Skip to main content

Home/ Diigo In Education/ Group items tagged nontraditional

Rss Feed Group items tagged

Filter: All | Bookmarks | Topics Simple Middle
K F

Academic Library Administrators' Perceptions of Four Instructional Skills - 1 views

crl.acrl.org/...78.abstract

academiclibraries acrl perceptions research si641

shared by K F on 17 Jun 12 - No Cached
  • K F on 17 Jun 12
     
    Abstract only is available here - go to MLibrary to get the whole thing -------- Abstract This study seeks to fill a gap in the literature by examining the perceptions of current administrators toward four domains and their associated skill sets needed to fulfill the library's instructional role. Hundreds of Library Directors/Deans/Associate Deans/Heads in academic libraries of all sizes across the United States were surveyed to determine to what extent they value the skill sets associated with the four selected instructional skill domains: two traditional-teaching and presentation-and two more recently adopted by librarians-instructional design and educational technology. The findings of this research indicate that library administrators value the traditional skill sets more than the newer nontraditional skills. The results and possible implications, as well as 
Jason Schmidt

School Would Be Great If It Weren't for the Damn Kids - 95 views

www.alfiekohn.org/...damnkids.htm

school alfie kohn students edreform education interest current commentary

shared by Jason Schmidt on 17 Nov 10 - No Cached
  • It simply doesn’t make sense to try to “purge ‘ineffective’ teachers and principals.”  His listener, almost giddy with gratitude now, prepares to chime in, as Samuelson, without pausing, delivers the punch line:  That’s right, it’s time to stop blaming teachers and start . . . blaming students!
  • His focus is not on students’ achievements (the intellectual accomplishments of individual kids) but only on “student achievement” (the aggregate results of standardized tests)
  • As I’ve noted elsewhere, we have reason to worry when schooling is discussed primarily in the context of “global competitiveness” rather than in terms of what children need or what contributes to a democratic culture
  • ...9 more annotations...
  • Upon hearing someone castigate students for being insufficiently motivated, a noneconomist might be inclined to ask two questions.  The first is:  “Motivated to do what, exactly”?  Anything they’re told, no matter how unengaging, inappropriate, or, well, demotivating? 
  • Whenever I see students made to cram facts into their short-term memories for a test, practice a series of decontextualized skills on yet another worksheet, listen passively to a lecture, or inch their way through the insipid prose of a corporate-produced textbook, I find myself thinking of a comment made by Frederick Herzberg, a critic of traditional workplace management:  “Idleness, indifference, and irresponsibility,” he said, “are healthy responses to absurd work.”
  • The more you reward people for doing something, or for doing it well, the less interest they typically come to have in whatever they had to do to get the reward. 
  • People who blame students for not being “motivated” tend to think educational success mean little more than higher scores on bad tests and they’re apt to see education itself as a means to making sure our corporations will beat their corporations.  The sort of schooling that results is the type almost guaranteed to . . . kill students’ motivation.
  • one thing that’s happened is a concatenation of rewards and punishments, including grades, which teach students that learning is just a means to an end.
  • Another thing that’s happened is teaching that’s meant primarily to raise test scores.
  • inner-city kids get the worst of the sort of schooling that’s not about exploring and discovering and questioning but only about working hard (often at rote tasks) and being nice (read: obedient).
  • “Motivation is weak because more students…don't like school, don't work hard and don't do well.”  But why don’t they like school (which is the key to understanding why, assuming his premise is correct, they don’t succeed)?  What has happened to their desire to figure out how things work, the hunger to make sense of things, with which all children start out? 
  • if you want to see (intrinsically) motivated kids, you need to visit classrooms or schools that take a nontraditional approach to education, places where students are more likely to be absorbed and frequently delighted, where what they’re doing is not merely “rigorous” (a word often applied to very difficult busywork) but meaningful.
  • Jason Schmidt on 17 Nov 10
     
    Alfie Kohn's commentary on an article written by Robert J. Samuelson. Samuelson argues in his article that the problem with education reform is not the usual suspects like ineffective teachers, but kids who are lazy and unmotivated. Interesting read with thoughtful information about student motivation.
Sasha Thackaberry

Unbundling And Re-bundling In Higher Education - 15 views

www.forbes.com/...e-bundling-in-higher-education

higher higher education education unbundling 2.0 competency-based nontraditional elearning

shared by Sasha Thackaberry on 21 Nov 14 - No Cached
  • With the explosion of online learning, a disruptive innovation, there has been significant attention paid to the likely unbundling of higher education (see Michael Staton’s AEI piece and this University Ventures Fund piece, for example). We’ve written about unbundling ourselves. In every industry, the early successful products and services often have an interdependent architecture—meaning that they tend to be proprietary and bundled. The reason for this is that when a technology is immature, in order to make the products reliable or powerful enough so that they will gain traction, an entity has to wrap its hands around the whole system architecture so that it can wring out every ounce of performance.
1 - 3 of 3
Showing 20▼ items per page