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Rafael Morales_Gamboa

Embracing Differentiation and Reclaiming Audacity: An Interview with James Hilton | EDU... - 17 views

  • We're going to see growing pressure on higher education to offer increasingly differentiated paths to education
  • the demographic bubble supporting growth—and a disproportionate investment—in higher education has moved on to health care and to end-of-life issues. That bubble is not likely to come back to higher education
  • the tensions around cost are not going to go away in the next five years
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  • The demand for more evidence-based demonstration that the methods of teaching and learning are working will continue to intensify
  • What is that vision now, in the 21st century? For me, it's the notion that education can be tailored and customized for every single individual
  • The danger is that we will concentrate exclusively on finding ways to refine the current system and we will lose the opportunity to reimagine higher education for this century, this economy, and this technology. We will miss the opportunity to redefine education for a world in which access to information, networks, and computation is ubiquitous
Nigel Coutts

Education: Competition vs Collaboration - 35 views

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    In a time where much of the debate around education is linked to performance on national and international assessments such as PISA, TIMMS, PIRLS and in Australia, NAPLAN combined with calls for market-driven reforms there is a danger that a climate of competition between schools and systems will grow.
Clint Heitz

The Reading Brain in the Digital Age: The Science of Paper versus Screens - Scientific ... - 25 views

  • The matter is by no means settled. Before 1992 most studies concluded that people read slower, less accurately and less comprehensively on screens than on paper. Studies published since the early 1990s, however, have produced more inconsistent results: a slight majority has confirmed earlier conclusions, but almost as many have found few significant differences in reading speed or comprehension between paper and screens. And recent surveys suggest that although most people still prefer paper—especially when reading intensively—attitudes are changing as tablets and e-reading technology improve and reading digital books for facts and fun becomes more common.
  • Compared with paper, screens may also drain more of our mental resources while we are reading and make it a little harder to remember what we read when we are done. A parallel line of research focuses on people's attitudes toward different kinds of media. Whether they realize it or not, many people approach computers and tablets with a state of mind less conducive to learning than the one they bring to paper.
  • Both anecdotally and in published studies, people report that when trying to locate a particular piece of written information they often remember where in the text it appeared. We might recall that we passed the red farmhouse near the start of the trail before we started climbing uphill through the forest; in a similar way, we remember that we read about Mr. Darcy rebuffing Elizabeth Bennett on the bottom of the left-hand page in one of the earlier chapters.
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  • At least a few studies suggest that by limiting the way people navigate texts, screens impair comprehension.
  • Because of their easy navigability, paper books and documents may be better suited to absorption in a text. "The ease with which you can find out the beginning, end and everything inbetween and the constant connection to your path, your progress in the text, might be some way of making it less taxing cognitively, so you have more free capacity for comprehension," Mangen says.
  • An e-reader always weighs the same, regardless of whether you are reading Proust's magnum opus or one of Hemingway's short stories. Some researchers have found that these discrepancies create enough "haptic dissonance" to dissuade some people from using e-readers. People expect books to look, feel and even smell a certain way; when they do not, reading sometimes becomes less enjoyable or even unpleasant. For others, the convenience of a slim portable e-reader outweighs any attachment they might have to the feel of paper books.
  • In one of his experiments 72 volunteers completed the Higher Education Entrance Examination READ test—a 30-minute, Swedish-language reading-comprehension exam consisting of multiple-choice questions about five texts averaging 1,000 words each. People who took the test on a computer scored lower and reported higher levels of stress and tiredness than people who completed it on paper.
  • Perhaps, then, any discrepancies in reading comprehension between paper and screens will shrink as people's attitudes continue to change. The star of "A Magazine Is an iPad That Does Not Work" is three-and-a-half years old today and no longer interacts with paper magazines as though they were touchscreens, her father says. Perhaps she and her peers will grow up without the subtle bias against screens that seems to lurk in the minds of older generations. In current research for Microsoft, Sellen has learned that many people do not feel much ownership of e-books because of their impermanence and intangibility: "They think of using an e-book, not owning an e-book," she says. Participants in her studies say that when they really like an electronic book, they go out and get the paper version. This reminds Sellen of people's early opinions of digital music, which she has also studied. Despite initial resistance, people love curating, organizing and sharing digital music today. Attitudes toward e-books may transition in a similar way, especially if e-readers and tablets allow more sharing and social interaction than they currently do.
Kris Cody

