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elearnspace. Connectivism: A Learning Theory for the Digital Age - 17 views

www.elearnspace.org/...connectivism.htm connectivism MEMOIRE learning elearning theory collaboration technology community
shared by Christophe Gigon on 09 Dec 08 - Cached
  • Over the last twenty years, technology has reorganized how we live, how we communicate, and how we learn.
    • Rose Molter
      Rose Molter on 30 Aug 11
       
      I aggree that as teachers we need to realize that technology has changed instruction and the way that our students learn and the way that we learn and instruct.
    • Orlando Gonzalez
      Orlando Gonzalez on 13 Mar 12
       
      Technology has always changed the way we live. How did we respond to changes in the past? One thought is that some institutions, some businesses disappeared, while others, who took advantage of the new tech, appeared to replace the old. It will happen again and we as educators need to lead the way.
    • Maureen Curran
      Maureen Curran on 24 Mar 12
       
      With technology our students brains are wired differently and they can multi-task and learn in multiple virtual environments all at once. This should make us think about how we present lessons, structure learning and keep kids engaged.
    • Mike Burnett
      Mike Burnett on 18 Aug 14
       
      Rubbish. The idea that digital native are adept at multitasking is wrong. They may be doing many things but the quality and depth is reduced. There is a significant body of research to support this. Development of grit and determination are key attributes of successful people. Set and demand high standards. No one plays sport or an instrument because it is easy rather because they can clearly see a link between hard work and pleasure.
  • Information development was slow.
  • Many learners will move into a variety of different, possibly unrelated fields over the course of their lifetime.
  • ...41 more annotations...
  • Informal learning is a significant aspect of our learning experience.
  • Learning is a continual process, lasting for a lifetime.
  • Technology is altering (rewiring) our brains.
  • Connectivism is the integration of principles explored by chaos, network, and complexity and self-organization theories.
  • Principles of connectivism:
  • Learning and knowledge rests in diversity of opinions. Learning is a process of connecting specialized nodes or information sources. Learning may reside in non-human appliances. Capacity to know more is more critical than what is currently known Nurturing and maintaining connections is needed to facilitate continual learning. Ability to see connections between fields, ideas, and concepts is a core skill. Currency (accurate, up-to-date knowledge) is the intent of all connectivist learning activities. Decision-making is itself a learning process. Choosing what to learn and the meaning of incoming information is seen through the lens of a shifting reality. While there is a right answer now, it may be wrong tomorrow due to alterations in the information climate affecting the decision.
    • Rose Molter
      Rose Molter on 30 Aug 11
       
      I think it is important for us to realize the importance of connections.
  • The organization and the individual are both learning organisms.
  • Classrooms which emulate the “fuzziness”
    • Maureen Curran
      Maureen Curran on 24 Mar 12
       
      So what does this look like? I feel that when I attempt this, evaluators and administrators don't necessarily understand. They want a neat, quiet, well-managed, orderly classroom.
    • Maureen Curran
      Maureen Curran on 24 Mar 12
       
