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Nancy Prentice

Stop The False Generalizations About Personalized Learning - Education Next : Education... - 0 views

educationnext.org/izations-personalized-learning

curriculum_redesign personalized_learning blended_learning

shared by Nancy Prentice on 09 Jun 14 - No Cached
  • Today’s factory-model education system, which was built to standardize the way we teach, falls short in educating successfully each child for the simple reason that just because two children are the same age, it does not mean they learn at the same pace or should follow the same pathway
  • what no one disputes is that each student learns at a different pace
  • everyone has a different aptitude—or what cognitive scientists refer to as “working memory” capacity, meaning the ability to absorb and work actively with a given amount of information from a variety of sources, including visual and auditory
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  • everyone has different levels of background knowledge—or what cognitive scientists refer to as “long-term memory.” What this means is that people bring different experiences or prior knowledge into any learning experience, which impacts how they will learn a concept.
  • targeting learning just above a student’s level such that it is not too easy or hard is critical to helping students be successful
  • the logic of personalizing learning and moving away from the current system that mandates the amount of time students spend in class, but does not expect each child to master learning.
  • today students do not in fact learn or master a common body of knowledge and skills at approximately the same time; they are merely taught them—which is far different from truly learning them.
  • Learning some things in common—of course not all things, but a strong foundation—is important
  • evidence seems to suggest that the achievement gap is exacerbated in the factory-model system when a student does not master a concept, develops holes in her learning, and the teacher just moves on to the next concept the next day.
  • when we move to a competency-based learning system concerned with rigor—in which students move on to new concepts only upon mastery (and there exists the notion of a minimum pace so students who are falling behind get more attention and gaps don’t grow too big)—
  • There are lots of notions and differing definitions of what personalized learning is, but when I, and many other disruptors use the phrase, we mean learning that is tailored to an individual student’s particular needs—in other words, it is customized or individualized to help each individual succeed.
  • Benjamin Bloom’s classic “2 Sigma Problem” study
  • by the end of three weeks, the average student under tutoring was about two standard deviations above the average of the control class.
  • The problem is that having a human tutor for each student is prohibitively expensive
  • blended learning is that we can gain the benefits of mass customization—many of the effects of a personal tutor in other words—without the costs.
Nancy Prentice

21st-Century Libraries: The Learning Commons | Edutopia - 0 views

www.edutopia.org/...-learning-commons-beth-holland

LearningCommons

shared by Nancy Prentice on 01 Apr 15 - No Cached
  • Libraries are reinventing themselves as content becomes more accessible online and their role becomes less about housing tomes and more about connecting learners and constructing knowledge.
  • Libraries are reinventing themselves as content becomes more accessible online and their role becomes less about housing tomes and more about connecting learners and constructing knowledge
  • Printed books still play a critical role in supporting learners, but digital technologies offer additional pathways to learning and content acquisition. Students and teachers no longer need a library simply for access. Instead, they require a place that encourages participatory learning and allows for co-construction of understanding from a variety of sources.
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  • a flexible space with moveable chairs, desks, and even bookshelves. Small rooms can be opened up to allow for group projects, and the circulation desk as well as the sides of the stacks are writeable with dry-erase markers to encourage the collaboration and sharing that the previous space had discouraged.
  • the space does include paper books and physical artifacts, as well as flexible furniture and an open environment, digital content encourages students to explore, play, and delve deeper into subjects they may not otherwise experience
  • interact with the content, the technology, the space, and each other in order to gain context and increase their knowledge.
  • the role of the coffeehouse in the birth of the Enlightenment -- it provided "a space where people would get together from different backgrounds, different fields of expertise, and share."
  • Students and teachers no longer need a library simply for access. Instead, they require a place that encourages participatory learning and allows for co-construction of understanding from a variety of sources.
Nancy Prentice

What Tech in Schools Really Looks Like - The Digital Shift - 0 views

www.thedigitalshift.com/...h-in-schools-really-looks-like

tech

shared by Nancy Prentice on 02 May 12 - No Cached
  • the distribution of technology in our classrooms remains radically uneven
  • about 48 percent of low-income families have a home computer compared with 91 percent of higher-income families, according to a recent report by Common Sense Media, an independent group that advocates for kids.
  • even students who don’t have home computers or Internet access are increasingly likely to own a cell phone. “Teens, Smartphones, & Texting,” a March 2012 study by the Pew Internet & American Life Project, has found that 77 percent of young adults ages 12 to 17 own a cell phone, and 31 percent of those ages 14 to 17 have a smartphone
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  • the costs of hardware, software, and networking can add up, and during budget crises—particularly when schools are cutting staff—the introduction, maintenance, and upgrade of technology can be a political challenge as well as a financial one
  • After
  • Hardware obsolescence is one of the things that schools have always had to consider
  • the flood of devices currently available (including netbooks, tablets, ereaders, and handhelds) and those that are “hotly anticipated” make the decision of which computer to buy incredibly complicated
  • are student data and projects interoperable—that is, can you easily move files from one type of computer to another (say, from a Windows-based operating system to an Apple-based one or from a mobile device to a laptop)? These types of questions are particularly important if schools house a number of different kinds of devices
  • Schools also need to consider the impact of potentially hundreds of devices on their WiFi networks.
  • Schools must also ask if students will be able to access their schoolwork from home
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