Diigo highlighting tool allows the teacher or
student to highlight in an article or a web page
The key concepts or vocabulary words could be
highlighted to check for understanding.
Some students have problems determining what
should be highlighted in an article or passage. Teachers could use this tool to
demonstrate how to correctly highlight and find the key points.
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About diigo.comDiigo or
Digest of Internet Information, Groups and Other stuff is a social bookmarking
site that allows its users to bookmark and tag websites. Users are also able to
highlight information and put sticky notes directly on the webpage as you are
reading it. Your notes can be public which allows other users to view and
comment on your notes and add their own or it can be private. Sites can be saved
and stored for later reading and commenting. Users can also join groups with
similar interests and follow specific people and sites. Teachers can register for an educator account that allows
a teacher to create accounts for an entire class. In an education account,
students are automatically set up as a Diigo group which allows for easy sharing
of documents, pictures, videos, and articles with only your class group. There
are also pre-set privacy settings so only the teacher and classmates can see the
bookmarks and communications. This is a great way to ensure that your students
and their comments are kept private from the rest of the Internet community.
Diigo is a great tool for teachers to use to have students interact with
material and to share that interaction with classmates.
Best Practices for using Diigo tools
Tagging
Tool
Teachers or students can tag a website that
they want to bookmark for future reference.
Teachers can research websites or articles that
they want their students to view on a certain topic and tag them for the
students. This tool is nice when
researching a certain topic. The teacher can tag the websites that the students
should use eliminating the extra time of searching for the sites that would be
useful and appropriate for the project.Highlighting Tool
Diigo
highlighting tool allows the teacher or
student to
highlight in an article or a web page
.
1The key
concepts or vocabulary words could be
highlighted
to check for understanding.
Some students have problems determining
what
should be highlighted in an article or passage.
Teachers could use this tool to
demonstrate
how to correctly highlight and find the key points.
Sticky Notes
Tool
The sticky note tool is a great addition to the
tools of diigo. Students may add sticky notes to a passage as they are reading
it. The sticky notes could be used to make notes or ask questions by the
students.
Teachers could postition the sticky notes in
the passage for students to respond to various ideas as they are reading.
Students could use sticky notes to peer edit
and make comments on other student's work through Google docs.
These are just a few ideas of how to
apply the diigo tools to your teaching practices. Both students and teachers
benefit form using these tools. The variety of uses or practices give both
groups a hands on way of dealing with text while making it more efficient.
Bookmark/Snapsho
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About
diigo.com
Diigo or
Digest of
Internet Information, Groups and Other stuff is a social bookmarking
site
that allows its users to bookmark and tag websites. Users are also able
to
highlight information and put sticky notes
directly on the webpage as you are
reading it.
Your notes can be public which allows other users to view and
comment on
your notes and add their own or it can be private. Sites can be saved
and
stored for later reading and commenting. Users can also join groups with
si
Diigo or Digest of Internet Information, Groups and
Other stuff is a social bookmarking site that allows its users to bookmark
and tag websites
Diigo highlighting tool allows the teacher or
student to highlight in an article or a web page.
The key concepts or vocabulary words could be
highlighted to check for understanding
Diigo highlighting tool allows the teacher
or
student to highlight in an article or a web
page.
The key concepts
or vocabulary words could be
highlighted
to check for understanding
Diigo highlighting tool allows the teacher or
student to highlight in an article or a web page.
The key concepts or vocabulary words could be
highlighted to check for understanding.
Some students have problems determining what
should be highlighted in an article or passage. Teachers could use this tool to
demonstrate how to correctly highlight and find the key points.
Diigo highlighting tool allows the teacher
or
student to highlight in an article or a web
page.
Teachers or students can tag a website that
they want to bookmark for future reference.
Teachers can research websites or articles that
they want their students to view on a certain topic and tag them for the
students.This tool is nice when
researching a certain topic. The teacher can tag the websites that the students
should use eliminating the extra time of searching for the sites that would be
useful and appropriate for the project.
The sticky note tool is a great addition to the tools of diigo. Students may add sticky notes to a passage as they are reading it. The sticky notes could be used to make notes or ask questions by the students.Teachers could postition the sticky notes in the passage for students to respond to various ideas as they are reading.Students could use sticky notes to peer edit and make comments on other student's work through Google docs.
Feed readers
are probably the most important digital tool for today's learner because they
make sifting through the amazing amount of content added to the Internet
easy. Also known as aggregators, feed readers are free tools that can
automatically check nearly any website for new content dozens of times a
day---saving ridiculous amounts of time and customizing learning experiences for
anyone.
Imagine
never having to go hunting for new information from your favorite sources
again. Learning goes from a frustrating search through thousands of
marginal links written by questionable characters to quickly browsing the
thoughts of writers that you trust, respect and enjoy.
