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Kenuvis Romero

Memory - Wikipedia, the free encyclopedia - 0 views

en.wikipedia.org/Memory

shared by Kenuvis Romero on 23 Jun 13 - No Cached
  • Encoding of working memory involves the spiking of individual neurons induced by sensory input, which persists even after the sensory input disappears (Jensen and Lisman 2005; Fransen et al. 2002). Encoding of episodic memory involves persistent changes in molecular structures that alter synaptic transmission between neurons. Examples of such structural changes include long-term potentiation (LTP) or spike-timing-dependent plasticity (STDP). The persistent spiking in working memory can enhance the synaptic and cellular changes in the encoding of episodic memory (Jensen and Lisman 2005).
  • Recent functional imaging studies detected working memory signals in both medial temporal lobe (MTL), a brain area strongly associated with long-term memory, and prefrontal cortex (Ranganath et al. 2005), suggesting a strong relationship between working memory and long-term memory. However, the substantially more working memory signals seen in the prefrontal lobe suggest that this area play a more important role in working memory than MTL (Suzuki 2007).
  • Consolidation and reconsolidation. Short-term memory (STM) is temporary and subject to disruption, while long-term memory (LTM), once consolidated, is persistent and stable. Consolidation of STM into LTM at the molecular level presumably involves two processes: synaptic consolidation and system consolidation. The former involves a protein synthesis process in the medial temporal lobe (MTL), whereas the latter transforms the MTL-dependent memory into an MTL-independent memory over months to years (Ledoux 2007). In recent years, such traditional consolidation dogma has been re-evaluated as a result of the studies on reconsolidation. These studies showed that prevention after retrieval affects subsequent retrieval of the memory (Sara 2000). New studies have shown that post-retrieval treatment with protein synthesis inhibitors and many other compounds can lead to an amnestic state (Nadel et al. 2000b; Alberini 2005; Dudai 2006). These findings on reconsolidation fit with the behavioral evidence that retrieved memory is not a carbon copy of the initial experiences, and memories are updated during retrieval.
  • ...4 more annotations...
  • Physical exercise, particularly continuous aerobic exercises such as running, cycling and swimming, has many cognitive benefits and effects on the brain. Influences on the brain include increases in neurotransmitter levels, improved oxygen and nutrient delivery, and increased neurogenesis in the hippocampus. The effects of exercise on memory have important implications for improving children's academic performance, maintaining mental abilities in old age, and the prevention and potential cure of neurological diseases.
  • At the Center for Cognitive Science at Ohio State University, researchers have found that memory accuracy of adults is hurt by the fact that they know more, and have more experience than children, and tend to apply all this knowledge when learning new information. The findings appeared in the August 2004 edition of the journal Psychological Science.
  • Interference can hamper memorization and retrieval. There is retroactive interference, when learning new information makes it harder to recall old information[59] and proactive interference, where prior learning disrupts recall of new information. Although interference can lead to forgetting, it is important to keep in mind that there are situations when old information can facilitate learning of new information. Knowing Latin, for instance, can help an individual learn a related language such as French – this phenomenon is known as positive transfer.[60]
  • Methods to optimize memorization[edit] Memorization is a method of learning that allows an individual to recall information verbatim. Rote learning is the method most often used. Methods of memorizing things have been the subject of much discussion over the years with some writers, such as Cosmos Rossellius using visual alphabets. The spacing effect shows that an individual is more likely to remember a list of items when rehearsal is spaced over an extended period of time. In contrast to this is cramming which is intensive memorization in a short period of time. Also relevant is the Zeigarnik effect which states that people remember uncompleted or interrupted tasks better than completed ones. The so-called Method of loci uses spatial memory to memorize non-spatial information.[72]
Lee-Anne Patterson

2¢ Worth » Method vs Approach - 1 views

davidwarlick.com/2cents

blog technology teaching David Warlick literacy presentation zen

shared by Lee-Anne Patterson on 05 Jan 09 - Cached
  • how we use technology and how we teach it
    • Lee-Anne Patterson
      Lee-Anne Patterson on 05 Jan 09
       
