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Randolph Hollingsworth

Ariz State Univ - Service Learning syllabus (USL410 Indep Placement) - 7 views

servicelearning.asu.edu/...10

shared by Randolph Hollingsworth on 07 Sep 12 - No Cached
  • Randolph Hollingsworth on 07 Sep 12
     
    COURSE OBJECTIVES: This is a graded internship that allows you to integrate your own coursework with a hands-on service learning experience. The central objective of this course is to provide students with community experiences and reflection opportunities that examine community needs, the importance of civic engagement, and social justice issues affecting ethnic minorities and marginalized populations in contemporary American society. Students dedicate 70 hours at a pre-approved site (including Title I K-12 schools, youth programs, health services, social services, environmental programs, government agencies, etc.) directly serving a population in need or supporting activities that contribute to the greater good of our community. A weekly seminar, course readings, discussions, and reflection assignments facilitate critical thinking and a deeper understanding of cultural diversity, citizenship, and how to contribute to positive social change in our community. The course is also designed to provide "real-world" experiences that exercise academic skills and knowledge applicable to each student‟s program of study and career exploration. STUDENT LEARNING OBJECTIVES: Student will be introduced to essential skills associated with their baccalaureate studies to actively serve the local community. While completing this in-depth study of cultural diversity, citizenship and social justice issues facing our community, students will gain an understanding of the value of Social Embeddedness and the importance of incorporating civic engagement into their collegiate careers, as they strive to become civically engaged students. Students will be introduced to inequalities, discrimination, and other community issues facing ethnic minorities and marginalized populations, as well as the correlation with greater societal issues. INTERNSHIP RESPONSIBILITIES:  Service hours - 70 hours of community outreach (spread throughout the semester in which you are enrolled in the course)
Nigel Coutts

Reflections from The Future of Education Conference - The Learner's Way - 9 views

thelearnersway.net/...future-of-education-conference

reflections future education conference teaching collaboration learning

shared by Nigel Coutts on 07 Jul 19 - No Cached
  • Nigel Coutts on 07 Jul 19
     
    The Future of Education is a topic often discussed, and at the recent gathering of educators in Florence, it was the title and theme for the conference. Now in its ninth year, The Future of Education is an international conference that attracts educators from around the world and across all domains touched by education. The conference is an inspiring two days of discussion and sharing, with the city of Florence, the centre of the Renaissance, providing a constant reminder of what might be possible when creativity and critical thinking combine. Here are my key takeaways from this event.
Martin Burrett

Under the Bridge Thinking by @_misseaston - 1 views

ukedchat.com/...under-bridge-thinking

shared by Martin Burrett on 18 Nov 18 - No Cached
  • Martin Burrett on 18 Nov 18
     
    "It's the end of the first week of term and it has been so positive. I have tried to spend most of my day being the leader I want to be, engaging the 'spirit energy' (see Peter Drucker). I spent summer reflecting on my values and vision, and I'm fortunate to have been handed the reins for the Curriculum in my school. To realise the vision, I've employed the help of a team of subject leaders, and today I met with them for the first time. I knew this was probably our most important discussion; my opportunity to engage them in the future (see Steve Radcliffe, Future Engage Deliver), and so I spent the week prior to this discussing and reflecting with SLT to ensure I was ready."
Mark Swartz

