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meghankelly492

Music performance skills: A two-pronged approach - facilitating optimal music performan... - 1 views

journals.sagepub.com/...0305735618765349

anxiety Music

shared by meghankelly492 on 21 Aug 19 - No Cached
  • music performance anxiety (MPA)
  • The concept of “flow”, describing the subjective psychological state in which a person is completely immersed and fully concentrated in an activity which is enjoyable and rewarding, is often associated with optimal functioning
  • Anxiety is generally regarded as having an antithetical relationship with flow
  • ...19 more annotations...
  • The clinical implications of this negative association between MPA and flow suggest that a two-pronged approach focusing on facilitating flow and positive functioning as well as reducing pathological MPA may bring about improvements in the performer’s subjective performing experienc
  • Seligman’s (2011) most recent model of well-being, from the field of positive psychology, understands well-being as comprising five elements: Positive emotion, Engagement, Relationships, Meaning and Achievemen
  • There is a substantial body of Music Performance Anxiety (MPA) research providing evidence that MPA is a debilitating phenomenon (Kenny, 2011) which can affect musicians at any stage of their careers, from highly experienced professional performers (Fishbein, Middlestadt, Ottati, Straus, & Ellis, 1988; Kenny, Driscoll, & Ackerman, 2014) through to child beginners
  • Anxiety is often described as having an antithetical relationship to the experience of flow (Csikszentmihalyi, 1975), and it has been suggested that fostering techniques for facilitating flow may provide a powerful tool for reducing MPA and encouraging optimal performance
  • “when performance anxiety was highest, flow was lowest and vice versa … the presence of one minimises the magnitude of the other” (Fullager et al., 2013, p. 251), and a recent study found evidence of a strong, significant negative association between flow and MPA amongst 200 professional orchestral musicians (Cohen & Bodner, 2018), supporting Kirchner et al.’s (2008) earlier findings with music students
  • Investigations of the efficacy of existing methods for treating MPA indicate that Cognitive Behavioural Therapy based interventions are most effective (for an overview, see Burin & Osorio, 2016).
  • However, evidence suggests that pharmacological methods, particularly beta-blockers, are most commonly used, often in the absence of medical supervision (Cohen & Bodner, 2018; Kenny et al., 2014) and that the subject of MPA is still stigmatised, with many musicians and teachers unwilling to talk openly about it
  • Csikszentmihalyi’s nine dimensions of flow as follows
  • Although there was an increase in flow over time, this was not significant, F(1, 20) = 4.27, p > .05, η2 =.18, and there was no evidence of a significant interaction between group and time, F(1, 20) = 0.56, p > .05, η2 = .03, indicating that the hypothesis that there would be an increase in self-reported levels of flow in the intervention group, was not supported.
  • Figure 4. Judge-rated musical performance quality and signs of performance anxiety in the intervention group.
  • These results support the fourth hypothesis that there would be an increase in judge-rated PQ and a decrease in judge-rated SPA.
  • Results showed evidence of a significant negative association between MPA and flow, and three out of the four study hypotheses were supported: the music performance skills intervention was found to be effective in reducing pre-/post-test MPA in the intervention group compared to the wait-list control group; there were significant improvements in positive and negative affect and state anxiety associated with the performance situation in the intervention group; and there were significant improvements in judge-rated PQ and behavioural signs of performance anxiety. However, there was no significant change in pre-/post-test measures of flow. These findings will now be discussed in more detail.
  • This supports the understanding of MPA as a specific type of anxiety, where the performer suffers from MPA without necessarily being generally anxious or impaired in any other areas of his/her life (Clark & Williamon, 2011; Hoffman & Hanrahan, 2011) and corresponds to Kenny’s (2011) description of the first and most mild of three types of MPA (for full coverage of this issue, see Kenny, 2011).
  • Thus, the absence in improvement in levels of flow in the current study could also be due to the low average hours of daily practice reported
  • The increases in participants’ positive affect and decreases in negative affect after the second simulated performance compared to the first indicate that the intervention was effective in facilitating positive emotion, the first component of Seligman’s (2011) PERMA model of well-being
  • Evidence of improvements in judge-rated performance quality indicate that the intervention was also effective in facilitating the fifth (Achievement) component of the PERMA model.
  • “Ironically, it may be that the last people to receive some benefit from the therapeutic value of music may be the musicians themselves” (Brodsky, 1996, p. 95).
  • Hopefully, such an approach will enable developing musicians to acquire the skills necessary to enjoy satisfying, successful and healthy lives as performing musicians, in which the threat of debilitating MPA and the need to recourse to beta-blockers are a thing of the past.
  • Cohen, S., & Bodner, E. (2019). Music performance skills: A two-pronged approach – facilitating optimal music performance and reducing music performance anxiety. Psychology of Music, 47(4), 521–538. https://doi.org/10.1177/0305735618765349
Lisa C. Hurst