      Warlick has articulated what many have struggled to say for so long. Students are not affraid to approach technology in a more investigative way, unlike those of us from the older generation that want the right way to do things everytime.
  • You operate these devices natively, by approaching it with a certain frame of mind, not by method.
  • to kids who are at home accessing and interacting with the world from their pockets — there is a disconnect that may well be a big part of why so few of our children are interested in pursuing technology fields
    • Lee-Anne Patterson
      Lee-Anne Patterson on 05 Jan 09
       
      Unfortunately many students are not encouraged to take this method of learning into the classroom. We remove the association so that they are aclimatised to learning in a more method way by their secondary education. What are we doing?
  • ...1 more annotation...
  • as educators, need to began to picture ourselves as master learners, and to project that image of ourselves to the community.  If we become enthusiastic learners, then we are modeling the concept and process of life-long learning.
    • Lee-Anne Patterson
      Lee-Anne Patterson on 05 Jan 09
       
      As technology coordinators/integrators this is what we model. How many teachers within our schools also see themselves as fullfiling this role?
  • Lee-Anne Patterson on 05 Jan 09
     
    David Warlick makes an association between Reynolds Presenation Zen Method v's Approach and the way we approach technology professional development
Damianne President

A Periodic Table of Visualization Methods - 19 views

www.visual-literacy.org/...periodic_table.html

visualization literacy

shared by Damianne President on 08 Aug 09 - Cached
  • Adrienne Michetti on 09 Oct 09
     
    Here is a "Periodic Table" of different methods / instructional strategies to use to help your students learn content and skills. It is grouped in a way that allows for you to choose the best method of visualization for the purpose.
  • Damianne President on 11 Oct 12
     
    Visit this periodic table of visualization methods for a variety of strategies that you can use to facilitate understanding.
Betty Powell

Steps of the Scientific Method - 1 views

www.sciencebuddies.org/...roject_scientific_method.shtml

Scientific Method experiments scientific method science scientific_method

shared by Betty Powell on 09 Sep 09 - Cached
  • Betty Powell on 09 Sep 09
     
    An introduction to the steps of the scientific method
Erin Crisp

Study: It's not teacher, but method that matters | detnews.com | The Detroit News - 81 views

detnews.com/...acher--but-method-that-matters

methods instruction education higher ed lecture clicker learner response system

shared by Erin Crisp on 16 May 11 - No Cached
  • Erin Crisp on 16 May 11
     
    Interactive methods of instruction more valuable than subject matter expertise on the part of the instructor. Study shows that clicker use in a highly interactive instructional setting works better than an experienced lecturer.
Mr. Eason

Educational Leadership:Teaching for the 21st Century:21st Century Skills: The Challenge... - 119 views

