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paul lowe

The Wealth of Networks » Chapter 1: Introduction: A Moment of Opportunity and... - 0 views

yupnet.org/8

benkler networks networked_information web2.0 wealth_of_nations paulphd

shared by paul lowe on 01 May 09 - Cached
  • paul lowe on 01 May 09
     
    Yochai Benkler's wealth of nations book online Next Chapter: Part I: The Networked Information Economy » read paragraph Chapter 1: Introduction: A Moment of Opportunity and Challenge 1 Information, knowledge, and culture are central to human freedom and human development. How they are produced and exchanged in our society critically affects the way we see the state of the world as it is and might be; who decides these questions; and how we, as societies and polities, come to understand what can and ought to be done. For more than 150 years, modern complex democracies have depended in large measure on an industrial information economy for these basic functions. In the past decade and a half, we have begun to see a radical change in the organization of information production. Enabled by technological change, we are beginning to see a series of economic, social, and cultural adaptations that make possible a radical transformation of how we make the information environment we occupy as autonomous individuals, citizens, and members of cultural and social groups. It seems passé today to speak of "the Internet revolution." In some academic circles, it is positively naïve. But it should not be. The change brought about by the networked information environment is deep. It is structural. It goes to the very foundations of how liberal markets and liberal democracies have coevolved for almost two centuries.
Robert Alford

Home - public - Global Challenge Award - 5 views

www.globalchallengeaward.org/...Home

environment resources

shared by Robert Alford on 21 Jan 10 - Cached
  • Robert Alford on 21 Jan 10
     
    Global Challenge Award's mission is "to provide high school students worldwide, the tools and confidence to solve global problems together" We do this by providing students with "authentic project-based learning experience" working in small global teams to solve climate change issues.
Dimitris Tzouris

Faculty and IT: Conversations and Collaboration (EDUCAUSE Review) | EDUCAUSE - 20 views

www.educause.edu/...202355

it collaboration faculty technology pedagogy

shared by Dimitris Tzouris on 21 Apr 10 - Cached
  • IT staff should participate in academic planning to develop course projects and institution-wide outcomes, and faculty should sit on technology committees to develop shared goals and values with IT staff.
  • Only with the insight this provides can IT staff propose systemic technological solutions that meet the specific needs, as well as the broader academic objectives, of faculty.
  • faculty need to know how students learn with technology and what students can create or do because of it.3
  • ...4 more annotations...
  • the most effective collaborations come from a common sense of purpose and goals.
  • In the spirit of building relationships and sharing knowledge, IT staff could sit in classes to observe the teaching and learning process and to see how technology is — or could be — used. Faculty could attend academic technology conferences alongside IT staff. And when a technology solution is warranted, IT staff could provide faculty with a vetted set of instructional technology tools to explore and choose from. In return, faculty can invest in becoming tech-savvy enough to assess, and ultimately use, those tools. Faculty won't be blindly "window shopping" for technology tools, and IT staff won't be proposing solutions in a vacuum; instead, they will be sharing in goals and challenges.
  • faculty need technology that helps them to be better professors and that helps students become more sophisticated learners.
  • Faculty can start by identifying specific teaching and learning challenges they are trying to resolve, as individuals and as a faculty body, and can then challenge themselves and IT staff to find creative ways to solve them.
Leslie Raffelson

Weblogg-ed » Don't, Don't, Don't vs. Do, Do, Do - 57 views

weblogg-ed.com/...dont-dont-dont-vs-do-do-do

aup policy

shared by Leslie Raffelson on 17 Dec 10 - Cached
  • “Do use our network to connect to other students and adults who share your passions with whom you can learn.” “Do use our network to help your teachers find experts and other teachers from around the world.” “Do use our network to publish your best work in text and multimedia for a global audience.” “Do use our network to explore your own creativity and passions, to ask questions and seek answers from other teachers online.” “Do use our network to download resources that you can use to remix and republish your own learning online.” “Do use our network to collaborate with others to change the world in meaningful, positive ways.”
    • Leslie Raffelson
      Leslie Raffelson on 17 Dec 10
       