Inside the School Silicon Valley Thinks Will Save Education | WIRED - 9 views

www.wired.com/altschool

shared by Lisa C. Hurst on 05 May 15 - No Cached
  • Lisa C. Hurst on 05 May 15
     
    "AUTHOR: ISSIE LAPOWSKY. ISSIE LAPOWSKY DATE OF PUBLICATION: 05.04.15. 05.04.15 TIME OF PUBLICATION: 7:00 AM. 7:00 AM INSIDE THE SCHOOL SILICON VALLEY THINKS WILL SAVE EDUCATION Click to Open Overlay Gallery Students in the youngest class at the Fort Mason AltSchool help their teacher, Jennifer Aguilar, compile a list of what they know and what they want to know about butterflies. CHRISTIE HEMM KLOK/WIRED SO YOU'RE A parent, thinking about sending your 7-year-old to this rogue startup of a school you heard about from your friend's neighbor's sister. It's prospective parent information day, and you make the trek to San Francisco's South of Market neighborhood. You walk up to the second floor of the school, file into a glass-walled conference room overlooking a classroom, and take a seat alongside dozens of other parents who, like you, feel that public schools-with their endless bubble-filled tests, 38-kid classrooms, and antiquated approach to learning-just aren't cutting it. At the same time, you're thinking: this school is kind of weird. On one side of the glass is a cheery little scene, with two teachers leading two different middle school lessons on opposite ends of the room. But on the other side is something altogether unusual: an airy and open office with vaulted ceilings, sunlight streaming onto low-slung couches, and rows of hoodie-wearing employees typing away on their computers while munching on free snacks from the kitchen. And while you can't quite be sure, you think that might be a robot on wheels roaming about. Then there's the guy who's standing at the front of the conference room, the school's founder. Dressed in the San Francisco standard issue t-shirt and jeans, he's unlike any school administrator you've ever met. But the more he talks about how this school uses technology to enhance and individualize education, the more you start to like what he has to say. And so, if you are truly fed up with the school stat
Mark Swartz

Role and Function of Theory in Online Education Development and Delivery - 3 views