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

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

learning theory elearning teaching onlinelearning

shared by Mark Swartz on 01 May 11 - Cached
  • According to Bonk and Reynolds (1997), to promote higher-order thinking on the Web, online learning must create challenging activities that enable learners to link new information to old, acquire meaningful knowledge, and use their metacognitive abilities; hence, it is the instructional strategy and not the technology tha
  • According to Bonk and Reynolds (1997), to promote higher-order thinking on the Web, online learning must create challenging activities that enable learners to link new information to old, acquire meaningful knowledge, and use their metacognitive abilities; hence, it is the instructional strategy and not the technology that influences the quality of learning.
  • However, it is not the computer per se that makes students learn, but the design of the real-life models and simulations, and the students' interaction with those models and simulations. The computer is merely the vehicle that provides the processing capability and delivers the instruction to learners (Clark, 2001).
  • ...35 more annotations...
  • Online learning allows for flexibility of access, from anywhere and usually at anytime—essentially, it allows participants to collapse time and space (Cole, 2000)—however, the learning materials must be designed properly to engage the learner and promote learning.
  • Cognitive psychology claims that learning involves the use of memory, motivation, and thinking, and that reflection plays an important part in learning.
  • The development of effective online learning materials should be based on proven and sound learning theories.
  • Early computer learning systems were designed based on a behaviorist approach to learning. The behaviorist school of thought, influenced by Thorndike (1913), Pavlov (1927), and Skinner (1974), postulates that learning is a change in observable behavior caused by external stimuli in the environment (Skinner, 1974).
  • Therefore, before any learning materials are developed, educators must, tacitly or explicitly, know the principles of learning and how students learn.
  • Constructivist theorists claim that learners interpret information and the world according to their personal reality, and that they learn by observation, processing, and interpretation, and then personalize the information into personal knowledge (Cooper, 1993; Wilson, 1997).
  • The design of online learning materials can include principles from all three. According to Ertmer and Newby (1993), the three schools of thought can in fact be used as a taxonomy for learning. Behaviorists' strategies can be used to teach the “what” (facts), cognitive strategies can be used to teach the “how” (processes and principles), and constructivist strategies can be used to teach the “why” (higher level thinking that promotes personal meaning and situated and contextual learning).
  • The behaviorist school sees the mind as a “black box,” in the sense that a response to a stimulus can be observed quantitatively, totally ignoring the effect of thought processes occurring in the mind.
  • Learners should be told the explicit outcomes of the learning so that they can set expectations and can judge for themselves whether or not they have achieved the outcome of the online lesson. 2.  Learners must be tested to determine whether or not they have achieved the learning outcome. Online testing or other forms of testing and assessment should be integrated into the learning sequence to check the learner's achievement level and to provide appropriate feedback. 3.  Learning materials must be sequenced appropriately to promote learning. The sequencing could take the form of simple to complex, known to unknown, and knowledge to application. 4.  Learners must be provided with feedback so that they can monitor how they are doing and take corrective action if required.
  • Cognitivists see learning as an internal process that involves memory, thinking, reflection, abstraction, motivation, and meta-cognition.
  • Online instruction must use strategies to allow learners to attend to the learning materials so that they can be transferred from the senses to the sensory store and then to working memory.
  • Online learning strategies must present the materials and use strategies to enable students to process the materials efficiently.
  • information should be organized or chunked in pieces of appropriate size to facilitate processing.
  • Use advance organizers to activate an existing cognitive structure or to provide the information to incorporate the details of the lesson (Ausubel, 1960).
  • Use pre-instructional questions to set expectations and to activate the learners' existing knowledge structure.
  • Use prerequisite test questions to activate the prerequisite knowledge structure required for learning the new materials.
  • To facilitate deep processing, learners should be asked to generate the information maps during the learning process or as a summary activity after the lesson (Bonk & Reynolds, 1997).
  • The cognitive school recognizes the importance of individual differences, and of including a variety of learning strategies in online instruction to accommodate those differences
  • The Kolb Learning Style Inventory (LSI) (Kolb, 1984) looks at how learners perceive and process information, whereas the Myers-Briggs Type Indicator (Myers, 1978) uses dichotomous scales to measure extroversion versus introversion, sensing versus intuition, thinking versus feeling, and judging versus perception. In the following discussion, we consider the Kolb Learning Style Inventory.
  • Attention: Capture the learners' attention at the start of the lesson and maintain it throughout the lesson. The online learning materials must include an activity at the start of the learning session to connect with the learners. Relevance: Inform learners of the importance of the lesson and how taking the lesson could benefit them. Strategies could include describing how learners will benefit from taking the lesson, and how they can use what they learn in real-life situations. This strategy helps to contextualize the learning and make it more meaningful, thereby maintaining interest throughout the learning session. Confidence: Use strategies such as designing for success and informing learners of the lesson expectations. Design for success by sequencing from simple to complex, or known to unknown, and use a competency-based approach where learners are given the opportunity to use different strategies to complete the lesson. Inform learners of the lesson outcome and provide ongoing encouragement to complete the lesson. Satisfaction: Provide feedback on performance and allow learners to apply what they learn in real-life situations. Learners like to know how they are doing, and they like to contextualize what they are learning by applying the information in real life.
  • Online strategies that facilitate the transfer of learning should be used to encourage application in different and real-life situations.
  • Constructivists see learners as being active rather than passive.
  • it is the individual learner's interpretation and processing of what is received through the senses that creates knowledge.
  • “the process of using a prior interpretation to construe a new or revised interpretation of the meaning of one's experience in order to guide future action” (p. 12).
  • Learning should be an active process. Keeping learners active doing meaningful activities results in high-level processing, which facilitates the creation of personalized meaning. Asking learners to apply the information in a practical situation is an active process, and facilitates personal interpretation and relevance.
  • Learners should construct their own knowledge rather than accepting that given by the instructor.
  • Collaborative and cooperative learning should be encouraged to facilitate constructivist learning (H
  • When assigning learners for group work, membership should be based on the expertise level and learning style of individual group members, so that individual team members can benefit from one another's strengths.
  •   Learners should be given control of the learning process
  • Learners should be given time and opportunity to reflect.
  • Learning should be made meaningful for learners. The learning materials should include examples that relate to students, so that they can make sense of the information.
  • Learning should be interactive to promote higher-level learning and social presence, and to help develop personal meaning. According to Heinich et al. (2002), learning is the development of new knowledge, skills, and attitudes as the learner interacts with information and the environment. Interaction is also critical to creating a sense of presence and a sense of community for online learners, and to promoting transformational learning (Murphy & Cifuentes, 2001). Learners receive the learning materials through the technology, process the information, and then personalize and contextualize the information.
  • Figure 1-6. Components of effective online learning.
  • Behaviorist strategies can be used to teach the facts (what); cognitivist strategies to teach the principles and processes (how); and constructivist strategies to teach the real-life and personal applications and contextual learning. There is a shift toward constructive learning, in which learners are given the opportunity to construct their own meaning from the information presented during the online sessions. The use of learning objects to promote flexibility and reuse of online materials to meet the needs of individual learners will become more common in the future. Online learning materials will be designed in small coherent segments, so that they can be redesigned for different learners and different contexts. Finally, online learning will be increasingly diverse to respond to different learning cultures, styles, and motivations.
  • Online instruction occurs when learners use the Web to go through the sequence of instruction, to complete the learning activities, and to achieve learning outcomes and objectives (Ally, 2002; Ritchie & Hoffman, 1997).
  • Mark Swartz on 01 May 11
     
