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Nigel Coutts

Our curious ideas about intelligence - The Learner's Way - 21 views

thelearnersway.net/...rious-ideas-about-intelligence

intelligence learner education teaching Learning

shared by Nigel Coutts on 01 Apr 18 - No Cached
  • Nigel Coutts on 01 Apr 18
     
    We have some strange ideas about intelligence, many of them are wrong. Some of our ideas can have a damaging effect on the people we label as intelligent. When we look at some of the research behind intelligence we find that our assumptions based on what we were once told about it need to be updated. 
Martin Burrett

Student well-being is greater in classrooms with higher emotional intelligence - UKEdCh... - 12 views

ukedchat.com/...-higher-emotional-intelligence

research emotional intelligence

shared by Martin Burrett on 14 Nov 16 - No Cached
  • Martin Burrett on 14 Nov 16
     
    "Group emotional intelligence represents the emotional intelligence shared by the students of a classroom, in other words, "the atmosphere in the group, the way the group addresses a problem, the capacity it has to understand the emotions being experienced in the classroom," explained Arantxa Gorostiaga, a researcher in the department of Social Psychology and Methodology of Behavioural Sciences and member of the UPV/EHU's Qualiker research group."
Roland Gesthuizen

Don't confuse data with intelligence | TechRepublic - 49 views

www.techrepublic.com/...5480

data intelligence visualisation TechRepublic leadership

shared by Roland Gesthuizen on 12 Mar 11 - No Cached
  • Roland Gesthuizen on 12 Mar 11
     
    "Facts, figures, and complex calculations based on data are important, but they are not intelligence. The amazing recent events in the Middle East have brought home an important distinction between data and intelligence that is particularly relevant for IT and organizations as a whole"
  • Roland Gesthuizen on 12 Mar 11
     
    Good reasons why we need to be careful with just drilling down into our data mountains whilst ignoring that the rules have changed.
Tonya Thomas

Future Work Skills 2020 - 3 views

apolloresearchinstitute.com/...52

skills future 21stcenturyskills work Research resources tools

shared by Tonya Thomas on 09 Oct 12 - No Cached
  • Transdisciplinarity: literacy in and ability to understand concepts across multiple disciplines. More about transdisciplinarity.Virtual collaboration: ability to work productively, drive engagement, and demonstrate presence as a member of a virtual team. More about virtual collaboration.Sense-making: ability to determine the deeper meaning or significance of what is being expressed. More about sense-making.Social intelligence: ability to connect to others in a deep and direct way, to sense and stimulate reactions and desired interactions. More about social intelligence.Cross-cultural competency: ability to operate in different cultural settings. More about cross-cultural competency.Cognitive load management: ability to discriminate and filter information for importance, and to understand how to maximize cognitive functioning using a variety of tools and techniques. More about cognitive load management.Novel and adaptive thinking: proficiency at thinking and coming up with solutions and responses beyond that which is rote or rule-based. More about novel and adaptive thinking.Computational thinking: ability to translate vast amounts of data into abstract concepts and to understand data-based reasoning. More about computational thinking.New media literacy: ability to critically assess and develop content that uses new media forms, and to leverage these media for persuasive communication. More about new media literacy. More about new media literacy.Design mindset: ability to represent and develop tasks and work processes for desired outcomes. More about design mindset.
  • Tonya Thomas on 09 Oct 12
     
    "Transdisciplinarity: literacy in and ability to understand concepts across multiple disciplines. More about transdisciplinarity. Virtual collaboration: ability to work productively, drive engagement, and demonstrate presence as a member of a virtual team. More about virtual collaboration. Sense-making: ability to determine the deeper meaning or significance of what is being expressed. More about sense-making. Social intelligence: ability to connect to others in a deep and direct way, to sense and stimulate reactions and desired interactions. More about social intelligence. Cross-cultural competency: ability to operate in different cultural settings. More about cross-cultural competency. Cognitive load management: ability to discriminate and filter information for importance, and to understand how to maximize cognitive functioning using a variety of tools and techniques. More about cognitive load management. Novel and adaptive thinking: proficiency at thinking and coming up with solutions and responses beyond that which is rote or rule-based. More about novel and adaptive thinking. Computational thinking: ability to translate vast amounts of data into abstract concepts and to understand data-based reasoning. More about computational thinking. New media literacy: ability to critically assess and develop content that uses new media forms, and to leverage these media for persuasive communication. More about new media literacy. More about new media literacy. Design mindset: ability to represent and develop tasks and work processes for desired outcomes. More about design mindset."
Andrew McCluskey