cde.athabascau.ca/...ch1.html

learning theory elearning teaching onlinelearning

shared by Mark Swartz on 01 May 11 - Cached
  • According to Bonk and Reynolds (1997), to promote higher-order thinking on the Web, online learning must create challenging activities that enable learners to link new information to old, acquire meaningful knowledge, and use their metacognitive abilities; hence, it is the instructional strategy and not the technology tha
  • According to Bonk and Reynolds (1997), to promote higher-order thinking on the Web, online learning must create challenging activities that enable learners to link new information to old, acquire meaningful knowledge, and use their metacognitive abilities; hence, it is the instructional strategy and not the technology that influences the quality of learning.
  • However, it is not the computer per se that makes students learn, but the design of the real-life models and simulations, and the students' interaction with those models and simulations. The computer is merely the vehicle that provides the processing capability and delivers the instruction to learners (Clark, 2001).
  • ...35 more annotations...
  • Online learning allows for flexibility of access, from anywhere and usually at anytime—essentially, it allows participants to collapse time and space (Cole, 2000)—however, the learning materials must be designed properly to engage the learner and promote learning.
  • Cognitive psychology claims that learning involves the use of memory, motivation, and thinking, and that reflection plays an important part in learning.
  • The development of effective online learning materials should be based on proven and sound learning theories.
  • Early computer learning systems were designed based on a behaviorist approach to learning. The behaviorist school of thought, influenced by Thorndike (1913), Pavlov (1927), and Skinner (1974), postulates that learning is a change in observable behavior caused by external stimuli in the environment (Skinner, 1974).
  • Therefore, before any learning materials are developed, educators must, tacitly or explicitly, know the principles of learning and how students learn.
  • Constructivist theorists claim that learners interpret information and the world according to their personal reality, and that they learn by observation, processing, and interpretation, and then personalize the information into personal knowledge (Cooper, 1993; Wilson, 1997).
  • The design of online learning materials can include principles from all three. According to Ertmer and Newby (1993), the three schools of thought can in fact be used as a taxonomy for learning. Behaviorists' strategies can be used to teach the “what” (facts), cognitive strategies can be used to teach the “how” (processes and principles), and constructivist strategies can be used to teach the “why” (higher level thinking that promotes personal meaning and situated and contextual learning).
  • The behaviorist school sees the mind as a “black box,” in the sense that a response to a stimulus can be observed quantitatively, totally ignoring the effect of thought processes occurring in the mind.
  • Learners should be told the explicit outcomes of the learning so that they can set expectations and can judge for themselves whether or not they have achieved the outcome of the online lesson. 2.  Learners must be tested to determine whether or not they have achieved the learning outcome. Online testing or other forms of testing and assessment should be integrated into the learning sequence to check the learner's achievement level and to provide appropriate feedback. 3.  Learning materials must be sequenced appropriately to promote learning. The sequencing could take the form of simple to complex, known to unknown, and knowledge to application. 4.  Learners must be provided with feedback so that they can monitor how they are doing and take corrective action if required.
  • Cognitivists see learning as an internal process that involves memory, thinking, reflection, abstraction, motivation, and meta-cognition.
  • Online instruction must use strategies to allow learners to attend to the learning materials so that they can be transferred from the senses to the sensory store and then to working memory.
  • Online learning strategies must present the materials and use strategies to enable students to process the materials efficiently.
  • information should be organized or chunked in pieces of appropriate size to facilitate processing.
  • Use advance organizers to activate an existing cognitive structure or to provide the information to incorporate the details of the lesson (Ausubel, 1960).
  • Use pre-instructional questions to set expectations and to activate the learners' existing knowledge structure.
  • Use prerequisite test questions to activate the prerequisite knowledge structure required for learning the new materials.
  • To facilitate deep processing, learners should be asked to generate the information maps during the learning process or as a summary activity after the lesson (Bonk & Reynolds, 1997).
  • The cognitive school recognizes the importance of individual differences, and of including a variety of learning strategies in online instruction to accommodate those differences
  • The Kolb Learning Style Inventory (LSI) (Kolb, 1984) looks at how learners perceive and process information, whereas the Myers-Briggs Type Indicator (Myers, 1978) uses dichotomous scales to measure extroversion versus introversion, sensing versus intuition, thinking versus feeling, and judging versus perception. In the following discussion, we consider the Kolb Learning Style Inventory.
  • Attention: Capture the learners' attention at the start of the lesson and maintain it throughout the lesson. The online learning materials must include an activity at the start of the learning session to connect with the learners. Relevance: Inform learners of the importance of the lesson and how taking the lesson could benefit them. Strategies could include describing how learners will benefit from taking the lesson, and how they can use what they learn in real-life situations. This strategy helps to contextualize the learning and make it more meaningful, thereby maintaining interest throughout the learning session. Confidence: Use strategies such as designing for success and informing learners of the lesson expectations. Design for success by sequencing from simple to complex, or known to unknown, and use a competency-based approach where learners are given the opportunity to use different strategies to complete the lesson. Inform learners of the lesson outcome and provide ongoing encouragement to complete the lesson. Satisfaction: Provide feedback on performance and allow learners to apply what they learn in real-life situations. Learners like to know how they are doing, and they like to contextualize what they are learning by applying the information in real life.
  • Online strategies that facilitate the transfer of learning should be used to encourage application in different and real-life situations.
  • Constructivists see learners as being active rather than passive.
  • it is the individual learner's interpretation and processing of what is received through the senses that creates knowledge.
  • “the process of using a prior interpretation to construe a new or revised interpretation of the meaning of one's experience in order to guide future action” (p. 12).
  • Learning should be an active process. Keeping learners active doing meaningful activities results in high-level processing, which facilitates the creation of personalized meaning. Asking learners to apply the information in a practical situation is an active process, and facilitates personal interpretation and relevance.
  • Learners should construct their own knowledge rather than accepting that given by the instructor.
  • Collaborative and cooperative learning should be encouraged to facilitate constructivist learning (H
  • When assigning learners for group work, membership should be based on the expertise level and learning style of individual group members, so that individual team members can benefit from one another's strengths.
  •   Learners should be given control of the learning process
  • Learners should be given time and opportunity to reflect.
  • Learning should be made meaningful for learners. The learning materials should include examples that relate to students, so that they can make sense of the information.
  • Learning should be interactive to promote higher-level learning and social presence, and to help develop personal meaning. According to Heinich et al. (2002), learning is the development of new knowledge, skills, and attitudes as the learner interacts with information and the environment. Interaction is also critical to creating a sense of presence and a sense of community for online learners, and to promoting transformational learning (Murphy & Cifuentes, 2001). Learners receive the learning materials through the technology, process the information, and then personalize and contextualize the information.
  • Figure 1-6. Components of effective online learning.
  • Behaviorist strategies can be used to teach the facts (what); cognitivist strategies to teach the principles and processes (how); and constructivist strategies to teach the real-life and personal applications and contextual learning. There is a shift toward constructive learning, in which learners are given the opportunity to construct their own meaning from the information presented during the online sessions. The use of learning objects to promote flexibility and reuse of online materials to meet the needs of individual learners will become more common in the future. Online learning materials will be designed in small coherent segments, so that they can be redesigned for different learners and different contexts. Finally, online learning will be increasingly diverse to respond to different learning cultures, styles, and motivations.
  • Online instruction occurs when learners use the Web to go through the sequence of instruction, to complete the learning activities, and to achieve learning outcomes and objectives (Ally, 2002; Ritchie & Hoffman, 1997).
  • Mark Swartz on 01 May 11
     
