Group items tagged

"GREENE: And John, you wrote an introduction to this issue of Granta, and you said that literature asserts that the world, as it is imagined, is every bit as important as the world as it exists. Is that really the case? FREEMAN: Yeah, because if we only agreed with what the world is, there would never be the future. The world, as it will be, is partly imagined, and it's part entropy. And if we believe that we can have some sense of control of our destinies - whether it's how we educate children or how we write our own stories - part of that has to do with the imagining, and novels help us imagine more beautifully, I think, than almost any other art form. "

People like me sometimes are inclined to think that if people had more and better education, they would not believe anti-scientific myths. For example, they they were told that the Sun is in a cooling cycle, they would not be inclined to blame Sun cycles for global warming. Actual evidence, however, suggests that people continue to believe myths despite the scientific evidence. Myths provide explanations, and merely debunking a myth leaves a gap in that explanation. In some cases, the provision of evidence contrary to the myth can actually strengthen their belief in the myth. Why do I raise this? Education is not a magic remedy for misinformation. See also the Debunking Handbook (PDF) by John Cook and Stephan Lewandowsky. -- OLDaily, April 18

"data across the curriculum" will become the new "writing across the curriculum" -- intro to data literacy and a new app for collaborative problem solving. Issues of privacy abound. . .

"the science perspective only adds to the mystery, the awe, the appreciation of the flower . . ."

"On Monday, the American Library Association its list of the "most-challenged books," that is, books that have received the highest number of "formal, written complaint[s] filed with a library or school requesting that a book or other material be restricted or removed because of its content or appropriateness." Dav Piley's Captain Underpants tops the list, and is joined by books like Khaled Hosseini's The Kite Runner, Toni Morrison's Beloved and E.L. James' Fifty Shades of Grey."

"Each is folded mercilessly into the others such that the neuron, the mirror, the gesture, the language, are all rendered indistinct. "

""Creativity is play within a system of rules, and you can only play with the rules once you understand the systems. You have to see the theme first to understand the variations.""

""There are only the pursued, the pursuing, the busy and the tired.""

" The right to be teachers In an online environment, teachers no longer need to be sole authority figures but instead should share responsibility with learners at almost every turn. Students can participate and shape one another's learning through peer interaction, new content, enhancement of learning materials and by forming virtual and real-world networks. Students have the right to engaged participation in the construction of their own learning. Students are makers, doers, thinkers, contributors, not just passive recipients of someone else's lecture notes or methods. They are critical contributors to their disciplines, fields, and to the larger enterprise of education."

""Thinking is an action. For all aspiring intellectuals, thoughts are the laboratory where one goes to pose questions and find answers, and the place where visions of theory and praxis come together. The heartbeat of critical thinking is the longing to know - to understand how life works" (hooks, "

Score one for the cops -- Ron McNair and the science of possiblity

First American woman recognized as a philosopher and her work on the life of the mind and the role of symbolism

803861337 : Watching Bill Nye the Science Guy as a kid didn't get me credit either, but it was still valuable . . .

The new NING? I don't know. Once burned. Maybe for teachers looking to try out the freebee for awhile to scaffold how the real Web might work.

This is a great question, and while I don't think you can just students' understanding one way or another simply with test results, I think the question still has to be asked: do videos support new learning, or simply reinforce incorrect learning. Derek Muller discusses his doctoral thesis: "It is a common view that 'if only someone could break this down and explain it clearly enough, more students would understand.'... they do not engage with the media on a deep enough level to realize that what was is presented differs from their prior knowledge." The answer isn't a simple yes-no, of course: if misconceptions are presented and then refuted (a la Mythbusters) then students can learn from videos. -- Downes OLDaily march 20

Why students need to fail Moira MacDonald, University Affairs, December 4, 2013 Interesting article on the design of a course that has students act as instructors, drawing their presentations from dense and difficult texts, in an environment that is challenging and often results in failure. The course, taught by Concrodia University professor Vivek Venkatesh, "was really about thinking on your feet," says Tieja Thomas, a PhD candidate who took the course. "You had to come prepared . . . It really was a deeper form of learning."

From War to the Beatles to the Zen of Steve Jobs and a host of classics represented graphically, it was a great year for graphic novels!

Edward Gorey's illustrations of the famous radio show

Chad is one of the most creative teachers I know. Call it "test prep" or "test-taking skills," test-takers have to learn the culture of testing. They just don't have to live there.

"Theme is "Eating Around the Triangle - Burgers and Food Trucks We Love!" A production of ECI 509: Creative Inquiry Through Digital Storytelling. "