Our students have changed radically. Today’s students are
no longer the people our educational system was designed to teach.
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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
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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.
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our Digital Immigrant instructors, who speak an outdated language (that of the pre-digital age), are struggling to teach a population that speaks an entirely new language
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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 But that assumption is no longer valid.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.
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So what should happen? Should the Digital Native students learn the old ways, or should their Digital Immigrant educators learn the new?
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it does mean going faster, less step-by step, more in parallel, with more random access, among other thing
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As educators, we need to be thinking about how to teach both Legacy and Future content in the language of the Digital Natives.
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Adapting materials to the language of Digital Natives has already been done successfully. My own preference for teaching Digital Natives is to invent computer games to do the job, even for the most serious content.
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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." 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.) 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.
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We need to invent Digital Native methodologies for all subjects, at all levels, using our students to guide us.
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The Scarlet "P" | TechTicker - 0 views
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To me “sound pedagogy” isn’t a guarded gateway through which all things must pass before becoming true learning, it’s an ideal that should permeate and inform everything.
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The educational technologist are seen to be tech-obsessed, light on pedagogy and prone to obscure abbreviations; while the academics are stereotyped as waffley anti-technologists with a love of chalk-and-talk. Adding to this complexity, each sphere tends to be characterised by a distinct culture and common language. Often times the divisions are so clearly delineated that, despite units merging on paper, the two spheres operate largely independently of one another.
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We won’t always agree with one another, but once we start using language instead of hiding behind it we can begin to actually communicate.
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Pathfinders for Autism | Articles - 17 views
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"Autism can block, delay, or distort signals from any or all of the senses. It is difficult for people with autism to interact with other people through social activities and spoken communication. Pragmatic language skills, including gestures, facial expressions, body language, and other nonverbal communication, may also be impaired. Autism may also be associated with difficulties with learning, imagination, and reasoning. "
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Intersections: History and New Media: Wiki in the History Classroom - 5 views
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Students did not agree on the merits of the wiki. Some were deeply offended when other students eliminated or modified their contributions. Others found the chance to pick apart other’s words and conclusions exhilarating. Regardless, most students seemed to grasp the important lesson I hoped to share: that history is the conversation we have about the past. History is about the authorial choices scholars make. History is about the evidence included and the evidence excluded. By asking students to participate in a joint-writing exercise, they were compelled to pay attention to the language others used, the phrasings and structure employed, the anecdotes emphasized, the facts obscured. I told them the story of an undergraduate English professor I had who spent an entire class session discussing why Shakespeare began Macbeth with the word “when”. Words matter. Words shape arguments. They determine meaning, and they form our view of the world around us, including our view of the history of the world around us. Students also came to appreciate that history was not a bag of facts we historians force them to memorize. Instead, as Appleby, Hunt, and Jacob suggest, history is the product of that collective effort of truth seeking.
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I still caution students about using Wikipedia. But I think the wiki can help our students see themselves as part of that democratic conversation so important to our profession. Throwing their ideas into the ring for others to challenge forces students to defend their ideas, modify their conclusions, and reconsider their assumptions. The wiki, while not perfect, may help us change the way our students think about history. It may help them be more attentive to language and argument. Importantly, it may help them value civil discourse as a civic virtue. These are good lessons for history students and for their professors. —Kevin B. Sheets is associate professor of history at the State University of New York, College at Cortland and project director of the “American Dream Project,” a Teaching American History grant-based project in upstate New York. He regularly teaches courses in historical methods and American intellectual and cultural history.