Feed readers can
quickly and easily support blogging in the classroom, allowing teachers to
provide students with ready access to age-appropriate sites of interest that are
connected to the curriculum. By collecting sites in advance and organizing
them with a feed reader, teachers can make accessing information manageable for
their students.
Here are several
examples of feed readers in action:
Used specifically as
a part of one classroom project, this feed list contains information related to
global warming that students can use as a starting point for individual
research.
While there are literally dozens of different feed reader
programs to choose from (Bloglines andGoogle Reader are two
biggies), Pageflakes is a favorite of
many educators because it has a visual layout that is easy to read and
interesting to look at. It is also free and web-based. That
means that users can check accounts from any computer with an Internet
connection. Finally, Pageflakes makes it quick and easy to add new
websites to a growing feed list—and to get rid of any websites that users are no
longer interested in.
What's even
better: Pageflakes has been developinga teacher version of their tooljust for us that includes an online grade tracker,
a task list and a built in writing tutor. As Pageflakes works to perfect
its teacher product, this might become one of the first kid-friendly feed
readers on the market. Teacher Pageflakes users can actually blog and create a
discussion forum directly in their feed reader---making an all-in-one digital
home for students.
For more
information about the teacher version of Pageflakes, check out this
review:
According to Bonk and Reynolds (1997), to promote higher-order
thinking on the Web, online learning must create challenging activities that
enable learners to link new information to old, acquire meaningful knowledge,
and use their metacognitive abilities; hence, it is the instructional strategy
and not the technology tha
According to Bonk and Reynolds (1997), to promote higher-order
thinking on the Web, online learning must create challenging activities that
enable learners to link new information to old, acquire meaningful knowledge,
and use their metacognitive abilities; hence, it is the instructional strategy
and not the technology that influences the quality of learning.
However, it is not the computer per se that makes students learn,
but the design of the real-life models and simulations, and the students'
interaction with those models and simulations. The computer is merely the
vehicle that provides the processing capability and delivers the instruction
to learners (Clark, 2001).
Online learning allows for flexibility of access, from anywhere
and usually at anytime—essentially, it allows participants to collapse time
and space (Cole, 2000)—however, the learning materials must be designed properly
to engage the learner and promote learning.
Cognitive psychology claims that learning involves the use of
memory, motivation, and thinking, and that reflection plays an important part
in learning.
The development of effective online learning materials should
be based on proven and sound learning theories.
Early computer learning systems were designed based
on a behaviorist approach to learning. The behaviorist school of thought,
influenced by Thorndike (1913), Pavlov (1927), and Skinner (1974), postulates
that learning is a change in observable behavior caused by external stimuli
in the environment (Skinner, 1974).
Therefore, before any learning materials are developed, educators must, tacitly
or explicitly, know the principles of learning and how students learn.
Constructivist
theorists claim that learners interpret information and the world according
to their personal reality, and that they learn by observation, processing,
and interpretation, and then personalize the information into personal knowledge
(Cooper, 1993; Wilson, 1997).
The design of online learning materials can include principles
from all three. According to Ertmer and Newby (1993), the three schools of
thought can in fact be used as a taxonomy for learning. Behaviorists' strategies
can be used to teach the “what” (facts), cognitive strategies can be used
to teach the “how” (processes and principles), and constructivist strategies
can be used to teach the “why” (higher level thinking that promotes personal
meaning and situated and contextual learning).
The behaviorist school sees the mind as a “black box,”
in the sense that a response to a stimulus can be observed quantitatively,
totally ignoring the effect of thought processes occurring in the mind.
Learners should be told the explicit outcomes of
the learning so that they can set expectations and can judge for themselves
whether or not they have achieved the outcome of the online lesson.
2. Learners must be tested to determine whether or not
they have achieved the learning outcome. Online testing or other forms of
testing and assessment should be integrated into the learning sequence to
check the learner's achievement level and to provide appropriate feedback.
3. Learning materials must be sequenced appropriately
to promote learning. The sequencing could take the form of simple to complex,
known to unknown, and knowledge to application.
4. Learners must be provided with feedback so that they
can monitor how they are doing and take corrective action if required.
Cognitivists see learning as an internal process that
involves memory, thinking, reflection, abstraction, motivation, and meta-cognition.
Online instruction must use strategies to allow learners to attend
to the learning materials so that they can be transferred from the senses
to the sensory store and then to working memory.
Online learning strategies must present the materials and use
strategies to enable students to process the materials efficiently.
information should be organized or chunked
in pieces of appropriate size to facilitate processing.
Use advance organizers to activate an existing cognitive
structure or to provide the information to incorporate the details of the
lesson (Ausubel, 1960).
Use pre-instructional questions to set expectations
and to activate the learners' existing knowledge structure.
