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Sharin Tebo

Making the Most Out of Teacher Collaboration | Edutopia - 42 views

www.edutopia.org/...oration-strategies-ben-johnson

SDW PLC teacher collaboration teachers teacher collaboration Professional Development professionallearning

shared by Sharin Tebo on 02 Jul 15 - No Cached
  • Collaboration
  • collaborate
  • effective teacher collaboration
  • ...8 more annotations...
  • the attitude of professional privacy is not conducive to professional development
  • Build relationships Observe the best Ask questions Share Come prepared
  • preparation sparks much deeper conversation, more complete answers and better solutions. For informal collaborations, before I attempted to try out any new idea, I would ask one of my esteemed colleagues what they thought of it. In terms of assessments, the easiest way to improve the validity of the assessment is to have a colleague or group of colleagues review it.
  • develop a list of "how to" and "why for" questions regarding student data, instruction, discipline, etc.
  • bring my list of questions pertinent to the agenda in order to pick the groups' collective brain for answers.
  • one of the reasons that schools do not improve as fast as we would like them to is that when teachers get together for a purpose, rarely has research been done by the teachers, neither have ideas been mapped out prior to the meeting.
  • teachers, when it comes to their performance in the classroom, tend to stick to themselves.
  • Personal Steps to Effective Collaboration
  • Sharin Tebo on 02 Jul 15
     
    Collaboration: Build relationships, observe the best, ask questions, share, come prepared
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."
Mark Swartz

Role and Function of Theory in Online Education Development and Delivery - 3 views

cde.athabascau.ca/...ch1.html

learning theory elearning teaching onlinelearning

shared by Mark Swartz on 01 May 11 - Cached
  • 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).
  • ...35 more annotations...
  • 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).
  • Mark Swartz on 01 May 11
     
    From:  FOUNDATIONS OF EDUCATIONAL THEORY FOR ONLINE LEARNING
Shannon Smith

Need resources to assist in creating a 21st century learner training/ professional deve... - 133 views

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 ...

professional development 21st century learners technology

started by Shannon Smith on 22 Nov 08 8 follow-ups, last by Shannon Smith on 04 Dec 08
Thieme Hennis

About « OERRH - 19 views

oerresearchhub.org/about

research oer oer-initiative openness open-access open-education reference

shared by Thieme Hennis on 11 Jun 13 - No Cached
  • Thieme Hennis on 11 Jun 13
     
    "The Open Educational Resources Research Hub (OER Research Hub) provides a focus for research, designed to give answers to the overall question 'What is the impact of OER on learning and teaching practices?' and identify the particular influence of openness. We do this by working in collaboration with projects across four education sectors (K12, college, higher education and informal) extending a network of research with shared methods and shared results. By the end of this research we will have evidence for what works and when, but also established methods and instruments for broader engagement in researching the impact of openness on learning. OER are not just another educational innovation. They influence policy and change practices. In previous research (OpenLearn, Bridge to Success and OLnet) we have seen changes in institutions, teacher practice and in the effectiveness of learning. We integrate research alongside action to discover and support changes in broader initiatives. Our framework provides the means to gather data and the tools to tackle barriers. The project combines: A targeted collaboration program with existing OER projects An internationalfellowship program Networking to make connections A hub for research data and OER excellence in practice The collaborations cover different sectors and issues, these include: the opening up of classroom based teaching to open content; the large-scale decision points implied by open textbooks for community colleges; the extension of technology beyond textbook through eBook and simulation; the challenge of teacher training in India; and the ways that OER can support less formal approaches to learning. By basing good practice on practical experience and research we can help tackle practical problems whilst building the evidence bank needed by all."
Xiaojing Kou