    From:  FOUNDATIONS OF EDUCATIONAL THEORY FOR ONLINE LEARNING
Nigel Coutts

Reflections from EduTech 2017 - The Learner's Way - 24 views

thelearnersway.net/...reflections-from-edutech-2017

reflections edutech learner technology teaching tools learning

shared by Nigel Coutts on 11 Jun 17 - No Cached
  • Nigel Coutts on 11 Jun 17
     
    EduTech in Sydney has been a remarkable experience. A grand celebration of education and an energising gathering of educators ready to share stories and make connections. Despite the rainy weather some 8000 educators came together in the inspiring new International Convention Centre at Darling Harbour and left two days later with hers full of new ideas and wonderings of what might be the future of education. With many ideas still bubbling away here is a brief list of the key take-aways.
dmassicg

Is Sweden's Classroom-Free School the Future of Learning? - Education - GOOD - 2 views

www.good.is/...-school-the-future-of-learning

learning education future news review

shared by dmassicg on 27 Jan 12 - No Cached
  • Vittra doesn't award traditional grades, either—students are taught in groups according to level—so maximizing diverse teaching and learning situations is a priority. The open nature of the campus and the unusual furniture arrangements reflect the school's philosophy that "children play and learn on the basis of their needs, curiosity, and inclination." That's true for kids all over the world, so let's hope educators in other countries begin to pay attention.
  • dmassicg on 27 Jan 12
     
    Is Sweden's Classroom-Free School the Future of Learning?
Nigel Coutts

The Future of Education - 31 views

thelearnersway.net/...the-future-of-education

review education collaboration learning

shared by Nigel Coutts on 03 Jul 16 - No Cached
  • Nigel Coutts on 03 Jul 16
     
    Reflections from The Future of Education Conference in Florence, Italy After two days of discussing the future of education with a host of educators from around the world in the beautiful city of Florence, the clearest statement on the matter might be that 'it is complicated'.
anonymous

Virtual Communities and Embodied Realities: Public Displays, Before and After the End o... - 24 views

www.richardemiller.com/...mmunities-and-embodied_22.html

news review dadt privacy community protest nation_state

shared by anonymous on 23 Dec 10 - No Cached
  • anonymous on 23 Dec 10
     
    What's the future of privacy in the Web 2.0 world? Community? Protest? Reflections on the aftermath of Tyler Clementi's suicide and the end of Don't Ask Don' Tell
Donal O' Mahony

Co-learning…hard work! | eLearning Island - 38 views

donalomahony.edublogs.org/...co-learning-hard-work

shared by Donal O' Mahony on 22 Apr 14 - No Cached
  • Donal O' Mahony on 22 Apr 14
     
    A short reflection on co-learning inspired by Howard Rheingold and European Schoolnets Future Classroom Scenarios Course...
Thieme Hennis

Cowbird · About - 75 views

cowbird.com/about

storytelling mobile community

shared by Thieme Hennis on 10 Jan 14 - No Cached
  • Thieme Hennis on 10 Jan 14
     
    "Cowbird is a library of human experience. We are a community of tens of thousands of storytellers, located all over the world. We offer free and simple storytelling tools for anyone to use, combining photos, audio, and text into heartfelt personal vignettes. We've designed Cowbird to reflect the basic truths that all human lives are interconnected, that great stories can come from anywhere, and that we can learn a lot from each other, once we make the time to listen. This is a place to slow down and go deeper - our mission is to build to world's first public library of human experience, so the knowledge and wisdom we accumulate as individuals may live on as a part of the commons, available for this and future generations to look to for guidance."
Jennie Snyder

Will Richardson: My Kids are Illiterate. Most Likely, Yours Are Too - 10 views

www.huffingtonpost.com/...re-illiterate-mo_b_750177.html

21stCenturySkills education richardson

shared by Jennie Snyder on 08 Feb 13 - No Cached
    • anonymous
      anonymous on 08 Feb 13
       
      I wonder if most parents (and even some teachers) even know what this means.  Sometimes I think we are too entrenched in old-school ways of thinking students need to know and love classics instead of understanding how literature is a reflection of the times and using the classics as mentor pieces for creating something which reflects here and now!
  • kids need to be in systems that care for them and are focused on literacy they will need to be successful in their lives instead of being focused primarily on standardizing their way to "high student achievement" based on a metric that is growing less and less relevant each day
    • anonymous
      anonymous on 08 Feb 13
       