www.ascd.org/...lls@-The-Challenges-Ahead.aspx

21stcenturyskills teaching

shared by Mr. Eason on 11 May 12 - Cached
  • the skills students need in the 21st century are not new.
  • Critical thinking and problem solving, for example, have been components of human progress throughout history
  • What's actually new is the extent to which changes in our economy and the world mean that collective and individual success depends on having such skills
  • ...27 more annotations...
  • Many reform efforts, from reducing class size to improving reading instruction, have devolved into fads or been implemented with weak fidelity to their core intent. The 21st century skills movement faces the same risk.
  • some of the rhetoric we have heard surrounding this movement suggests that with so much new knowledge being created, content no longer matters; that ways of knowing information are now much more important than information itself. Such notions contradict what we know about teaching and learning and raise concerns that the 21st century skills movement will end up being a weak intervention for the very students—low-income students and students of color—who most need powerful schools as a matter of social equity.
  • First, educators and policymakers must ensure that the instructional program is complete and that content is not shortchanged for an ephemeral pursuit of skills
  • Second, states, school districts, and schools need to revamp how they think about human capital in education—in particular how teachers are trained
  • inally, we need new assessments that can accurately measure richer learning and more complex tasks
  • Skills and knowledge are not separate, however, but intertwined.
  • In some cases, knowledge helps us recognize the underlying structure of a problem.
  • At other times, we know that we have a particular thinking skill, but domain knowledge is necessary if we are to use it.
  • if skills are independent of content, we could reasonably conclude that we can develop these skills through the use of any content. For example, if students can learn how to think critically about science in the context of any scientific material, a teacher should select content that will engage students (for instance, the chemistry of candy), even if that content is not central to the field. But all content is not equally important to mathematics, or to science, or to literature. To think critically, students need the knowledge that is central to the domain.
  • The importance of content in the development of thinking creates several challenges
  • first is the temptation to emphasize advanced, conceptual thinking too early in training
  • Another curricular challenge is that we don't yet know how to teach self-direction, collaboration, creativity, and innovation the way we know how to teach long division.
  • But experience is not the same thing as practice. Experience means only that you use a skill; practice means that you try to improve by noticing what you are doing wrong and formulating strategies to do better. Practice also requires feedback, usually from someone more skilled than you are.
  • We must plan to teach skills in the context of particular content knowledge and to treat both as equally important.
  • education leaders must be realistic about which skills are teachable. If we deem that such skills as collaboration and self-direction are essential, we should launch a concerted effort to study how they can be taught effectively rather than blithely assume that mandating their teaching will result in students learning them.
  • teachers don't use them.
  • Even when class sizes are reduced, teachers do not change their teaching strategies or use these student-centered method
  • these methods pose classroom management problems for teachers.
  • These methods also demand that teachers be knowledgeable about a broad range of topics and are prepared to make in-the-moment decisions as the lesson plan progresses.
  • constant juggling act
  • greater collaboration among teachers.
  • But where will schools find the release time for such collaboration?
  • professional development is a massive undertaking.
  • Unfortunately, there is a widespread belief that teachers already know how to do this if only we could unleash them from today's stifling standards and accountability metrics. This notion romanticizes student-centered methods, underestimates the challenge of implementing such methods, and ignores the lack of capacity in the field today.
  • The first challenge is the cost.
  • measures that encourage greater creativity, show how students arrived at answers, and even allow for collaboration.
  • When students first encounter new ideas, their knowledge is shallow and their understanding is bound to specific examples. They need exposure to varied examples before their understanding of a concept becomes more abstract and they can successfully apply that understanding to novel situations.
Thieme Hennis

"Booksprints" - fast track to rigorous open educational resources | Education4site - 32 views

www.education4site.org/...ous-open-educational-resources

methodologies oer oer-initiative books resources education mathematics open-education news

shared by Thieme Hennis on 12 Oct 12 - No Cached
  • Thieme Hennis on 12 Oct 12
     
    "The Finnish group used a methodology called "Booksprint" which was developed to produce manuals for Free/Libre Open Source Software (FLOSS). The method has already been used to produce over 40 FLOSS manuals. Booksprints involve a large number of individuals with various relevant backgrounds working collaboratively, either remotely or locally, to produce published books, usually within 2-5 days. The method requires intensive pre-planning culminating in an "unconference" at which the text is written, edited and prepared for publication. Participants make extensive use of open source methodologies and tools to facilitate sharing, versioning, and tracking, ex. using GitHub."
Thieme Hennis

About « OERRH - 19 views

oerresearchhub.org/about

research oer oer-initiative openness open-access open-education reference

shared by Thieme Hennis on 11 Jun 13 - No Cached
  • Thieme Hennis on 11 Jun 13
     
    "The Open Educational Resources Research Hub (OER Research Hub) provides a focus for research, designed to give answers to the overall question 'What is the impact of OER on learning and teaching practices?' and identify the particular influence of openness. We do this by working in collaboration with projects across four education sectors (K12, college, higher education and informal) extending a network of research with shared methods and shared results. By the end of this research we will have evidence for what works and when, but also established methods and instruments for broader engagement in researching the impact of openness on learning. OER are not just another educational innovation. They influence policy and change practices. In previous research (OpenLearn, Bridge to Success and OLnet) we have seen changes in institutions, teacher practice and in the effectiveness of learning. We integrate research alongside action to discover and support changes in broader initiatives. Our framework provides the means to gather data and the tools to tackle barriers. The project combines: A targeted collaboration program with existing OER projects An internationalfellowship program Networking to make connections A hub for research data and OER excellence in practice The collaborations cover different sectors and issues, these include: the opening up of classroom based teaching to open content; the large-scale decision points implied by open textbooks for community colleges; the extension of technology beyond textbook through eBook and simulation; the challenge of teacher training in India; and the ways that OER can support less formal approaches to learning. By basing good practice on practical experience and research we can help tackle practical problems whilst building the evidence bank needed by all."
Sigrid Murphy