How Listening and Sharing Help Shape Collaborative Learning Experiences | MindShift | K... - 30 views

ww2.kqed.org/...aborative-learning-experiences

language-pedagogy Language-Learning-English collaboration

shared by Xiaojing Kou on 12 Sep 16 - No Cached
  • 1. How Listening and Sharing Works
  • In school, getting people to share can be difficult. Learners may be diffident, or they may not have good strategies for sharing. Children often do not know how to offer constructive criticism or build on an idea. It can be helpful to give templates for sharing, such as two likes and a wish, where the “wish” is a constructive criticism or a building idea.
  • But more often than not, it is because one or more of five ingredients is missing: joint attention, listening, sharing, coordinating, and perspective taking.
  • ...7 more annotations...
  • Using a common visual anchor (e.g., a common diagram) can help people maintain joint visual attention.
  • Sharing operates on two levels: sharing common goals and sharing ideas.
  • Many college students dislike group projects. Some of this is naïve egoism and an unwillingness to compromise
  • Collaboration requires a great deal of turn-taking coordination.
  • It can be useful to establish collaborative structures and rules.
  • primary reason for collaborating is that people bring different ideas to the table. The first four ingredients—joint attention, listening, sharing, and coordinating—support the exchange of information. The fifth ingredient is understanding why people are offering the information they do. This often goes beyond what speakers can possibly show and say (see Chapter S). People need to understand the point of view behind what others are saying, so they can interpret it more fully. This requires perspective taking. This is where important learning takes place, because learners can gain a new way to think about matters. It can also help differentiate and clarify one’s own ideas. A conflict of opinions can enhance learning (Johnson & Johnson, 2009).
  • An interesting study on perspective taking (Kulkarni, Cambre, Kotturi, Bernstein, & Klemmer, 2015) occurred in a massive open online course (MOOC) with global participation. In their online discussions, learners were encouraged to review lecture content by relating it to their local context. The researchers placed people into low- or high-diversity groups based on the spread of geographic regions among participants. Students in the most geographically diverse discussion groups saw the highest learning gains, presumably because they had the opportunity to consider more different perspectives than geographically uniform groups did
Mark McDonough

Diigo 101 - Student Learning with Diigo - 110 views

sites.google.com/...introduction-to-diigo

diigoproject diigo bookmarking research tools web2.0

shared by Mark McDonough on 17 Feb 11 - No Cached
  • Diigo is much more than a simple web annotation or social bookmarking tool. It is an online research and collaborative research tool that integrates tags, digital highlights, interactive sticky notes, captured snapshots, and group-based collaboration, allowing a whole new process of online information management, learning, and teaching in the 21st Century.
    • terenceonline
      terenceonline on 17 Feb 11
       
      Good Summary of Diigo
  • My Network is a new Diigo social features that adds to the product's strength. My Network creates a "content-centric social network," in which people are connected by what they clip, tag, and highlight. Users will be able to collaborate with other users based not on who is a friend to whom, but rather by who is interested in what. My network delivers web content specifically tailored to a user interests and shows users with similar interest. Participation in a larger network is made possible with its community features that connects users with people with common interests; thus, building global communities around topics and knowledge, tags, and sites.
  • Digest of Internet Information, Groups and Other Stuff (Diigo) is a powerful free social bookmarking website with annotating capabilities.
    • Mark McDonough
      Mark McDonough on 23 Jun 12
       
      Bold the first letters of the Diigo acronym: Digest, Internet, Information, ...
  • terenceonline on 17 Feb 11
     
    Diigo is much more than a simple web annotation or social bookmarking tool. It is an online research and collaborative research tool that integrates tags, digital highlights, interactive sticky notes, captured snapshots, and group-based collaboration, allowing a whole new process of online information management, learning, and teaching in the 21st Century. 
  • Sharon Cleaveland on 03 Apr 12
     