Use prerequisite test questions to activate the prerequisite
knowledge structure required for learning the new materials.
To facilitate deep processing, learners should be asked to generate
the information maps during the learning process or as a summary activity
after the lesson (Bonk & Reynolds, 1997).
The cognitive school recognizes the importance of individual differences,
and of including a variety of learning strategies in online instruction to
accommodate those differences
The Kolb Learning Style Inventory
(LSI)
(Kolb, 1984) looks at how learners perceive and process information, whereas
the Myers-Briggs Type Indicator (Myers, 1978) uses dichotomous scales to measure
extroversion versus introversion, sensing versus intuition, thinking versus
feeling, and judging versus perception. In the following discussion, we consider
the Kolb Learning Style Inventory.
Attention: Capture the learners' attention
at the start of the lesson and maintain it throughout the lesson. The online
learning materials must include an activity at the start of the learning session
to connect with the learners.
Relevance: Inform learners of the importance
of the lesson and how taking the lesson could benefit them. Strategies could
include describing how learners will benefit from taking the lesson, and how
they can use what they learn in real-life situations. This strategy helps
to contextualize the learning and make it more meaningful, thereby maintaining
interest throughout the learning session.
Confidence: Use strategies such as designing
for success and informing learners of the lesson expectations. Design for
success by sequencing from simple to complex, or known to unknown, and use
a competency-based approach where learners are given the opportunity to use
different strategies to complete the lesson. Inform learners of the lesson
outcome and provide ongoing encouragement to complete the lesson.
Satisfaction: Provide feedback on performance
and allow learners to apply what they learn in real-life situations. Learners
like to know how they are doing, and they like to contextualize what they
are learning by applying the information in real life.
Online strategies that facilitate the transfer of
learning should be used to encourage application in different and real-life
situations.
Constructivists see learners as being active rather
than passive.
it is the individual learner's interpretation and processing of what
is received through the senses that creates knowledge.
“the process
of using a prior interpretation to construe a new or revised interpretation
of the meaning of one's experience in order to guide future action” (p. 12).
Learning should be an active process. Keeping learners
active doing meaningful activities results in high-level processing, which
facilitates the creation of personalized meaning. Asking learners to apply
the information in a practical situation is an active process, and facilitates
personal interpretation and relevance.
Learners should construct their own knowledge rather
than accepting that given by the instructor.
Collaborative and cooperative learning should be
encouraged to facilitate constructivist learning (H
When assigning learners for group work, membership should
be based on the expertise level and learning style of individual group members,
so that individual team members can benefit from one another's strengths.
Learners should be given control of the learning
process
Learners should be given time and opportunity to
reflect.
Learning should be made meaningful for learners.
The learning materials should include examples that relate to students, so
that they can make sense of the information.
Learning should be interactive to promote higher-level
learning and social presence, and to help develop personal meaning. According
to Heinich et al. (2002), learning is the development of new knowledge, skills,
and attitudes as the learner interacts with information and the environment.
Interaction is also critical to creating a sense of presence and a sense of
community for online learners, and to promoting transformational learning
(Murphy & Cifuentes, 2001). Learners receive
the learning materials through the technology, process the information, and
then personalize and contextualize the information.
Figure 1-6. Components of effective online learning.
Behaviorist strategies can be used to teach the facts (what); cognitivist
strategies to teach the principles and processes (how); and constructivist
strategies to teach the real-life and personal applications and contextual
learning. There is a shift toward constructive learning, in which learners
are given the opportunity to construct their own meaning from the information
presented during the online sessions. The use of learning objects to promote
flexibility and reuse of online materials to meet the needs of individual
learners will become more common in the future. Online learning materials
will be designed in small coherent segments, so that they can be redesigned
for different learners and different contexts. Finally, online learning will
be increasingly diverse to respond to different learning cultures, styles,
and motivations.
Online instruction occurs when learners use the Web to go through the sequence
of instruction, to complete the learning activities, and to achieve learning
outcomes and objectives (Ally, 2002; Ritchie & Hoffman, 1997).
This is an update to Bloom's Revised Taxonomy which attempts to account for the
new behaviours and actions emerging as technology advances and becomes more
ubiquitous.
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Table of Contents
Synopsis:
A little Disclaimer:
Introduction and
Background:
Bloom's Domains of
learning
The Cognitive Domain - Bloom's
Taxonomy
Bloom's Revised Taxonomy
Bloom's Revised Taxonomy Sub
Categories
Bloom's as a learning
process.
Is it important where you start?
Must I start with remembering?
Bloom's Digital Taxonomy
Bloom's Digital Taxonomy Summary
Map
Bloom's Digital Taxonomy and
Collaboration.
Resources:
Web 2.0 Tutorials
Acknowledgements:This is the introduction to
Bloom's Digital Taxonomy. The different taxonomical levels can be viewed
individually via the navigation bar or below this introduction as embedded
pages.