    From:  FOUNDATIONS OF EDUCATIONAL THEORY FOR ONLINE LEARNING
Clayton Mitchell

Active learning increases student performance in science, engineering, and mathematics - 56 views

www.pnas.org/...1319030111.full.pdf+html

active learning science engineering mathematics technology

shared by Clayton Mitchell on 14 May 14 - No Cached
  • Clayton Mitchell on 14 May 14
     
    Active learning increases student performance in STEM by as much as 55%
Maureen Greenbaum

Optimism Bias: Human Brain May Be Hardwired for Hope -- Printout -- TIME - 62 views

www.time.com/...0,8816,2074067,00.html

optimism learning performance

shared by Maureen Greenbaum on 04 Jun 11 - No Cached
  • manipulated positive and negative expectations of students while their brains were scanned and tested their performance on cognitive tasks. To induce expectations of success, she primed college students with words such as smart, intelligent and clever just before asking them to perform a test. To induce expectations of failure, she primed them with words like stupid and ignorant. The students performed better after being primed with an affirmative message. Examining the brain-imaging data, Bengtsson found that the students' brains responded differently to the mistakes they made depending on whether they were primed with the word clever or the word stupid. When the mistake followed positive words, she observed enhanced activity in the anterior medial part of the prefrontal cortex (a region that is involved in self-reflection and recollection). However, when the participants were primed with the word stupid, there was no heightened activity after a wrong answer. It appears that after being primed with the word stupid, the brain expected to do poorly and did not show signs of surprise or conflict when it made an error
Javier E

Deliberate Practice Spells Success: Why Grittier Competitors Triumph at the National Sp... - 0 views

spp.sagepub.com/...1948550610385872

studying methods research deliberate practice grit spelling expertise academic achievement

shared by Javier E on 22 Mar 11 - No Cached
  • The expert performance framework distinguishes between deliberate practice and less effective practice activities. The current longitudinal study is the first to use this framework to understand how children improve in an academic skill.
  • Deliberate practice, operationally defined as studying and memorizing words while alone, better predicted performance in the National Spelling Bee than being quizzed by others or reading for pleasure. Rated as the most effortful and least enjoyable type of preparation activity, deliberate practice was increasingly favored over being quizzed as spellers accumulated competition experience. Deliberate practice mediated the prediction of final performance by the personality trait of grit, suggesting that perseverance and passion for long-term goals enable spellers to persist with practice activities that are less intrinsically rewarding—but more effective—than other types of preparation.
Christophe Gigon