      We have bandwidth issues and the issue of students just plain being distracted in school. I see that as a challenge to teachers to teach better rather than letting the teachers sit back and teach the same old way. Figure out a better way to engage students. 
  • Do some students watch the Kanye West dissing Taylor Swift video on YouTube when they should be doing their work? Of course they do. But this experience has shown me that THIS IS THE WAY students should be learning…
  • ...1 more annotation...
  • ast year, my high school Current Events students told me that the more rules the school made, the more they, the students, would look for ways around the rules.
  • Leslie Raffelson on 17 Dec 10
     
    The Doo's we need to tell our students to do in school instead of the Don'ts. How can we challenge students with these doo's?
Nancy White

I-Search - Emerging Perspectives on Learning, Teaching and Technology - 100 views

projects.coe.uga.edu/...index.php

learning isearch personalized_learning motivation standards

shared by Nancy White on 23 Mar 11 - Cached
  • She introduces the concept of the I-Search to her students and has them select a topic they would like to explore
  • I-Search is the process of searching for answers to questions which have personal meaning to the writer combined with a metacognitive review of the search process.
  • In the I-Search process, students have ownership of their research
    • Nancy White
      Nancy White on 23 Mar 11
       
      This is key to motivation!
  • ...8 more annotations...
  • Through the I-Search process, students eventually develop their critical thinking skills
  • 6 C’s of motivation
  • Choice
  • Challenge
  • Control
  • Collaboration
  • Constructing meaning
  • Consequences
  • Nancy White on 23 Mar 11
     
    Great review and snapshot of what the iSearch process looks like, its benefits and challenges.
Benjamin Light

The Costs of Overemphasizing Achievement - 83 views

www.alfiekohn.org/...tcooa.htm

assessment grading achievement education kohn

shared by Benjamin Light on 13 May 11 - Cached
  • First, students tend to lose interest in whatever they’re learning. As motivation to get good grades goes up, motivation to explore ideas tends to go down. Second, students try to avoid challenging tasks whenever possible. More difficult assignments, after all, would be seen as an impediment to getting a top grade. Finally, the quality of students’ thinking is less impressive. One study after another shows that creativity and even long-term recall of facts are adversely affected by the use of traditional grades.
    • Deb White Groebner
      Deb White Groebner on 13 May 11
       
      SO true!
    • Terie Engelbrecht
      Terie Engelbrecht on 27 Jun 11
       
      Very true; especially the "avoiding challenging tasks" part.
  • Unhappily, assessment is sometimes driven by entirely different objectives--for example, to motivate students (with grades used as carrots and sticks to coerce them into working harder) or to sort students (the point being not to help everyone learn but to figure out who is better than whom)
  • Standardized tests often have the additional disadvantages of being (a) produced and scored far away from the classroom, (b) multiple choice in design (so students can’t generate answers or explain their thinking), (c) timed (so speed matters more than thoughtfulness) and (d) administered on a one-shot, high-anxiety basis.
  • ...36 more annotations...
  • The test designers will probably toss out an item that most students manage to answer correctly.
  • the evidence suggests that five disturbing consequences are likely to accompany an obsession with standards and achievement:
  • 1. Students come to regard learning as a chore.
  • intrinsic motivation and extrinsic motivation tend to be inversely related: The more people are rewarded for doing something, the more they tend to lose interest in whatever they had to do to get the reward.
  • 2. Students try to avoid challenging tasks.
  • they’re just being rational. They have adapted to an environment where results, not intellectual exploration, are what count. When school systems use traditional grading systems--or, worse, when they add honor rolls and other incentives to enhance the significance of grades--they are unwittingly discouraging students from stretching themselves to see what they’re capable of doing.
  • 3. Students tend to think less deeply.
  • 4. Students may fall apart when they fail.
  • 5. Students value ability more than effort
    • Deb White Groebner
      Deb White Groebner on 13 May 11
       
