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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
Natalie Morris

Educational Leadership:Teaching Screenagers:Screenagers: Making the Connections - 78 views

www.ascd.org/...s@-Making-the-Connections.aspx

TechIntegration teaching screenagers

shared by Natalie Morris on 24 Feb 11 - No Cached
  • February 2011 | Volume 68 | Number 5 Teaching Screenagers     Pages 7-7 Screenagers: Making the Connections Marge Scherer "Education has to change. We can't pull kids into learning in school if they are engaged in a different world outside school." "If you don't know how to use technology in class, you are in trouble. But, of course, technology is a double-edged sword. You can use it poorly, or you can use it well." The principals speaking were two of the candidates for the ASCD Outstanding Young Educator Award, which will be presented in March at ASCD's Annual Conference in San Francisco. A group of us were interviewing 13 finalists—both administrators and teachers—over the course of a few weeks, and we were talking to them about their leadership, their creativity, their whole child philosophy, their impact on student achievement, and, of course, their technology use. All the educators spoke to us via Adobe ConnectPro, a two-way technology that allowed us to see, hear, and record them in their schools—whether in New York, Oregon, the Philippines, or places in between—while they viewed us in our meeting room in Alexandria, Virginia.
  • February 2011 | Volume 68 | Number 5 Teaching Screenagers     Pages 7-7 Screenagers: Making the Connections Marge Scherer "Education has to change. We can't pull kids into learning in school if they are engaged in a different world outside school." "If you don't know how to use technology in class, you are in trouble. But, of course, technology is a double-edged sword. You can use it poorly, or you can use it well." The principals speaking were two of the candidates for the ASCD Outstanding Young Educator Award, which will be presented in March at ASCD's Annual Conference in San Francisco. A group of us were interviewing 13 finalists—both administrators and teachers—over the course of a few weeks, and we were talking to them about their leadership, their creativity, their whole child philosophy, their impact on student achievement, and, of course, their technology use. All the educators spoke to us via Adobe ConnectPro, a two-way technology that allowed us to see, hear, and record them in their schools—whether in New York, Oregon, the Philippines, or places in between—while they viewed us in our meeting room in Alexandria, Virginia.
  • February 2011 | Volume 68 | Number 5 Teaching Screenagers     Pages 7-7 Screenagers: Making the Connections Marge Scherer "Education has to change. We can't pull kids into learning in school if they are engaged in a different world outside school." "If you don't know how to use technology in class, you are in trouble. But, of course, technology is a double-edged sword. You can use it poorly, or you can use it well." The principals speaking were two of the candidates for the ASCD Outstanding Young Educator Award, which will be presented in March at ASCD's Annual Conference in San Francisco. A group of us were interviewing 13 finalists—both administrators and teachers—over the course of a few weeks, and we were talking to them about their leadership, their creativity, their whole child philosophy, their impact on student achievement, and, of course, their technology use. All the educators spoke to us via Adobe ConnectPro, a two-way technology that allowed us to see, hear, and record them in their schools—whether in New York, Oregon, the Philippines, or places in between—while they viewed us in our meeting room in Alexandria, Virginia.
  • Natalie Morris on 24 Feb 11
     
    We'll take a look at this article tomorrow in our session.
Randolph Hollingsworth

Career and Technical Education: Five Ways That Pay Along the Way to the B.A. - 1 views

www9.georgetown.edu/...CTE.FiveWays.FullReport.pdf

Career and Technical Education transfer transition transition to college college readiness

shared by Randolph Hollingsworth on 21 Sep 12 - No Cached
  • Randolph Hollingsworth on 21 Sep 12
     