    This is a great resource on Diigo and how to use.
Mr. Eason

Educational Leadership:Teaching for the 21st Century:21st Century Skills: The Challenge... - 119 views

www.ascd.org/...lls@-The-Challenges-Ahead.aspx

21stcenturyskills teaching

shared by Mr. Eason on 11 May 12 - Cached
  • the skills students need in the 21st century are not new.
  • Critical thinking and problem solving, for example, have been components of human progress throughout history
  • What's actually new is the extent to which changes in our economy and the world mean that collective and individual success depends on having such skills
  • ...27 more annotations...
  • Many reform efforts, from reducing class size to improving reading instruction, have devolved into fads or been implemented with weak fidelity to their core intent. The 21st century skills movement faces the same risk.
  • some of the rhetoric we have heard surrounding this movement suggests that with so much new knowledge being created, content no longer matters; that ways of knowing information are now much more important than information itself. Such notions contradict what we know about teaching and learning and raise concerns that the 21st century skills movement will end up being a weak intervention for the very students—low-income students and students of color—who most need powerful schools as a matter of social equity.
  • First, educators and policymakers must ensure that the instructional program is complete and that content is not shortchanged for an ephemeral pursuit of skills
  • Second, states, school districts, and schools need to revamp how they think about human capital in education—in particular how teachers are trained
  • inally, we need new assessments that can accurately measure richer learning and more complex tasks
  • Skills and knowledge are not separate, however, but intertwined.
  • In some cases, knowledge helps us recognize the underlying structure of a problem.
  • At other times, we know that we have a particular thinking skill, but domain knowledge is necessary if we are to use it.
  • if skills are independent of content, we could reasonably conclude that we can develop these skills through the use of any content. For example, if students can learn how to think critically about science in the context of any scientific material, a teacher should select content that will engage students (for instance, the chemistry of candy), even if that content is not central to the field. But all content is not equally important to mathematics, or to science, or to literature. To think critically, students need the knowledge that is central to the domain.
  • The importance of content in the development of thinking creates several challenges
  • first is the temptation to emphasize advanced, conceptual thinking too early in training
  • Another curricular challenge is that we don't yet know how to teach self-direction, collaboration, creativity, and innovation the way we know how to teach long division.
  • But experience is not the same thing as practice. Experience means only that you use a skill; practice means that you try to improve by noticing what you are doing wrong and formulating strategies to do better. Practice also requires feedback, usually from someone more skilled than you are.
  • We must plan to teach skills in the context of particular content knowledge and to treat both as equally important.
  • education leaders must be realistic about which skills are teachable. If we deem that such skills as collaboration and self-direction are essential, we should launch a concerted effort to study how they can be taught effectively rather than blithely assume that mandating their teaching will result in students learning them.
  • teachers don't use them.
  • Even when class sizes are reduced, teachers do not change their teaching strategies or use these student-centered method
  • these methods pose classroom management problems for teachers.
  • These methods also demand that teachers be knowledgeable about a broad range of topics and are prepared to make in-the-moment decisions as the lesson plan progresses.
  • constant juggling act
  • greater collaboration among teachers.
  • But where will schools find the release time for such collaboration?
  • professional development is a massive undertaking.
  • Unfortunately, there is a widespread belief that teachers already know how to do this if only we could unleash them from today's stifling standards and accountability metrics. This notion romanticizes student-centered methods, underestimates the challenge of implementing such methods, and ignores the lack of capacity in the field today.
  • The first challenge is the cost.
  • measures that encourage greater creativity, show how students arrived at answers, and even allow for collaboration.
  • When students first encounter new ideas, their knowledge is shallow and their understanding is bound to specific examples. They need exposure to varied examples before their understanding of a concept becomes more abstract and they can successfully apply that understanding to novel situations.
Sharin Tebo