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 - Cached
  • Over the last twenty years, technology has reorganized how we live, how we communicate, and how we learn.
    • Rose Molter
      Rose Molter on 30 Aug 11
       
      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.
    • Orlando Gonzalez
      Orlando Gonzalez on 13 Mar 12
       
      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.
    • Maureen Curran
      Maureen Curran on 24 Mar 12
       
      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.
    • Mike Burnett
      Mike Burnett on 18 Aug 14
       
      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.
  • Information development was slow.
  • Many learners will move into a variety of different, possibly unrelated fields over the course of their lifetime.
  • ...41 more annotations...
  • Informal learning is a significant aspect of our learning experience.
  • Learning is a continual process, lasting for a lifetime.
  • Technology is altering (rewiring) our brains.
  • Connectivism is the integration of principles explored by chaos, network, and complexity and self-organization theories.
  • Principles of connectivism:
  • 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.
    • Rose Molter
      Rose Molter on 30 Aug 11
       
      I think it is important for us to realize the importance of connections.
  • The organization and the individual are both learning organisms.
  • Classrooms which emulate the “fuzziness”
    • Maureen Curran
      Maureen Curran on 24 Mar 12
       
      So what does this look like? I feel that when I attempt this, evaluators and administrators don't necessarily understand. They want a neat, quiet, well-managed, orderly classroom.
    • Maureen Curran
      Maureen Curran on 24 Mar 12
       
      If new learning approaches are required, then why are we still being evaluated in a linear way?
  • John Seely Brown presents an interesting notion that the internet leverages the small efforts of many with the large efforts of few.
  • 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.
  • Knowledge is growing exponentially
  • amount of knowledge
  • is doubling every 18 months
  • To combat the shrinking half-life of knowledge, organizations have been forced to develop new methods of deploying instruction.”
  • (the understanding of where to find knowledge needed).
  • know-where
  • learning
  • 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”
  • Learning theories are concerned with the actual process of learning, not with the value of what is being learned.
  • The ability to synthesize and recognize connections and patterns is a valuable skill.
  • knowledge is no longer acquired in the linear manner
  • What is the impact of chaos as a complex pattern recognition process on learning
  • An entirely new approach is needed.
  • Chaos is the breakdown of predictability, evidenced in complicated arrangements that initially defy order.
  • Meaning-making and forming connections between specialized communities are important activities.
  • Chaos, as a science, recognizes the connection of everything to everything.
  • 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.
  • principle that people, groups, systems, nodes, entities can be connected to create an integrated whole.
  • Connections between disparate ideas and fields can create new innovations.
  • Learning is a process that occurs within nebulous environments of shifting core elements – not entirely under the control of the individual
  • decisions are based on rapidly altering foundations
  • The ability to draw distinctions between important and unimportant information is vital.
  • Behaviorism, cognitivism, and constructivism do not attempt to address the challenges of organizational knowledge and transference.
  • The health of the learning ecology of the organization depends on effective nurturing of information flow.
  • This cycle of knowledge development (personal to network to organization) allows learners to remain current in their field through the connections they have formed.
  • This amplification of learning, knowledge and understanding through the extension of a personal network is the epitome of connectivism.
  • Diverse teams of varying viewpoints are a critical structure for completely exploring ideas
  • An organizations ability to foster, nurture, and synthesize the impacts of varying views of information is critical to knowledge economy surviva
  • As knowledge continues to grow and evolve, access to what is needed is more important than what the learner currently possesses.
    • BalancEd Tech
      BalancEd Tech on 25 Mar 12
       
      Access is not enough. Prior knowledge and understanding is needed. Processing is needed. Evaluation of processing and outputs is needed. Feeding that back into the "system" is needed.
  • learning is no longer an internal, individualistic activity
  • learning is no longer an internal, individualistic activity
Javier E

