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Lisa C. Hurst

Inside the School Silicon Valley Thinks Will Save Education | WIRED - 9 views

www.wired.com/altschool

shared by Lisa C. Hurst on 05 May 15 - No Cached
  • Lisa C. Hurst on 05 May 15
     
    "AUTHOR: ISSIE LAPOWSKY. ISSIE LAPOWSKY DATE OF PUBLICATION: 05.04.15. 05.04.15 TIME OF PUBLICATION: 7:00 AM. 7:00 AM INSIDE THE SCHOOL SILICON VALLEY THINKS WILL SAVE EDUCATION Click to Open Overlay Gallery Students in the youngest class at the Fort Mason AltSchool help their teacher, Jennifer Aguilar, compile a list of what they know and what they want to know about butterflies. CHRISTIE HEMM KLOK/WIRED SO YOU'RE A parent, thinking about sending your 7-year-old to this rogue startup of a school you heard about from your friend's neighbor's sister. It's prospective parent information day, and you make the trek to San Francisco's South of Market neighborhood. You walk up to the second floor of the school, file into a glass-walled conference room overlooking a classroom, and take a seat alongside dozens of other parents who, like you, feel that public schools-with their endless bubble-filled tests, 38-kid classrooms, and antiquated approach to learning-just aren't cutting it. At the same time, you're thinking: this school is kind of weird. On one side of the glass is a cheery little scene, with two teachers leading two different middle school lessons on opposite ends of the room. But on the other side is something altogether unusual: an airy and open office with vaulted ceilings, sunlight streaming onto low-slung couches, and rows of hoodie-wearing employees typing away on their computers while munching on free snacks from the kitchen. And while you can't quite be sure, you think that might be a robot on wheels roaming about. Then there's the guy who's standing at the front of the conference room, the school's founder. Dressed in the San Francisco standard issue t-shirt and jeans, he's unlike any school administrator you've ever met. But the more he talks about how this school uses technology to enhance and individualize education, the more you start to like what he has to say. And so, if you are truly fed up with the school stat
Robert Parker

Andragogy - Wikipedia, the free encyclopedia - 36 views

en.wikipedia.org/Andragogy

shared by Robert Parker on 23 Sep 11 - Cached
  • Andragogy consists of learning strategies focused on adults. It is often interpreted as the process of engaging adult learners with the structure of learning experience. The term ‘andragogy’ has been used in different times and countries with various connotations
  • Knowles asserted that andragogy (Greek: "man-leading") should be distinguished from the more commonly used pedagogy (Greek: "child-leading"). Knowles' theory can be stated with six assumptions related to motivation of adult learning:[1][2] Adults need to know the reason for learning something (Need to Know) Experience (including error) provides the basis for learning activities (Foundation). Adults need to be responsible for their decisions on education; involvement in the planning and evaluation of their instruction (Self-concept). Adults are most interested in learning subjects having immediate relevance to their work and/or personal lives (Readiness). Adult learning is problem-centered rather than content-oriented (Orientation). Adults respond better to internal versus external motivators (Motivation). The term has been used by some to allow discussion of contrast between self-directed and 'taught' education
    • GoldenLuca Oake
      GoldenLuca Oake on 08 Oct 12
       
      Andragogy - man-leading as in leading man Pedagogy - child-leading as in leading children
    • Robert Parker
      Robert Parker on 15 Sep 13
       
      I like this term, it reflects much of waht happens in higher education as the springboard for life-long learning
  • maureen greenbaum on 23 Sep 11
     
    Andragogy From Wikipedia, the free encyclopedia Andragogy consists of learning strategies focused on adults. It is often interpreted as the process of engaging adult learners with the structure of learning experience. The term 'andragogy' has been used in different times and countries with various connotations. Nowadays there exist mainly three understandings: 1. In many countries there is a growing conception of 'andragogy' as the scholarly approach to the learning of adults. In this connotation andragogy is the science of understanding (= theory) and supporting (= practice) lifelong and lifewide education of adults. 2. Especially in the USA, 'andragogy' in the tradition of Malcolm Knowles, labels a specific theoretical and practical approach, based on a humanistic conception of self-directed and autonomous learners and teachers as facilitators of learning. 3. Widely, an unclear use of andragogy can be found, with its meaning changing (even in the same publication) from 'adult education practice' or 'desirable values' or 'specific teaching methods,' to 'reflections' or 'academic discipline' and/or 'opposite to childish pedagogy', claiming to be 'something better' than just 'Adult Education'. The oldest document using the term "Andragogik": Kapp, Alexander (1833): Platon's Erziehungslehre, als Pädagogik für die Einzelnen und als Staatspädagogik. Leipzig. Originally used by Alexander Kapp (a German educator) in 1833, andragogy was developed into a theory of adult education by the American educator Malcolm Knowles. Knowles asserted that andragogy (Greek: "man-leading") should be distinguished from the more commonly used pedagogy (Greek: "child-leading"). Knowles' theory can be stated with six assumptions related to motivation of adult learning:[1][2] Adults need to know the reason for learning something (Need to Know) Experience (including error) provides the basis for learning activities (Foundation). Adults need to be
  • ...2 more comments...
  • Lauren Rosen on 23 Sep 11
     