JOLT - Journal of Online Learning and Teaching - 62 views

jolt.merlot.org/...alderton_0911.htm

eAchieve Twitter

shared by Sharin Tebo on 26 Apr 16 - No Cached
  • All of them responded that Twitter allows them to build connections with educators beyond those in their immediate vicinity. These connections are purposefully made as a way to find and share resources and to provide and receive support. For example, Participant 8 stated, “My primary purpose is to connect with other teachers, so that I can learn from them and share resources that I find.” Similarly, Participant 9 wrote, “I am the only biology teacher at my school. I use it [Twitter] as a means of obtaining advice, resources and collaboration…I also use it to find out about new tech tools.”
  • Twitter has helped me to build a strong professional reputation
  • they follow educators. They also follow content experts and others who share professional interests.
  • ...11 more annotations...
  • Participants explained that they choose to follow people who are open, positive, and constructive.
  • “If their tweets seem to be of interest - providing ideas or resources, as opposed to just opinion - I will network with them.” Similarly, Participant 6 stated, “I look for people who interact and don't just post links.”
  • those they trust
  • Since Twitter is considered to be a social networking website, one aspect of this study looked at dialogue that transpired between followers to show evidence of collaborative conversations rather than unidirectional sharing of information.
  • Survey results show that nine out of ten of the respondents were able to give concrete examples of collaboration that occurred with fellow Twitter users.
  • These examples included ideas such as creating units, sharing of resources, students collaborating on projects between classrooms, exchanging professional materials and readings, writing book chapters, and even co-presenting at conferences.
  • beyond 140-character messages. That teachers moved discussions to forums that allow for deeper discussion and expansion of ideas is encouraging; Twitter does not seem to be a place to collaborate in depth, but rather to make those initial connections - a "jumping off" point.
  • how using Twitter has benefited them professionally. Four unique themes emerged from their responses: Access to resources Supportive relationships Increased leadership capacity Development of a professional vision
  • practical resources and ideas as a benefit.
  • opportunities for them to take leadership roles in developing professional development, organizing conferences, publishing, and grant writing.
  • This research study provides new insight into how teachers use social networking sites such as Twitter for professional purposes.
  • Sharin Tebo on 26 Apr 16
     
    Impacts of Twitter on professional lives
trisha_poole

Wikis in the Classroom: Three Ways to Increase Student Collaboration - Faculty Focus | ... - 200 views

www.facultyfocus.com/...increase-student-collaboration

phd snt education blended learning web2.0 social media fbl wikis wiki collaboration resources

shared by trisha_poole on 10 Oct 11 - No Cached
  • trisha_poole on 10 Oct 11
     
    I've long said that professors who want to explore teaching with technology should begin with a social media tool rather than a Learning Management System. Web 2.0 tools are simple to use, invite student collaboration, and are usually less administratively clunky and complex than an LMS.One of the easiest and most powerful tools is the regular old wiki. Wikis are simply web pages that can be edited by their users. Instead of only carrying content from the administrator, they harness the power of crowdsourcing to create a powerful communal resource.
robert morris

Education Theory/Constructivism and Social Constructivism - UCD - CTAG - 56 views

www.ucdoer.ie/...vism_and_Social_Constructivism

shared by robert morris on 08 Dec 14 - No Cached
  • 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.
    • Manuel Condoleon
      Manuel Condoleon on 08 Dec 14
       
      Good link to Socrates
    • robert morris
      robert morris on 08 Dec 14
       
      I think this is the essence of teaching and learning - asking questions, for nothing is really true.
  • Emphasis is on the collaborative nature of learning and the importance of cultural and social context.
    • robert morris
      robert morris on 08 Dec 14
       
      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.
  • ...25 more annotations...
  • 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.
    • robert morris
      robert morris on 08 Dec 14
       
      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.
Ross Davis

islt9440 - Group 7: Diigo for Education - About diigo.com - 86 views

islt9440.wikispaces.com/About+diigo.com

technology diigo

shared by Ross Davis on 15 Nov 10 - No Cached
  • 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.
  • About diigo.com page Details and Tags Print Download PDF Backlinks Source Delete Rename Redirect Permissions Lock discussion history notify me Protected Details last edit by cmh459 Sunday, 7:53 pm - 36 revisions Tags none 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
  • ...10 more annotations...
  • islt9440 - Group 7: Diigo for Education guest · Join · Help · Sign In · Join this Wiki Recent Changes Manage Wiki Group 7 Project HomeDiigo RSS FeedsSample Lesson Plans Social Studies Spanish Math (Functions) Math (Geometry) Collaboration Pages Collaboration Home Job Assignments Project Info Lesson Plan Ideas About diigo.com page Details and Tags Print Download PDF Backlinks Source Delete Rename Redirect Permissions Lock discussion history notify me Protected Details last edit by cmh459 Sunday, 7:53 pm - 36 revisions Tags none 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.
  • Chuck Baker on 15 Nov 10
     