Barry Sanders, Matt Biondi, and the Tiger Mom - James Fallows - Culture - The Atlantic - 36 views

www.theatlantic.com/...70093

fun performance proficiency pleasure excellence motivation activity

shared by Javier E on 26 Jan 11 - No Cached
  • What Chinese parents understand is that nothing is fun until you're good at it.'"An interesting idea, but is it true? Are activities only fun when we get good at them? And, conversely, does that mean that if we're good at something, it must also be fun--at least at some level?
  • research by Mihaily Csikszentmihalyi (of "Flow" fame) regarding what makes an activity fun. "The place where people are most engaged in an activity," McCann says, "and where they're having the most optimal experience, is where the challenge is about equal to your ability." 
  • "People are motivated by different things," explains Dr. David B. Coppel, a clinical and sport psychologist at the University of Washington. "There are some individuals who are process oriented, and some who are outcome-oriented. Individuals who are absorbed in the experience of being active or competing can have a great experience even if they don't win. But for those who derive their success and pleasure from successful outcomes, winning is more important."
  • ...1 more annotation...
  • The best results, McCann says, have to come from an internally motivated sense of fun and love of what you're doing.
D Murray

Ralph Tyler's Little Book - 43 views

www.coedu.usf.edu/...tyler.htm

shared by D Murray on 08 Sep 11 - No Cached
  • The belief at the time was that schools should require strong discipline and that "children should not talk to one another; all communication should be between the teacher and the class (Tyler, 1975)."
  • War I, as it soon would be called, would have a dramatic effect on education
  • Following the introduction of the Army's intelligence test, a "Testing Movement" in education, became established and spread throughout the United States
  • ...14 more annotations...
  • He saw testing and "the holes in testing for memorization"
  • as a problem to study for life
  • The most important and comprehensive curriculum experiment ever carried on in the United States..."
  • This methodology engages the student in a number of projects. The projects he defined as "a purposeful activity carried to completion in a natural setting
  • most famous work was his "little" book Basic Principles of Curriculum and Instruction
  • What educational purposes should the school seek to attain? How can learning experiences be selected which are likely to be useful in attaining these objectives? How can learning experiences be organized for effective instruction? How can the effectiveness of learning experiences be evaluated?
  • The fifth and final section describes "How a school or College staff may work on curriculum building."
  • do not have clearly defined purposes
  • 1. Establish broad goals or objectives.2. Classify the goals or objectives.3. Define objectives in behavioral terms.4. Find situations in which achievement if objectives can be shown.5. Develop or select measurement techniques.6. Collect performance data.7. Compare performance data with behaviorally stated objectives.
  • education as "an active process
  • It involves the active efforts of the learner himself."
  • The first of these was through direct instruction
  • Tyler's greatest gift to the field of education was the development of an objectives-based evaluation model.
  • "the father of behavioral objectives.
Roland Gesthuizen

9 Wrong And 8 Right Ways Students Should Use Technology | Edudemic - 135 views

www.edudemic.com/...students-should-use-technology

blog edutech infographic technologyintegration education classroom edudemic

shared by Roland Gesthuizen on 22 Jul 13 - No Cached
  • Roland Gesthuizen on 22 Jul 13
     
    "Technology is a tool. It's not a learning outcome. Too often do we get distracted by all the activities and action we can perform with an iPad or some other device. We can post to Edmodo! Make a Prezi! Post to Facebook! All exciting things, to be sure. But these are not actually learning outcomes .. But they're not really learning. They're using a device."
Holly Barlaam

HHMI's Biointeractive Virtual Labs - 108 views

www.hhmi.org/...index.html

labs online labs virtual labs biology howard hughes hhmi biointeractive

shared by Holly Barlaam on 22 May 11 - Cached
  • Holly Barlaam on 22 May 11
     
    From HHMI. Virtual labs including the transgenic fly (how to make a transgenic organism), bacterial identification (techniques used to identify bacteria), a cardiology lab (heritable diseases), neurophysiology lab (activity of individual neurons), immunology lab (perform ELISA)
anonymous

