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Sheri Edwards

EmTech Preview: Another Way to Think about Learning | MIT Technology Review - 0 views

www.technologyreview.com/...er-way-to-think-about-learning

learning education elearning OLPC edtech MIT experiment Ethiopia

shared by Sheri Edwards on 03 Mar 13 - No Cached
  • What you really want to measure is curiosity, imagination, passion, creativity, and the ability to see things from multiple points of view.
  • I believe that we get into trouble when knowing becomes a surrogate for learning. We know that a vast recall of facts about something is in no way a measure of understanding them.
  • The gods must be crazy
  • ...6 more annotations...
  • What have we learned? We learned that kids learn a great deal by themselves.
  • can children learn how to read on their own?
  • To answer this question, we have delivered fully loaded tablets to two villages in Ethiopia, one per child, with no instruction or instructional material whatsoever. The tablets come with a solar panel, because there is no electricity in these villages. They contain modestly curated games, books, cartoons, movies—just to see what the kids will play with and whether they can figure out how to use them. We then monitor each tablet remotely, in this case by swapping SIM cards weekly (through a process affectionately known as sneakernet
  • If kids in Ethiopia learn to read without school, what does that say about kids in New York City who do not learn even with school?
  • children can learn a great deal by themselves. More than we give them credit for. Curiosity is natural, and all kids have it unless it is whipped out of them, often by school. Making things, discovering things, and sharing things are keys.
  • Having massive libraries of explicative material like modern-day encyclopedias or textbooks is fine. But such access may be much less significant than building a world in which ideas are shaped, discovered, and reinvented in the name of learning by doing and discovery.
Sheri Edwards

Actually, practice doesn't always make perfect - new study - The Washington Post - 0 views

www.washingtonpost.com/...-always-make-perfect-new-study

practice perfect study washington post strauss alfie_kohn engagement motivation collaborating

shared by Sheri Edwards on 06 Aug 14 - No Cached
  • They found that how interested the students were in the passage was thirty times more important than how “readable” the passage was.
  • Maybe the right question to ask is: Why do some people decide to practice a lot in the first place? Could it be because their first efforts proved mostly successful?   (That’s a useful reminder to avoid romanticizing the benefits of failure.) Or, again, do they keep at it because they get a kick out of what they’re doing? If that’s true, then practice, at least to some extent, may be just a marker for motivation. Of course, natural ability probably plays a role in fostering both interest and success, and those two variables also affect each other.
  • By contrast, when the hours were logged, and the estimates presumably more reliable, the impact of practice was much diminished. How much? It accounted for a scant 5 percent of the variance in performance. The better the study, in other words, the less of a difference practice made.[1]
  • ...1 more annotation...
  • What’s true of time on task, then, is true of practice — which isn’t surprising given how closely the two concepts are related.
  • Sheri Edwards on 06 Aug 14
     
    "The question now is what else matters." And there are many possible answers. One is how early in life you were introduced to the activity - which, as the researchers explain, appears to have effects that go beyond how many years of practice you booked. Others include how open you are to collaborating and learning from others, and how much you enjoy the activity."
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