    New report from Center on Education and the Workforce, Georgetown University, September 2012, by Anthony P. Carnevale, Tamara Jayasundera, Andrew R. Hanson - Daniela Fairchild of the Thomas B. Fordham Institute writes in The Education Gadfly Weekly: "At 31 percent, the United States currently ranks second among OECD nations-behind Norway-for the percentage of its workforce with a four-year college education. That's the good news. The bad news is that we rank sixteenth for the percentage of our workforce with a sub-baccalaureate education (think: postsecondary and industry-based certificates, associate's degrees). Yet a swath of jobs in America calls for just that sort of preparation, which often begins in high school. Dubbed "middle jobs" in this report by the Center on Education and the Workforce, these employment opportunities pay at least $35,000 a year and are divided among white- and blue-collar work. Yet they are largely ignored in our era of "college for all." In two parts, this report delineates five major categories of career and technical education (CTE), then lists specific occupations that require this type of education. It's full of facts and figures and an excellent resource for those looking to expand rigorous CTE in the U.S. Most importantly, it presents this imperative: Collect data on students who emerge from these programs. By tracking their job placements and wage earnings, we can begin to rate CTE programs, shutter those that are ineffective, and scale up those that are successful. If CTE is ever to gain traction in the U.S.-and shed the stigma of being low-level voc-tech education for kids who can't quite make it academically-this will be a necessary first step."
Kari Beery

Tech Savvy Kids - 86 views

www.usatoday.com/...0-02-10-igeneration10_CV_N.htm

shared by Kari Beery on 03 Mar 11 - No Cached
  • To the psychologists, sociologists, and generational and media experts who study them, their digital gear sets this new group (yet unnamed by any powers that be) apart, even from their tech-savvy Millennial elders. They want to be constantly connected and available in a way even their older siblings don't quite get. These differences may appear slight, but they signal an all-encompassing sensibility that some say marks the dawning of a new generation.
  •  PARENTING & KIDS' HEALTH NEWS: ONLY ON USA TODAYNew daditude: Today's fathers are hands-on, pressure offTV: Impairs speech | Leads to earlier sexBaby names: What's popular? Whatever's unusualMore parents share workload when mom learns to let goAre kids becoming too narcissistic? | Take the quizChemicals: What you need to know about BPA | Carcinogens found in kids' bath products | Lead poisonings persist'Momnesia,' spanking, tweens and toddlers fullCoverage='Close  X Todders: Parents' fear factor? A short toddle into the danger zoneTweens: Cooler than ever, but is childhood lost?
  • The difference is that these younger kids "don't remember a time without the constant connectivity to the world that these technologies bring," she says. "They're growing up with expectations of always being present in a social way — always being available to peers wherever you are."
Jason Finley

Diigo in Education - 108 views

Marie, my primary use and focus with Diigo is the social networking aspect that you mentioned. There is definitely truth to the statement that "Chance favors the connected mind." I've created a g...

Diigo

started by Jason Finley on 25 Oct 11 6 follow-ups, last by Jason Finley on 27 Oct 11
Virginia Meadow

eChalk: Teaching resources for interactive whiteboards and data projectors - 2 views

www.echalk.co.uk/...taster.htm

interactive periodic table chemistry tetris

shared by Virginia Meadow on 23 Sep 09 - Cached
lolaemam liked it
  • Virginia Meadow on 23 Sep 09
     
    Powerful interactive resources designed for whole-class teaching. Online educational games, classroom resources and lesson activities for interactive whiteboards and data projectors. Put some fun into your lessons with our exceptional science, maths, English language, literature, history, music physical education and modern foreign languages software." />/css/resourceList.css
Anthony Giannini

Discipline - 15 views

schooltool.ouboces.org/schooltoolweb

interactive ELA Math online games fun reading

shared by Anthony Giannini on 06 Mar 19 - No Cached
  •      ClassPeriodSectionDaysRoomSemester Computer Information & Technology 1 1A,B167S1, S2 Computer and Information Technology 2 1B314S1, S2 Computer and Information Technology 3 2B314S1, S2 Computer Applications 4 1A,B314S1, S2 to
  • 12345
  • ClassesSearchCampusReportsActionsMissing StudentsMessagesMy Home Welcome, Anthony Giannini, today is Friday, December 6, 2019 #pnlExpand, #pnlCollapse{ padding-top: 5px; padding-bottom: 10px; } Show Cycle Day Information Hide Cycle Day Information Cycle day B in Emanuel Axelrod Education Center - John A. Flannery High School and John A. Flannery Middle School Cycle day B in Regional Education Center At Arden Hill - Marguerite A. Flood Middle School, Marguerite A. Flood High School, Academy at Arden Hill High School and Academy at Arden Hill Middle School Cycle day B in Chester School District Satellite - Chester Academy Satellite MS CurrentTodayAll Take attendance at: 01 02 03 04 05 06 07 08 09 10 11 12 : 00 01 02 03 04 05</opti
Melissa Ebeling