The Art of Virtual Leadership - 4 Keys to Leading Remote Workers and Managing Virtual T... - 19 views

www.evancarmichael.com/...nd-Managing-Virtual-Teams.html

leadership leading remote workers managing teams

shared by anonymous on 18 May 13 - No Cached
  • Many organizations believe that one of the biggest challenges they face when implementing a virtual office is managing mobile or remote workers. It is unfortunate that they let this perception stop them from reaping the many benefits of a more flexible workplace.
  • Remote management is not radically different from managing people on-site. The biggest difference is a shift in management style from "eyeball management" (assuming workers are being productive because you physically see them at their desks working) to managing by results. By learning to mange by results rather than activity, improving communication, and nurturing trust between managers and employees the whole organization benefits. In fact, virtual team managers have reported that their overall management skills increased for both on and off-site workers.
  • MANAGING BY RESULTS, NOT ACTIVITY One of the most common fears that managers and executives have when considering virtual teams is, "How do I know my employees will be working if I'm not there to watch them?" Well the simple answer is that you won't, not every minute. But realistically, you can't be sure they are really working every minute you see them in the office either; it is easy to confuse activity with productivity. A manager's job is to provide specific, measurable, and attainable goals for the remote employee so that he or she knows what must be done and when. These can include reports completed, number of calls made, and number of support issues resolved - or any other appropriate measure of job productivity.It is important that the employee and manager arrive upon a shared definition of the deliverables and timetable together. This ensures that everyone is on the "same page" and prevents miscommunication. It also ensures that the goals and expectations are realistic. A manager's value to an organization is as more of a coach and mentor, not an overseer. This move away from "eyeball management," and the resulting clearer definition of employee job responsibilities, is one of the major contributing factors to the improved productivity normally experienced with virtual teams. Shifting your focus to performance based management will help you build a more productive mobile workforce.
  • anonymous on 18 May 13
     
    Manage by results
atisinger

Effects of Technology on Classrooms and Students - 8 views

www2.ed.gov/...effectsstudents.html

shared by atisinger on 17 Apr 12 - Cached
  • student satisfaction with the immediate feedback
    • kris james
      kris james on 17 Apr 12
       
      What is the most cost effective way to provide individualized, immediate feedback? Is it reasonable to do this without paying for subscription services?
  • Teachers talked about motivation from a number of different perspectives. Some mentioned motivation with respect to working in a specific subject area, for example, a greater willingness to write or to work on computational skills. Others spoke in terms of more general motivational effects--
  • When students are using technology as a tool or a support for communicating with others, they are in an active role rather than the passive role of recipient of information transmitted by a teacher, textbook, or broadcast. The student is actively making choices about how to generate, obtain, manipulate, or display information. Technology use allows many more students to be actively thinking about information, making choices, and executing skills than is typical in teacher-led lessons. Moreover, when technology is used as a tool to support students in performing authentic tasks, the students are in the position of defining their goals, making design decisions, and evaluating their progress.
Maureen Greenbaum

Can Facebook Make Better Students? -- Campus Technology - 1 views

campustechnology.com/...book-make-better-students.aspx

active learning facebook social media

shared by Maureen Greenbaum on 02 May 14 - No Cached
  • create a sense of connectedness that promotes active learning.
  • active learning — which involves reflection and affective dimensions of learning — can promote, among other things, improved academic performance
Ian Woods

AJET 26(3) Drexler (2010) - The networked student model for construction of personal le... - 77 views