    Really not seeing the difference in how children and adults learn here. I have heard the term first about 20 or more years ago. From this definition the principals behind it are no different from those behind what a good learning environment is for all ages. What changes is the content not that the student, regardless of age, leads in their own learning facilitated by a trained practitioner.
  • Maughn Gregory on 23 Sep 11
     
    "Andragogy" is another sexist term, using "andro" = male to stand for all humanity. Why wouldn't it by called "Gynogogy"? Can't we use a different term? Bring the concept up-do-date from 1833?
  • GoldenLuca Oake on 08 Oct 12
     
    Andragogy From Wikipedia, the free encyclopedia Andragogy consists of learning strategies focused on adults. It is often interpreted as the process of engaging adult learners with the structure of learning experience. The term 'andragogy' has been used in different times and countries with various connotations. Nowadays there exist mainly three understandings: 1. In many countries there is a growing conception of 'andragogy' as the scholarly approach to the learning of adults. In this connotation andragogy is the science of understanding (= theory) and supporting (= practice) lifelong and lifewide education of adults. 2. Especially in the USA, 'andragogy' in the tradition of Malcolm Knowles, labels a specific theoretical and practical approach, based on a humanistic conception of self-directed and autonomous learners and teachers as facilitators of learning. 3. Widely, an unclear use of andragogy can be found, with its meaning changing (even in the same publication) from 'adult education practice' or 'desirable values' or 'specific teaching methods,' to 'reflections' or 'academic discipline' and/or 'opposite to childish pedagogy', claiming to be 'something better' than just 'Adult Education'. The oldest document using the term "Andragogik": Kapp, Alexander (1833): Platon's Erziehungslehre, als Pädagogik für die Einzelnen und als Staatspädagogik. Leipzig. Originally used by Alexander Kapp (a German educator) in 1833, andragogy was developed into a theory of adult education by the American educator Malcolm Knowles. Knowles asserted that andragogy (Greek: "man-leading") should be distinguished from the more commonly used pedagogy (Greek: "child-leading"). Knowles' theory can be stated with six assumptions related to motivation of adult learning:[1][2] Adults need to know the reason for learning something (Need to Know) Experience (including error) provides the basis for learning activities (Foundation). Adults need to be
  • Robert Parker on 15 Sep 13
     
    Andragogy From Wikipedia, the free encyclopedia Andragogy consists of learning strategies focused on adults. It is often interpreted as the process of engaging adult learners with the structure of learning experience. The term 'andragogy' has been used in different times and countries with various connotations. Nowadays there exist mainly three understandings: 1. In many countries there is a growing conception of 'andragogy' as the scholarly approach to the learning of adults. In this connotation andragogy is the science of understanding (= theory) and supporting (= practice) lifelong and lifewide education of adults. 2. Especially in the USA, 'andragogy' in the tradition of Malcolm Knowles, labels a specific theoretical and practical approach, based on a humanistic conception of self-directed and autonomous learners and teachers as facilitators of learning. 3. Widely, an unclear use of andragogy can be found, with its meaning changing (even in the same publication) from 'adult education practice' or 'desirable values' or 'specific teaching methods,' to 'reflections' or 'academic discipline' and/or 'opposite to childish pedagogy', claiming to be 'something better' than just 'Adult Education'. The oldest document using the term "Andragogik": Kapp, Alexander (1833): Platon's Erziehungslehre, als Pädagogik für die Einzelnen und als Staatspädagogik. Leipzig. Originally used by Alexander Kapp (a German educator) in 1833, andragogy was developed into a theory of adult education by the American educator Malcolm Knowles. Knowles asserted that andragogy (Greek: "man-leading") should be distinguished from the more commonly used pedagogy (Greek: "child-leading"). Knowles' theory can be stated with six assumptions related to motivation of adult learning:[1][2] Adults need to know the reason for learning something (Need to Know) Experience (including error) provides the basis for learning activities (Foundation). Adults need to be
mgranger