      We need to really look at our definition of the word achievement!  Do we mean they have achieved a high score by regurgitating info/facts?  Do we mean they understand something and can apply that understanding in a new and meaningful way?
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  • I'm mad that the "big" conversations around "reform" in education right now all revolve around basically doing what we've been doing for the past 100 years only "better," and that we'll get there by incentivizing teachers to teach for a test.
  • That is their reality; it wasn't ours. The NCTE knows it.
    • anonymous
      anonymous on 08 Feb 13
       
      Just like we recognize that times are different from when my parents attended a 1-room school or when there less than 50-100 in a graduating class in a whole town, we need to recognize that times today are different.
  • Jennie Snyder on 19 Feb 13
     
    Literacies needed for future success by Will Richardson
anonymous

The Pursuit of Meaningfulness and the Grim Meathook Future: Reflections on Toni Morriso... - 47 views

text2cloud.com/...the-pursuit-of-meaningfulness

review graduation

shared by anonymous on 29 May 11 - No Cached
  • anonymous on 29 May 11
     
    Why go to college? Credit-accumulation and the jobless future.
Debra Why

Education Week Teacher: Redefining Instruction With Technology: Five Essential Steps - 95 views

www.edweek.org/...tln_magiera1.html

education technology ipads

shared by Debra Why on 18 Jul 12 - No Cached
  • This was the wrong approach: To truly change how my classroom worked, I needed a technology-based redefinition of my practice.
  • Break down to rebuild.
  • By setting aside my pre-conceived notions of how my classroom "should" look, sound, and feel, I was able to transform my practice from the ground up.
  • ...9 more annotations...
  • I also asked myself the question: "What can I do with these devices that would be impossible to do without them?" In other words, I was hoping to create new teaching methods rather than just replacing old ones.
  • I redesigned my classroom practice around the goals, with iPads as the infrastructure.
  • Redefine with a goal in mind
  • Get more app for your money.
  • student-creation apps
  • Embrace failure
  • By creating a safe, open environment and by being clear that this endeavor is as foreign to you as it is to them, you encourage risk taking—and greater achievements.
  • Enjoy the results, reflect towards the future. A
  • I saw students become active agents in their own learning—because they now had choices about the methods that worked best for them. Kids who’d professed to hate school were now eager to engage in the classroom. One student wrote in her daily reflection, "[iPads] make me want to come to school every day because I know that Ms. Magiera has a lesson just for me."
  • Debra Why on 18 Jul 12
     
    Info on how to rethink how to use iPads to the best utilization
D. S. Koelling

5 Myths About the 'Information Age' - The Chronicle Review - The Chronicle of Higher Ed... - 0 views

chronicle.com/...127105

education myths information age books

shared by D. S. Koelling on 20 Apr 11 - No Cached
  • 1. "The book is dead." Wrong: More books are produced in print each year than in the previous year. One million new titles will appear worldwide in 2011. In one day in Britain—"Super Thursday," last October 1—800 new works were published.
  • 2. "We have entered the information age." This announcement is usually intoned solemnly, as if information did not exist in other ages. But every age is an age of information, each in its own way and according to the media available at the time.
  • 3. "All information is now available online." The absurdity of this claim is obvious to anyone who has ever done research in archives. Only a tiny fraction of archival material has ever been read, much less digitized. Most judicial decisions and legislation, both state and federal, have never appeared on the Web. The vast output of regulations and reports by public bodies remains largely inaccessible to the citizens it affects. Google estimates that 129,864,880 different books exist in the world, and it claims to have digitized 15 million of them—or about 12 percent.
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  • 4. "Libraries are obsolete." Everywhere in the country librarians report that they have never had so many patrons. At Harvard, our reading rooms are full. The 85 branch libraries of the New York Public Library system are crammed with people.
  • 5. "The future is digital." True enough, but misleading. In 10, 20, or 50 years, the information environment will be overwhelmingly digital, but the prevalence of electronic communication does not mean that printed material will cease to be important. Research in the relatively new discipline of book history has demonstrated that new modes of communication do not displace old ones, at least not in the short run.
  • I mention these misconceptions because I think they stand in the way of understanding shifts in the information environment. They make the changes appear too dramatic. They present things ahistorically and in sharp contrasts—before and after, either/or, black and white. A more nuanced view would reject the common notion that old books and e-books occupy opposite and antagonistic extremes on a technological spectrum. Old books and e-books should be thought of as allies, not enemies.
  • Last year the sale of e-books (digitized texts designed for hand-held readers) doubled, accounting for 10 percent of sales in the trade-book market. This year they are expected to reach 15 or even 20 percent. But there are indications that the sale of printed books has increased at the same time.
  • Many of us worry about a decline in deep, reflective, cover-to-cover reading. We deplore the shift to blogs, snippets, and tweets. In the case of research, we might concede that word searches have advantages, but we refuse to believe that they can lead to the kind of understanding that comes with the continuous study of an entire book. Is it true, however, that deep reading has declined, or even that it always prevailed?
  • Writing looks as bad as reading to those who see nothing but decline in the advent of the Internet. As one lament puts it: Books used to be written for the general reader; now they are written by the general reader. The Internet certainly has stimulated self-publishing, but why should that be deplored? Many writers with important things to say had not been able to break into print, and anyone who finds little value in their work can ignore it.
  • One could cite other examples of how the new technology is reinforcing old modes of communication rather than undermining them. I don't mean to minimize the difficulties faced by authors, publishers, and readers, but I believe that some historically informed reflection could dispel the misconceptions that prevent us from making the most of "the information age"—if we must call it that.
wcnesmith