Five U.S. innovations that helped Finland's schools improve but that American reformers... - 64 views

pasisahlberg.com/-american-reformers-now-ignore

Finland

shared by Sigrid Murphy on 27 Aug 14 - No Cached
    • anonymous
      anonymous on 27 Aug 14
       
      Interesting Top Five
    • anonymous
      anonymous on 27 Aug 14
       
      Answer explanation is almost as important as mathematic problem solving.  If we really want to know if a student understands ANY concept, we need to ask him/her to write their explanation.  Sometimes the understanding comes from the thinking required to do the writing - writing to make it make sense!
    • anonymous
      anonymous on 27 Aug 14
       
      Why don't we consider relating almost every lesson to everyday life?  Seems like an obvious thing to do to me!
  • ...16 more annotations...
    • anonymous
      anonymous on 27 Aug 14
       
      Wow!  I think the concept of doing less of something in order to make time for experimentation is a fabulous idea!  Do you mean there are different aspects of student assessment and testing beyond a bubble sheet?  :)
  • Most of them have studied psychology, teaching methods, curriculum theories, assessment models, and classroom management researched and designed in the United States
    • anonymous
      anonymous on 27 Aug 14
       
      Finland's successful practices are something they learned here in the U.S.  So, why aren't our teachers here in the U.S. employing those same practices successfully?
  • Professional development and school improvement courses and programs often include visitors from the U.S. universities to teach and work with Finnish teachers and leaders.
  • in an ideal classroom, pupils speak more than the teacher
    • anonymous
      anonymous on 27 Aug 14
       
      Hooray!
  • the entire Finnish school system looks like John Dewey’s laboratory school in the U.S.
  • cooperative learning has become a pedagogical approach that is widely practiced throughout Finnish education system
  • Finnish teachers believe that over 90 percent of students can learn successfully in their own classrooms if given the opportunity to evolve in a holistic manner.
  • After abolishing all streaming and tracking of students in the mid-1980s, both education policies and school practices adopted the principle that all children have different kinds of intelligences and that schools must find ways how to cultivate these different individual aspects in balanced ways.
  • it is ironic that many of these methods were developed at U.S. universities and are yet far more popular in Finland than in the United States. These include portfolio assessment, performance assessment, self-assessment and self-reflection, and assessment for learning methods.
    • anonymous
      anonymous on 27 Aug 14
       
      Alternative assessments!  Performance, portfolio, self-assessment, self-reflection, and assessment of learning methods...
  • Peer coaching—that is, a confidential process through which teachers work together to reflect on current practices, expand, improve, and learn new skills, exchange ideas, conduct classroom research and solve problems together in school
    • anonymous
      anonymous on 27 Aug 14
       
      Working together and reflecting on current practices - Reflection helps to expand, improve, and provides an opportunity to learn and exchange ideas to solve problems
  • the work of the school in the United States is so much steered by bureaucracies, test-based accountability and competition that schools are simply doing what they must do
    • anonymous
      anonymous on 27 Aug 14
       
      Sadness Abounds!  We are teaching folks what works best.  Then, they enter the classroom and get wrapped up in bureaucracies and test-based accountability to the point that teachers are just going through the motions instead of facilitating quality learning
  • Sigrid Murphy on 28 Aug 14
     
    Pasi Sahlberg Blog Finnish education reform Originally published in Washington Post, 24 July 2014 An intriguing question whether innovation in education can be measured has an answer now. The Organization of Economic Cooperation and Development in its recent report "Measuring Innovation in Education: A New Perspective, Educational Research and Innovation" measures Innovation in Education in 22 countries and 6 jurisdictions, among them the U.S.
Wayne Holly

3 Easy Methods to Create eLearning Videos - eLearning Industry - 121 views

elearningindustry.com/ethods-create-elearning-videos

resources tools

shared by Wayne Holly on 12 Sep 14 - No Cached
techteachmatt liked it
  • Wayne Holly on 12 Sep 14
     
    Video is becoming one of the most popular eLearning formats, yet many instructors aren't sure where to begin. Luckily, creating video has never been easier! This article describes best practices in video learning and 3 easy methods for anyone to get started.
Tracy Tuten