Media and Technology Resources for Educators | Common Sense Media - 15 views

www.commonsensemedia.org/educators

InternetSafety digitalcitizenship cyberbullying Internet_safety cipa

shared by mgranger on 01 Apr 11 - Cached
  • gital driver's license
  • with complete confidence. Our online trainings show you how. More about parent professional development Research Credentials Check out our DNA. Our programs are built on respected digital ethics research. More about parent research credentials Turn wired students into great digital citizens Get all the tools you need with our FREE Digital Literacy and Citizenship Curriculum and Parent Media Education Program. The relevant, ready-to-use instruction helps you guide students to make safe, smart, and ethical decisions in the digital world where they live, study and play. Every day, your students are tested with each post, search, chat, text message, file download, and profile update. Will they connect with like minds or spill ... read more Get started Browse our classroom lessons and parent education resources by grade level or topical area. select gradeK123456789101112 select topicCell phones & digital communicationCyberbullying & online relationshipsDigital creation, plagiarism & piracyFamily media managementGaming & online worldsInternet safetyMedia's influence on kidsOnline privacy and securityOnline research & learningSocial networking & communityViolence in media Get Started Educator Updates Common Sense announces di gital driver's license Common Sense Media announced plans to create a digital driver’s license, an interactive online game that will teach kids the basics of how to be safe and responsible in a digital world. Read more about our plans for interactive curriculum modules
  • Marc Patton on 01 Apr 11
     
    Digital citizenship curriculum targets 4th, 5th graders
  • Susan Crowley on 03 Jul 11
     
    Lesson plans, articles, and tools to teach Digital Citizenship and Internet Safety
  • mgranger on 23 Aug 12
     
    Internet safety FREE curriculum and implementation guides. The site has admin, teacher, and student resources. Digital Passport is one of the Internet Safety programs available.
Andrew McCluskey

Occupy Your Brain - 111 views

schoolingtheworld.org/...occupy

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

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

Lydia Dobyns: A '21st Century' Education Is SO Last Century - 34 views

www.huffingtonpost.com/...tury-education-_b_2441252.html

deeperlearning edleader21 change 21stcentury learning

shared by Jennie Snyder on 27 Jan 13 - No Cached
  • We can't know what the classroom will look or feel like. We do know, however, that most school districts are organized to deliver education that inhibits rather than encourages innovation. That needs to change.
  • like "Deeper Learning" as a way to convey both the acquisition of knowledge and the transference/application of knowledge along with developing skills employers find valuable -- collaboration, communications and critical thinking
  • t's time to move on and work together to develop education systems that meet students where they live and provide a relevant education to develop cognitive and non-cognitive skills
  • ...4 more annotations...
  • Of course, schools and classroom practices need to be current -- what teacher or district leader would say that we should continue to teach the way we did back in the "good ol' days?" Can you show me a successful organization or business that prides itself on keeping things exactly the way they were?
  • We need to believe the adults delivering education services are capable of being innovative, adaptive and collaborative and welcome being accountable for student outcomes. Then we need to invest in this belief by providing both the professional development and the infrastructure to make this belief a reality for all students and all teachers.
  • Ultimately, it is about delivering core education in today's world by today's standards of success.
  • I believe this is the basic approach: Education needs to be more relevant and rigorous for students. Educational institutions need to be more engaging and empowering for teachers. A high school diploma needs to be more directly applicable and valued in the economy. These are attainable goals; all education investments should be measured against these objectives.
  • Jennie Snyder on 27 Jan 13
     
    Lydia Dobyns: A '21st Century' Education Is SO Last Century http://t.co/fieSUgnj #deeperlearning #edleader21
Nigel Coutts

Local Wisdom versus Global Assessments - The Learner's Way - 7 views

thelearnersway.net/...sdom-versus-global-assessments

local wisdom assessments learner education teaching collaboration

shared by Nigel Coutts on 05 May 19 - No Cached
  • Nigel Coutts on 05 May 19
     
    A significant shift continues to occur within global education markets. It is signified by the manner in which it makes sense to speak of a global education market. It is driven by neo-liberalism and the expansion of markets into all aspects of our lives and it is made possible by manipulation of the third messaging system within the educational triad of curriculum, pedagogy and assessment. It is a drive towards accountable, comparable and productive education systems fine-tuned to maximise the return on investment and provide industry with the workforce it desires. What must be asked is how does this trend impact students and are these the forces that should be driving change in our education systems?
Charles Greenberg

Open Education Week - 58 views

www.openeducationweek.org

education OER creativecommons ideas week

shared by Charles Greenberg on 17 Dec 11 - No Cached
  • Open education seeks to reduce barriers to learning for everyone while providing tools and resources that facilitate success. Initiatives in open education include open sharing of high-quality educational materials (Open Educational Resources), flexible and free learning formats that make use of open content, alternative pathways to assessment and certification of learning, and projects that support improvements in educational systems.
  • Roland Gesthuizen on 17 Dec 11
     
