Over the last twenty years, technology
has reorganized how we live, how we communicate, and how we learn.
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Kountze in the News: Effing the Ineffable (An East Texas Revery) | text2cloud - 13 views
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For teachers working with memoir and teachers interested in archival research, this might be of interest: a multimedia composing project that works with the journals and correspondence of a southern writer who spent much of his life recollecting, in ever finer detail, his childhood during the Depression in East Texas. I teach creative nonfiction and I'm always trying to push myself to think about the possibilities new media composing affords that my students could explore.
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elearnspace. Connectivism: A Learning Theory for the Digital Age - 17 views
www.elearnspace.org/...connectivism.htm
connectivism MEMOIRE learning elearning theory collaboration technology community
shared by Christophe Gigon on 09 Dec 08
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I aggree that as teachers we need to realize that technology has changed instruction and the way that our students learn and the way that we learn and instruct.
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Technology has always changed the way we live. How did we respond to changes in the past? One thought is that some institutions, some businesses disappeared, while others, who took advantage of the new tech, appeared to replace the old. It will happen again and we as educators need to lead the way.
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With technology our students brains are wired differently and they can multi-task and learn in multiple virtual environments all at once. This should make us think about how we present lessons, structure learning and keep kids engaged.
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Rubbish. The idea that digital native are adept at multitasking is wrong. They may be doing many things but the quality and depth is reduced. There is a significant body of research to support this. Development of grit and determination are key attributes of successful people. Set and demand high standards. No one plays sport or an instrument because it is easy rather because they can clearly see a link between hard work and pleasure.
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Many learners will move into a variety of different, possibly unrelated fields over the course of their lifetime.
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Connectivism is the integration of principles explored by chaos, network, and complexity and self-organization theories.
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Learning and knowledge rests in diversity of opinions. Learning is a process of connecting specialized nodes or information sources. Learning may reside in non-human appliances. Capacity to know more is more critical than what is currently known Nurturing and maintaining connections is needed to facilitate continual learning. Ability to see connections between fields, ideas, and concepts is a core skill. Currency (accurate, up-to-date knowledge) is the intent of all connectivist learning activities. Decision-making is itself a learning process. Choosing what to learn and the meaning of incoming information is seen through the lens of a shifting reality. While there is a right answer now, it may be wrong tomorrow due to alterations in the information climate affecting the decision.
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Classrooms which emulate the “fuzziness”
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John Seely Brown presents an interesting notion that the internet leverages the small efforts of many with the large efforts of few.
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The pipe is more important than the content within the pipe. Our ability to learn what we need for tomorrow is more important than what we know today.
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To combat the shrinking half-life of knowledge, organizations have been forced to develop new methods of deploying instruction.”
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a persisting change in human performance or performance potential…[which] must come about as a result of the learner’s experience and interaction with the world”
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Learning theories are concerned with the actual process of learning, not with the value of what is being learned.
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Chaos is the breakdown of predictability, evidenced in complicated arrangements that initially defy order.
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If the underlying conditions used to make decisions change, the decision itself is no longer as correct as it was at the time it was made.
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principle that people, groups, systems, nodes, entities can be connected to create an integrated whole.
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Learning is a process that occurs within nebulous environments of shifting core elements – not entirely under the control of the individual
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Behaviorism, cognitivism, and constructivism do not attempt to address the challenges of organizational knowledge and transference.
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The health of the learning ecology of the organization depends on effective nurturing of information flow.
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This cycle of knowledge development (personal to network to organization) allows learners to remain current in their field through the connections they have formed.
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This amplification of learning, knowledge and understanding through the extension of a personal network is the epitome of connectivism.
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An organizations ability to foster, nurture, and synthesize the impacts of varying views of information is critical to knowledge economy surviva
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As knowledge continues to grow and evolve, access to what is needed is more important than what the learner currently possesses.
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Clarity Through Brevity: Integrating Six-Word Memoirs | Edutopia - 78 views
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The Reading & Writing Project - 6 views
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Visit any school affiliated with the TCRWP and you'll immediately see why the organization is a success. Pull your chair alongside and listen to the children's memoirs and essays, lean-in and listen to their literature circles and read aloud conversations and you'll glimpse why this work has captured the hearts and minds of thousands of educators the world over.
MODULE 5 -- VOICE AND TONE IN A MEMOIR - 0 views
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Free Audio Book Downloads - 17 views
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Conan Doyle, Arthur - The Adventures of Sherlock Holmes – Free iTunes – Free MP3 Zip File – FREE from Audible
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Poe, Edgar Allen - The Pit and the Pendulum – Free MP3 Poe, Edgar Allen – The Tell Tale Heart – Free MP3 – FREE from Audible
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Annotating the Model Content Frameworks for ELA/Literacy by PARCC - 9 views
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upper grades, content-area teachers are encouraged to consider how best to implement informational reading across the disciplines
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present their analyses in writing and speaking
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all students need access to a wide range of materials on a variety of topics and genres
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students improve both their reading comprehension and their writing skills when writing in response to texts.
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notes, summaries, learning logs, writing to learn tasks, or even a response to a short text selection or an open-ended question.[9]
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hese responses can vary in length based on the questions asked and tasks performed, from answering brief questions to crafting multiparagraph responses in upper grades.
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narrative story and narrative description
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generate writing pieces in response to teacher-provided prompts and to their own prompts
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For reading and writing in each module
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Graham, S., and M. A. Hebert. 2010. Writing to Read: Evidence for How Writing Can Improve Reading. A Carnegie Corporation Time to Act Report. Washington, D.C.: Alliance for Excellent Education.
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Leaving the Gang Behind : ALWAYS RUNNING: La Vida Loca: Gang Days in L. A.--A Memoir By... - 17 views
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March 07, 1993
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