Socratic Method Research Portal - 6 views

www.socraticmethod.net

teaching socratic learning philosophy method education

shared by Tracy Tuten on 09 Aug 12 - Cached
  • Tracy Tuten on 09 Aug 12
     
    Essays on how to use the socratic method
Tracy Tuten

The Socratic Method - 4 views

www.garlikov.com/Soc_Meth.html

education teaching socratic learning math pedagogy philosophy method

shared by Tracy Tuten on 09 Aug 12 - Cached
  • Tracy Tuten on 09 Aug 12
     
    example and guidelines on using the socratic method in the classroom
Roland Gesthuizen

Use the FEAR Method to Overcome Your Own Fears - 38 views

lifehacker.com/come-your-own-fears-1479086906

lifehacker publicspeaking motivation psychology oral speaking fear

shared by Roland Gesthuizen on 09 Dec 13 - No Cached
  • Roland Gesthuizen on 09 Dec 13
     
    "Speaking in front of a crowd, giving an important presentation, going to a job interview-they're all stressful and they can trigger anxiety and fear in even the most stalwart people. So how do you beat it back when you need to? One psychologist suggests the FEAR method, or "Focus, Expose, Approach, Rehearse."
Kenuvis Romero

The Art of Memory - Wikipedia, the free encyclopedia - 0 views

en.wikipedia.org/...The_Art_of_Memory

shared by Kenuvis Romero on 23 Jun 13 - No Cached
  • The Art of Memory From Wikipedia, the free encyclopedia Jump to: navigation, search For the general topic known as "Ars memoriae" or "the Art of Memory", see Art of memory. The Art of Memory Author(s) Frances A. Yates Country United Kingdom Language English Publisher Routledge and Kegan Paul Publication date 1966 Media type Print (book) Pages 400 ISBN 0-226-95001-8 OCLC Number 42905743  Preceded by Giordano Bruno and the Hermetic Tradition The Art of Memory is a 1966 non-fiction book by British historian Frances A. Yates. The book follows the history of mnemonic systems from the classical period of Simonides of Ceos in Ancient Greece to the Renaissance era of Giordano Bruno, ending with Gottfried Leibniz and the early emergence of the scientific method in the 17th century. See also [edit] Method of loci John Crowley Art of Memory
wlampner

Unique Online Teaching Method at UWM Earns National Attention - 70 views

www.newswise.com/...-uwm-earns-national-attention2

uadds elearning_design retention

shared by wlampner on 13 Jun 11 - No Cached
  • wlampner on 13 Jun 11
     
    Describes an online teaching method for Psych that improves retention for at-risk students.
Florence Dujardin

Embedding academic writing instruction into subject teaching: A case study - 0 views

alh.sagepub.com/...69.short

writing EAP feedback

shared by Florence Dujardin on 01 Apr 11 - No Cached
  • Florence Dujardin on 01 Apr 11
     
    The benefits of embedding the teaching of writing into the curriculum have been advocated by educators and researchers. However, there is currently little evidence of embedded writing instruction in the UK's higher education context. In this article, we present a case study in which we report the design, implementation and evaluation of an academic writing intervention with first-year undergraduate students in an applied linguistics programme. Our objectives were to try a combination of embedded instructional methods and provide an example that can be followed by lecturers across disciplines and institutions. Through the integration of in-class and online writing tasks and assessment feedback in a first-term module, we supported students' writing development throughout the first term. We evaluated the effects of the intervention through the analysis of notes on classroom interaction, a student questionnaire and interviews, and a text analysis of students' writing and the feedback comments over time. The evaluation findings provide insights into the feasibility and effectiveness of this approach. The embedded writing instruction was perceived as useful by both students and teachers. The assessment feedback, whilst being the most work-intensive method for the teachers, was valued most by the students and led to substantial improvements in the writing of some. These findings suggest that embedded writing instruction could be usefully applied in other higher education contexts.
Derrick C

Science Experiments Elementary - 61 views

www.easy-kids-science-experiments.com/ce-experiments-elementary.html

science experiment elementary experiments

shared by Derrick C on 04 Nov 10 - Cached
  • Cooling Soda Cans
    • Derrick C
      Derrick C on 07 Nov 10
       
      science method chemistry hypothesis predictions observations data collection recording
  • Flowers In Water
    • Derrick C
      Derrick C on 07 Nov 10
       
      biology all scientific method steps application focus?
  • Frozen Candles
    • Derrick C
      Derrick C on 07 Nov 10
       