    My group for my grad class, "Learning with the Internet" created this wiki about using and implementing Diigo in the classroom.
Dennis OConnor

Information Investigator 3 by Carl Heine on Prezi - 101 views

prezi.com/...information-investigator-3

21cif Information fluency selflearning self-paced online learning research

shared by Dennis OConnor on 30 Sep 11 - No Cached
  • Dennis OConnor on 30 Sep 11
     
    What if every student (and educator) was a good online researcher?  I know, you don't have the time to teach information fluency skills.  What if you could get a significant advance is skills with just a 2 -3  hour time commitment?  Here's a great Prezi 'fly by" of the new Information Investigator 3.1 online self paced class.  Watch the presentation carefully to find the link to a free code to take the class for evaluation purposes. 
  • edi campell on 01 Oct 11
     
    Of course you could always have you school librarian/media specialist teach information skills to your students! That's what they do!
  • Dennis OConnor on 01 Oct 11
     
    I couldn't agree more. Library Media Specialists, especially when they can collaborate with classroom teachers, are the best resource for teaching these skills. However the problem of access to a Librarian and the issue of scale are real barriers. I've been creating content for Librarians for a decade. They are the best! You'll find years of free resources at: http://21cif.com This resource will help them reach more students. We had 1000 teens take this course at the Center for Talent Development. It really does work. We're hoping to reach teachers and librarians everywhere so we can pass along the skills and the opportunity. If American education was marginally rational there would be professionally staffed library media centers in every school. Since that isn't the case, I hope Internet based resources can keep the lights on for a new generation that really needs information fluency.
Maggie Tsai

iLearn Technology » Education Diigo - 2 views

ilearntechnology.com/?p=638

Diigo education review

shared by Maggie Tsai on 17 Nov 08 - Cached
  • What it is:  Education Diigo offers k-12 and higher ed educators premium Diigo accounts!  The premium accounts provide the ability to create student accounts for whole classes, students of the same class are automatically set up as a Diigo group so they can easily share bookmarks, annotations, and group forums, privacy settings so that only classmates and teachers can communicate with students, and any advertisments on Education Diigo are education related.  If you aren’t familiar with Diigo, it is a social bookmarking website where students can collaborate on the web.  Diigo works in to a project based learning environment nicely and allows for exploratory learning and collaboration.  
  • Education Diigo is an outstanding place for students to solve problems together.  Provide students with a problem and send them on a web scavenger hunt to find the answer, students can post their findings and notes about their findings on Diigo.  Students can collaborate online to solve the problem.  Education Diigo is also a great place for “teachers to highlight critical information within text and images and write comments directly on the web pages, to collect and organize series of web pages and web sites into coherent and thematic sets, and to facilitate online conversations within the context of the materials themselves.”  This feature makes Education Diigo a great place to create webquest type lessons and virtual field trips around the web.    Diigo also allows teachers to collaborate and share resources among themselve. Education Diigo is a must for students who are learning to complete web-based research!
reanea wilson