    Welcome to the Open Education Week website. We are busy planning activities for 5-10 March 2012 to explore open education projects, resources and institutions around the world. Events will engage you in discussions and presentations about how open sharing in education can foster improvements in teaching and learning globally, make education more accessible, and create opportunities for collaboration and innovation. All live and virtual activities will be free and open to the public. Please check back for schedules, resources and information.
  • Charles Greenberg on 01 Mar 12
     
    Be part of the beginning. No turning back
Steve Ransom

Stephen Krashen Pulls the Rug Out From Under the Standards Movement - Living in Dialogu... - 3 views

blogs.edweek.org/...hen_krashen_pulls_the_rug.html

education poverty achievement standards reform testing research statistics

shared by Steve Ransom on 05 Apr 12 - No Cached
  • ur average scores are respectable but unspectacular because, as Farhi notes, we have such a high percentage of children living in poverty, the highest of all industrialized countries. Only four percent of children in high-scoring Finland, for example, live in poverty. Our rate of poverty is over 21%.
  • It means that the "problem" of American education is not ineffective teaching, not teachers' unions, not lack of national standards and tests, and not schools of education: It is poverty.
  • Steve Ransom on 05 Apr 12
     
    "It means that the "problem" of American education is not ineffective teaching, not teachers' unions, not lack of national standards and tests, and not schools of education: It is poverty." Sarah's comment is heartbreaking
Javier E

Money Cuts Both Ways in Education - NYTimes.com - 19 views

www.nytimes.com/...10iht-letter10.html

education youth prospect inequality competition meritocracy self-image

shared by Javier E on 10 May 13 - No Cached
  • If you doubt that we live in a winner-take-all economy and that education is the trump card, consider the vast amounts the affluent spend to teach their offspring.
  • This power spending on the children of the economic elite is usually — and rightly — cited as further evidence of the dangers of rising income inequality.
  • But it may be that the less lavishly educated children lower down the income distribution aren’t the only losers. Being groomed for the winner-take-all economy starting in nursery school turns out to exact a toll on the children at the top, too.
  • ...11 more annotations...
  • There is a lively debate among politicians and professors about whether the economy is becoming more polarized and about the importance of education. Dismissing the value of a college education is one of the more popular clever-sounding contrarian ideas of the moment. And there are still a few die-hards who play down the social significance of rising income inequality.
  • When you translate these abstract arguments into the practical choices we make in our personal lives, however, the intellectual disagreements melt away. We are all spending a lot more money to educate our kids, and the richest have stepped up their spending more than everyone else.
  • spending on children grew over the past four decades and that it became more unequal. “Our findings also show that investment grew more unequal over the study period: parents near the top of the income distribution spent more in real dollars near the end of the 2000s than in the early 1970s, and the gap in spending between rich and poor grew.”
  • But it turns out that the children being primed for that race to the top from preschool onward aren’t in such great shape, either.
  • “What we are finding again and again, in upper-middle-class school districts, is the proportion who are struggling are significantly higher than in normative samples,” she said. “Upper-middle-class kids are an at-risk group.”
  • troubled rich kids. “I was looking for a comparison group for the inner-city kids,” Dr. Luthar told me. “And we happened to find that substance use, depression and anxiety, particularly among the girls, were much higher than among inner-city kids.”
  • “I Can, Therefore I Must: Fragility in the Upper Middle Class,” and it describes a world in which the opportunities, and therefore the demands, for upper-middle-class children are infinite.
  • “It is an endless cycle, starting from kindergarten,” Dr. Luthar said. “The difficulty is that you have these enrichment activities. It is almost as if, if you have the opportunity, you must avail yourself of it. The pressure is enormous.”
  • these parents and children are responding rationally to a hyper-competitive world economy.
  • “When we talk to youngsters now, when they set goals for themselves, they want to match up to at least what their parents have achieved, and that is harder to do.”
  • we live in individualistic democracies whose credo is that anyone can be a winner if she tries. But we are also subject to increasingly fierce winner-take-all forces, which means the winners’ circle is ever smaller, and the value of winning is ever higher.
Ross Davis

iPads in Education - Exploring the use of iPads and mobile devices in education. - 187 views