Synopsis:
This is an
update to Bloom's Revised Taxonomy which attempts to account for the
new
behaviours and actions emerging as technology advances and becomes more
ubiquitous.
Bloom's Revised Taxonomy
accounts for many of the traditional c
This is an update to Bloom's Revised Taxonomy which attempts to account for the
new behaviours and actions emerging as technology advances and becomes more
ubiquitous.
If you accept that Learning is a Conversation, and that some of the most powerful learning can take place in the process of conversing and exchanging ideas with others, then setting up ways to have as many of these conversations as possible seems like an obvious thing to do.
It might be easy to think that the people on the stage at conferences have the knowledge and that if we simply listen to them we will get wisdom, but the truth is that sometimes it just doesn't work like that, and even if it does, most of those ideas gather far more momentum once we start to internalise them through further conversation with others. Ideas beget ideas, one thing leads to another, and you often find some of the best, most useful ideas come to you not from what was said by a speaker, but from things that came to to you as a result of further conversation about what was said. (by the way, the same logic applies in classrooms too!)
If we limit our notion of learning to the "official" channel - the teacher, the textbook, the syllabus - we miss so much. Yes, learning happens at school, but what about outside school? Yes, learning happens in the classroom, but what about outside the classroom? Yes, learning happens in the act of "being taught", but what about when we are not "being taught"?
Our schools system implies that when we ring the bell to signal the start of a class, we are really saying that the learning starts... wait for it... now! And at the end of the lesson we ring it again to say the learning now stops. Ok, school's over, you can all stop learning now. Until tomorrow.
if we acknowledge that creativity in education is important, then how can we teach kids to be creative if we continue to focus on just regurgitating standard answers to standard questions, year after year. Because if it's only about learning pre-defined content then you don't need creativity, and you don't need conversation. Learning in messy and there is no point extending our thinking into new and creative areas if we aren't committed to that notion, because that just muddies up all those nice clean facts we have to remember.
Papert said that the one really valuable skill for a 21st century learner is that of being able to "learn to learn"... To be able not just to know the answers to what you were taught in school, but to know how to find the answers to those things you were not taught in school.
So how do virtual communities fit into this? They are an obvious and convenient way of extending conversations with other likeminded people, no matter where (or when) in the world they might be.
Unfor
If you
accept
that
Learning
is a
Conversation
, and that
some of the
most powerful learning can take
place in the process of
conversing and exchanging ideas with others,
then
setting up ways to have
as many
of these conversations as possible seems like an
obvious
thing to
do.
If we limit our notion of learning to the
"official" channel - the teacher,
the
textbook, the syllabus - we miss so much. Yes, learning happens at
school, but what about outside school? Yes, learning happens in the classroom,
but what about outside the classroom? Yes, learning happens in the act of "being
taught", but what about when we are not "being taught"?
Our schools
system implies that when we ring the bell to signal the start of a class, we are
really saying that the learning starts... wait for it... now!
And
at the end of the lesson we ring it again to say the learning now stops. Ok,
school's over, you can all stop learning now. Until tomorrow.
if we
acknowledge that creativity in education
is
important,
then how can we teach kids to be creative if we continue to focus on just
regurgitating standard answers to standard questions, year after year. Because
if it's only about learning pre-defined content then you don't need creativity,
and you don't need conversation. Learning in messy and there is no point
extending our thinking into new and creative areas if we aren't committed to
that notion, because that just muddies up all those nice clean facts we have to
remember.
Creates a learning community that encourages collaboration and interaction, including student-teacher, student-student, and student-content (SREB D.2, Varvel VII.B, ITS 6.a)
What I see in these is that many of these we should be doing already.
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Iowa Online Teaching Standards
Composed from Iowa Teaching Standards and Other Resources
1. Demonstrates ability to enhance academic performance and support for the agency's student achievement goals (ITS 1)
• Knows and aligns instruction to the achievement goals of the local agency and the state, such as with the Iowa Core (Varvel I.A, ITS 1.f, ITS 3.a)
• Continuously uses data to evaluate the accuracy and effectiveness of instructional strategies (SREB J.7, ITS 1.c)
• Utilizes a course evaluation and student feedback data to improve the course (Varvel VI.F)
• Provides and communicates evidence of learning and course data to students and colleagues (SREB J.6, ITS 1.a)
2. Demonstrates competence in content knowledge (including technological knowledge) appropriate to the instructional position (ITS 2)
• Meets the professional teaching standards established by a state-licensing agency, or has the academic credentials in the field in which he or she is teaching (SREB A.1, Varvel II.A)
• Knows the content of the subject to be taught and understands how to teach the content to students (SREB A.3, Varvel II.A, ITS 2.a)
• Is knowledgeable and has the ability to use computer programs required in online education to improve learning and teaching, including course management software (CMS) and synchronous/asynchronous communication t
Deep roots classical antiquity. Socrates, in dialogue with his followers, asked directed questions that led his students to realize for themselves the weaknesses in their thinking.