The Reading Brain in the Digital Age: The Science of Paper versus Screens: Scientific A... - 103 views

  • prevented them from zooming out to see a neighborhood, state or country
    • Monica Williams-Mitchell
       
      This explains, in real terms, why I've had so much struggle with online reading! Very interesting article.
  • Because of these preferences—and because getting away from multipurpose screens improves concentration—people consistently say that when they really want to dive into a text, they read it on paper
    • Kris Cody
       
      This is backed up by a recent article: Faris, Michael J., and Stuart A. Selber. "E-Book Issues In Composition: A Partial Assessment And Perspective For Teachers." Composition Forum 24.(2011): ERIC. Web. 31 Mar. 2013.
  • Surveys and consumer reports also suggest that the sensory experiences typically associated with reading—especially tactile experiences—matter to people more than one might assume.
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  • When reading a paper book, one can feel the paper and ink and smooth or fold a page with one's fingers; the pages make a distinctive sound when turned; and underlining or highlighting a sentence with ink permanently alters the paper's chemistry.
  • discernible size, shape and weight.
  • Although many old and recent studies conclude that people understand what they read on paper more thoroughly than what they read on screens, the differences are often small. Some experiments, however, suggest that researchers should look not just at immediate reading comprehension, but also at long-term memory.
  • When taking the quiz, volunteers who had read study material on a monitor relied much more on remembering than on knowing, whereas students who read on paper depended equally on remembering and knowing.
  • E-ink is easy on the eyes because it reflects ambient light just like a paper book, but computer screens, smartphones and tablets like the iPad shine light directly into people's faces.
  • the American Optometric Association officially recognizes computer vision syndrome.
  • People who took the test on a computer scored lower and reported higher levels of stress and tiredness than people who completed it on paper.
  • Although people in both groups performed equally well on the READ test, those who had to scroll through the continuous text did not do as well on the attention and working-memory tests.
  • Subconsciously, many people may think of reading on a computer or tablet as a less serious affair than reading on paper. Based on a detailed 2005 survey of 113 people in northern California, Ziming Liu of San Jose State University concluded that people reading on screens take a lot of shortcuts—they spend more time browsing, scanning and hunting for keywords compared with people reading on paper, and are more likely to read a document once, and only once.
  • When reading on screens, people seem less inclined to engage in what psychologists call metacognitive learning regulation—strategies such as setting specific goals, rereading difficult sections and checking how much one has understood along the way
  • Perhaps she and her peers will grow up without the subtle bias against screens that seems to lurk in the minds of older generations.
  • They think of using an e-book, not owning an e-book,"
  • Participants in her studies say that when they really like an electronic book, they go out and get the paper version.
  • When it comes to intensively reading long pieces of plain text, paper and ink may still have the advantage. But text is not the only way to read.
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    it is difficult to see any one passage in the context of the entire text.
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    it is difficult to see any one passage in the context of the entire text.
Maureen Greenbaum

What Artificial Intelligence Could Mean For Education : NPR Ed : NPR - 15 views

  • , in a world where computers are taking more and more of the jobs, what is it that humans most need to learn? It probably isn't primarily memorizing facts or figures, or simple rules for problem solving.
  • An immediate answer is that more of us need to get better at building and interacting with software tools.
  • the growing movement in education to focus on building social and emotional competencies.
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    ANYA KAMENETZ
meghankelly492

Legislation and Common Law Impacting Assessment Practices in Music Education - Oxford H... - 1 views