My Reflected Life - 1 views

www.nesmith.net

love philosophy education mythology sociology psychology theology history future movement trend

shared by wcnesmith on 31 Aug 12 - No Cached
  • wcnesmith on 31 Aug 12
     
    I am a passionate philosopher searching for meaning and greater understanding in a world where these topics are overlooked - only ever finding the absurd. Take a seat, relax, and let us discuss the most important topics of human existence.
Glen Muir

BBC News - How Chinese babies and Mid-East pizza tip US markets - 17 views

www.bbc.com/...world-us-canada-29133022

supply and demand

shared by Glen Muir on 15 Sep 14 - No Cached
  • his year in the US, milk futures leapt 26% and butter prices 62%
  • As a result, there was usually an oversupply of milk products on the market, Levitt says.
  • US and European governments stored excess dairy products
  • ...13 more annotations...
  • nd dairy regulation decreased, driving a new incentive and ability to trade with other nations.
  • s a result, the dairy market tends now toward undersupply.
  • But from December 2013 to February 2014, Chinese demand grew to 20-25% of all global dairy imports, with much of the supply coming from the US and New Zealand.
  • New Zealand is the world's largest dairy exporter, accounting for nearly one-third of the global dairy trade.
  • Many of the nation's cows graze in fields, and a big drought in 2013 caused national milk production to plummet nearly 30%.
  • The US started exporting more dairy, capturing more international market share but pushing up domestic prices.
  • It's not all bad news for New Zealand, though. Traditionally, when the price of dairy goes up, farmers expand operations and produce more milk, thus lowering prices down the line.
  • The increase in supply could eventually lead to cheaper prices in the US, but not for several months.
  • US franchises including KFC, Ihop, Subway, The Cheesecake Factory, Jamba Juice and Papa John's Pizza have all staked claims in the Middle East, with more chains looking to follow.
  • A young, newly urbanised population in the Middle East is demanding more dairy imports.
  • That removed an estimated $6.6bn (£4bn) in annual dairy trade from the global market. In 2013, the EU alone exported $3bn of dairy to Russia, of which cheese accounted for more than one-third.
  • In response, the European Commission has announced it will provide financial support to the dairy industry, subsidising private storage of cheese, skimmed milk powder and butter until they can be sold at a later date.
  • But it will take a little while to see those changes reflected in American supermarkets.
  • Glen Muir on 15 Sep 14
     
    5 factors that affect global market price
Michelle Ohanian

Study Finds That Online Education Beats the Classroom - Bits Blog - NYTimes.com - 0 views

bits.blogs.nytimes.com/...-education-beats-the-classroom

shared by Michelle Ohanian on 20 Aug 09 - Cached
  • The report examined the comparative research on online versus traditional classroom teaching from 1996 to 2008. Some of it was in K-12 settings, but most of the comparative studies were done in colleges and adult continuing-education programs of various kinds, from medical training to the military.
    • tom campbell
      tom campbell on 20 Aug 09
       
      This is an important paragraph - most of this research is beyond K-12. It doesn't diminish the promise that 2.0 and future techs can assist in creating individualized learning opps - and it soundly heralds the death of "learning by lecture" - an approach that has both failed and bored generations of students!
  • More and more, students will help and teach each other, he said.
    • Cindy Dean
      Cindy Dean on 20 Aug 09
       
      This only makes sense. Research continues to support collaborative learning and student-centered classrooms.
    • Michelle Ohanian
      Michelle Ohanian on 16 Sep 09
       
      I agree that it needs to be more personal and not about checking off a task as complete. In 2 online courses I took this summer, the discussion board comments were mostly insipid. I wish the teacher had thought about how to facillitate the online discussion to push our thinking. Perhaps to redirect false comments into real analysis and reflection of the questions posted.
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    • Michelle Ohanian
      Michelle Ohanian on 16 Sep 09
       
      This leaves out many special populations of students. My English Language Learners need exposure and modeling in how to negoticate online course. My school district discourage them from taking the summer courses. I can't think of an example in which my student knew more than I did about web2.o.
  • Jane St. Pierre on 21 Aug 09
     
    Peer teaching is a powerful learning tool. Technology can help enlarge the number of peers.
Laura Doto

Final Report: Friendship | DIGITAL YOUTH RESEARCH - 1 views

digitalyouth.ischool.berkeley.edu/book-friendship

Aristotle Friendship teens adolescents online network

shared by Laura Doto on 23 Jun 09 - Cached
  • Social relations—not simply physical space—structure the social worlds of youth.
    • Laura Doto
      Laura Doto on 23 Jun 09
       
