"What a kid needs is not more… he needs different," says Dr. John Hattie. At the time, Hattie was talking about student retention, but his words make sense in many areas of education, including education technology.
Digital history is an emerging and rapidly changing academic field. The purpose of the Digital History Project is to educate scholars and the public about the state of the discipline by providing access to:
interviews with scholars about topics related to digital history;
presentations and essays about the field by noted scholars;
syllabi and student projects from courses in digital history;
reviews of major online projects and of tools which may be of use to digital historians; indices of peer-reviewed scholarship and digital projects;
a directory of historians practicing digital history; and
a clearinghouse of current events and news items of interest.
Partners
The site is made available through the generous support of the John and Catherine Angle Fund. It received production assistance from the New Media Center at the University of Nebraska-Lincoln.
This site is maintained by Douglas Seefeldt, Assistant Professor of History & Faculty Fellow, Center for Digital Research in the Humanities, and William G. Thomas, III, John and Catherine Angle Chair in the Humanities and Professor of History, both of the University of Nebraska-Lincoln.
"We do not learn from experience... we learn from reflecting on experience."
― John Dewey
These words by John Dewey point to a truth about learning that is often forgotten. Experience alone is not sufficient for true learning to occur; reflection is an essential part of the process and our failure to include time for this is why our learning often does not stick.
"Metacognition is widely accepted as "thinking about thinking", often inspired by the work in the 1970s of John Flavell, and its impact in educational circles cannot be denied.
Indeed, John Hattie concluded that Metacognitive strategies have a positive impact score of D=0,69 - just outside the top ten of the most effective pedagogical strategies available to teachers - when sustained in the classroom. Additionally, the Educational Endowment Foundation advocate that Metacognition provides a 'high impact for low value', being easy to implement. Furthermore, Singapore's education system implemented Metacognition into their mathematics curriculum in the early 2000s, and their results speak for themselves."
John Boyer, a Virginia Tech instructor who teaches a supersized world geography intro course (2,760 students) with 2 TAs - uses social media to maintain high personal touch with the students and to attract world-famous guest instructores (e.g., Nobel Peace Prize laureate Aung San Suu Kyi).
This summer, major advocates for the potential of the Internet - including the John D. and Catherine T. MacArthur Foundation, Mozilla, the National Writing Project, and others - are putting Connected Learning into practice. The Summer of Making and Connecting organizes hundreds of events, projects and programs in communities across the nation, around the world, and online to help youth connect learning to their interests and to enable teachers to learn from and network with their innovative peers.
John Kotter wrote the books (literally) on how to lead change. He laid out six important areas for effecting change: creating a sense of urgency, creating a compelling vision, forming a guiding coalition, communicating widely to gain alignment, gaining short-term wins and momentum, and integrating the changes into the culture. His advice is invaluable for understanding the process and leadership of change.
"Will Richardson's search for bold schools nudged my thinking too. In a former post, I wrote about the learner as knowmad, borrowing heavily from Pekka Ihanainen and John Moravec's concepts about knowmads. In this post I explore teacher as time traveler. In the the third post I will explore community as rhizome. All three are conditions present in my conception of bold schools.
"
Following on from the result of the #UKEdChat poll on Twitter, the chat this week focuses on: Modern and Effective Homework Strategies.
The questions to be asked are below, which will then be released for discussion during the session.
What are the greatest issues for teachers in setting homework?
How do you communicate to parents your expectations of pupils completing homework?
Does you school have a homework policy? How often is it updated?
Homework and technology - How can we ensure all pupils have access to resources?
Research about homework - John Hattie argues that homework in primary has zero effect (Radio 4 link). Do you agree / disagree?
What is the most effective (and positive) homework strategy that you have experienced?
What qualifies as "text" is shifting every bit as much as our ever-changing definition of literacy. This resource expands our definition of texts, relying on John Greene's central principals that stories are: a). about communication, b). acts of empathy, c). opportunities to think critically and thoughtfully, thereby connecting us with each other, and d). springboards to learn more about others, our world around us, and ultimately, ourselves.
In Brain Rules, molecular biologist Dr. John Medina shares his lifelong interest in how the brain sciences might influence the way we teach our children and the way we work.
Geek Beat is one of the world's most recognizable tech news brands, delivering a daily news show hosted by Cali Lewis at least three times a week, as well as a weekly LIVE show every Friday at 3pm CST co-hosted by Cali and John P.
John thought it might do me good to see a little company
John says if I don't pick up faster he shall send me to Weir Mitchell in
the fall
nd Jennie is good and lets me alone when I want her to
and follow that pattern about by the hour
I know this thing was
not arranged on any laws of radiation, or alternation, or repetition, or
symmetry, or anything else that I ever heard of.
optic horror
it is such a relie
how I wish he would let me go and make a visit to Cousin Henry and
Julia
He said I was his darling and his comfort and all he had, and that I
must take care of myself for his sake, and keep well.
I must use my will
and self-control and not let any silly fancies run away with me
he baby is well and happy
There are things in that paper that nobody knows but me, or ever will.
ike a woman stooping down and creeping about behind that
pattern
he faint figure behind seemed to shake the pattern, just as if she
wanted to get out.
Of course if you were in any danger, I could and would, but you
really are better, dear, whether you can see it or not. I am a doctor,
dear, and I know. You are gaining flesh and color, your appetite is
better, I feel really much easier about you."
never for one instant
let that idea enter your mind! There is nothing so dangerous, so
fascinating, to a temperament like yours. It is a false and foolish
fancy. Can you not trust me as a physician when I tell you so?"