Occupy Your Brain - 111 views

schoolingtheworld.org/...occupy

education education reform education system schooling pedagogy indigenous indigenous pedagogies knowledge alternative education standardization state standards national standards global standards power authority intellect

shared by Andrew McCluskey on 11 Feb 13 - No Cached
Ant Heald liked it
  • One of the most profound changes that occurs when modern schooling is introduced into traditional societies around the world is a radical shift in the locus of power and control over learning from children, families, and communities to ever more centralized systems of authority.
  • Once learning is institutionalized under a central authority, both freedom for the individual and respect for the local are radically curtailed.  The child in a classroom generally finds herself in a situation where she may not move, speak, laugh, sing, eat, drink, read, think her own thoughts, or even  use the toilet without explicit permission from an authority figure.
  • In what should be considered a chilling development, there are murmurings of the idea of creating global standards for education – in other words, the creation of a single centralized authority dictating what every child on the planet must learn.
  • ...26 more annotations...
  • In “developed” societies, we are so accustomed to centralized control over learning that it has become functionally invisible to us, and most people accept it as natural, inevitable, and consistent with the principles of freedom and democracy.   We assume that this central authority, because it is associated with something that seems like an unequivocal good – “education” – must itself be fundamentally good, a sort of benevolent dictatorship of the intellect. 
  • We endorse strict legal codes which render this process compulsory, and in a truly Orwellian twist, many of us now view it as a fundamental human right to be legally compelled to learn what a higher authority tells us to learn.
  • And yet the idea of centrally-controlled education is as problematic as the idea of centrally-controlled media – and for exactly the same reasons.
  • The First Amendment of the U.S. Constitution was designed to protect all forms of communication, information-sharing, knowledge, opinion and belief – what the Supreme Court has termed “the sphere of intellect and spirit” – from government control.
  • by the mid-19th century, with Indians still to conquer and waves of immigrants to assimilate, the temptation to find a way to manage the minds of an increasingly diverse and independent-minded population became too great to resist, and the idea of the Common School was born.
  • We would keep our freedom of speech and press, but first we would all be well-schooled by those in power.
  • A deeply democratic idea — the free and equal education of every child — was wedded to a deeply anti-democratic idea — that this education would be controlled from the top down by state-appointed educrats.
  • The fundamental point of the Occupy Wall Street movement is that the apparatus of democratic government has been completely bought and paid for by a tiny number of grotesquely wealthy individuals, corporations, and lobbying groups.  Our votes no longer matter.  Our wishes no longer count.  Our power as citizens has been sold to the highest bidder.
  • Our kids are so drowned in disconnected information that it becomes quite random what they do and don’t remember, and they’re so overburdened with endless homework and tests that they have little time or energy to pay attention to what’s happening in the world around them.
  • If in ten years we can create Wikipedia out of thin air, what could we create if we trusted our children, our teachers, our parents, our neighbors, to generate community learning webs that are open, alive, and responsive to individual needs and aspirations?  What could we create if instead of trying to “scale up” every innovation into a monolithic bureaucracy we “scaled down” to allow local and individual control, freedom, experimentation, and diversity?
  • The most academically “gifted” students excel at obedience, instinctively shaping their thinking to the prescribed curriculum and unconsciously framing out of their awareness ideas that won’t earn the praise of their superiors.  Those who resist sitting still for this process are marginalized, labeled as less intelligent or even as mildly brain-damaged, and, increasingly, drugged into compliance.
  • the very root, the very essence, of any theory of democratic liberty is a basic trust in the fundamental intelligence of the ordinary person.   Democracy rests on the premise that the ordinary person — the waitress, the carpenter, the shopkeeper — is competent to make her own judgments about matters of domestic policy, international affairs, taxes, justice, peace, and war, and that the government must abide by the decisions of ordinary people, not vice versa.  Of course that’s not the way our system really works, and never has been.   But most of us recall at some deep level of our beings that any vision of a just world relies on this fundamental respect for the common sense of the ordinary human being.
  • This is what we spend our childhood in school unlearning. 
  • If before we reach the age of majority we must submit our brains for twelve years of evaluation and control by government experts, are we then truly free to exercise our vote according to the dictates of our own common sense and conscience?  Do we even know what our own common sense is anymore?
  • We live in a country where a serious candidate for the Presidency is unaware that China has nuclear weapons, where half the population does not understand that Saddam Hussein had nothing to do with 9/11, where nobody pays attention as Congress dismantles the securities regulations that limit the power of the banks, where 45% of American high school students graduate without knowing that the First Amendment of the Constitution guarantees freedom of the press.   At what point do we begin to ask ourselves if we are trying to control quality in the wrong way?
  • Human beings, collaborating with one another in voluntary relationships, communicating and checking and counter-checking and elaborating and expanding on one another’s knowledge and intelligence, have created a collective public resource more vast and more alive than anything that has ever existed on the planet.
  • But this is not a paeon to technology; this is about what human intelligence is capable of when people are free to interact in open, horizontal, non-hierarchical networks of communication and collaboration.
  • Positive social change has occurred not through top-down, hierarchically controlled organizations, but through what the Berkana Institute calls “emergence,” where people begin networking and forming voluntary communities of practice. When the goal is to maximize the functioning of human intelligence, you need to activate the unique skills, talents, and knowledge bases of diverse individuals, not put everybody through a uniform mill to produce uniform results. 
  • You need a non-punitive structure that encourages collaboration rather than competition, risk-taking rather than mistake-avoidance, and innovation rather than repetition of known quantities.
  • if we really want to return power to the 99% in a lasting, stable, sustainable way, we need to begin the work of creating open, egalitarian, horizontal networks of learning in our communities.
  • They are taught to focus on competing with each other and gaming the system rather than on gaining a deep understanding of the way power flows through their world.
  • And what could we create, what ecological problems could we solve, what despair might we alleviate, if instead of imposing our rigid curriculum and the destructive economy it serves on the entire world, we embraced as part of our vast collective intelligence the wisdom and knowledge of the world’s thousands of sustainable indigenous cultures?
  • They knew this about their situation: nobody was on their side.  Certainly not the moneyed classes and the economic system, and not the government, either.  So if they were going to change anything, it had to come out of themselves.
  • As our climate heats up, as mountaintops are removed from Orissa to West Virginia, as the oceans fill with plastic and soils become too contaminated to grow food, as the economy crumbles and children go hungry and the 0.001% grows so concentrated, so powerful, so wealthy that democracy becomes impossible, it’s time to ask ourselves; who’s educating us?  To what end?  The Adivasis are occupying their forests and mountains as our children are occupying our cities and parks.  But they understand that the first thing they must take back is their common sense. 
  • They must occupy their brains.
  • Isn’t it time for us to do the same?
  • Andrew McCluskey on 11 Feb 13
     
