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Frank Noschese

Khan Academy: A Revolution in Education « Cooperative Catalyst - 15 views

coopcatalyst.wordpress.com/...demy-a-revolution-in-education

edtech edchat scichat mathchat favetweet

shared by Frank Noschese on 05 Apr 11 - No Cached
  • Frank Noschese on 05 Apr 11
     
    I left a gigantic comment at "Khan Academy: A Revolution in Education" http://bit.ly/fmJvYs #edtech #edchat #scichat #mathchat
Steve Ransom

Pedagogy of Fear - Guest Post by Morna M. Mcdermott « Cooperative Catalyst - 72 views

coopcatalyst.wordpress.com/...uest-post-by-morna-m-mcdermott

pedagogy fear AYP NCLB accountability teacherevaluation testing assessment

shared by Steve Ransom on 12 Apr 11 - No Cached
  • Steve Ransom on 12 Apr 11
     
    An important post. Related to how technology goes under-used, misused, and used primarily to "deliver" instruction a la BrainPop, Khan Academy,....
Maureen Greenbaum

L3D Philosophy - 36 views

l3d.cs.colorado.edu/philosophy.html

technology Education

shared by Maureen Greenbaum on 17 Jun 13 - Cached
  • uture is not out there to be "discovered": It has to be invented and designed.
  • Learning is a process of knowledge construction, not of knowledge recording or absorption. Learning is knowledge-dependent; people use their existing knowledge to construct new knowledge. Learning is highly tuned to the situation in which it takes place. Learning needs to account for distributed cognition requiring knowledge in the head to combined with knowledge in the world. Learning is affected as much by motivational issues as by cognitive issues.
  • previous notions of a divided lifetime-education followed by work-are no longer tenable.
  • ...18 more annotations...
  • Professional activity has become so knowledge-intensive and fluid in content that learning has become an integral and inseparable part of "adult" work activities.
  • require educational tools and environments whose primary aim is to help cultivate the desire to learn and create, and not to simply communicate subject matter divorced from meaningful and personalized activity.
  • current uses of technology in education: it is used as an add-on to existing practices rather than a catalyst for fundamentally rethinking what education should be about in the next century
  • information technologies have been used to mechanize old ways of doing business‹rather than fundamentally rethinking the underlying work processes and promoting new ways to create artifacts and knowledge.
  • important challenge is that the ?ld basic skillsº such as reading, writing, and arithmetic, once acquired, were relevant for the duration of a human life; modern ?asic skillsº (tied to rapidly changing technologies) will change over time.
  • We need computational environments to support "new" frameworks for education such as lifelong learning, integration of working and learning, learning on demand, authentic problems, self-directed learning, information contextualized to the task at hand, (intrinsic) motivation, collaborative learning, and organizational learning.
  • Instructionist approaches are not changed by the fact that information is disseminated by an intelligent tutoring system.
  • Lifelong learning is a continuous engagement in acquiring and applying knowledge and skills in the context of authentic, self-directed problems.
  • ubstantial empirical evidence that the chief impediments to learning are not cognitive. It is not that students cannot learn; it is that they are not well motivated to learn.
  • Most of what any individual "knows" today is not in her or his head, but is out in the world (e.g., in other human heads or embedded in media).
  • technology should provide ways to "say the 'right' thing at the 'right' time in the 'right' way
  • challenge of whether we can create learning environments in which learners work hard, not because they have to, but because they want to. We need to alter the perception that serious learning has to be unpleasant rather than personally meaningful, empowering, engaging, and even fun.
  • making information relevant to the task at hand, providing challenges matched to current skills, creating communities (among peers, over the net), and providing access to real practitioners and experts.
  • What "basic skills" are required in a world in which occupational knowledge and skills become obsolete in years rather than decades?
  • reduce the gap between school and workplace learning
  • How can schools (which currently rely on closed-book exams, the solving of given problems, and so forth) be changed so that learners are prepared to function in environments requiring collaboration, creativity, problem framing, and distributed cognition?
  • problem solving in the real world includes problem framing calls into question the practice of asking students to solve mostly given problems.
  • teachers should see themselves not as truth-tellers and oracles, but as coaches, facilitators, learners, and mentors engaging with learners
Katie Nettles

What Are You Going To Do To Inspire Students? - 73 views

www.teachthought.com/...oing-to-do-to-inspire-students

shared by Katie Nettles on 18 Jun 14 - No Cached
  • so we focus more on the stuff we can change: curriculum, assessment, and instruction.
    • Katie Nettles
      Katie Nettles on 18 Jun 14
       
      Focusing on instruction is KEY!  Teachers must change the way they teach… teaching straight from a text book- plowing through each chapter- isn't going to inspire students!
  • It can be marked by creativity, innovation, or curiosity. 
  • (You’re not going to see a teacher-dominated classroom full of inspired students; the teacher’s enthusiasm is only useful as an initial catalyst.)
Roland Gesthuizen

The Flipped Classroom: Getting Started » Copy / Paste by Peter Pappas - 29 views

www.peterpappas.com/...classroom-getting-started.html

flipclass classroom SlideShare

shared by Roland Gesthuizen on 01 Jul 12 - No Cached
  • While some may think flipping is all about watching videos, it's really about creating more time for in-class student collaboration, inquiry, and interaction. It's also is a powerful catalyst for transforming the teacher from content transmission to instructional designer and changing students from passive consumers of information into active learners taking a more collaborative and self-directed role in their learning.
  • Roland Gesthuizen on 01 Jul 12
     
    "I recently gave a webinar on getting started with the flipped classroom .. I address the opportunities and challenges, introduce some fundamentals and offer suggestions for getting started in a feasible way. I suspect that before long, flipping will no longer be as a fad, but simply another way point in the transition to learning environments that blend the best of face-to-face and online learning"
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