  • Russell and Austin (2010) have claimed that in music education, a system of benign neglect in assessment practices has been allowed to endure, even though there has (p. 4) been a long-term, consistent call for reform, for more meaningful assessments, and for policymakers to adapt to laws as they are enacted and court rulings as they are handed down.
  • ead to the growing body of scholarship in educational law, the evolving and more active role courts are taking in impacting educational practices,
  • chapter is to inform music teachers about contemporary court cases that have resulted in rulings on assessment issues in educational settings, and how these rulings impact assessment in the music classroom.
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  • in teacher preparation programs and in professional development activities so that students and in-service music educators will better be able to negotiate the increasingly litigious educational world
  • egal issues facing music educators remain one of the least important topics of conversation for preservice music educators.
  • how active they have been willing in inserting their decisions in school-based assessment policy.
  • Historically, courts have been somewhat deferential to school leaders and have not been willing to hear too many cases dealing with educational law and assessment.
  • Based on this decision, courts would be more likely to defer to school leaders in making their final rulings.
  • distinguish issues are purely academic from those that are purely disciplinary.
  • s. Three basic factors must exist for constitutional due process to exist: a student must have proper notice, a student must be given the chance to be heard, and the hearing should be conducted in a fair manner
  • The court decided that denying a student of education, regardless of the amount of time, could not be considered an inconsequential thing and claimed that a person’s right to education was equitable to the rights to liberty and property. In the majority decisions, the Supreme Court justices argued:
  • The US Supreme Court’s decision in Goss created the opportunity for students, parents, and their representatives to challenge not only disciplinary suspensions and expulsions but also other decisions by school officials that may affect liberty or property rights, including grades and grading policies.
  • that of courts taking a more active role and deferring less often to school leaders.
  • Because of these high stakes (real or imagined),
  • little more than attendance and participation, others feel that grades must represent academic achievement and that “allowing non-academic factors to affect academic grades distorts the truth about students’
  • however, because music is addressed minimally in these laws, their enactment has had minimal direct impact on music educators’ assessment practices.
Kari Beery

Tech Savvy Kids - 86 views

  • 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."
meghankelly492

Music for anxiety? Meta-analysis of anxiety reduction in non-clinical samples - Yulia P... - 2 views

  • Panteleeva, Y., Ceschi, G., Glowinski, D., Courvoisier, D. S., & Grandjean, D. (2018). Music for anxiety? Meta-analysis of anxiety reduction in non-clinical samples. Psychology of Music, 46(4), 473–487. https://doi.org/10.1177/0305735617712424
  • Anxiety affects up to 28.8% of the population in Western countries
  • nxiety disorders are the most prevalent mental illnesses worldwide
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  • Moreover, in the last decade, there has been a growing interest in an evidence-based approach to studying the impact of music listening on anxiety, as measured by self-report measures (subjective reactions toward a stressful situation) or psychophysiological markers (objective indicators of anxiety, such as increasing heart rate).
Wes Bolton

Serious reading takes a hit from online scanning and skimming, researchers say - The Wa... - 90 views

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    "To cognitive neuroscientists, Handscombe's experience is the subject of great fascination and growing alarm. Humans, they warn, seem to be developing digital brains with new circuits for skimming through the torrent of information online. This alternative way of reading is competing with traditional deep reading circuitry developed over several millennia."
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    Washington Post article on how the internet is impacting our ability to read and concentrate.
Nadjib Aktouf

NZ Interface Magazine | Eight habits of highly effective 21st century teachers - 7 views

  • 4. Taking risksThere’s so much to learn. How can you as an educator know all these things? You must take risks and sometimes surrender yourself to the students’ knowledge. Have a vision of what you want and what the technology can achieve, identify the goals and facilitate the learning. Use the strengths of the digital natives to understand and navigate new products, have them teach each other. Trust your students.
    • jordyn bibiloni
       
      I see this so much in those teachers who are afraid to miss a day of class if something doesn't work as planned. Years go by, and all those neat lessons they'd like to do, remain untried. Teachers end up disappointed they weren't able to update their teachings, and students are disappointed with the redundant, "safe" lessons.
    • John Evans
       