Google For Educators - 14 views

www.google.com/...index.html

google education resources teaching technology teachers

shared by Melissa Ebeling on 14 Jul 09 - Cached
  • 7/9/2009Google Apps Tips, Tricks and Even Lesson PlansWant to learn the best ways to use Google Apps in your classroom? &nbsp;Visit our new Education Community Site, where you can learn tips and tricks on using Gmail, Calendar, Docs and Sites, join our education forum and read news all about Google Apps. &nbsp;Or check out standardized lesson plans at the new Google Apps Resource Center - for classroom use of our tools across K-12.
  • 7/9/2009Sites for TeachersCheck out the new Sites for Teachers page to see how teachers, students and administrators are using Google Sites to create their class sites, organize school trips, and run school projects. 7/9/2009Books, Books, BooksGoogle has reached an agreement with authors and publishers that will make millions of books more accessible in the U.S. &nbsp;You can view full pages from and purchase complete access to millions of in-copyright, out-of-print books &nbsp;or your school can purchase institutional subscriptions to offer your students and teachers complete access to millions of &nbsp;books.
  • At Google, we support teachers in their efforts to empower students and expand the frontiers of human knowledge. That’s why we’ve assembled the information and tools you’ll find on this
  • Deborah Thonus on 14 Jul 09
     
    Homepage for Google for Educators. Here are links to many of the tools and applications availbable for educational use.
Benjamin Light

The Costs of Overemphasizing Achievement - 83 views

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

assessment grading achievement education kohn

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

The Ultimate Guide to The Use of Facebook in Education - 82 views

www.educatorstechnology.com/...ide-to-use-of-facebook-in.html

shared by Lauren Rosen on 22 Jun 12 - No Cached
    • Lauren Rosen
      Lauren Rosen on 22 Jun 12
       
      Check these FB apps for education
  • Calendar : Teachers can use it to keep their classes on track with upcoming assignments, test, due dates and many more Courses : They can use it to create instructor page and&nbsp;manage&nbsp;their courses Webinaria : This helps teachers record their class lectures and post them on Facebook for the class to review. To-do-list ; Easily create a reminder list Worldcat : easily search for material available at libraries around the world to help in with your research Check out this List of Facebook Learning Apps to explore more.
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)&nbsp;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."
Dallas McPheeters

Serious Reading for Serious Futurists | World Future Society - 39 views

wfs.org/...ious-reading-serious-futurists

oecd ebook future education trends outlook

shared by Dallas McPheeters on 13 Dec 10 - No Cached
  • free pdf
  • Trends Shaping Education 2010. OECD Centre for Educational Research and Innovation. Paris: OECD Publishing, Sept 2010, 90p, free pdf.
  • free pdf
  • ...1 more annotation...
  • Learning for Jobs.
  • Dallas McPheeters on 13 Dec 10
     
    Education Today 2010: The OECD Perspecive. OECD Centre for Educational Research and Innovation. Paris: OECD Publishing, Oct 2010, 86p, free pdf.
David Hilton

YouTube - No More "Learners" - 1 views

www.youtube.com/watch

Learning Learner Education Pedagogy Teaching Technology Web2.0 Lecture Speaking Presentation Presenter Teacher 21st Century Mentor Coach Guide Lecturer

shared by David Hilton on 04 Mar 09 - Cached
  • The instructor/learner relationship needs re-thinking. We've got to be learning from one another, not shoveling learning at "learners." We are all learners, all the time, and we can get better at it.
  • The instructor/learner relationship needs re-thinking. We've got to be learning from one another, not shoveling learning at "learners." We are all learners, all the time, and we can get better at it.
    • David Hilton
      David Hilton on 14 Mar 09
       