ipadeducators.ning.com

technology

shared by Ross Davis on 29 Oct 10 - Cached
  • How does the releaseof iOS 5 impact you? Multitouch gestures, Notification Center, an upgraded Safari browser, Newstand and more. iOS 5 comes with over 200 new features. Which ones will you use most - both personally and professionally? Share your opinions... News & Views Videos Using an iPad as a Document Camera Added by Sam Gliksman0 Comments 0 Likes First Look: Apple's iOS 5 Added by Sam Gliksman0 Comments 0 Likes Impromptu Field Trip Added by Skip Via0 Comments 0 Likes Add Videos View All xg.addOnRequire(function () { x$('.module_video').mouseover(function () { x$(this).find('.video-facebook-share').show(); }) .mouseout(function () { x$(this).find('.video-facebook-share').hide(); }); }); #iPadEd on Twitter Use the hashtag #iPadEd to tweet with network members // iPads in Education Tweets SamGliksman RT @kcalderw: Last call for participants for an iPad in Edu survey for Masters class. Looking for teachers who use them. #ipadchat #ipaded4 hours ago · reply · retweet · favorite buddyxo Coding on the iPad: http://t.co/J55XxcXl. Looki
  • Finally, the goal of this community is to promote innovation in education through the use of technology. The site is not sponsored by Apple nor does it endorse the use of any specific technology or product.
  • Finally, the goal of this community is to promote innovation in education through the use of technology. The site is not sponsored by Apple nor does it endorse the use of any specific technology or product.
  • ...1 more annotation...
  • Tablet computing and mobile devices promise to have a dramatic impact on education. This Ning network was created to explore ways iPads and other portable devices could be used to re-structure and re-imagine the processes of education.
  • Sheri Stahler on 27 Oct 11
     
    EXCELLENT SITE!
  • Lauren Rosen on 09 Aug 13
     
    Lists of apps for k-6, teachers and parents
meghankelly492

Project MUSE - Learning from Masters of Music Creativity: Shaping Compositional Experie... - 7 views