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How to Improve Public Online Education: Report Offers a Model - Government - The Chroni... - 18 views
chronicle.com/...138729
education technology Teaching innovative higher education computers public online online education report government
shared by Jim Aird on 23 Apr 13
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var createCookie = function (name,value,days) { if (days) { var date = new Date(); date.setTime(date.getTime()+(days*24*60*60*1000)); var expires = "; expires="+date.toGMTString(); } else var expires = ""; document.cookie = name+"="+value+expires+"; path=/"; } var readCookie = function (name) { var nameEQ = name + "="; var ca = document.cookie.split(';'); for(var i=0;i < ca.length;i++) { var c = ca[i]; while (c.charAt(0)==' ') c = c.substring(1,c.length); if (c.indexOf(nameEQ) == 0) return c.substring(nameEQ.length,c.length); } return null; } var eraseCookie = function (name) { createCookie(name,"",-1); } = Premium Content Welcome, James | Log Out | My Account | Subscribe Now Tuesday, April 23, 2013Subscribe Today Home News Opinion & Ideas Facts & Figures Blogs Jobs Advice Forums Events Store Faculty Administration Technology Community Colleges Global Special Reports People Current Issue Archives Government HomeNewsAdministrationGovernment function check() { if (document.getElementById("searchInput").value == '' ) { alert('Please enter search terms'); return false; } else return true; } $().ready(function() { if($('.comment_count') && $('div.comment').size() > 0) { $('.comment_count').html('(' + $('div.comment').size() +')') } $('#email-popup').jqm({onShow:chronShow, onHide:chronHide, trigger: 'a.show-email', modal: 'true'}); $('#share-popup').jqm({onShow:chronShow, onHide:chronHide, trigger: 'a.show-share', modal: 'true'}); }); E-mail function openAccordion() { $('#dropSection > h3').addClass("open"); $(".dropB").css('display', 'block'); } function printPage() { window.print(); } $(document).ready(function() { $('.print-btn').click(function(){ printPage(); }); }); Print Comments (3) Share April 22, 2013 How to Improve Public Online Education: Report Offers a Model By Charles Huckabee Public colleges and universities, which educate the bulk of all American college students, have been slower than their counterparts in the for-profit sector to embrace the potential of online learning to offer pathways to degrees. A new report from the New America Foundation suggests a series of policies that states and public higher-education systems could adopt to do some catching up. The report, "State U Online," by Rachel Fishman, a policy analyst with the foundation, analyzes where public online-education efforts stand now and finds that access to high-quality, low-cost online courses varies widely from state to state. Those efforts fall along a continuum of organizational levels, says the report. At the low end of the spectrum, course availability, pricing, transferability of credit, and other issues are all determined at the institutional level, by colleges, departments, or individual professors, resulting in a patchwork collection of online courses that's difficult for stud
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they can improve their online-education efforts to help students find streamlined, affordable pathways to a degree.
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"Taken together, these steps result in something that looks less like an unorganized collection of Internet-based classes, and more like a true public university."
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I am always miffed at the people within Higher Ed who recognize that nothing about pedagogy has changed in 50 years except computers and PowerPoint but they still rationalize that nothing needs changed or fixed.
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How Listening and Sharing Help Shape Collaborative Learning Experiences | MindShift | K... - 30 views
ww2.kqed.org/...aborative-learning-experiences
language-pedagogy Language-Learning-English collaboration
shared by Xiaojing Kou on 12 Sep 16
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In school, getting people to share can be difficult. Learners may be diffident, or they may not have good strategies for sharing. Children often do not know how to offer constructive criticism or build on an idea. It can be helpful to give templates for sharing, such as two likes and a wish, where the “wish” is a constructive criticism or a building idea.
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But more often than not, it is because one or more of five ingredients is missing: joint attention, listening, sharing, coordinating, and perspective taking.
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Using a common visual anchor (e.g., a common diagram) can help people maintain joint visual attention.
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Many college students dislike group projects. Some of this is naïve egoism and an unwillingness to compromise
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primary reason for collaborating is that people bring different ideas to the table. The first four ingredients—joint attention, listening, sharing, and coordinating—support the exchange of information. The fifth ingredient is understanding why people are offering the information they do. This often goes beyond what speakers can possibly show and say (see Chapter S). People need to understand the point of view behind what others are saying, so they can interpret it more fully. This requires perspective taking. This is where important learning takes place, because learners can gain a new way to think about matters. It can also help differentiate and clarify one’s own ideas. A conflict of opinions can enhance learning (Johnson & Johnson, 2009).