      Rubbish. Teachers need to teach. These vacuous ideas that students know as much as teachers and we all teach each other have led to a dangerous decline in educational standards in the West. People do not process in a vacuum; they need to know the content before they can engage in that 'higher-order thinking' Blooms gunk. These theories are an excuse for teachers who don't know their subjects to feel less shamed at their ignorance.
  • The instructor/learner relationship needs re-thinking. We've got to be learning from one another, not shoveling learning at "learners." We are all learners, all the time, and we can get better at it. The instructor/learner relationship needs re-thinking. We've got to be learning from one another, not shoveling learning at "learners." We are all learners, all the time, and we can get b... Category:&nbsp; Education Tags:&nbsp; informl&nbsp;
  • ...3 more annotations...
  • The instructor/learner relationship needs re-thinking. We've got to be learning from one another, not shoveling learning at "learners." We are all learners, all the time, and we can get better at it. The instructor/learner relationship needs re-thinking. We've got to be learning from one another, not shoveling learning at "learners." We are all learners, all the time, and we can get b... Category:&nbsp; Education Tags:&nbsp; informl&nbsp;
  • The instructor/learner relationship needs re-thinking. We've got to be learning from one another, not shoveling learning at "learners." We are all learners, all the time, and we can get b...
  • The instructor/learner relationship needs re-thinking. We've got to be learning from one another, not shoveling learning at "learners." We are all learners, all the time, and we can get b...
  • Bill Graziadei, Ph.D. (aka Dr. G) on 04 Mar 09
     
    The instructor/learner relationship needs re-thinking. We've got to be learning from one another, not shoveling learning at "learners." We are all learners, all the time, and we can get b...
  • Bill Graziadei, Ph.D. (aka Dr. G) on 04 Mar 09
     
    Do you speak/teach from a pulpit? Take a look at "No More Learners" What was your first thought(s) when viewing this? Does 'talking down' to learners go on? Perhaps it goes on some; but, I don't think a great deal today. Who out there thinks they are or were ever in the pulpit? I was in the 70's and changed in 80's. There are too many smarter learners out there. Please consider leaving your IMHO comment as a note.
  • David Hilton on 14 Mar 09
     
    The instructor/learner relationship needs re-thinking. We've got to be learning from one another, not shoveling learning at "learners." We are all learners, all the time, and we can get b...
Heather Wheat

Evaluating Web Pages: Techniques to Apply & Questions to Ask - 8 views

www.lib.berkeley.edu/...Evaluate.html

research evaluation web sources

shared by Heather Wheat on 13 Aug 09 - Cached
  • Marc Safran on 13 Aug 09
     
    Finding Information on the Internet: A Tutorial Techniques to Apply & Questions to Ask
  • Heather Wheat on 25 Feb 13
     
    Awesome for use with evaluating web sources. Link to PDF of checklists is helpful for in-class use.
Peter Beens

Office 365 for education - a game changer for teaching and learning - Education Insight... - 92 views

blogs.msdn.com/...chools-worldwide-for-free.aspx

Office 365 for Education Microsoft education web2.0

shared by Peter Beens on 27 Jun 12 - No Cached
  • Peter Beens on 27 Jun 12
     
    The cloud and online learning are key trends and opportunities to transform education today. And with today's launch and availability of Office 365 for education, schools now have a holistic collaboration platform that will change the game. As schools face ever-tightening budgets and the pressure to innovate, Microsoft is offering enterprise quality technology for free that will modernize teaching practices and help prepare students for the jobs of tomorrow.
Marc Safran