    Carol Black, creator of the documentary, "Schooling the World" discusses the conflicting ideas of centralized control of education and standardization against the so-called freedom to think independently--"what the Supreme Court has termed 'the sphere of intellect and spirit" (Black, 2012). Root questions: "who's educating us? to what end?" (Black, 2012).
  • Andrew McCluskey on 11 Feb 13
     
    This is a must read. Carol Black echoes here many of the ideas of Paulo Freire, John Taylor Gatto and the like.
Adrienne Michetti

Reevaluating Intelligence - Big Think - 29 views

bigthink.com/...reevaluating-intelligence

history Gardner video intelligence

shared by Adrienne Michetti on 30 Sep 09 - Cached
  • Adrienne Michetti on 30 Sep 09
     
    Howard Gardner talks about how different periods in history have shown biases towards different types of intelligence. So the question is, what is the bias in the information age?
Peter Beens

Nurture Shock : A 5 Minute Intelligence Test for Kids - 0 views

blog.newsweek.com/...ntelligence-test-for-kids.aspx

Education testing intelligence 5minutes

shared by Peter Beens on 01 Sep 09 - Cached
  • But the two tasks I’ve described are a real test for children, developed in Switzerland. They are phenomenally accurate at predicting full-scale intelligence scores. On 5 and 6 year-old kids, this simple test is virtually synonymous with a 90-minute intelligence test of their full cognitive capacities; the two tests have a 99% correlation. It turns out that kindergartners who are really good at sorting line length and relative weight are the exact same kids who score high on tests of conceptual reasoning, memory, and attention.
anonymous

Introduction to Artificial Intelligence - Fall 2011 - 16 views

www.ai-class.com

artificial intelligence ai stanford course

shared by anonymous on 01 Sep 11 - No Cached
  • A bold experiment in distributed education, "Introduction to Artificial Intelligence" will be offered free and online to students worldwide during the fall of 2011. The course will include feedback on progress and a statement of accomplishment. Taught by Sebastian Thrun and Peter Norvig, the curriculum draws from that used in Stanford's introductory Artificial Intelligence course. The instructors will offer similar materials, assignments, and exams.Artificial Intelligence is the science of making computer software that reasons about the world around it. Humanoid robots, Google Goggles, self-driving cars, even software that suggests music you might like to hear are all examples of AI. In this class, you will learn how to create this software from two of the leaders in the field. Class begins October 10.
Maureen Greenbaum

The Realities of Artificial Intelligence and Adaptive Learning - 17 views

upflow.co/...lligence-and-adaptive-learning

adaptive learning AI

shared by Maureen Greenbaum on 21 Aug 16 - No Cached
  • Maureen Greenbaum on 21 Aug 16
     