Teachers and Librarians: Collaborative Relationships. ERIC Digest. - 56 views

www.ericdigests.org/...librarians.html

shared by reanea wilson on 31 Jul 10 - Cached
    • reanea wilson
      reanea wilson on 31 Jul 10
       
      a great professional goal to strive for
  • The study concludes that test scores increase as school librarians spend more time collaborating with and providing training to teachers, providing input into curricula, and managing information technology for the school
  • Collaboration is based on shared goals, a shared vision, and a climate of trust and respect
  • ...17 more annotations...
  • comprehensive planning is required
  • leadership, resources, risk, and control are shared;
  • and the working relationship extends over a relatively long period of time
  • Additional benefit
  • include more effective use of both resources and teaching time,
  • integration of educational technologies, and a reduced teacher/student ratio
  • team planning is encouraged by the principal
  • Administrators who ask how teachers are using the resources of the media center and the expertise of the library media specialist create an atmosphere where collaboration is more likely to occur
  • Library media specialists are often viewed as storytellers and providers of resources
  • rather
  • co-teachers who share common goals
  • change this
  • by serving on curriculum committees, attending planning meetings, and sharing ideas for integrating the media center into the curriculum
  • initiative, confidence, communication skills, leadership qualities,
  • willingness to take risks.
  • qualities of a library media specialist
  • equire time- perhaps two to five years-
anonymous

Social Networking as a Tool for Student and Teacher Learning - 52 views

www.districtadministration.com/viewarticle.aspx

networking social DistrictAdministration

shared by anonymous on 19 May 11 - No Cached
  • Online social networking includes much more than Facebook and Twitter. It is any online use of technology to connect people, enable them to collaborate with each other, and form virtual communities, says the Young Adult Library Services Association
  • Among students surveyed in a National School Boards Association study, 96 percent of those with online access reported using social networking, and half said they use it to discuss schoolwork. Despite this prevalence in everyday life, schools have been hesitant to adopt social networking as an education tool. A 2010 study into principals’ attitudes found that “schools are one of the last holdouts,” with many banning the most popular social networking sites for students and sometimes for staff.
  • Survey research confirms, however, that interest in harnessing social networking for educational purposes is high. As reported in School Principals and Social Networking in Education: Practices, Policies and Realities in 2010, a national survey of 1,200 principals, teachers and librarians found that most agreed that social networking sites can help educators share information and resources, create professional learning communities and improve schoolwide communications with students and staff. Those who had used social networks were more positive about potential benefits than those who had not. In an online discussion with 12 of the principals surveyed, most said, “social networking and online collaboration tools would make a substantive change in students’ educational experience.” They said these tools could improve student motivation and engagement, help students develop a more social/collaborative view of learning and create a connection to real-life learning.
  • ...1 more annotation...
  • Most national, state and local policies have not yet addressed social networking specifically; by default, it often falls under existing acceptable use policies (AUPs). While AUPs usually provide clear language on obscenities, profanity and objectionable activities, they also leave out gray areas that could open students to harmful activities while excluding them from certain benefits of social networking. Likewise, boilerplate policies that ban specific applications, such as Twitter, may miss other potential threats while also limiting the ability of students to collaborate across schools, districts, states or countries. The challenge for districts is to write policies that address potentially harmful interactions without eliminating the technology’s beneficial uses.
Martin Burrett

4 online tools to engage teachers in collaboration and information literacy by @Elizabe... - 45 views

ukedchat.com/...ine-tools-information-literacy

literacy collaboration

shared by Martin Burrett on 07 Apr 18 - No Cached
  • Martin Burrett on 07 Apr 18
     
    "Over the last few years, I have spent time trying to work out ways to engage our teachers. We, at Schools' Library Service, have introduced an information literacy framework, created lesson ideas and spent hours talking to teachers about how school librarians can support teaching and learning. I even wrote a blog about 'How to make an information literacy framework work for you", but still some teachers are just too busy to listen."
anonymous