Digital Natives, Digital Immigrants - 1 views

www.twitchspeed.com/...l%20Immigrants%20-%20Part1.htm

digitalnatives web2.0 pedagogy prensky article pd professionaldevelopment integration

shared by Marc Safran on 30 Jul 09 - Cached
  • Our students have changed radically. Today’s students are no longer the people our educational system was designed to teach.
  • today's students think and process information fundamentally differently from their predecessors
  • we can say with certainty that their thinking patterns have changed
  • ...15 more annotations...
  • The importance of the distinction is this: As Digital Immigrants learn - like all immigrants, some better than others - to adapt to their environment, they always retain, to some degree, their "accent," that is, their foot in the past.
  • There are hundreds of examples of the digital immigrant accent.&nbsp;
  • our Digital Immigrant instructors, who speak an outdated language (that of the pre-digital age), are struggling to teach a population that speaks an entirely new language
  • Digital Immigrant teachers assume that learners are the same as they have always been, and that the same methods that worked for the teachers when they were students will work for their students now. But that assumption is no longer valid. Today's learners are different.
  • So what should happen?&nbsp; Should the Digital Native students learn the old ways, or should their Digital Immigrant educators learn the new?&nbsp;
  • methodology
  • learn to communicate in the language and style of their students
  • it does mean going faster, less step-by step, more in parallel, with more random access, among other thing
  • kinds of content
  • As educators, we need to be thinking about how to teach both Legacy and Future content in the language of the Digital Natives.
  • Adapting materials to the language of Digital Natives has already been done successfully.&nbsp; My own preference for teaching Digital Natives is to invent computer games to do the job, even for the most serious content.
  • "Why not make the learning into a video game!
  • But while the game was easy for my Digital Native staff to invent, creating the content turned out to be more difficult for the professors, who were used to teaching courses that started with "Lesson 1 – the Interface."&nbsp; We asked them instead to create a series of graded tasks into which the skills to be learned were embedded. The professors had made 5-10 minute movies to illustrate key concepts; we asked them to cut them to under 30 seconds. The professors insisted that the learners to do all the tasks in order; we asked them to allow random access. They wanted a slow academic pace, we wanted speed and urgency (we hired a Hollywood script writer to provide this.)&nbsp;&nbsp; They wanted written instructions; we wanted computer movies. They wanted the traditional pedagogical language of "learning objectives," "mastery", etc. (e.g. "in this exercise you will learn"); our goal was to completely eliminate any language that even smacked of education.
  • large mind-shift required
  • We need to invent Digital Native methodologies for all subjects, at all levels, using our students to guide us.
  • Marc Safran on 30 Jul 09
     
    Our students have changed radically. Today's students are no longer the people our educational system was designed to teach.
Tony Baldasaro

Benefits of Online Learning | Education Guidance | WorldWideLearn.com - 45 views

www.worldwidelearn.com/...enefits-of-online-learning.htm

elearning students onlinelearning

shared by Tony Baldasaro on 04 Jan 10 - Cached
  • anytime, from anywhere
  • Online learning enables student-centered teaching approaches
  • attendance to class is only evident if the student actually participates in classroom discussion
  • ...5 more annotations...
  • increases student interaction
  • exposed to knowledge that can't be learned in books
  • Participating online is much less intimidating than "in the classroom.
  • Students can also think longer about what they want to say and add their comments when ready
  • While "brick and mortar" institutions will never be eliminated,
  • Tony Baldasaro on 04 Jan 10
     
    "Why do students flock to the online learning environment? With over 4 million students are enrolled in online schools and universities (and that number is growing 30% per year), there are many compelling arguments for attending a cyber classroom (Lewis, 2005). "
webExplorations