      This is the reinforcement of a "fixed mindset" (vs. (growth mindset) as described by Carol Dweck.
  • They seem to be fine as long as they are succeeding, but as soon as they hit a bump they may regard themselves as failures and act as though they’re helpless to do anything about it.
  • When the point isn’t to figure things out but to prove how good you are, it’s often hard to cope with being less than good.
  • It may be the systemic demand for high achievement that led him to become debilitated when he failed, even if the failure is only relative.
  • But even when better forms of assessment are used, perceptive observers realize that a student’s score is less important than why she thinks she got that score.
  • just smart
  • luck:
  • tried hard
  • task difficulty
  • It bodes well for the future
  • the punch line: When students are led to focus on how well they are performing in school, they tend to explain their performance not by how hard they tried but by how smart they are.
  • In their study of academically advanced students, for example, the more that teachers emphasized getting good grades, avoiding mistakes and keeping up with everyone else, the more the students tended to attribute poor performance to factors they thought were outside their control, such as a lack of ability.
  • When students are made to think constantly about how well they are doing, they are apt to explain the outcome in terms of who they are rather than how hard they tried.
  • And if children are encouraged to think of themselves as "smart" when they succeed, doing poorly on a subsequent task will bring down their achievement even though it doesn’t have that effect on other kids.
  • The upshot of all this is that beliefs about intelligence and about the causes of one’s own success and failure matter a lot. They often make more of a difference than how confident students are or what they’re truly capable of doing or how they did on last week’s exam. If, like the cheerleaders for tougher standards, we look only at the bottom line, only at the test scores and grades, we’ll end up overlooking the ways that students make sense of those results.
  • the problem with tests is not limited to their content.
  • if too big a deal is made about how students did, thus leading them (and their teachers) to think less about learning and more about test outcomes.
  • As Martin Maehr and Carol Midgley at the University of Michigan have concluded, "An overemphasis on assessment can actually undermine the pursuit of excellence."
  • Only now and then does it make sense for the teacher to help them attend to how successful they’ve been and how they can improve. On those occasions, the assessment can and should be done without the use of traditional grades and standardized tests. But most of the time, students should be immersed in learning.
  • the findings of the Colorado experiment make perfect sense: The more teachers are thinking about test results and "raising the bar," the less well the students actually perform--to say nothing of how their enthusiasm for learning is apt to wane.
  • The underlying problem concerns a fundamental distinction that has been at the center of some work in educational psychology for a couple of decades now. It is the difference between focusing on how well you’re doing something and focusing on what you’re doing.
  • The two orientations aren’t mutually exclusive, of course, but in practice they feel different and lead to different behaviors.
  • But when we get carried away with results, we wind up, paradoxically, with results that are less than ideal.
  • Unfortunately, common sense is in short supply today because assessment has come to dominate the whole educational process. Worse, the purposes and design of the most common forms of assessment--both within classrooms and across schools--often lead to disastrous consequences.
  • grades, which by their very nature undermine learning. The proper occasion for outrage is not that too many students are getting A’s, but that too many students have been led to believe that getting A’s is the point of going to school.
  • research indicates that the use of traditional letter or number grades is reliably associated with three consequences.
  • Iowa and Comprehensive Tests of Basic Skills,
    • Benjamin Light
      Benjamin Light on 19 Nov 12
       
      I wonder how the MAP test is set?
  • Rob Reynolds on 14 May 11
     
    The message of Daniel Pinks book "Drive" applies here. Paying someone more, i.e. good grades, does not make them better thinkers, problems solvers, or general more motivated in what they are doing. thanks for sharing.
  • Terie Engelbrecht on 27 Jun 11
     