muse.jhu.edu/224140

world Music

shared by meghankelly492 on 22 Jul 19 - No Cached
  • n contrast to others who are not as prone to divulge their feelings about their creative process
  • "Variation in style may have historical explanation but [End Page 94] no philosophical justification, for philosophy cannot discriminate between style and style."3
  • The testimonies of the composers concerned bear on questions about (a) the role of the conscious and the unconscious in music creativity, (b) how the compositional process gets started, and (c) how the compositional process moves forward
  • ...39 more annotations...
  • It is hoped that the themes that emerge by setting twentieth and twenty-first century professional composers' accounts of certain compositional experiences or phases of their creative processes against one another will provide a philosophical framework for teaching composition.
  • Furthermore, the knowledge of how professional composers compose offers the potential of finding the missing link in music education; that is, the writing of music by students within the school curriculum
  • Such involvement may deepen their understanding of musical relationships and how one articulates feelings through sounds beyond rudimentary improvisational and creative activities currently available
  • raw philosophical implications for music composition in schools from recognized composers' voices about their individual composing realities
  • It is hoped that the direct access to these composers' thoughts about the subjective experience of composing Western art music in the second half of the twentieth and the beginning of the twenty-first century may also promote the image of a fragmented culture whose ghettoization in music education is a serious impediment to the development of a comprehensive aesthetic education.
  • n other words, there is a striking unanimity among composers that the role of the unconscious is vital in order to start and/or to complete a work to their own satisfaction.
  • I need . . . to become involved, to come into a state where I do something without knowing why I do i
  • This is a complex problem and difficult to explain: all that one can say is that the unconscious plays an incalculable rol
  • Nonetheless, these self-observations about the complementary roles of the unconscious and conscious aspects of musical creativity do not cover the wide range of claims in psychological research on creativity
  • I strongly believe that, if we cannot explain this process, then we must acknowledge it as a mystery.25 Mysteries are not solved by encouraging us not to declare them to be mysteries
  • When Ligeti was commissioned to write a companion piece for Brahms' Horn Trio, he declared, "When the sound of an instrument or a group of instruments or the human voice finds an echo in me, in the musical idea within me, then I can sit down and compose. [O]therwise I canno
  • Extra-musical images may also provide the composer with ideas and material and contribute to musical creativity.
  • ome composers need to have something for it to react against.38 Xenakis, however, asserted that "all truly creative people escape this foolish side of work, the exaltation of sentiments. They are to be discarded like the fat surrounding meat before it is cooked."
  • as, as these examples show, dreams can also solve certain problems of the creative process.
  • In other words, to compose does not mean to merely carry out an initial idea. The composer reserves the right to change his or her mind after the conception of an idea.
  • n sum, self-imposed restrictions or "boundary conditions"55 seem to provide composers with a kind of pretext to choose from an otherwise chaotic multitude of compositional possibilities that, however, gradually disappears and gets absorbed into the process of composition which is characterized by the composers' aesthetic perceptions and choices.
  • Therefore, it is not surprising that influences from the musical world in which the composer lives play an important role in the creative process
  • Thereby the past is seen as being comprised by a static system of rules and techniques that needs to be innovated and emancipated during the composers' search for their own musical identity.
  • I strongly suggest that we play down basics like who influenced whom, and instead study the way the influence is transformed; in other words: how the artist made it his own.
  • Nothing I found was based on the "masterpiece," on the closed cycle, on passive contemplation or narrowly aesthetic pleasure.61
  • Furthermore, for some composers the musical influence can emerge from the development of computer technology.
  • In sum, the compositional process proceeds in a kind of personal and social tension. In many cases, composers are faced with the tensive conflict between staying with tradition and breaking new ground at each step in the process. Thus, one might conclude that the creative process springs from a systematic viewpoint determined by a number of choices in which certain beliefs, ideas, and influences—by no means isolated from the rest of the composer's life—play a dominant role in the search for new possibilities of expression.
  • If a general educational approach is to emerge from the alloy of composers' experiences of their music creativity, it rests on the realization that the creative process involves a diversity of idiosyncratic conscious and unconscious traits.
  • After all, the creative process is an elusive cultural activity with no recipes for making it happen.
  • n this light, the common thread of composers' idiosyncratic concerns and practices that captures the overall aura of their music creativity pertains to (a) the intangibility of the unconscious throughout the compositional process,68 (b) the development of musical individuality,69 and (c) the desire to transgress existing rules and codes, due to their personal and social conflict between tradition and innovation.70
  • In turn, by making student composers in different classroom settings grasp the essence of influential professional composers' creative concerns, even if they do not intend to become professional composers, we can help them immerse in learning experiences that respect the mysteries of their intuitions, liberate their own practices of critical thinking in music, and dare to create innovative music that expresses against-the-prevailing-grain musical beliefs and ideas.
  • Therefore, it is critical that the music teacher be seen as the facilitator of students' compositional processes helping students explore and continuously discover their own creative personalities and, thus, empowering their personal involvement with music. Any creative work needs individual attention and encouragement for each vision and personal experience are different.
  • After all, the quality of mystery is a common theme in nearly every composer's accoun
  • Failing this, musical creativity remains a predictable academic exercise
  • Music teachers need to possess the generosity to refuse to deny student composers the freedom to reflect their own insights back to them and, in turn, influence the teachers' musical reality
  • Indeed, it is important that music teachers try to establish students gradually as original, independent personalities who try to internalize sounds and, thus, unite themselves with their environment in a continuous creative process.
  • Music teachers, therefore, wishing student composers to express and exercise all their ideas, should grant them ample time to work on their compositions,
  • n sum, music knowledge or techniques and the activation of the student composers' desire for discovery and innovation should evolve together through balanced stimulation.
  • While music creativity has been a component of music education research for decades, some of the themes arising from professional composers' experiences of their creativity, such as the significance of the unconscious, the apprehension towards discovering ones' own musical language, or the personal and social tension between tradition and innovation, among others, have not been adequately recognized in the literature of music education
  • By doing this, I strongly believe that musical creativity in general and composing in particular run the risk of becoming a predictable academic exercise
  • which merely demands problem-solving skills on the part of the student composers (or alleged "critical thinkers").
  • . On the other hand, only few music educators appear to draw their composer students' attention to the importance of the personal and social conflict between staying within a tradition or code, even if it is the Western popular music tradition, and breaking new ground at each step in the creative process and, possibly, shaping new traditions or codes.
  • Culture is a precious human undertaking, and the host of musics, arts, languages, religions, myths, and rituals that comprise it need to be carefully transmitted to the young and transformed in the process."85
  • Nevertheless, further research is needed in which women's voices can be heard that may offer an emancipatory perspective for the instruction of composition in education which will "challenge the political domination of men."
Florence Dujardin

Promoting Student Engagement by Integrating New Technology into Tertiary Education: The... - 3 views

www.ccsenet.org/...12841

engagement education iPad assessment m-learning Video

shared by Florence Dujardin on 09 Nov 12 - No Cached
  • Florence Dujardin on 09 Nov 12
     
    Teachers in tertiary education need new strategies to communicate with students of the net generation and to shape enticing educational experiences for them. The use of new approaches such as video-recorded lectures to communicate directly and individually with all students has been the preserve of technology-savvy educators. However, a recent technological advance - the Apple iPad - has the potential to change this situation, offering access to effective and efficient pedagogy in an easy and intuitive way. This paper is a report on the use of the iPad in teaching activities over the past 15 months, showing how it can be used to enhance engagement with learning for tertiary students, both those studying live on campus and those studying at a distance.
Roland Gesthuizen

What Does It Mean to Be a Connected Educator? | Edutopia - 48 views

www.edutopia.org/...570301

edutopia PLN educator connectivity socialnetworking forum

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  • Roland Gesthuizen on 27 Sep 13
     
    "For many of us, becoming a connected educator transformed our lives. Suddenly, we had access to networks of experts and peers invested in improving education practices and willing to share their favorite tools, resources, and strategies. .. So share with us: Tell us your stories about being a connected educator. What has it meant for you? How has it transformed student learning in your classroom? What tools and resources do you rely on most?"
Martin Burrett