      highlight: hypothesis, prediction, observations, data collection, data recording
  • ...3 more annotations...
  • Make a Battery From Fruit
    • Derrick C
      Derrick C on 07 Nov 10
       
      chemistry scientific method observation prediction hypothesis
  • Moth Balls Dance
    • Derrick C
      Derrick C on 07 Nov 10
       
      chemistry scientific method observations hypothesis application
  • Sense of Smell
    • Derrick C
      Derrick C on 08 Nov 10
       
      making observations asking questions
Martin Burrett

UKEdMag: Schools, be patient by @HDHSenglish - 1 views

ukedchat.com/...ools-be-patient-by-hdhsenglish

metacognition research pedagogy

shared by Martin Burrett on 08 Jun 18 - No Cached
  • Martin Burrett on 08 Jun 18
     
    "A lot of schools have jumped on buzz words such as metacognition, mindfulness, mindset etc. There is obviously great merit in all these strategies, however as Carol Dweck has emphasised, in a lot of cases these methods are not always understood by school leaders leading to them not being integrated effectively and sustained. These theories are not fads but in many schools, they don't give these methods the planning, time and evaluation that is required for success of any strategies that will benefit learning. Schools are looking for a quick fix and so latch on to 'new, exciting and popular theories'."
Robert Parker

Andragogy - Wikipedia, the free encyclopedia - 36 views

en.wikipedia.org/Andragogy

shared by Robert Parker on 23 Sep 11 - Cached
  • Andragogy consists of learning strategies focused on adults. It is often interpreted as the process of engaging adult learners with the structure of learning experience. The term ‘andragogy’ has been used in different times and countries with various connotations
  • Knowles asserted that andragogy (Greek: "man-leading") should be distinguished from the more commonly used pedagogy (Greek: "child-leading"). Knowles' theory can be stated with six assumptions related to motivation of adult learning:[1][2] Adults need to know the reason for learning something (Need to Know) Experience (including error) provides the basis for learning activities (Foundation). Adults need to be responsible for their decisions on education; involvement in the planning and evaluation of their instruction (Self-concept). Adults are most interested in learning subjects having immediate relevance to their work and/or personal lives (Readiness). Adult learning is problem-centered rather than content-oriented (Orientation). Adults respond better to internal versus external motivators (Motivation). The term has been used by some to allow discussion of contrast between self-directed and 'taught' education
    • GoldenLuca Oake
      GoldenLuca Oake on 08 Oct 12
       
      Andragogy - man-leading as in leading man Pedagogy - child-leading as in leading children
    • Robert Parker
      Robert Parker on 15 Sep 13
       
      I like this term, it reflects much of waht happens in higher education as the springboard for life-long learning
  • maureen greenbaum on 23 Sep 11
     
    Andragogy From Wikipedia, the free encyclopedia Andragogy consists of learning strategies focused on adults. It is often interpreted as the process of engaging adult learners with the structure of learning experience. The term 'andragogy' has been used in different times and countries with various connotations. Nowadays there exist mainly three understandings: 1. In many countries there is a growing conception of 'andragogy' as the scholarly approach to the learning of adults. In this connotation andragogy is the science of understanding (= theory) and supporting (= practice) lifelong and lifewide education of adults. 2. Especially in the USA, 'andragogy' in the tradition of Malcolm Knowles, labels a specific theoretical and practical approach, based on a humanistic conception of self-directed and autonomous learners and teachers as facilitators of learning. 3. Widely, an unclear use of andragogy can be found, with its meaning changing (even in the same publication) from 'adult education practice' or 'desirable values' or 'specific teaching methods,' to 'reflections' or 'academic discipline' and/or 'opposite to childish pedagogy', claiming to be 'something better' than just 'Adult Education'. The oldest document using the term "Andragogik": Kapp, Alexander (1833): Platon's Erziehungslehre, als Pädagogik für die Einzelnen und als Staatspädagogik. Leipzig. Originally used by Alexander Kapp (a German educator) in 1833, andragogy was developed into a theory of adult education by the American educator Malcolm Knowles. Knowles asserted that andragogy (Greek: "man-leading") should be distinguished from the more commonly used pedagogy (Greek: "child-leading"). Knowles' theory can be stated with six assumptions related to motivation of adult learning:[1][2] Adults need to know the reason for learning something (Need to Know) Experience (including error) provides the basis for learning activities (Foundation). Adults need to be
  • ...2 more comments...
  • Lauren Rosen on 23 Sep 11
     