      A critical conclusion to be realized that can inform our assumptions as educators.
  • When teens are involved in friendship-driven practices, online and offline are not separate worlds—they are simply different settings in which to gather with friends and peers
  • these dynamics reinforce existing friendship patterns as well as constitute new kinds of social arrangements.
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  • Homophily describes the likelihood that people connect to others who share their interests and identity.
  • One survey of Israeli teens suggests that those who develop friendships online tend toward less homogenous connections than teens who do not build such connections
  • Teens frequently use social media as additional channels of communication to get to know classmates and turn acquaintances into friendships.
  • Some teens—especially marginalized and ostracized ones—often relish the opportunity to find connections beyond their schools. Teens who are driven by specific interests that may not be supported by their schools, such as those described in the Creative Production and Gaming chapters, often build relationships with others online through shared practice.
  • there are plenty of teens who relish the opportunity to make new connections through social media, this practice is heavily stigmatized
  • the public myths about online “predators” do not reflect the actual realities of sexual solicitation and risky online behavior (Wolak et al. 2008). Not only do unfounded fears limit teenagers unnecessarily, they also obscure preventable problematic behavior
  • As she described her typical session on Photobucket, it became clear that a shared understanding of friendship and romance was being constructed by her and other Photobucket users:
  • The fact that they draw from all of these sources suggests that youth’s friendship maintenance is in tune with a discourse of love and friendship that is being widely displayed and (re)circulated.
  • “It’s like have you noticed that you may have someone in your Top 8 but you’re not in theirs and you kinda think to yourself that you’re not as important to that person as they are to you . . . and oh, to be in the coveted number-one spot!”
  • Taking someone off your Top 8 is your new passive-aggressive power play when someone pisses you off.
  • Top Friends are persistent, publicly displayed, and easily alterable. This makes it difficult for teens to avoid the issue or make excuses such as “I forgot.” When pressured to include someone, teens often oblige or attempt to ward off this interaction by listing those who list them
  • Other teens avoid this struggle by listing only bands or family members. While teens may get jealous if other peers are listed, family members are exempt from the comparative urge.
  • to avoid social drama with her friends:
  • The Top Friends feature is a good example of how structural aspects of software can force articulations that do not map well to how offline social behavior works.
  • teens have developed a variety of social norms to govern what is and is not appropriate
  • The problem with explicit ranking, however, is that it creates or accentuates hierarchies where they did not exist offline, or were deliberately and strategically ambiguous, thus forcing a new set of social-status negotiations. The give-and-take over these forms of social ranking is an example of how social norms are being negotiated in tandem with the adoption of new technologies, and how peers give ongoing feedback to one another as part of these struggles to develop new cultural standards.
  • While teen dramas are only one component of friendship, they are often made extremely visible by social media. The persistent and networked qualities of social media alter the ways that these dramas play out in teen life. For this reason, it is important to pay special attention to the role that social media play in the negotiation of teen status.
  • primarily a continuation of broader dramas.
  • social media amplify dramas because they extend social worlds beyond the school.
  • Gossip and rumors have played a role in teen struggles for status and attention since well before social media entered the scene
  • social media certainly alter the efficiency and potential scale of interactions. Because of this, there is greater potential for gossip to spread much further and at a faster pace, making social media a culprit in teen drama. While teen gossip predates the Internet, some teens blame the technologies for their roles in making gossip easier and more viral
  • That’s what happened with me and my friends. We got into a lot of drama with it and I was like, anyone can write anything. It can be fact, fiction. Most people, what they read they believe. Even if it’s not true (C.J. Pascoe, Living Digital).
  • finds the News Feed useful “because it helps you to see who’s keeping track of who and who’s talking to who.” She enjoys knowing when two people break up so that she knows why someone is upset or when she should reach out to offer support. Knowing this information also prevents awkward conversations that might reference the new ex. While she loves the ability to keep up with the lives of her peers, she also realizes that this means that “everybody knows your business.”
  • Some teens find the News Feed annoying or irrelevant. Gadil, an Indian 16-year-old from Los Angeles, thinks that it is impersonal while others think it is downright creepy. For Tara, a Vietnamese 16-year-old from Michigan, the News Feed takes what was public and makes it more public: “Facebook’s already public. I think it makes it way too like stalker-ish.” Her 18-year-old sister, Lila, concurs and points out that it gets “rumors going faster.” Kat, a white 14-year-old from Salem, Massachusetts, uses Facebook’s privacy settings to hide stories from the News Feed for the sake of appearances.
  • While gossip is fairly universal among teens, the rumors that are spread can be quite hurtful. Some of this escalates to the level of bullying. We are unable to assess whether or not bullying is on the rise because of social media. Other scholars have found that most teens do not experience Internet-driven harassment (Wolak, Mitchell, and Finkelhor 2007). Those who do may not fit the traditional profile of those who experience school-based bullying (Ybarra, Diener-West, and Leaf 2007), but harassment, both mediated and unmediated, is linked to a myriad of psychosocial issues that includes substance use and school problems (Hinduja and Patchin 2008; Ybarra et al. 2007).
