec 16 - No Cached
  • ebdaigle on 16 Dec 16
     
    Please let open software take care of this vital component of language learning, so I can teach 21st century skills. Thank you internet! Thank you Khan! Thank you @jmedved
garth nichols

SAMR as a Framework for Moving Towards Education 3.0 | User Generated Education - 1 views

usergeneratededucation.wordpress.com/...r-moving-towards-education-3-0

SAMR education education 3.0 Personalized digitalcitizenship

shared by garth nichols on 25 Feb 14 - No Cached
  • Briefly, Education 1.0, 2.0. and 3.0 is explained as: Education 1.0 can be likened to Web 1.0 where there is a one-way dissemination of knowledge from teacher to student.  It is a type of essentialist, behaviorist education based on the three Rs – receiving by listening to the teacher; responding by taking notes, studying text, and doing worksheets; and regurgitating by taking standardized tests which in reality is all students taking the same test. Learners are seen as receptacles of that knowledge and as receptacles, they have no unique characteristics.  All are viewed as the same.  It is a standardized/one-size-fits-all education. Similar to Web 2.0, Education 2.0 includes more interaction between the teacher and student; student to student; and student to content/expert.  Education 2.0, like Web 2.0, permits interactivity between the content and users, and between users themselves.  Education 2.0 has progressive roots where the human element is important to learning.  The teacher-to-student and student-to-student relationships are considered as part of the learning process.  It focuses on the three Cs – communicating, contributing, and collaborating. Education 3.0 is based on the belief that content is freely and readily available as is characteristic of Web 3.0. It is self-directed, interest-based learning where problem-solving, innovation and creativity drive education. Education 3.0 is also about the three Cs but a different set – connectors, creators, constructivists.  These are qualitatively different than the three Cs of Education 2.0.  Now they are nouns which translates into the art of being a self-directed learner rather than doing learning as facilitated by the educator. Education 3.0: Altering Round Peg in Round Hole Education
  • garth nichols on 25 Feb 14
     
    What's the difference between Education 1.0, 2.0 and 3.0? #SAMR
mardimichels

Science: A New Map of the Human Brain - WSJ.com - 0 views

online.wsj.com/...702304410204579139423079198270

science brain

shared by mardimichels on 20 Oct 13 - No Cached
  • mardimichels on 20 Oct 13
     
    Ideas from "Top Brain, Bottom Brain: Surprising Insights Into How You Think" to be released on November 5 2013.
Bob Loiselle

If You Want Innovation, You Have to Invest in People - Mehran Mehregany - Harvard Busin... - 1 views

blogs.hbr.org/...nt-innovation-invest-in-people

shared by Bob Loiselle on 21 Oct 13 - No Cached
    • Bob Loiselle
      Bob Loiselle on 21 Oct 13
       
      "knowledge leak" - great phrasing.  Easy to condescendingly look at others, but as I struggle to incorporate and use emerging technology, I have to realize that I too am guilty of not being current in my field, in the area of technology.  A humbling realization!
  • employee education and training can be hard to sustain
  • human tendency that to overestimate our depth of knowledge and the strength of our abilities.
  • ...1 more annotation...
  • Sheer IQ is not sufficient for innovation, or even as important as current knowledge.
  • Justin Medved on 21 Oct 13
     
    "Every discipline is experiencing accelerated development, and the rapid knowledge obsolescence that goes with it. Cushing Anderson of IDC puts it well:  "Knowledge leak is the degradation of skills over time, and it … can kill organizational performance in as little as a couple of years." While it might have seemed reasonable in an era of slower change to put the onus on the individual to maintain his or her currency, firms today must make it their business to counter this leakage."
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