    Really not seeing the difference in how children and adults learn here. I have heard the term first about 20 or more years ago. From this definition the principals behind it are no different from those behind what a good learning environment is for all ages. What changes is the content not that the student, regardless of age, leads in their own learning facilitated by a trained practitioner.
  • Maughn Gregory on 23 Sep 11
     
    "Andragogy" is another sexist term, using "andro" = male to stand for all humanity. Why wouldn't it by called "Gynogogy"? Can't we use a different term? Bring the concept up-do-date from 1833?
  • GoldenLuca Oake on 08 Oct 12
     
    Andragogy From Wikipedia, the free encyclopedia Andragogy consists of learning strategies focused on adults. It is often interpreted as the process of engaging adult learners with the structure of learning experience. The term 'andragogy' has been used in different times and countries with various connotations. Nowadays there exist mainly three understandings: 1. In many countries there is a growing conception of 'andragogy' as the scholarly approach to the learning of adults. In this connotation andragogy is the science of understanding (= theory) and supporting (= practice) lifelong and lifewide education of adults. 2. Especially in the USA, 'andragogy' in the tradition of Malcolm Knowles, labels a specific theoretical and practical approach, based on a humanistic conception of self-directed and autonomous learners and teachers as facilitators of learning. 3. Widely, an unclear use of andragogy can be found, with its meaning changing (even in the same publication) from 'adult education practice' or 'desirable values' or 'specific teaching methods,' to 'reflections' or 'academic discipline' and/or 'opposite to childish pedagogy', claiming to be 'something better' than just 'Adult Education'. The oldest document using the term "Andragogik": Kapp, Alexander (1833): Platon's Erziehungslehre, als Pädagogik für die Einzelnen und als Staatspädagogik. Leipzig. Originally used by Alexander Kapp (a German educator) in 1833, andragogy was developed into a theory of adult education by the American educator Malcolm Knowles. Knowles asserted that andragogy (Greek: "man-leading") should be distinguished from the more commonly used pedagogy (Greek: "child-leading"). Knowles' theory can be stated with six assumptions related to motivation of adult learning:[1][2] Adults need to know the reason for learning something (Need to Know) Experience (including error) provides the basis for learning activities (Foundation). Adults need to be
  • Robert Parker on 15 Sep 13
     
    Andragogy From Wikipedia, the free encyclopedia Andragogy consists of learning strategies focused on adults. It is often interpreted as the process of engaging adult learners with the structure of learning experience. The term 'andragogy' has been used in different times and countries with various connotations. Nowadays there exist mainly three understandings: 1. In many countries there is a growing conception of 'andragogy' as the scholarly approach to the learning of adults. In this connotation andragogy is the science of understanding (= theory) and supporting (= practice) lifelong and lifewide education of adults. 2. Especially in the USA, 'andragogy' in the tradition of Malcolm Knowles, labels a specific theoretical and practical approach, based on a humanistic conception of self-directed and autonomous learners and teachers as facilitators of learning. 3. Widely, an unclear use of andragogy can be found, with its meaning changing (even in the same publication) from 'adult education practice' or 'desirable values' or 'specific teaching methods,' to 'reflections' or 'academic discipline' and/or 'opposite to childish pedagogy', claiming to be 'something better' than just 'Adult Education'. The oldest document using the term "Andragogik": Kapp, Alexander (1833): Platon's Erziehungslehre, als Pädagogik für die Einzelnen und als Staatspädagogik. Leipzig. Originally used by Alexander Kapp (a German educator) in 1833, andragogy was developed into a theory of adult education by the American educator Malcolm Knowles. Knowles asserted that andragogy (Greek: "man-leading") should be distinguished from the more commonly used pedagogy (Greek: "child-leading"). Knowles' theory can be stated with six assumptions related to motivation of adult learning:[1][2] Adults need to know the reason for learning something (Need to Know) Experience (including error) provides the basis for learning activities (Foundation). Adults need to be
psmiley

PlusUs rewrites educational methods with 'design thinking' - 3 views

www.flyingkitemedia.com/...PlusUs020513.aspx

methods design thinking plpcc

shared by psmiley on 21 Feb 13 - No Cached
  • psmiley on 21 Feb 13
     
    Design Thinking
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