  • Measuring “cyberbullying” or Internet harassment is difficult, in part because both scholars and teens struggle to define it. The teens we interviewed spoke regularly of “drama” or “gossip” or “rumors,” but few used the language of “bullying” or “harassment” unless we introduced these terms. When Sasha, a white 16-year-old from Michigan, was asked specifically about whether or not rumors were bullying, she said: I don’t know, people at school, they don’t realize when they are bullying a lot of the time nowadays because it’s not so much physical anymore. It’s more like you think you’re joking around with someone in school but it’s really hurting them. Like you think it’s a funny inside joke between you two, but it’s really hurtful to them, and you can’t realize it anymore. Sasha, like many of the teens we interviewed, saw rumors as hurtful, but she was not sure if they were bullying. Some teens saw bullying as being about physical harm; others saw it as premeditated, intentionally malicious, and sustained in nature. While all acknowledged that it could take place online, the teens we interviewed thought that most bullying took place offline, even if they talked about how drama was happening online.
  • it did not matter whether it was online or offline; the result was still the same. In handling this, she did not get offline, but she did switch schools and friend groups.
  • Technology provides more channels through which youth can potentially bully one another. That said, most teens we interviewed who discussed being bullied did not focus on the use of technology and did not believe that technology is a significant factor in bullying.
  • They did, though, see rumors, drama, and gossip as pervasive. The distinction may be more connected with language and conception than with practice. Bianca, a white 16-year-old from Michigan, sees drama as being fueled by her peers’ desire to get attention and have something to talk about. She thinks the reason that people create drama is boredom. While drama can be hurtful, many teens see it simply as a part of everyday social life.
  • Although some drama may start out of boredom or entertainment, it is situated in a context where negotiating social relations and school hierarchies is part of everyday life. Teens are dealing daily with sociability and related tensions.
  • Tara thinks that it emerges because some teens do not know how to best negotiate their feelings and the feelings of others.
  • Teens can use the ability to publicly validate one another on social network sites to reaffirm a friendship.
  • So, while drama is common, teens actually spend much more time and effort trying to preserve harmony, reassure friends, and reaffirm relationships. This spirit of reciprocity is common across a wide range of peer-based learning environments we have observed.
  • From this perspective, commenting is not as much about being nice as it is about relying on reciprocity for self-gain
  • That makes them feel like they’re popular, that they’re getting comments all the time by different people, even people that they don’t know. So it makes them feel popular in a way (Rural and Urban Youth).
  • Gossip, drama, bullying, and posing are unavoidable side effects of teens’ everyday negotiations over friendship and peer status. What takes place in this realm resembles much of what took place even before the Internet, but certain features of social media alter the dynamics around these processes. The public, persistent, searchable, and spreadable nature of mediated information affects the way rumors flow and how dramas play out. The explicitness surrounding the display of relationships and online communication can heighten the social stakes and intensity of status negotiation. The scale of this varies, but those who experience mediated harassment are certainly scarred by the process. Further, the ethic of reciprocity embedded in networked publics supports the development of friendships and shared norms, but it also plays into pressures toward conformity and participation in local, school-based peer networks. While there is a dark side to what takes place, teens still relish the friendship opportunities that social media provide.
  • While social warfare and drama do exist, the value of social media rests in their ability to strengthen connections. Teens leverage social media for a variety of practices that are familiar elements of teen life: gossiping, flirting, joking around, and hanging out. Although the underlying practices are quite familiar, the networked, public nature of online communication does inflect these practices in new ways.
  • Adults’ efforts to regulate youth access to MySpace are the latest example of how adults are working to hold on to authority over teen socialization in the face of a gradual erosion of parental influence during the teen years.
  • learning how to manage the unique affordances of networked sociality can help teens navigate future collegiate and professional spheres where mediated interactions are assumed.
  • articulating those friendships online means that they become subject to public scrutiny in new ways;
  • This makes lessons about social life (both the failures and successes) more consequential and persistent
  • make these dynamics visible in a more persistent and accessible public arena.
  • co-constructing new sets of social norms together with their peers and the efforts of technology developers. The dynamics of social reciprocity and negotiations over popularity and status are all being supported by participation in publics of the networked variety as formative influences in teen life. While we see no indication that social media are changing the fundamental nature of these friendship practices, we do see differences in the intensity of engagement among peers, and conversely, in the relative alienation of parents and teachers from these social worlds.
  • Laura Doto on 23 Jun 09
     