    Excellent summary!
Steve Ransom

What If We Stopped Teaching Kids What They Cannot Do? | HASTAC - 3 views

hastac.org/...ching-kids-what-they-cannot-do

teaching kids children kindergarten ability motivation achievement failure selfconcept

shared by Steve Ransom on 02 Aug 11 - No Cached
  • How do we understand our gifts without the certificate, the diploma?   That's the challenge.  
  • And, sadly, much of our formal education is about standardizing exactly
  • that shift, in teaching that kindergarten child who believes she can do absolutely anything that, no, she's a poor reader, or bad in math, or a poor speller, or a poor artist or has no musical talent (as my husband was once told when he was a child: 
  • Steve Ransom on 02 Aug 11
     
    Great post by Cathy Davidson: "How do we understand our gifts without the certificate, the diploma?   That's the challenge."
Jenny Staley

NBC News' Education Nation Challenge | visualizing.org - 31 views

www.visualizing.org/...ews-education-nation-challenge

shared by Jenny Staley on 30 Aug 11 - No Cached
  • Jenny Staley on 30 Aug 11
     
    Graduating from high school means better job prospects and higher earning potential for individuals, but what does it mean for the community or country as a whole? In partnership with NBC News' Education Nation, and using data from the Alliance for Excellent Education, Visualizing.org challenges you to visualize the projected benefits and economic ripple effects that would result from improving America's graduation rates.
John Phillips

National STEM Video Game Challenge - 10 views

stemchallenge.org/Default.aspx

game stem free teachers resources tools news

shared by John Phillips on 19 Sep 11 - No Cached
  • John Phillips on 19 Sep 11
     
    2011 Video game deisgn challenge for students.  Site also includes free game developing tools that are easy to use!
Steve C

Network Challenge - 11 views

networkchallenge.darpa.mil

shared by Steve C on 02 Dec 09 - Cached
  • Steve C on 02 Dec 09
     
    DARPA Internet challenge: $40,000 for finding 10 balloons. http://networkchallenge.darpa.mil/
D. S. Koelling

Challenging the Presentation Paradigm with the 1/1/5 Rule - ProfHacker - The Chronicle ... - 2 views

chronicle.com/...32691

powerpoint presentations education

shared by D. S. Koelling on 20 Apr 11 - No Cached
  • 20 slides at 20 seconds per slide, a Pecha Kucha is, as Jason writes, necessarily “SHORT, INFORMAL, and CREATIVE.”
  • In addition to the time constraint of the Pecha Kucha, your presentation must also follow the 1/1/5 rule. That is, you must have at least one image per slide, you can use each exact image only once, and you should add no more than five words per slide. The formal constraints of this rigid format call for discipline, focus, practice, and paradoxically, creativity.
Josh Flores

Free Tools Challenge #1: Wallwisher - Words That Stick | Teacher Challenge - 97 views

teacherchallenge.edublogs.org/...-1-wallwisher-words-that-stick

shared by Josh Flores on 04 May 11 - No Cached
    • Josh Flores
      Josh Flores on 16 Jun 11
       
      An alternative to Lino Pad for collaborative and academic discussion
kjopowicz

Europe's economic crisis is getting worse not better, says Caritas report | World news ... - 10 views

www.theguardian.com/...ic-crisis-worse-caritas-report

teaching_ibecon commentary article IA

shared by kjopowicz on 01 Dec 14 - No Cached
  • kjopowicz on 01 Dec 14
     
    Survey shows increase in the number of new poor in seven countries and challenges the official European Union discourse
  • kjopowicz on 01 Dec 14
     
    Survey shows increase in the number of new poor in seven countries and challenges the official European Union discourse
Ian Woods

AJET 26(3) Drexler (2010) - The networked student model for construction of personal le... - 77 views

