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Nancy Prentice

Adaptability to Online Learning: Differences Across Types of Students and Academic Subj... - 1 views

ccrc.tc.columbia.edu/...bility-to-online-learning.html

online learning research study

shared by Nancy Prentice on 11 Mar 13 - No Cached
  • Nancy Prentice on 11 Mar 13
     
    Adaptability to Online Learning: Differences Across Types of Students and Academic Subject Areas
Nancy Prentice

Exploring Curation as a core competency in digital and media literacy education | Mihai... - 0 views

www-jime.open.ac.uk/...html

curation InformationLiteracy

shared by Nancy Prentice on 06 May 13 - No Cached
  • A 2010 Kaiser Family Foundation study found that 'Eight- to eighteen-year-olds spend more time with media than in any other activity besides (maybe) sleeping-an average of more than 7½ hours a day, 7 days a week.'
  • the concept of curation as a pedagogical tool to embolden critical inquiry and engagement
  • Jenkins highlights the type of online activities that participatory spaces enable-archive, annotate, appropriate and recirculate-which occur in real time and in the context of abundant information flow
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  • To curate, historically, has meant to take charge of or organize, to pull together, sift through, select for presentation, to heal and to preserve
  • The preservation and organization of content online is now largely the responsibility of the individual in highly personalized information spaces
  • Across all levels of education today, students enter the classroom with a certain level of familiarity with digital tools and platforms (Prensky, 2001; Ofcom, 2010; Rosen, 2010). The notion that this familiarity translates to a heightened level of technological competence has been contested at all levels of education
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
anonymous

Learn about Quizlet | Quizlet - 1 views

quizlet.com/how-it-works

quizzes quizlet flashcards InformationLiteracy Tool learning skills study assessment

shared by anonymous on 13 Nov 13 - No Cached
  • anonymous on 13 Nov 13
     
    quiz and flashcard gadget
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.
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