I agree - context, and culture play a very important role. And this might change from corner to corner, it can change quickly, neighbours etc
Believed that constructivists such as Piaget had overlooked the essentially social nature of language and consequently failed to understand that learning is a collaborative process.
Constructivist learning environments provide multiple representations of reality
Multiple representations avoid oversimplification and represent the complexity of the real world
Constructivist learning environments emphasize authentic tasks in a meaningful context rather than abstract instruction out of context.
Constructivist learning environments provide learning environments such as real-world settings or case-based learnin
Constructivist learning environments encourage thoughtful reflection on experience.
Constructivist learning environments support "collaborative construction of knowledge through social negotiation, not competition among learners for recognition.
Jonassen (1994)
There is no absolute knowledge, just our interpretation of it. The acquisition of knowledge therefore requires the individual to consider the information and - based on their past experiences, personal views, and cultural background - construct an interpretation of the information that is being presented to them.
Teaching styles based on this approach therefore mark a conscious effort to move from these ‘traditional, objectivist models didactic, memory-oriented transmission models’ (Cannella & Reiff, 1994) to a more student-centred approach.
Students ‘construct’ their own meaning by building on their previous knowledge and experience. New ideas and experiences are matched against existing knowledge, and the learner constructs new or adapted rules to make sense of the world
John Dewey (1933/1998) is often cited as the philosophical founder of this approach
while Vygotsky (1978) is the major theorist among the social constructivists.
Bruner (1990) and Piaget (1972) are considered the chief theorists among the cogn
Dewey
Piaget
John Dewey rejected the notion that schools should focus on repetitive, rote memorization & proposed a method of "directed living" – students would engage in real-world, practical workshops in which they would demonstrate their knowledge through creativity and collaboration
Piaget rejected the idea that learning was the passive assimilation of given knowledge. Instead, he proposed that learning is a dynamic process comprising successive stages of adaption to reality during which learners actively construct knowledge by creating and testing their own theories of the world.
A common misunderstanding regarding constructivism is that instructors should never tell students anything directly but, instead, should always allow them to construct knowledge for themselves. This is actually confusing a theory of pedagogy (teaching) with a theory of knowing. Constructivism assumes that all knowledge is constructed from the learner’s previous knowledge, regardless of how one is taught. Thus, even listening to a lecture involves active attempts to construct new knowledge.
social interaction lay at the root of good learning.
Bruner builds on the Socratic tradition of learning through dialogue, encouraging the learner to come to enlighten themselves through reflection
Careful curriculum design is essential so that one area builds upon the other. Learning must therefore be a process of discovery where learners build their own knowledge, with the active dialogue of teachers, building on their existing knowledge.
Social constructivism was developed by Vygotsky. He rejected the assumption made by Piaget that it was possible to separate learning from its social context.
On Vgotsky`s side here - I don`t think you can forget the role of "social learning", peer to peer learning and the role of social interaction.
The basic tenet of constructivism is that students learn by doing rather than observing.
By the 1980s the research of Dewey and Vygotsky had blended with Piaget's work in developmental psychology into the broad approach of constructivism
1. Discovery Learning (Bruner)
In discovery learning, the student is placed in problem solving situations where they are required to draw on past experiences and existing knowledge to discover facts, relationships, and new information.
Students are more likely to retain knowledge attained by engaging real-world and contextualised problem-solving than by traditional transmission methods.
Models that are based upon discovery learning model include: guided discovery, problem-based learning, simulation-based learning, case-based learning, and incidental learning.
Three Elements of Great Communication, According to Aristotle
by Scott Edinger | 9:00 AM January 17,
2013
Comments (78)
In my nearly 20 years of work in organization development, I've never heard
anyone say that a leader communicated too much or too well. On the contrary, the
most common improvement suggestion I've seen offered up on the thousands of 360
evaluations I've reviewed over the years is that it would be better if the
subject in question learned to communicate more effectively.
What makes someone a good communicator? There's no mystery here, not since Aristotle identified the three critical elements —
ethos, pathos, and logos. — thousands of years ago.