The Australian Curriculum v4.1 Information and Communication Technology (ICT) capabilit... - 0 views

www.australiancurriculum.edu.au/...Continuum

shared by anonymous on 24 Mar 13 - No Cached
  • apply practices that comply with legal obligations regarding the ownership and use of digital products resources
  • identify and value the rights to identity, privacy and emotional safety for themselves and others when using ICT and apply generally accepted social protocols when using ICT to collaborate with local and global communities
  • select and use ICT to articulate ideas and concepts, and plan the development of complex solutions
  • ...3 more annotations...
  • design and modify simple digital solutions, or multimodal creative outputs or data transformations for particular audiences and purposes following recognised conventions
  • use appropriate ICT to collaboratively generate ideas and develop plans
  • select and use a range of ICT tools efficiently and safely to share and exchange information, and to collaboratively and purposefully construct knowledge
csandovaldurazo

Using Diigo in the Classroom - Student Learning with Diigo - 66 views

sites.google.com/...using-diigo-in-the-classroom-2

education diigo tools

shared by csandovaldurazo on 06 Feb 12 - Cached
  • Save important websites and access them on any computer. Categorize websites by titles, notes, keyword tags, lists and groups. Search through bookmarks to quickly find desired information. Save a screenshot of a website and see how it has changed over time. Annotate websites with highlighting or virtual "sticky notes." View any annotations made by others on any website visited. Share websites with g
  • Extended Learning
  • Bookmark Lists
  • ...4 more annotations...
  • Personal Student Bookmarks
  • Diigo can provide a way to enrich or extend learning about a topic.
  • Beyond extended student learning, Diigo can be used as a form of professional development.
  • Research  Teaching students to research is a common standard across all grade levels, elementary, middle school, high school, and beyond. Diigo excels as a research tool: Students can save relevant websites to lists in their Diigo student accounts. Each saved bookmark captures the URL and a screenshot, and can be searched later. Students can highlight important information right on the website, using Diigo. Later, when students return to the website, they find the reason they saved the bookmark in the first place. Students can use virtual sticky notes to summarize the important points of information from the website. This activity will mimic the time-tested procedure of using note cards to summarize and organize research projects. Students working on similar topics can create and join groups in order to collaborate. Later, when students need to document their sources, Diigo can be used to recall website URLs for citing sources.
    • mdause
      mdause on 28 Mar 17
       
      How in the WORLD do I do the social part of it?? This seems useful, but I'm still trying to figure out how to let the kids collaborate on Outliners and then share the Outliners with me easily. I bet there's something huge that I'm missing here...
Christophe Gigon

elearnspace. Connectivism: A Learning Theory for the Digital Age - 17 views

www.elearnspace.org/...connectivism.htm

connectivism MEMOIRE learning elearning theory collaboration technology community

shared by Christophe Gigon on 09 Dec 08 - Cached
  • Over the last twenty years, technology has reorganized how we live, how we communicate, and how we learn.
    • Rose Molter
      Rose Molter on 30 Aug 11
       
      I aggree that as teachers we need to realize that technology has changed instruction and the way that our students learn and the way that we learn and instruct.
    • Orlando Gonzalez
      Orlando Gonzalez on 13 Mar 12
       
      Technology has always changed the way we live. How did we respond to changes in the past? One thought is that some institutions, some businesses disappeared, while others, who took advantage of the new tech, appeared to replace the old. It will happen again and we as educators need to lead the way.
    • Maureen Curran
      Maureen Curran on 24 Mar 12
       
      With technology our students brains are wired differently and they can multi-task and learn in multiple virtual environments all at once. This should make us think about how we present lessons, structure learning and keep kids engaged.
    • Mike Burnett
      Mike Burnett on 18 Aug 14
       