      If new learning approaches are required, then why are we still being evaluated in a linear way?
  • John Seely Brown presents an interesting notion that the internet leverages the small efforts of many with the large efforts of few.
  • The pipe is more important than the content within the pipe. Our ability to learn what we need for tomorrow is more important than what we know today.
  • Knowledge is growing exponentially
  • amount of knowledge
  • is doubling every 18 months
  • To combat the shrinking half-life of knowledge, organizations have been forced to develop new methods of deploying instruction.”
  • (the understanding of where to find knowledge needed).
  • know-where
  • learning
  • a persisting change in human performance or performance potential…[which] must come about as a result of the learner’s experience and interaction with the world”
  • Learning theories are concerned with the actual process of learning, not with the value of what is being learned.
  • The ability to synthesize and recognize connections and patterns is a valuable skill.
  • knowledge is no longer acquired in the linear manner
  • What is the impact of chaos as a complex pattern recognition process on learning
  • An entirely new approach is needed.
  • Chaos is the breakdown of predictability, evidenced in complicated arrangements that initially defy order.
  • Meaning-making and forming connections between specialized communities are important activities.
  • Chaos, as a science, recognizes the connection of everything to everything.
  • If the underlying conditions used to make decisions change, the decision itself is no longer as correct as it was at the time it was made.
  • principle that people, groups, systems, nodes, entities can be connected to create an integrated whole.
  • Connections between disparate ideas and fields can create new innovations.
  • Learning is a process that occurs within nebulous environments of shifting core elements – not entirely under the control of the individual
  • decisions are based on rapidly altering foundations
  • The ability to draw distinctions between important and unimportant information is vital.
  • Behaviorism, cognitivism, and constructivism do not attempt to address the challenges of organizational knowledge and transference.
  • The health of the learning ecology of the organization depends on effective nurturing of information flow.
  • This cycle of knowledge development (personal to network to organization) allows learners to remain current in their field through the connections they have formed.
  • This amplification of learning, knowledge and understanding through the extension of a personal network is the epitome of connectivism.
  • Diverse teams of varying viewpoints are a critical structure for completely exploring ideas
  • An organizations ability to foster, nurture, and synthesize the impacts of varying views of information is critical to knowledge economy surviva
  • As knowledge continues to grow and evolve, access to what is needed is more important than what the learner currently possesses.
    • BalancEd Tech
      BalancEd Tech on 25 Mar 12
       
      Access is not enough. Prior knowledge and understanding is needed. Processing is needed. Evaluation of processing and outputs is needed. Feeding that back into the "system" is needed.
  • learning is no longer an internal, individualistic activity
  • learning is no longer an internal, individualistic activity
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BBC News - Is multi-tasking a myth? - 36 views

www.bbc.co.uk/...magazine-11035055
shared by Ann Steckel on 23 Aug 10 - Cached
  • What that suggests, the researchers say, is that multi-task are more easily distracted by irrelevant information. The more we multi-task, the less we are able to focus properly on just one thing.
  • A raft of studies has found that, actually, multi-tasking is a good way to do several things badly.
  • We're not really multi-tasking. We're switching between tasks in an unfocused or clumsy way."
  • ...2 more annotations...
  • Amazing, but as it turns out, quite logical. "The brain has very specialised modules for different tasks, like language processing and spatial recognition. It stands to reason that two similar tasks are much harder to do simultaneously, because they're using similar bits of tissue."
  • Driving and talking doesn't use the same bits of brain. Answering an e-mail while chatting on the phone does. In effect, we are creating information bottlenecks.
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The Reading Brain in the Digital Age: The Science of Paper versus Screens: Scientific A... - 103 views

www.scientificamerican.com/article.cfm education reading research ebooks epub books
shared by Kris Cody on 10 May 13 - No Cached
  • prevented them from zooming out to see a neighborhood, state or country
    • Monica Williams-Mitchell
      Monica Williams-Mitchell on 10 May 13
       
      This explains, in real terms, why I've had so much struggle with online reading! Very interesting article.
  • Because of these preferences—and because getting away from multipurpose screens improves concentration—people consistently say that when they really want to dive into a text, they read it on paper
    • Kris Cody
      Kris Cody on 11 May 13
       