www.ascilite.org.au/...drexler.html

shared by Ian Woods on 26 Sep 10 - Cached
  • Web application(networked studentcomponent) Tool usedin test case Student activitylevel of structure Social bookmarking (RSS) Delicioushttp://delicious.com/ Set up the account Subscribe to each others accounts Bookmark and read 10 reliable websites that reflect the content of chosen topic Add and read at least 3 additional sites each week. News and blog alert (RSS) Google Alerthttp://www.google.com/alerts Create a Google Alert of keywords associated with selected topic Read news and blogs on that topic that are delivered via email daily Subscribe to appropriate blogs in reader News and blog reader (RSS) Google Readerhttp://reader.google.com Search for blogs devoted to chosen topic Subscribe to blogs to keep track of updates Personal blog (RSS) Bloggerhttp://www.blogger.com Create a personal blog Post a personal reflection each day of the content found and experiences related to the use of personal learning environment Students subscribe to each others blogs in reader Internet search (information management, contacts, and synchronous communication) Google Scholarhttp://scholar.google.com/ Conduct searches in Google Scholar and library databases for scholarly works. Bookmark appropriate sites Consider making contact with expert for video conference Podcasts (RSS) iTunesUhttp://www.apple.com/itunes/whatson/itunesu.html Search iTunesU for podcasts related to topic Subscribe to at least 2 podcasts if possible Video conferencing (contacts and synchronous communication) Skypehttp://www.skype.com Identify at least one subject matter expert to invite to Skype with the class. Content gathering/ digital notebook Evernotehttp://evernote.com/ Set up account Use Evernote to take notes on all content collected via other tools Content synthesis Wikispaceshttp://www.wikispaces.com Post final project on personal page of class wiki The process and tools are overwhelming to students if presented all at once. As with any instructional design, the teacher determines the pace at which the students best assimilate each new learning tool. For this particular project, a new tool was introduced each day over two weeks. Once the construction process was complete, there were a number of personal web page aggregators that could have been selected to bring everything together in one place. Options at the time included iGoogle, PageFlakes, NetVibes, and Symbaloo. These sites offer a means to compile or pull together content from a variety of web applications. A web widget or gadget is a bit of code that is executed within the personal web page to pull up external content from other sites. The students in this case designed the personal web page using the gadgets needed in the format that best met their learning goals. Figure 3 is an instructor example of a personal webpage that includes the reader, email, personal blog, note taking program, and social bookmarks on one page. The personal learning environment can take the place of a traditional textbook, though does not preclude the student from using a textbook or accessing one or more numerous open source texts that may be available for the research topic. The goal is to access content from many sources to effectively meet the learning objectives. The next challenge is to determine whether those objectives have been met. Figure 3: Personal web page compiles learning tools
  • Table 2: Personal learning environment toolset Web application (networked student component) Tool used in test case Student activity level of structure Social bookmarking (RSS) Delicious http://delicious.com/ Set up the account Subscribe to each others accounts Bookmark and read 10 reliable websites that reflect the content of chosen topic Add and read at least 3 additional sites each week. News and blog alert (RSS) Google Alert http://www.google.com/alerts Create a Google Alert of keywords associated with selected topic Read news and blogs on that topic that are delivered via email daily Subscribe to appropriate blogs in reader News and blog reader (RSS) Google Reader http://reader.google.com Search for blogs devoted to chosen topic Subscribe to blogs to keep track of updates Personal blog (RSS) Blogger http://www.blogger.com Create a personal blog Post a personal reflection each day of the content found and experiences related to the use of personal learning environment Students subscribe to each others blogs in reader Internet search (information management, contacts, and synchronous communication) Google Scholar http://scholar.google.com/ Conduct searches in Google Scholar and library databases for scholarly works. Bookmark appropriate sites Consider making contact with expert for video conference Podcasts (RSS) iTunesU http://www.apple.com/itunes/ whatson/itunesu.html Search iTunesU for podcasts related to topic Subscribe to at least 2 podcasts if possible Video conferencing (contacts and synchronous communication) Skype http://www.skype.com Identify at least one subject matter expert to invite to Skype with the class. Content gathering/ digital notebook Evernote http://evernote.com/ Set up account Use Evernote to take notes on all content collected via other tools Content synthesis Wikispaces http://www.wikispaces.com Post final project on personal page of class wiki The process and tools are overwhelming to students if presented all at once. As with any instructional design, the