      Rubbish. The idea that digital native are adept at multitasking is wrong. They may be doing many things but the quality and depth is reduced. There is a significant body of research to support this. Development of grit and determination are key attributes of successful people. Set and demand high standards. No one plays sport or an instrument because it is easy rather because they can clearly see a link between hard work and pleasure.
  • Information development was slow.
  • Many learners will move into a variety of different, possibly unrelated fields over the course of their lifetime.
  • ...41 more annotations...
  • Informal learning is a significant aspect of our learning experience.
  • Learning is a continual process, lasting for a lifetime.
  • Technology is altering (rewiring) our brains.
  • Connectivism is the integration of principles explored by chaos, network, and complexity and self-organization theories.
  • Principles of connectivism:
  • Learning and knowledge rests in diversity of opinions. Learning is a process of connecting specialized nodes or information sources. Learning may reside in non-human appliances. Capacity to know more is more critical than what is currently known Nurturing and maintaining connections is needed to facilitate continual learning. Ability to see connections between fields, ideas, and concepts is a core skill. Currency (accurate, up-to-date knowledge) is the intent of all connectivist learning activities. Decision-making is itself a learning process. Choosing what to learn and the meaning of incoming information is seen through the lens of a shifting reality. While there is a right answer now, it may be wrong tomorrow due to alterations in the information climate affecting the decision.
    • Rose Molter
      Rose Molter on 30 Aug 11
       
      I think it is important for us to realize the importance of connections.
  • The organization and the individual are both learning organisms.
  • Classrooms which emulate the “fuzziness”
    • Maureen Curran
      Maureen Curran on 24 Mar 12
       
      So what does this look like? I feel that when I attempt this, evaluators and administrators don't necessarily understand. They want a neat, quiet, well-managed, orderly classroom.
    • Maureen Curran
      Maureen Curran on 24 Mar 12
       
      If new learning approaches are required, then why are we still being evaluated in a linear way?
  • John Seely Brown presents an interesting notion that the internet leverages the small efforts of many with the large efforts of few.
  • The pipe is more important than the content within the pipe. Our ability to learn what we need for tomorrow is more important than what we know today.
  • Knowledge is growing exponentially
  • amount of knowledge
  • is doubling every 18 months
  • To combat the shrinking half-life of knowledge, organizations have been forced to develop new methods of deploying instruction.”
  • (the understanding of where to find knowledge needed).
  • know-where
  • learning
  • a persisting change in human performance or performance potential…[which] must come about as a result of the learner’s experience and interaction with the world”
  • Learning theories are concerned with the actual process of learning, not with the value of what is being learned.
  • The ability to synthesize and recognize connections and patterns is a valuable skill.
  • knowledge is no longer acquired in the linear manner
  • What is the impact of chaos as a complex pattern recognition process on learning
  • An entirely new approach is needed.
  • Chaos is the breakdown of predictability, evidenced in complicated arrangements that initially defy order.
  • Meaning-making and forming connections between specialized communities are important activities.
  • Chaos, as a science, recognizes the connection of everything to everything.
  • If the underlying conditions used to make decisions change, the decision itself is no longer as correct as it was at the time it was made.
  • principle that people, groups, systems, nodes, entities can be connected to create an integrated whole.
  • Connections between disparate ideas and fields can create new innovations.
  • Learning is a process that occurs within nebulous environments of shifting core elements – not entirely under the control of the individual
  • decisions are based on rapidly altering foundations
  • The ability to draw distinctions between important and unimportant information is vital.
  • Behaviorism, cognitivism, and constructivism do not attempt to address the challenges of organizational knowledge and transference.
  • The health of the learning ecology of the organization depends on effective nurturing of information flow.
  • This cycle of knowledge development (personal to network to organization) allows learners to remain current in their field through the connections they have formed.
  • This amplification of learning, knowledge and understanding through the extension of a personal network is the epitome of connectivism.
  • Diverse teams of varying viewpoints are a critical structure for completely exploring ideas
  • An organizations ability to foster, nurture, and synthesize the impacts of varying views of information is critical to knowledge economy surviva
  • As knowledge continues to grow and evolve, access to what is needed is more important than what the learner currently possesses.
    • BalancEd Tech
      BalancEd Tech on 25 Mar 12
       
      Access is not enough. Prior knowledge and understanding is needed. Processing is needed. Evaluation of processing and outputs is needed. Feeding that back into the "system" is needed.
  • learning is no longer an internal, individualistic activity
  • learning is no longer an internal, individualistic activity
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