Disadvantage & Education - 6 views

ukedchat.com/...disadvantage-education

disadvantage ukedchat

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  • Martin Burrett on 30 Oct 18
     
    "In the week when the OECD published their latest report, noting that educational disadvantage starts from the age of 10 (click here to read the story) across many countries, and widens throughout students' lives, it is clear that many societies still have a lot to do. Whether the disadvantages are down to family circumstance, race, gender (identification), wealth and socio-economic background, or a distinct lack of opportunity and belief in oneself - what can education and educators do to help bridge the divide that allows opportunities for some, more than others?"
trisha_poole

50 Best Education Technology Blogs You Aren't Reading Yet - 173 views

www.mastersinspecialeducation.org/ogs-you-arent-reading-yet.html

teaching technology web2.0 teachers education Blogs elearning resources flexiblelearning blendedlearning learning&teaching learningtools teacherdevelopment teachertraining

shared by trisha_poole on 06 Dec 10 - No Cached
  • Early EFL: Leahn is located in Spain, where she works as a freelance language assistant teacher and as a teacher trainer in workshops for primary and secondary school teachers.
  • Box of Chocolates: Join this EFL teacher from Recife, Brazil, who is very passionate about teaching
  • Neslihan Durmusoglu: This blog reflects on the world of EFL and about being a 21st-century learner and teacher.
  • ...8 more annotations...
  • Reflections of a Teacher and Learner: David teaches kids at a private college in Turkey and he also is a distance student on the University of Manchester’s MA in EdTech & TESOL programme
  • An A-Z of ELT: This blog is managed by the man who wrote An A-Z of ELT in 2006, Scott Thornbury.
  • Authentic Teaching: This blogger has taught EFL in Brazil, and taught ELT for several years as well. He now is earning an MA in Education in London
  • Jeremy Harmer’s Blog: Jeremy is a writer and teacher/teacher-trainer for English to speakers of other languages, and he blogs about presentation.
  • Marisa Constantinides — TEFL Matters: This blogger runs CELT Athens, a teacher development center based in Greece.
  • Shaun Wilden’s Blog: Shaun has been involved in English language teaching for almost twenty years. He also maintains several online teaching sites including ihonlinetraining.net.
  • So this is English… This blog is filled with ideas, thoughts, discoveries, feedback and more about the teaching and learning of English.
  • Teaching Village: Barbara is an English teacher currently living in Kitakyushu, Japan, and using Web 2.0 tools and virtual worlds.
  • trisha_poole on 13 Jan 11
     
    Technology and teaching - two words that seem to fit together perfectly today for most teachers and learners. So much so that a slew of new blogs have come on board to talk about education technology - or, edTech. This list of the 50 best education technology blogs are not inclusive, as there are so many new blogs available; however, if you look at links provided by many of these blogs to other edTech blogs, you may learn about even more blog that you aren't reading yet.
Nigel Coutts

Educational Disadvantage - Socio-economic Status and Education Pt 3 - The Learner's Way - 11 views

thelearnersway.net/...omic-status-and-education-pt-3

status education learner learning teaching equity

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  • Nigel Coutts on 05 Nov 17
     
    Pedagogy and curriculum that engages students from low-socioeconomic backgrounds and is deemed personally relevant to the lives they live, are seen as important factors towards equality of outcome by Wrench, Hammond, McCallum and Price (2012). Their research involved designing a curriculum and pedagogy that would be highly engaging to students of low-socioeconomic status. 'The interventions involved curriculum redesigns that set meaningful, challenging learning task(s) (culminating in high quality learning products); strong connection to student life-worlds; and a performative expectation for student learning.' (Wrench et al 2012 p934)
Nigel Coutts

Reimagining Education for Uncertain Times with David Perkins - The Learner's Way - 11 views

thelearnersway.net/...rtain-times-with-david-perkins

education thinking lifeworthy future wise

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  • Nigel Coutts on 23 Aug 20
     
    These two powerful questions framed a recent webinar presented by Professor David Perkins of Harvard Graduate School of Education's Project Zero. Answering these questions and helping teachers find meaningful and contextually relevant answers to these questions has been a focus of Perkins' work, especially in recent times. His book "Future Wise: Educating Our Children for a Changing World" introduced us to the notion of lifeworthy learning or that which is "likely to matter in the lives our learners are likely to live". This is a powerful notion and one that has the potential to change not only what we teach but also how we go about teaching what we do.
Ed Webb