teacher determines the pace at which the students best assimilate each new learning tool. For this particular project, a new tool was introduced each day over two weeks. Once the construction process was complete, there were a number of personal web page aggregators that could have been selected to bring everything together in one place. Options at the time included iGoogle, PageFlakes, NetVibes, and Symbaloo. These sites offer a means to compile or pull together content from a variety of web applications. A web widget or gadget is a bit of code that is executed within the personal web page to pull up external content from other sites. The students in this case designed the personal web page using the gadgets needed in the format that best met their learning goals. Figure 3 is an instructor example of a personal webpage that includes the reader, email, personal blog, note taking program, and social bookmarks on one page.
  • The personal learning environment can take the place of a traditional textbook, though does not preclude the student from using a textbook or accessing one or more numerous open source texts that may be available for the research topic. The goal is to access content from many sources to effectively meet the learning objectives. The next challenge is to determine whether those objectives have been met.
  • ...1 more annotation...
  • AssessmentThere were four components of the assessment process for this test case of the Networked Student Model: (1) Ongoing performance assessment in the form of weekly assignments to facilitate the construction and maintenance of the personal learning environment, (2) rubric-based assessment of the personal learning environment at the end of the project, (3) written essay, and (4) multimedia synthesis of topic content. Points were earned for meeting the following requirements: Identify ten reliable resources and post to social bookmarking account. At least three new resources should be added each week. Subscribe and respond to at least 3 new blogs each week. Follow these blogs and news alerts using the reader. Subscribe to and listen to at least two podcasts (if available). Respectfully contact and request a video conference from a subject matter expert recognised in the field. Maintain daily notes and highlight resources as needed in digital notebook. Post at least a one-paragraph reflection in personal blog each day. At the end of the project, the personal learning environment was assessed with a rubric that encompassed each of the items listed above. The student's ability to synthesise the research was further evaluated with a reflective essay. Writing shapes thinking (Langer & Applebee, 1987), and the essay requirement was one more avenue through which the students demonstrated higher order learning. The personal blog provided an opportunity for regular reflection during the course of the project. The essay was the culmination of the reflections along with a thoughtful synthesis of the learning experience. Students were instructed to articulate what was learned about the selected topic and why others should care or be concerned. The essay provided an overview of everything learned about the contemporary issue. It was well organised, detailed, and long enough to serve as a resource for others who wished to learn from the work. As part of a final exam, the students were required to access the final projects of their classmates and reflect on what they learned from this exposure. The purpose of this activity was to give the students an additional opportunity to share and learn from each other. Creativity is considered a key 21st century skill (Partnership for 21st Century Skills, 2009). A number of emerging web applications support the academic creative process. Students in this project used web tools to combine text, video, audio, and photographs to teach the research topics to others. The final multimedia project was posted or embedded on the student's personal wiki page. Analysis and assessment of student work was facilitated by the very technologies in use by the students. In order to follow their progress, the teacher simply subscribed to student social bookmarking accounts, readers, and blogs. Clicking through daily contributions was relatively quick and efficient.
  • Carole Redline on 27 Sep 10
     
    Scholarly and important but also practical. Scroll down for an incredible chart of ideas that challenges older students to take charge of their own learning.
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
Wayne Holly

How Do We Meet Today's Online Education Challenges? - OnlineColleges.net - 28 views

www.onlinecolleges.net/ys-online-education-challenges

online education challenges news

shared by Wayne Holly on 28 Feb 15 - No Cached
  • Wayne Holly on 28 Feb 15
     
    Identifying the best possible strategies for online education initiatives is a common goal for instructors, students, course designers, administrators, and technologists alike.
Rajkumar Mahajan

3. Challenges to Education Systems - 2 views

www.ictinedtoolkit.org/...p_page.php

education

shared by Rajkumar Mahajan on 31 Mar 15 - No Cached
  • With six far-reaching implications:
  • Rajkumar Mahajan on 31 Mar 15
     
    With six far-reaching implications of globalization on education. The arrticle, though is about ICT, it addresses the challenges of modern education.
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