Ethos is essentially your credibility — that is, the reason people should
believe what you're saying. In writing this blog I made an effort to demonstrate
my ethos in the introduction, and here I'll just add that I have a degree in
communication studies (emphasis in rhetoric for those who want the details) for
good measure. In some cases, ethos comes merely from your rank within an
organization. More commonly, though, today's leaders build ethos most
Thank you! This is great information! James McKee wrote: > Shannon, > > I was recently referred to this video of Michael Wesch who teaches cultural anthropology at Kansas State University. He ...
proprietary online platform developed to apply pedagogical practices that have been studied and vetted by one of the world’s foremost psychologists, a former Harvard dean named Stephen M. Kosslyn, who joined Minerva in 2012.
inductive reasoning
Minerva class extended no refuge for the timid, nor privilege for the garrulous. Within seconds, every student had to provide an answer, and Bonabeau displayed our choices so that we could be called upon to defend them.
subjecting us to pop quizzes, cold calls, and pedagogical tactics that during an in-the-flesh seminar would have taken precious minutes of class time to arrange.
felt decidedly unlike a normal classroom. For one thing, it was exhausting: a continuous period of forced engagement, with no relief in the form of time when my attention could flag
One educational psychologist, Ludy Benjamin, likens lectures to Velveeta cheese—something lots of people consume but no one considers either delicious or nourishing.)
because I had to answer a quiz question or articulate a position. I was forced, in effect, to learn
adically remake one of the most sclerotic sectors of the U.S. economy, one so shielded from the need for improvement that its biggest innovation in the past 30 years has been to double its costs and hire more administrators at higher salaries.
past half millennium, the technology of learning has hardly budge
fellow edu-nauts
Lectures are banned
attending class on Apple laptops
Lectures, Kosslyn says, are cost-effective but pedagogically unsound. “A great way to teach, but a terrible way to learn.”
Minerva boast is that it will strip the university experience down to the aspects that are shown to contribute directly to student learning. Lectures, gone. Tenure, gone. Gothic architecture, football, ivy crawling up the walls—gone, gone, gone.
“Your cash cow is the lecture, and the lecture is over,” he told a gathering of deans. “The lecture model ... will be obliterated.”
One imagines tumbleweeds rolling through abandoned quads and wrecking balls smashing through the windows of classrooms left empty by students who have plugged into new online platforms.
when you have a noncurated academic experience, you effectively don’t get educated.
Liberal-arts education is about developing the intellectual capacity of the individual, and learning to be a productive member of society. And you cannot do that without a curriculum.”
“The freshman year [as taught at traditional schools] should not exist,” Nelson says, suggesting that MOOCs can teach the basics. “Do your freshman year at home.”) Instead, Minerva’s first-year classes are designed to inculcate what Nelson calls “habits of mind” and “foundational concepts,” which are the basis for all sound systematic thought. In a science class, for example, students should develop a deep understanding of the need for controlled experiments. In a humanities class, they need to learn the classical techniques of rhetoric and develop basic persuasive skills. The curriculum then builds from that foundation.
What, he asks, does it mean to be educated?
methods will be tested against scientifically determined best practices
Subsidies, Nelson says, encourage universities to enroll even students who aren’t likely to thrive, and to raise tuition, since federal money is pegged to costs.
We have numerous sound, reproducible experiments that tell us how people learn, and what teachers can do to improve learning.” Some of the studies are ancient, by the standards of scientific research—and yet their lessons are almost wholly ignored.
memory of material is enhanced by “deep” cognitive tasks
he found the man’s view of education, in a word, faith-based
ask a student to explain a concept she has been studying, the very act of articulating it seems to lodge it in her memory. Forcing students to guess the answer to a problem, and to discuss their answers in small groups, seems to make them understand the problem better—even if they guess wrong.
e traditional concept of “cognitive styles”—visual versus aural learners, those who learn by doing versus those who learn by studying—is muddled and wrong.
pedagogical best practices Kosslyn has identified have been programmed into the Minerva platform so that they are easy for professors to apply. They are not only easy, in fact, but also compulsory, and professors will be trained intensively in how to use the platform.
Professors are able to sort students instantly, and by many metrics, for small-group work—
a pop quiz at the beginning of a class and (if the students are warned in advance) another one at a random moment later in the class greatly increases the durability of what is learned.
he could have alerted colleagues to best practices, but they most likely would have ignored them. “The classroom time is theirs, and it is sacrosanct,
Lectures, Kosslyn says, are pedagogically unsound,
I couldn’t wait for Minerva’s wrecking ball to demolish the ivory tower.
The MOOCs will eventually make lectures obsolete.”
Minerva’s model, Nelson says, will flourish in part because it will exploit free online content, rather than trying to compete with it, as traditional universities do.
The MOOCs will eventually make lectures obsolete.”
certain functions of universities have simply become less relevant as information has become more ubiquitous
Minerva challenges the field to return to first principles.
MOOCs will continue to get better, until eventually no one will pay Duke or Johns Hopkins for the possibility of a good lecture, when Coursera offers a reliably great one, with hundreds of thousands of five-star ratings, for free.
It took deep concentration,” he said. “It’s not some lecture class where you can just click ‘record’ on your tape.”
part of the process of education happens not just through good pedagogy but by having students in places where they see the scholars working and plying their trades.”