      This is backed up by a recent article: Faris, Michael J., and Stuart A. Selber. "E-Book Issues In Composition: A Partial Assessment And Perspective For Teachers." Composition Forum 24.(2011): ERIC. Web. 31 Mar. 2013.
  • Surveys and consumer reports also suggest that the sensory experiences typically associated with reading—especially tactile experiences—matter to people more than one might assume.
  • ...14 more annotations...
  • When reading a paper book, one can feel the paper and ink and smooth or fold a page with one's fingers; the pages make a distinctive sound when turned; and underlining or highlighting a sentence with ink permanently alters the paper's chemistry.
  • discernible size, shape and weight.
  • Although many old and recent studies conclude that people understand what they read on paper more thoroughly than what they read on screens, the differences are often small. Some experiments, however, suggest that researchers should look not just at immediate reading comprehension, but also at long-term memory.
  • When taking the quiz, volunteers who had read study material on a monitor relied much more on remembering than on knowing, whereas students who read on paper depended equally on remembering and knowing.
  • E-ink is easy on the eyes because it reflects ambient light just like a paper book, but computer screens, smartphones and tablets like the iPad shine light directly into people's faces.
  • the American Optometric Association officially recognizes computer vision syndrome.
  • People who took the test on a computer scored lower and reported higher levels of stress and tiredness than people who completed it on paper.
  • Although people in both groups performed equally well on the READ test, those who had to scroll through the continuous text did not do as well on the attention and working-memory tests.
  • Subconsciously, many people may think of reading on a computer or tablet as a less serious affair than reading on paper. Based on a detailed 2005 survey of 113 people in northern California, Ziming Liu of San Jose State University concluded that people reading on screens take a lot of shortcuts—they spend more time browsing, scanning and hunting for keywords compared with people reading on paper, and are more likely to read a document once, and only once.
  • When reading on screens, people seem less inclined to engage in what psychologists call metacognitive learning regulation—strategies such as setting specific goals, rereading difficult sections and checking how much one has understood along the way
  • Perhaps she and her peers will grow up without the subtle bias against screens that seems to lurk in the minds of older generations.
  • They think of using an e-book, not owning an e-book,"
  • Participants in her studies say that when they really like an electronic book, they go out and get the paper version.
  • When it comes to intensively reading long pieces of plain text, paper and ink may still have the advantage. But text is not the only way to read.
  • Monica Williams-Mitchell on 10 May 13
     
    it is difficult to see any one passage in the context of the entire text.
  • Kris Cody on 11 May 13
     
    it is difficult to see any one passage in the context of the entire text.
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Your Phone vs. Your Heart - NYTimes.com - 3 views

www.nytimes.com/...your-phone-vs-your-heart.html Brain Heart Emotions Research digital
shared by Steven Szalaj on 24 Mar 13 - No Cached
  • Steven Szalaj on 24 Mar 13
     
    How our face-to-face time creates in us the ability to sympathize and grow our relationships, and how not being "present" with those whom we are physically present is a detriment.
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7 things every kid should master - Magazine - The Boston Globe - 104 views

www.bostonglobe.com/...story.html teenage brain
shared by Matt Renwick on 12 Mar 15 - No Cached
  • no research demonstrating a relationship between those tests and measures of thinking or life outcomes
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Be the Change. Listen. Follow-up » Edurati Review - 42 views

eduratireview.com/...be-the-change-listen-follow-up professional_development
shared by Daryl Bambic on 09 Jun 10 - Cached
  • 1. Be the change. Leaders of professional development seem to forget that they’re actually teaching, and that part of teaching is modeling the activity you hope to see adopted. A session devoted to equipping teachers to implement more collaborative learning that is presented via “death by PowerPoint” is an oxymoron, a term originating from a Greek word appropriately meaning “pointedly foolish.” As one teacher recently expressed it, “Why does the worst teaching often happen in sessions on how to improve teaching?” Why, indeed? Modeling is a powerful teaching technique. In addition to communicating that the suggested new approach promotes learning, demonstration taps into some of the brain’s natural learning systems: This may be because demonstration actually encourages the brain to engage. Specialized neurons known as mirror neurons make practicing “in the head” possible…When a teacher repeatedly performs a sequence of steps, her students’ mirror neurons may enable their own preliminary practice of the same steps. In other words, as a teacher demonstrates a skill, students mentally rehearse it.1
  • Though we’ve been invited to lead professional development, we do not have all the answers. Professional development involves merging new research findings with current personnel—i.e., bringing ideas and people together. One way I’ve tried to do more of this recently is to ask teachers if any of them have tried something similar to a new approach I’ve explained. If any have, I invite them to share their experience. This invites elaboration, a critical cognitive process for constructing understanding. If the teacher’s experience was positive, we discuss why the approach was successful. If the teacher’s experience was frustrating, we often find together the reason for it and develop a plan for structuring it better the next time. This give-and-take values everyone, respects the experience present in the session, and allows the leader to be a colleague rather than an aloof expert.
  • 2. Listen. I have a tendency to get preoccupied with my preparation and forget that I’ll actually have people in the professional development session. Not just people but colleagues!
  • ...1 more annotation...
  • 3. Follow up. I’ve written previously about the importance of coaching and the characteristics of an effective coach. A one-time information flood is ineffective, no matter how engaging the session’s leader may be. Teachers need support as they begin to implement new ideas, methods, and approaches. Note that support, not judgement, is needed. Showing up with an evaluation form is a certain way to kill any benefit professional development might yield. Teachers are learners, and we need the time and space to try, to reflect, to try again, to get helpful feedback, and to truly master implementation. We need the opportunity to learn. Coaching provides this opportunity, along with the encouragement and feedback necessary for success.
1More