    Excellent article on where we are (could not use diigo highlight)   research suggests that experts literally don't have conscious access to 70% of what they do. In well-defined domains, like mathematics and programming, we've created intelligent tutoring systems that can develop specific outcomes, but even those have problems transferring into practice. Real learning comes from approaching complex problems, experimenting with alternatives, and accessing resources in the process of solving them
Nigel Coutts

What does intelligence look like? - 41 views

thelearnersway.net/...at-does-intelligence-look-like

education learning inteligence

shared by Nigel Coutts on 29 Nov 15 - No Cached
  • Nigel Coutts on 29 Nov 15
     
    How might we define intelligence? What do we mean when we speak of intelligence and what evidence do we seek when we look for it? Is it a singular, fixed attribute determined at birth or does it vary across time and environment?
Wayne Holly

Creating e-Learning for Everybody Using Multiple Intelligences - 79 views

www.saffroninteractive.com/y-using-multiple-intelligences

shared by Wayne Holly on 09 Dec 10 - No Cached
  • Wayne Holly on 09 Dec 10
     
    Using the multiple intelligences theory.
Sharin Tebo

Building Attention Span - The New York Times - 75 views

www.nytimes.com/...s-building-attention-span.html

shared by Sharin Tebo on 16 Jul 15 - No Cached
  • ou toggle over to check your phone during even the smallest pause in real life. You feel those phantom vibrations even when no one is texting you. You have trouble concentrating for long periods.
    • Sharin Tebo
      Sharin Tebo on 16 Jul 15
       
      This is a connection for me to the technology and devices article we read today and did a quotation mingle around during our Disciplinary Literacy Institute. No kidding that we get a shot of dopamine or 'high' when our phone goes ding, or it vibrates. 
  • Online life is so delicious
  • You live in a state of perpetual anticipation because the next social encounter is just a second way.
  • ...5 more annotations...
  • xpert online gamers have a great capacity for short-term memory, to process multiple objects simultaneously, to switch flexibly between tasks and to quickly process rapidly presented information.
  • Fluid intelligence
    • Sharin Tebo
      Sharin Tebo on 16 Jul 15
       
      I've never heard this before!
  • Research at the University of Oslo and elsewhere suggests that people read a printed page differently than they read off a screen. They are more linear, more intentional, less likely to multitask or browse for keywords.
  • Crystallized intelligence
    • Sharin Tebo
      Sharin Tebo on 16 Jul 15
       
      Something else i have never heard of.
  • Crystallized intelligence accumulates over the years and leads ultimately to understanding and wisdom.
    • Sharin Tebo
      Sharin Tebo on 16 Jul 15
       
      So maybe this kind of intelligence, then, is the "learning is a consequence of thinking"?
Christian King

Inquire - An Intelligent Textbook - 156 views

inquireproject.com

textbook

shared by Christian King on 19 Aug 12 - No Cached
  • Christian King on 19 Aug 12
     
    An intelligent textbook for iPad being developed. Kind of what I thought the disappointing iBooks platform was going to be about. Is this the future of textbooks?
mrsemaxon

Birmingham Grid for Learning - Multiple Intelligences (Secondary) - 54 views

www.bgfl.org/...index.htm

multiple intelligences assessment test

shared by mrsemaxon on 17 Sep 10 - Cached
  • Raymond Terhorst on 17 Sep 10
     
    A website for MI theory; includes a test to determine intelligences
ecrivan wordwizard

Emotionally Smart - 0 views

bookstove.com/...emotionally-smart

emotional intelligence

shared by ecrivan wordwizard on 03 Aug 09 - No Cached
  • ecrivan wordwizard on 03 Aug 09
     
    A brief view of Goleman's book on emotional intelligence.
Sandy Munnell

MIT World | Distributed Intelligence - 38 views

mitworld.mit.edu

MIT science research MIT_free_resources resourcs technology ideas lectures

shared by Sandy Munnell on 10 Dec 09 - Cached
  • Sandy Munnell on 10 Dec 09
     
    Slightly different from TED in that content is more research focused, but incredible access to amazing thinking and researching at MIT World -Distributed Intelligence.
Gerald Carey

Apes that write, start fires and play Pac-Man | Science | guardian.co.uk - 25 views

www.guardian.co.uk/...1

apes intelligence

shared by Gerald Carey on 09 Mar 11 - No Cached
  • Gerald Carey on 09 Mar 11
     
    What is our definition of intelligence? It's getting harder to find things that only humans do!
John Marr

Multiple Intelligence paper test - 5 views

www.scribd.com/...BLA-MI-test

resources tools MI test

shared by John Marr on 04 Aug 11 - No Cached
  • John Marr on 04 Aug 11
     
    Scribd file of a two page multiple intelligence true/false test to determine your sensory preference. 
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