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An interesting study on perspective taking (Kulkarni, Cambre, Kotturi, Bernstein, & Klemmer, 2015) occurred in a massive open online course (MOOC) with global participation. In their online discussions, learners were encouraged to review lecture content by relating it to their local context. The researchers placed people into low- or high-diversity groups based on the spread of geographic regions among participants. Students in the most geographically diverse discussion groups saw the highest learning gains, presumably because they had the opportunity to consider more different perspectives than geographically uniform groups did
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Do Majors Matter? - Inside Higher Ed - 0 views
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PIPEDREAMS - Seeing with New Eyes - International Perspectives on Trust and Regulation ... - 16 views
pipedreams-education.ca/...st-and-regulation-in-education
education inspiration @zbpipe Israel conference 201205 international trust regulation
shared by Peter Beens on 01 Jun 12
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This year, I was asked to attend as a Canadian Teacher Representative, along with Ontario Ministry Officer, Colette Ruduck and our Ontario Deputy Minister of Education, George Zegarac.
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Our regulations are meant to encourage equality and diversity, choice, opportunity, innovation – fundamental values in our society.
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In contrast to many of the other countries represented, our Canadian context was unique in that the regulations (organizations, federations, policies, curriculum) imposed actually tie in Trust and Relationship building and partnerships as key factors to increase capacity building with a wide range of stakeholders.
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We need our profession to be respected, which includes paying us well, treating us fairly, supporting us with resources, nurturing our learning and leadership opportunities
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We need to feel safe to make mistakes because we too are learners, especially in a profession that is changing so drastically in the 21st Century
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We need to feel trusted and with that, we want our skills, our education, our talents and our passions to be respected so we -together – can become the creators of our own pedagogies
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these passionate and experienced leaders agreed that such tests don’t work when used to rate, or punish teachers
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I wonder if there is a correlation between that supportive, trusting principal and the fact that we have incredibly dynamic teachers here, at Van Leer from all over the globe
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By sharing and reflecting our learning openly and even by sometimes being vulnerable and asking for help and challenging the status quo
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we need to recognize that our learning environments are changing and are very different from how we were once trained and educated
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We need to remind our leaders that we are not just teachers of academics but we teach the whole person
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Many of us struggle, without supports – to help impoverished families, students with mental health disabilities, learning disabilities, students that speak a different language, large class sizes, violence, inequalities
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The conference in Jerusalem, Israel that Van Leer hosts each year is intended to encourage professional dialogue among educators, academics, representatives of the Third Sector, and policymakers from diverse areas and places in Israel and abroad. This year, I was asked to attend as a Canadian Teacher Representative, along with Ontario Ministry Officer, Colette Ruduck and our Ontario Deputy Minister of Education, George Zegarac. With the theme of "Trust and Regulation" at the center of our discussions, it did not take long to realize that my context, as a Canadian Educator, a parent, and a student - was one of privilege and opportunity.
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Technology Integration Matrix - 156 views
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The site includes 25 videos lesson examples in each of four core subject areas – math, science, language arts, and social studies. These lessons were videotaped in classrooms across Florida.
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"The Technology Integration Matrix (TIM) provides a foundation for professional development for technology integration and a common vocabulary for talking about effective uses of technology in teaching and learning."
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"The Technology Integration Matrix (TIM) provides a foundation for professional development for technology integration and a common vocabulary for talking about effective uses of technology in teaching and learning."
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"The Technology Integration Matrix (TIM) provides a foundation for professional development for technology integration and a common vocabulary for talking about effective uses of technology in teaching and learning."
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"The Technology Integration Matrix (TIM) provides a foundation for professional development for technology integration and a common vocabulary for talking about effective uses of technology in teaching and learning."