Education - Change.org: Watchmen Author Alan Moore on Education - 0 views

education.change.org/...author_alan_moore_on_education

Alan Moore industrial education

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  • All too often education actually acts as a form of aversion therapy, that what we're really teaching our children is to associate learning with work and to associate work with drudgery so that the remainder of their lives they will possibly never go near a book because they associate books with learning, learning with work and work with drudgery. Whereas after a hard day's toil, instead of relaxing with a book they'll be much more likely to sit down in front of an undemanding soap opera because this is obviously teaching them nothing, so it is not learning, so it is not work, it is not drudgery, so it must be pleasure. And I think that that is the kind of circuitry that we tend to have imprinted on us because of the education process. Bingo. Such a tidy summary of the Business Roundtable vision of education as preparing workers for the workforce.
Kurt Schmidt

A Perfect Storm in Undergraduate Education, Part 2 - Advice - The Chronicle of Higher E... - 43 views

chronicle.com/...126969

shared by Kurt Schmidt on 04 Apr 11 - No Cached
  • But, in the past few generations, the imagery and rhetoric of academic marketing have cultivated a belief that college will be, if not decadent, at least primarily recreational: social activities, sporting events, and travel.
  • Increasingly, students are buying an "experience" instead of earning an education, and, in the competition to attract customers, that's what's colleges are selling.
  • a growing percentage of students are arriving at college without ever having written a research paper, read a novel, or taken an essay examination. And those students do not perceive that they have missed something in their education; after all, they have top grades. In that context, the demands of professors for different kinds of work can seem bewildering and unreasonable, and students naturally gravitate to courses with more-familiar expectations.
  • ...7 more annotations...
  • Students increasingly are pressured to go to college not because they want to learn (much less become prepared for the duties of citizenship), but because they and their parents believe—perhaps rightly—that not going will exclude them from middle-class jobs.
  • At most universities, a student is likely to be unknown to the professor and would expect to feel like a nuisance, a distraction from more important work.
  • As academic expectations have decreased, social programming and extracurricular activities have expanded to fill more than the available time. That is particularly the case for residential students, for whom the possibility of social isolation is a source of great anxiety.
  • College has become unaffordable for most people without substantial loans; essentially they are mortgaging their future in the expectation of greater earnings. In order to reduce borrowing, more and more students leave class early or arrive late or neglect assignments, because they are working to provide money for tuition or living expenses.
  • As students' anxiety about the future increases, no amount of special pleading for general-education courses on history, literature, or philosophy—really anything that is not obviously job-related—will convince most students that they should take those courses seriously.
  • But at the major universities, most professors are too busy to care about individual students, and it is easy to become lost amid a sea of equally disenchanted undergraduates looking for some kind of purpose—and not finding it.
  • we need to make "rigorous and high-quality educational experiences a moral imperative."
  • D. S. Koelling on 04 Apr 11
     
    ". . . we need to make 'rigorous and high-quality educational experiences a moral imperative.'"
Maureen Greenbaum

SNHU: How Paul LeBlanc's tiny school has become a giant of higher education. - 1 views

www.slate.com/..._s_tiny_school_has_become.html

future education higher higher education

shared by Maureen Greenbaum on 04 Jan 14 - No Cached
  • Students are referred to as “customers.”
  • t deploys data analytics for everything from anticipating future demand to figuring out which students are most likely to stumble.
  • “Public institutions will not see increasing state funding and private colleges will not see ever-rising tuition.”
  • ...8 more annotations...
  • tackle what colleges were doing poorly: graduating students. Half the students who enroll in post-secondary education never get a degree but still accumulate debt
  • school spends millions to employ more than 160 “admissions counselors” who man the phones, especially on weekends, guiding prospective students into the right degree program
  • vast majority are working adults, many with families, whose lives rarely align with an academic timetable.
  • “College is designed in every way for that 20 percent—cost, time, scheduling, everything,” says LeBlanc. He set out to create an institution for the other 80 percent, one that was flexible and offered a seamless online experience
  • low completion rate can be blamed partly on the fact that college is still designed for 18-year-olds who are signing up for an immersive, four-year experience replete with football games and beer-drinking. But those traditional students make up only 20 percent of the post-secondary population.
  • online courses are created centrally and then farmed out to a small army of adjuncts hired for as little as $2,200 a class. Those adjuncts have scant leeway in crafting the learning experience.
  • An instructor’s main job is to swoop in when a student is in trouble. Often, they don’t pick up the warning signs themselves. Instead, SNHU’s predictive analytics platform plays watchdog, sending up a red flag to an instructor when a student hasn’t logged on recently or has spent too much time on an assignment
  • highly standardized courses, and adjuncts who act more like coaches than professors
  • Maureen Greenbaum on 04 Jan 14
     
    The Amazon of Higher Education- How tiny, struggling Southern New Hampshire University has become a behemoth.
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