Disrupting College - 3 views

www.americanprogress.org/...disrupting_college.html

education ctl

shared by webExplorations on 25 Mar 11 - No Cached
  • Using online learning in a new business model focused exclusively on teaching and learning, not research—and focused on highly structured programs targeted at preparation for careers—has meanwhile given several organizations a significant cost advantage and allowed them to grow rapidly.
  • Using online learning in a new business model focused exclusively on teaching and learning, not research—and focused on highly structured programs targeted at preparation for careers—has meanwhile given several organizations a significant cost advantage and allowed them to grow rapidly.
  • Using online learning in a new business model focused exclusively on teaching and learning, not research—and focused on highly structured programs targeted at preparation for careers—has meanwhile given several organizations a significant cost advantage and allowed them to grow rapidly.
  • ...1 more annotation...
  • Recommendations for existing institutions of higher education also emerge from an understanding of disruptive innovation. These colleges and universities should: Apply the correct business model for the task. These institutions have conflated value propositions and business models, which creates significant, unsustainable overhead costs. Drive the disruptive innovation. Some institutions have this opportunity, but to do so, they need to set up an autonomous business model unencumbered by their existing processes and priorities. They can leverage their existing fixed resources in this autonomous model to give themselves a cost advantage over what to this point have been the low-cost disruptive innovators. Develop a strategy of focus. The historical strategy of trying to be great at everything and mimic institutions such as Harvard is not a viable strategy going forward. Frame online learning as a sustaining innovation. Institutions can use this new technology to disrupt the existing classroom model to extend convenience to many more students as well as provide a better learning experience.
  • webExplorations on 25 Mar 11
     
    An article showing how online learning is a disruptive technology. Shining [the challenges of today's higher ed] through the lens of these theories on innovation will provide some insights into how we can move forward and a language that allows people to come together to frame these challenges in ways that will create a much higher chance of success. This report assumes that everyone is adept at online learning. This is not the case and students will have to be trained on how to be effective online learners. Courses will also have to address multiple learning styles and not just the read/write that most online courses currently are programmed for. Despite this missing piece, this is a very important article that focuses on some very key issues of our current higher ed system. The recommendations at the end of the article for policy makers are very apt. Highly recommended reading!
  • Jason Finley on 26 Mar 11
     
    Are high schools preparing students for success in college and careers when what we do is so very different from what they will experience when they leave our little boxes?
Dean Whaley

iowaonlinelearning - Teaching Standards - 27 views

iowaonlinelearning.wikispaces.com/Teaching+Standards

shared by Dean Whaley on 12 Jul 11 - No Cached
  • Creates a learning community that encourages collaboration and interaction, including student-teacher, student-student, and student-content (SREB D.2, Varvel VII.B, ITS 6.a)
    • Dean Whaley
      Dean Whaley on 12 Jul 11
       
      What I see in these is that many of these we should be doing already.
  • AEA PD Online Website HomeAbout UsFAQsCurrent InitiativesResearch &amp; ResourcesInstructor ToolboxK-12 Online LearningProject OLLIE Current Projects • Transition Process• Marketing Plan• Job Descriptions guest · Join · Help · Sign In · Teaching StandardsProtected page Details and Tags Print Download PDF Backlinks Source Delete Rename Redirect Permissions Lock discussion (1) history notify me Details last edit by eabbey Mar 11, 2011 6:56 am - 26 revisions Tags none Iowa Online Teaching Standards Composed from Iowa Teaching Standards and Other Resources 1. Demonstrates ability to enhance academic performance and support for the agency's student achievement goals (ITS 1) • Knows and aligns instruction to the achievement goals of the local agency and the state, such as with the Iowa Core (Varvel I.A, ITS 1.f, ITS 3.a) • Continuously uses data to evaluate the accuracy and effectiveness of instructional strategies (SREB J.7, ITS 1.c) • Utilizes a course evaluation and student feedback data to improve the course (Varvel VI.F) • Provides and communicates evidence of learning and course data to students and colleagues (SREB J.6, ITS 1.a) 2. Demonstrates competence in content knowledge (including technological knowledge) appropriate to the instructional position (ITS 2) • Meets the professional teaching standards established by a state-licensing agency, or has the academic credentials in the field in which he or she is teaching (SREB A.1, Varvel II.A) • Knows the content of the subject to be taught and understands how to teach the content to students (SREB A.3, Varvel II.A, ITS 2.a) • Is knowledgeable and has the ability to use computer programs required in online education to improve learning and teaching, including course management software (CMS) and synchronous/asynchronous communication t
Andy Whiteway

Need insight on what school IT depts want to know - 65 views

Great Toby, After we roll out the next major release, Phase II of Diigo Education Network will be next - ie. a dedicated education network only for educators and students! So, stay tun...

school firewall whitelist

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