“hydraulic metaphor” of education—the idea that the main task of education is to increase the flow of knowledge into the student—an “old fallacy.”
I remembered what I was like as a teenager headed off to college, so ignorant of what college was and what it could be, and so reliant on the college itself to provide what I’d need in order to get a good education.
it is designed to convey not just information, as most MOOCs seem to, but whole mental tool kits that help students become morethoughtful citizens.
for all the high-minded talk of liberal education— of lighting fires and raising thoughtful citizens—is really just a credential, or an entry point to an old-boys network that gets you your first job and your first lunch with the machers at your alumni club.
Its seminar platform will challenge professors to stop thinking they’re using technology just because they lecture with PowerPoint.
professors and students increasingly separated geographically, mediated through technology that alters the nature of the student-teacher relationship
The idea that college will in two decades look exactly as it does today increasingly sounds like the forlorn, fingers-crossed hope of a higher-education dinosaur that retirement comes before extinction.
The importance of the distinction is this: As Digital Immigrants
learn - like all immigrants, some better than others - to adapt to their
environment, they always retain, to some degree, their "accent,"
that is, their foot in the past.
There are hundreds
of examples of the digital immigrant accent.
our Digital Immigrant
instructors, who speak an outdated language (that of the pre-digital age),
are struggling to teach a population that speaks an entirely new language
Digital Immigrant teachers assume that learners are the
same as they have always been, and that the same methods that worked for the
teachers when they were students will work for their students now. But
that assumption is no longer valid. Today's learners are different.
So what should happen?
Should the Digital Native students learn the old ways, or should their
Digital Immigrant educators learn the new?
methodology
learn to communicate in the language and style
of their students
it does mean going faster, less step-by step, more in parallel, with
more random access, among other thing
kinds of content
As educators, we need to be thinking about how to teach
both Legacy and Future content in the language of the Digital Natives.
Adapting materials to the language of Digital Natives has already been
done successfully. My own preference
for teaching Digital Natives is to invent computer games to do the job, even
for the most serious content.
"Why not make the learning into
a video game!
But while the game was easy for my Digital Native staff to invent,
creating the content turned out to be more difficult for the professors, who
were used to teaching courses that started with "Lesson 1 – the
Interface." We asked them instead to create a series
of graded tasks into which the skills to be learned were embedded. The professors
had made 5-10 minute movies to illustrate key concepts; we asked them to cut
them to under 30 seconds. The professors insisted that the learners to do
all the tasks in order; we asked them to allow random access. They wanted
a slow academic pace, we wanted speed and urgency (we hired a Hollywood script
writer to provide this.) They
wanted written instructions; we wanted computer movies. They wanted the traditional
pedagogical language of "learning objectives," "mastery",
etc. (e.g. "in this exercise you will learn"); our goal was to completely
eliminate any language that even smacked of education.
large mind-shift
required
We need to invent Digital Native methodologies for all
subjects, at all levels, using our students to guide us.
Learning Styles (or learning preferences) should we be concerned or not. This post argues that not so much (found it through Stephen Downes and he didn't necessarily agree with all of this... I think we should in our attempts to teach people to learn better explore and improve learning in the variety of ways they are likely encounter in life. Then they can either become more proficient at learning in different ways, or learn to adapt what is available to them in a way that they prefer or need, etc.
Email writingFacebook updates and commentsTweeting and replying Discussion Boards - Replying and initiating topicsCommenting on blogsWriting a guest post on a blogCommenting in newspapers or magazines about subjects of interestWriting an article for a newspaper or magazine about a subject of interestWriting to persuade someone / some place to do something you want them to doWriting to teach others how to do something and knowing how to reach those who care
"# Email writing
# Facebook updates and comments
# Tweeting and replying
# Discussion Boards - Replying and initiating topics
# Commenting on blogs
# Writing a guest post on a blog
# Commenting in newspapers or magazines about subjects of interest
# Writing an article for a newspaper or magazine about a subject of interest
# Writing to persuade someone / some place to do something you want them to do
# Writing to teach others how to do something and knowing how to reach those who care"
If Learning Styles exist then the
teachers should teach in the style that a student prefers to
learn. But, Willingham (Willingham, 2009) has shown that if the subject is
visual then the teachers should teach in a visual style and not an aural style.
For example, if the subject is geography and we are teaching the shapes of the
countries in Africa then we should teach in a visual style, even if we know that
the student is an aural learner.
One should teach in the manner that
the topic demands. Another way to put it is, the way one learns is topic
dependent as Curwin thinks (Curwin, 1999).
Asking good questions and encouraging students to build on one another’s thinking gives students voice and enables them to become more critical thinkers in mathematics.