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Education Theory/Constructivism and Social Constructivism - UCD - CTAG - 56 views
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Deep roots classical antiquity. Socrates, in dialogue with his followers, asked directed questions that led his students to realize for themselves the weaknesses in their thinking.
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Emphasis is on the collaborative nature of learning and the importance of cultural and social context.
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Believed that constructivists such as Piaget had overlooked the essentially social nature of language and consequently failed to understand that learning is a collaborative process.
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Constructivist learning environments emphasize authentic tasks in a meaningful context rather than abstract instruction out of context.
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Constructivist learning environments provide learning environments such as real-world settings or case-based learnin
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Constructivist learning environments support "collaborative construction of knowledge through social negotiation, not competition among learners for recognition.
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There is no absolute knowledge, just our interpretation of it. The acquisition of knowledge therefore requires the individual to consider the information and - based on their past experiences, personal views, and cultural background - construct an interpretation of the information that is being presented to them.
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Teaching styles based on this approach therefore mark a conscious effort to move from these ‘traditional, objectivist models didactic, memory-oriented transmission models’ (Cannella & Reiff, 1994) to a more student-centred approach.
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Students ‘construct’ their own meaning by building on their previous knowledge and experience. New ideas and experiences are matched against existing knowledge, and the learner constructs new or adapted rules to make sense of the world
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John Dewey rejected the notion that schools should focus on repetitive, rote memorization & proposed a method of "directed living" – students would engage in real-world, practical workshops in which they would demonstrate their knowledge through creativity and collaboration
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Piaget rejected the idea that learning was the passive assimilation of given knowledge. Instead, he proposed that learning is a dynamic process comprising successive stages of adaption to reality during which learners actively construct knowledge by creating and testing their own theories of the world.
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A common misunderstanding regarding constructivism is that instructors should never tell students anything directly but, instead, should always allow them to construct knowledge for themselves. This is actually confusing a theory of pedagogy (teaching) with a theory of knowing. Constructivism assumes that all knowledge is constructed from the learner’s previous knowledge, regardless of how one is taught. Thus, even listening to a lecture involves active attempts to construct new knowledge.
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Bruner builds on the Socratic tradition of learning through dialogue, encouraging the learner to come to enlighten themselves through reflection
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Careful curriculum design is essential so that one area builds upon the other. Learning must therefore be a process of discovery where learners build their own knowledge, with the active dialogue of teachers, building on their existing knowledge.
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Social constructivism was developed by Vygotsky. He rejected the assumption made by Piaget that it was possible to separate learning from its social context.
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By the 1980s the research of Dewey and Vygotsky had blended with Piaget's work in developmental psychology into the broad approach of constructivism
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1. Discovery Learning (Bruner) In discovery learning, the student is placed in problem solving situations where they are required to draw on past experiences and existing knowledge to discover facts, relationships, and new information. Students are more likely to retain knowledge attained by engaging real-world and contextualised problem-solving than by traditional transmission methods. Models that are based upon discovery learning model include: guided discovery, problem-based learning, simulation-based learning, case-based learning, and incidental learning.
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A guide to online educational resources. - NYTimes.com - 90 views
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Richard Ludlow started the nonprofit Academic Earth two years ago after M.I.T.'s OpenCourseWare helped him pass linear algebra as a Yale undergraduate. His site offers the courses of 10 elite universities — 130 full courses and more than 3,500 video lectures. Viewers can turn the tables on professors and grade courses. Other guidance includes "Editor's Picks" and "Playlists," lectures selected around a theme like "First Day of Freshman Year" and "You Are What You Eat."
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Connexions, started at Rice University 10 years ago, debundles education for the D.I.Y. learner. Anyone can write a "module," the term for instructional material that can be a single sentence or 1,000 pages. Connexions hosts more than 16,000 modules that make up almost 1,000 "collections." A collection might be, say, an algebra textbook or statistics course.