How facts backfire - The Boston Globe - 15 views

www.boston.com/...how_facts_backfire brain belief reading
shared by Mark Smith on 13 Jul 10 - Cached
  • Recently, a few political scientists have begun to discover a human tendency deeply discouraging to anyone with faith in the power of information. It’s this: Facts don’t necessarily have the power to change our minds. In fact, quite the opposite. In a series of studies in 2005 and 2006, researchers at the University of Michigan found that when misinformed people, particularly political partisans, were exposed to corrected facts in news stories, they rarely changed their minds. In fact, they often became even more strongly set in their beliefs. Facts, they found, were not curing misinformation. Like an underpowered antibiotic, facts could actually make misinformation even stronger.
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Brain Power - Studying Young Minds, and How to Teach Them - Series - NYTimes.com - 61 views

www.nytimes.com/...21brain.html math
shared by tom campbell on 21 Dec 09 - Cached
  • tom campbell on 21 Dec 09
     
    elem and preschool teachers and parents especially will find this of interest
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Making the Most Out of Teacher Collaboration | Edutopia - 42 views

www.edutopia.org/...oration-strategies-ben-johnson SDW PLC teacher collaboration teachers teacher collaboration Professional Development professionallearning
shared by Sharin Tebo on 02 Jul 15 - No Cached
  • Collaboration
  • collaborate
  • effective teacher collaboration
  • ...8 more annotations...
  • the attitude of professional privacy is not conducive to professional development
  • Build relationships Observe the best Ask questions Share Come prepared
  • preparation sparks much deeper conversation, more complete answers and better solutions. For informal collaborations, before I attempted to try out any new idea, I would ask one of my esteemed colleagues what they thought of it. In terms of assessments, the easiest way to improve the validity of the assessment is to have a colleague or group of colleagues review it.
  • develop a list of "how to" and "why for" questions regarding student data, instruction, discipline, etc.
  • bring my list of questions pertinent to the agenda in order to pick the groups' collective brain for answers.
  • one of the reasons that schools do not improve as fast as we would like them to is that when teachers get together for a purpose, rarely has research been done by the teachers, neither have ideas been mapped out prior to the meeting.
  • teachers, when it comes to their performance in the classroom, tend to stick to themselves.
  • Personal Steps to Effective Collaboration
  • Sharin Tebo on 02 Jul 15
     
    Collaboration: Build relationships, observe the best, ask questions, share, come prepared
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Is Google Making Us Stupid? - Magazine - The Atlantic - 48 views

www.theatlantic.com/...6868
shared by Josh Flores on 09 Nov 10 - Cached
    • donheberer85
      donheberer85 on 30 Mar 11
       
      I love the picture
    • Josh Flores
      Josh Flores on 10 May 11
       
      I think we forget to ADD our knowledge to the "great database" in the sky. Maybe our curriculum needs more of this?
  • Research that once required days in the stacks or periodical rooms of libraries can now be done in minutes
  • ...2 more annotations...
  • media are not just passive channels of information. They supply the stuff of thought, but they also shape the process of thought
  • chipping away my capacity for concentration and contemplation
    • Josh Flores
      Josh Flores on 10 May 11
       
      Another challenge and another reason to totally re-haul the way curriculum is developed and delivered.
  • Brian Mull on 09 Nov 10
     
    ""Dave, stop. Stop, will you? Stop, Dave. Will you stop, Dave?" So the supercomputer HAL pleads with the implacable astronaut Dave Bowman in a famous and weirdly poignant scene toward the end of Stanley Kubrick's 2001: A Space Odyssey. Bowman, having nearly been sent to a deep-space death by the malfunctioning machine, is calmly, coldly disconnecting the memory circuits that control its artificial " brain. "Dave, my mind is going," HAL says, forlornly. "I can feel it. I can feel it." "
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