Good strategy for use in any content area classroom!
students move into pairs to write their ideas, solutions, and strategies. A variety of materials, such as linking cubes and two-colour counters, are available for students to choose from when constructing mathematical models, making conjectures, and connecting their ideas.
Wouldn't it be great to use mobile devices to document their manipulatives and narrate their thinking out loud using an app such as Educreations?
Scaffolding students’ exploration of a rich task too early can take away students’ opportunities to explore and build confidence with solving problems in their own way.
May need some opportunities to fail to make the learning richer and more personal.
Following each presentation, students are invited to paraphrase what the presenters have shared, to ask questions for clarification, to elab-orate on the presentation, and perhaps to challenge the presenters with a possible correction or alternative approach.
academia is just scratching the surface about the implications of social networking and what exactly it is, what it means, and how it happens
scholarly speculation
"Has social networking technology (blog-friendly phones, Facebook, Twitter, etc.) made us better or worse off as a society, either from an economic, psychological, or sociological perspective?"
"students were using Facebook to increase the size of their social network, and therefore their access to more information and diverse perspectives. "
"Powerful new technologies provide great benefits, but they also change the way we live, and not always in ways that everyone likes. An example is the spread of air conditioning, which makes us more comfortable, but those who grew up before its invention speak fondly of a time when everyone sat on the front porch and talked to their neighbors rather than going indoors to stay cool and watch TV. The declining cost of information processing and communication represents a powerful new technology, with social networking as the most recent service to be provided at modest cost. It can be expected to bring pluses and minuses."
social networking technologies support and enable a new model of social life, in which people’s social circles will consist of many more, but weaker, ties
Social networking technologies provide people with a low cost (in terms of time and effort) way of making and keeping social connections, enabling a social scenario in which people have huge numbers of diverse, but not very close, acquaintances.
A brief look at social networking theory with interesting views of SNs and where academia are "at" with regards to the emerging field. The post is a little old (Aug 2010) but much is still relevant and the link through to the Freakonomics blog is worthwhile following.
“There is no credible evidence that learning styles exist.” (p. 33)
“Students differ in their abilities, interests, and background knowledge, but not in their learning styles. Students may have preferences about how to learn, but no evidence suggests that catering to those preferences will lead to better learning.”
Trainers and facilitators need to remember these numbers:
90, 20, 8, 6.
90 minutes is the ideal chunk of time for participants can learn and understand
20 minutes is how long participants can listen and retain information
8 minutes is the length of time you can talk for before before they stop listening. We are trained to focus for just eight minutes due to decades of TV watching, where ad breaks occur approximately every eight to ten minutes.
6 is the ideal number of times to present information to make sure a learner remembers the content.
the challenge for facilitators is to keep things changing so that learners’ RAS keep firing so they stay alert to the learning
It’s essential that trainers and facilitators keep learning themselves, to acquire new tools that will help them keep ensuring the training sticks!
And if you’ve been ignoring social media, now’s the time to reconsider because it’s clearly here to stay.
Blended learning is about mixing up face-to-face learning with webinars, blogging, emails, forums, video, online learning and social media.
trainers must move away from doing things in the same old way, must reach out to learners in new ways, personalise their learning campaigns, and help people connect to each other around issues they care about!
From planning phase to project end, things have to change – become familiar with new styles of presenting using multimedia, and carefully choose visuals to tell your story!
are you trapped in DDD – Dinosaur design and development?
Activity Based Curriculum Design
70% of learning happens on the job
20% of learning happens through coaching and mentoring
10% of learning happens in training room and formal learning
BCF principle – better cheaper faster
no more plan-plan-do, its plan-do plan-do plan-do
Get used to bigger groups
Our community must start the shift by preparing learners for this new way of learning!
Whyville ,
What does it take to build a sustainable, green energy community? 8th Graders are showing us how using WhyPower, an interactive learning game within the largest interactive learning world, WhyVille. Here is an interactive game. http://www.poweracrosstexas.org/projects/whypower-interactive-game
Energy Game: WHYPOWER
Whyville is a thriving community with its own economy, newspaper, government and much more. It now has its own power grid! As part of the WhyCareers program, we are “electrifying” Whyville with a power grid that uses traditional and renewable energy sources. Students will manage the power grid to select the right mix of coal, natural gas, nuclear, hydroelectric, solar and wind energy. They will build homes in Whyville! They will observe and measure power use in Whyville, and form good energy behaviors and habits. Finally, they will explore the math, science and career topics related to energy. Just like in real life, success in Whyville is not pre-programmed! Students skill, initiative, creativity and teamwork determines the rewards they receive and the “virtual money” they earn in WhyPower.
Whyville. Run a city using energy reources.
interesting article on mobile learning bridging the digital gap plus a link ot a great site for learning about renewable energy"whiyville" and its place in the "power grid"