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Daniel Colman is a curator of sorts. He sifts through the vast amount of free courses, movies and books offered online to find what he considers the very best in content and production value. Then he features them on Open Culture, the Web site he founded in 2006. It's a task in keeping with his mission as associate dean and director of Stanford's continuing education program.
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At last count, the site had 2,700 audio and video lectures from more than 25 universities; 268 audio books; and 105 e-books. Dr. Colman says he looks for lectures that "take ideas and make them come to life." And so you can learn 37 languages on Open Culture, or stream Jane Austen audio books, Hitchcock films and a John Hopkins biology lecture.
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Why pay for test prep? M.I.T. OpenCourseWare has culled introductory courses in physics, calculus and biology, along with problem sets and labs, to help students prep for the Advanced Placement exams. (Not to miss an opportunity, there’s a link to the admissions office.)
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Thousands of pieces of free educational material - videos and podcasts of lectures, syllabuses, entire textbooks - have been posted in the name of the open courseware movement. But how to make sense of it all? Businesses, social entrepreneurs and "edupunks," envisioning a tuition-free world untethered by classrooms, have created Web sites to help navigate the mind-boggling volume of content. Some sites tweak traditional pedagogy; others aggregate, Hulu-style.
Common Core Lessons & Material for English & Humanities - 43 views
indianajen.com/...aterial-for-english-humanities
edtech pedagogy lessons commoncore history socialstudies humanities english language
shared by Jennifer Carey on 04 Sep 14
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12 Of The Best Vocabulary Apps For Middle & High School Students - - 65 views
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"Can't We Just Change the Words?": EBSCOhost - 1 views
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The idea of wanting to be true to the music of a culture, to the people of that culture, and to one's students in teaching is at the heart of the discussion of authenticity.
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However, teaching music without attention to its cultural context is a problem in several respects: it risks misrepresenting the musical practice being studied, it fails to take advantage of the potential benefits of culturally infused music teaching, and it promotes a conception of music as isolated sonic events rather than meaningful human practices.2 Discussion about this struggle to balance accurate performance practice with accessibility has focused on the concept of authenticity
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The definitions of authenticity represented in the music education literature fall into four models: the continuum model; the twofold historical/personal model; the threefold reproduction, reality, and relevance model; and the moving-beyond-authenticity model.
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how does each author use authenticity as a strategy for making or justifying decisions in music education?
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authenticity enhances an aesthetic experience; for others, authentic musical encounters enhance student motivation
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His view of historical authenticity calls for knowing the intentions of the composer, the performance practice of the time, using period instruments, and being musically creative within the boundaries of the composer's intentions
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Peter Kivy's twofold model of authenticity. Focusing on historical authenticity in performance, Kivy explores two main aspects of authenticity: historical (attention to the intent, sound, and practice of the original) and personal (interpretation and expression of the performer).
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Swanwick writes: "'Authentic' musical experience occurs when individuals make and take music as meaningful or relevant for them"
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Swanwick's emphasis on the importance of personal relevance yields different choices for a music teacher than Palmer's position does.
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Another example is found in the work of music educator and researcher Kay Edwards, who also reached the conclusion that attention to authenticity increases student response to learning. In her qualitative study of the response of children to a unit on Native American music, she found that the group using instruments of the Navajo, Hopi, Apache, and Yaqui peoples generated more journal responses overall (her criterion measure) and more responses about instrument playing than the groups with the inauthentic (traditional music room) instruments.
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Using indigenous instruments, original languages, and involving culture bearers in instruction benefits student involvement and interest as well as helps them develop musical skills. Connecting the story of a piece of music to students' own experiences and encouraging students to create new music in the style of music being studied help facilitate meaningful experiences for students.
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"World music pedagogy concerns itself with how music is taught/transmitted and received/learned within cultures, and how best the processes that are included in significant ways within these cultures can be preserved or at least partially retained in classrooms and rehearsal halls.