    MacArthur Foundation Study - Friendship chapter
Monica Williams-Mitchell

Education in the Age of Globalization » Blog Archive » Five Questions to Ask ... - 29 views

zhaolearning.com/...s-to-ask-about-the-common-core

shared by Monica Williams-Mitchell on 20 Jun 13 - No Cached
  • Daniel Pink observed, traditionally neglected talents, which he refers to as Right-brained directed skills, including design, story, symphony, empathy, play, and meaning, will become more valuable (Pink, 2006).
    • Monica Williams-Mitchell
      Monica Williams-Mitchell on 22 Jun 13
       
      YES! We need to address these things. I don't see them as incompatible w CC, however.
  • international assessments such as PISA and TIMSS, which are mostly left-brained cognitive skills.
  • Common Core does not include an element to prepare the future generations to live in this globalized world and interact with people from different cultures.
    • Monica Williams-Mitchell
      Monica Williams-Mitchell on 22 Jun 13
       
      But does that simple fact prevent us from addressing this? I think not.
  • ...2 more annotations...
  • Common Core, by forcing children to master the same curriculum, essentially discriminates against talents that are not consistent with their prescribed knowledge and skills.
    • Monica Williams-Mitchell
      Monica Williams-Mitchell on 22 Jun 13
       
      Is this any different from the current situation? Is this author arguing that we should not have common standards, or that we should maintain our current status quo of a patchwork of test-driven standards?
  • A well organized, tightly controlled, and well-executed education system can transmit the prescribed content much more effectively than one that is less organized, loosely monitored, and less unified. In the meantime, the latter allows for exceptions with more room for individual exploration and experimentation
    • Monica Williams-Mitchell
      Monica Williams-Mitchell on 22 Jun 13
       
      I think the problem lies in seeing this as an either-or question. Any system that relies solely on testing as the measure of success is short-sighted and archaic. Having no identified common ground puts at risk the learners who most need a firm starting point. To say that the current system allows "more room for individual exploration and experimentation" is naive at best and disingenuous at worst. Where in test-crazed American schools do you see this happening??
  • Don Doehla on 20 Jun 13
     
    A provocative article by Yong Zhao on CCSS and reflective questions we ought to as ourselves.
Clint Heitz

Edu Leadership:Tech-Rich Learning:The Basics of Blended Instruction - 38 views

www.ascd.org/...cs-of-Blended-Instruction.aspx

classroom blended learning technology blended_learning edtech

shared by Clint Heitz on 23 Nov 15 - No Cached
  • Blended learning, with its mix of technology and traditional face-to-face instruction, is a great approach. Blended learning combines classroom learning with online learning, in which students can, in part, control the time, pace, and place of their learning. I advocate a teacher-designed blended learning model, in which teachers determine the combination that's right for them and their students.
  • Tip 1: Think big, but start small.
  • Tip 2: Patience is a virtue when trying something new.
  • ...17 more annotations...
  • Tip 3: Technology shouldn't be just a frill.
  • Tip 4: Weaving media together makes them stronger.
  • Tip 5: Students need to know where they can get online.
  • Student-centered classrooms are the goal of my teacher-designed blended learning model. Giving students control over the learning process requires that they know how to communicate, collaborate, and solve problems in groups, pairs, and individually. This work can be messy, loud, and disorganized, but in the end, the learning is much more meaningful.
  • Then I found Collaborize Classroom, a free, dynamic discussion platform. I used it to replace many of my pen-and-paper homework assignments with vibrant online debates, discussions, writing assignments, and collaborative group work.
  • Remember that mistakes lead to learning. The best resources I've designed and the most effective strategies I've developed were all born from and refined through mistakes.
  • I anticipated that students might hit some bumps as they navigated their first TED-Ed lesson, so I set up a TodaysMeet back channel so students could ask questions, make comments, and access a support network while going through the online lesson. A back-channel tool makes it possible for people to have a real-time conversation online while a live presentation or real-time discussion is taking place.
  • I asked students to reference specific details to support their assertions, as did one student who commented on the town's poverty by noting that the local doctor often took potatoes as payment for his work. She also showed how the characters nevertheless reflected the country's "cautious optimism" about its future: That same doctor was still able to support himself, she pointed out, and he enjoyed his work. Students posted their responses, complimenting strong points made, asking questions, and offering alternative perspectives.
  • I asked students to analyze examples of strong discussion posts and revise weaker posts. I also realized that I needed to embed directions into our discussion topics to remind students to respond to the questions and engage with their peers. I started requiring them to thoughtfully reply to at least two classmates' posts, in addition to posting their own response to the topic.
  • It's crucial for students to see that the work they do in the online space drives the work they do in the classroom so they recognize the value of the online conversations.
  • For example, during the To Kill a Mockingbird unit, we researched and discussed the death penalty in preparation for writing an argument essay. The students debated online such issues as cost, morality, and racial inequality and then delved into these topics more deeply face-to-face in class.
  • In the classroom, the teacher might give small groups various topics to research. Then he or she could ask students to go online to research and discuss their topic on a shared Google Doc and create a presentation using Glogster, Prezi, or Google Presentation Maker.
  • When we read Romeo and Juliet, I use this strategy to encourage students to research such topics as the monarchy, entertainment, and gender roles in Elizabethan England so they have a better understanding of the historical context in which Shakespeare wrote. Back in the classroom, each group then presents its findings through an oral presentation.
  • Compared with traditional in-class group work, which typically yields a disappointing finished product, online work provides the time necessary for students to complete quality work together.
  • Some teachers think that incorporating online work means they have to be available 24 hours a day. This is not the case. When students are connected online, they have a network of peers they can reach out to for support, and they begin to see one another as valuable resources in their class community.
  • I've embedded a Google map in my website that has pins dropped in all the locations on our campus and in our community where there are computers with public access to the Internet.
  • I even wrote the local computer recycling center to request a computer for my class.
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