      We all need to take little risks each day in how we teach. Reach out try something new, how else will we grow in our practice. Darren Kuropatwa says it best in his Awakening Posibilities Presentation: 5 Minutes to Make a Difference - http://lwictpln2009.wikispaces.com/Professional+Learning "No such thing as Best Practice, it's all Beta practice!" John Evans
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    8 habits to pick up... #2 is probably the most difficult, and #4 reminds me of those teachers who just can't "seem to find the time" to take a chance and try something new.
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    8 habits to pick up... #2 is probably the most difficult, and #4 reminds me of those teachers who just can't "seem to find the time" to take a chance and try something new.
Chad Evans

Response: Advice From The "Book Whisperer," Ed Week Readers & Me About Teaching Reading... - 1 views

    • Chad Evans
       
      Highlighting text is really easy with Diigo. And adding a sticky note is very simple is well. It can be made private or shared with groups of people who are working with the same document
  • Other ways I encourage these kinds of discussions includes having students choose their own groupings and books for independent book "clubs" and using the Web as a vehicle to create audio and/or video "book trailers."
    • Chad Evans
       
      From a technology end, our kids are beginning to do more and more with tools like voicethread, animoto, imovie, etc. Digital storytelling is a great way for students to be creative, share insights and show what they know and can do. 
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  • One facet of our reading instruction that cannot be overlooked is the importance of teacher readers in building a classroom reading community. According to Morrison, Jacobs, and Swinyard (1999), "perhaps the most influential teacher behavior to influence students' literacy development is personal reading, both in and out of school."
    • Chad Evans
       
      I wonder how open ALL teachers are about what they are reading? How much conversation do teachers as a whole have about what they are reading? 
  • If we don't read, why should our students?
  • Share your reading life with your students. Show your students what reading adds to your life. If you are reading a nonfiction book at the moment, tell them what you are learning. Pass the children's books you are reading to them when you are done. Describe the funny, sad, or interesting moments in the books you read. When you read something challenging, talk with your students about how you work through difficult text. It will surprise them that you find reading hard at times, too, but choose to read, anyway.
  • Many students in today's world do not read books outside of school. When they do read, it is text-messages, web pages or homework assignments. For students who did not grow up in homes with books, with adults who read and who read to them, this time to read in school is both necessary and pleasurable. Many of my students need catch-up time when it comes to "hours-in" reading. The 10 minutes at the beginning of each period that I allow my juniors each day equals hours of reading across the months of the school year. My most dedicated readers begin books in the classroom, finish them at home, and return to the classroom/school library to check out new books.
    • Chad Evans
       
      This is an important distinction in that I believe (and research indicates) that our kids ARE reading more than ever before. But it comes in non-traditional forms. We must acknowledge that web based reading is still reading, but it differs. Research also indicates that when kids read digitally, they read in a different pattern. In traditional reading, they read in a z pattern down a page. Digital reading is more of an F pattern,indicating skim and scan. 
Mrs. Lail2

Transcript for Don't Lecture Me - 83 views

  • Mazur believes the purpose of education is changing. It used to be about mastering a certain amount of knowledge. But knowledge is growing and changing at such a rapid rate that it's impossible to learn it all. The key now is to find and use information, not remember and repeat it. And Mazur says the goal of educators should be to help students develop the skills to understand all the new information that will be coming at them throughout their lives. In other words, the purpose of education now should be to learn how to learn.
Steve Ransom

Debate on playtime's value grows as more states fund preschool - washingtonpost.com - 6 views

  • Nevertheless, in kindergarten, children are playing for fewer than 30 minutes a day
  • Play advocates welcome the dollars but worry that politicians eager for tangible returns on taxpayers' investment in early education, and school officials eager for better test scores, will push for more direct instruction, an efficient way to get short-term gains in literacy and math.
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    Nevertheless, in kindergarten, children are playing for fewer than 30 minutes a day
david stong

Let Grow - When Adults Step Back, Kids Step Up. - 10 views

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    When we let them organize their own games and solve the inevitable spats, they build the social-emotional skills they'll need for life.
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