www.ascilite.org.au/...drexler.html

shared by Ian Woods on 26 Sep 10 - Cached
  • Web application(networked studentcomponent) Tool usedin test case Student activitylevel of structure Social bookmarking (RSS) Delicioushttp://delicious.com/ Set up the account Subscribe to each others accounts Bookmark and read 10 reliable websites that reflect the content of chosen topic Add and read at least 3 additional sites each week. News and blog alert (RSS) Google Alerthttp://www.google.com/alerts Create a Google Alert of keywords associated with selected topic Read news and blogs on that topic that are delivered via email daily Subscribe to appropriate blogs in reader News and blog reader (RSS) Google Readerhttp://reader.google.com Search for blogs devoted to chosen topic Subscribe to blogs to keep track of updates Personal blog (RSS) Bloggerhttp://www.blogger.com Create a personal blog Post a personal reflection each day of the content found and experiences related to the use of personal learning environment Students subscribe to each others blogs in reader Internet search (information management, contacts, and synchronous communication) Google Scholarhttp://scholar.google.com/ Conduct searches in Google Scholar and library databases for scholarly works. Bookmark appropriate sites Consider making contact with expert for video conference Podcasts (RSS) iTunesUhttp://www.apple.com/itunes/whatson/itunesu.html Search iTunesU for podcasts related to topic Subscribe to at least 2 podcasts if possible Video conferencing (contacts and synchronous communication) Skypehttp://www.skype.com Identify at least one subject matter expert to invite to Skype with the class. Content gathering/ digital notebook Evernotehttp://evernote.com/ Set up account Use Evernote to take notes on all content collected via other tools Content synthesis Wikispaceshttp://www.wikispaces.com Post final project on personal page of class wiki The process and tools are overwhelming to students if presented all at once. As with any instructional design, the teacher determines the pace at which the students best assimilate each new learning tool. For this particular project, a new tool was introduced each day over two weeks. Once the construction process was complete, there were a number of personal web page aggregators that could have been selected to bring everything together in one place. Options at the time included iGoogle, PageFlakes, NetVibes, and Symbaloo. These sites offer a means to compile or pull together content from a variety of web applications. A web widget or gadget is a bit of code that is executed within the personal web page to pull up external content from other sites. The students in this case designed the personal web page using the gadgets needed in the format that best met their learning goals. Figure 3 is an instructor example of a personal webpage that includes the reader, email, personal blog, note taking program, and social bookmarks on one page. The personal learning environment can take the place of a traditional textbook, though does not preclude the student from using a textbook or accessing one or more numerous open source texts that may be available for the research topic. The goal is to access content from many sources to effectively meet the learning objectives. The next challenge is to determine whether those objectives have been met. Figure 3: Personal web page compiles learning tools
  • Table 2: Personal learning environment toolset Web application (networked student component) Tool used in test case Student activity level of structure Social bookmarking (RSS) Delicious http://delicious.com/ Set up the account Subscribe to each others accounts Bookmark and read 10 reliable websites that reflect the content of chosen topic Add and read at least 3 additional sites each week. News and blog alert (RSS) Google Alert http://www.google.com/alerts Create a Google Alert of keywords associated with selected topic Read news and blogs on that topic that are delivered via email daily Subscribe to appropriate blogs in reader News and blog reader (RSS) Google Reader http://reader.google.com Search for blogs devoted to chosen topic Subscribe to blogs to keep track of updates Personal blog (RSS) Blogger http://www.blogger.com Create a personal blog Post a personal reflection each day of the content found and experiences related to the use of personal learning environment Students subscribe to each others blogs in reader Internet search (information management, contacts, and synchronous communication) Google Scholar http://scholar.google.com/ Conduct searches in Google Scholar and library databases for scholarly works. Bookmark appropriate sites Consider making contact with expert for video conference Podcasts (RSS) iTunesU http://www.apple.com/itunes/ whatson/itunesu.html Search iTunesU for podcasts related to topic Subscribe to at least 2 podcasts if possible Video conferencing (contacts and synchronous communication) Skype http://www.skype.com Identify at least one subject matter expert to invite to Skype with the class. Content gathering/ digital notebook Evernote http://evernote.com/ Set up account Use Evernote to take notes on all content collected via other tools Content synthesis Wikispaces http://www.wikispaces.com Post final project on personal page of class wiki The process and tools are overwhelming to students if presented all at once. As with any instructional design, the teacher determines the pace at which the students best assimilate each new learning tool. For this particular project, a new tool was introduced each day over two weeks. Once the construction process was complete, there were a number of personal web page aggregators that could have been selected to bring everything together in one place. Options at the time included iGoogle, PageFlakes, NetVibes, and Symbaloo. These sites offer a means to compile or pull together content from a variety of web applications. A web widget or gadget is a bit of code that is executed within the personal web page to pull up external content from other sites. The students in this case designed the personal web page using the gadgets needed in the format that best met their learning goals. Figure 3 is an instructor example of a personal webpage that includes the reader, email, personal blog, note taking program, and social bookmarks on one page.
  • The personal learning environment can take the place of a traditional textbook, though does not preclude the student from using a textbook or accessing one or more numerous open source texts that may be available for the research topic. The goal is to access content from many sources to effectively meet the learning objectives. The next challenge is to determine whether those objectives have been met.
  • ...1 more annotation...
  • AssessmentThere were four components of the assessment process for this test case of the Networked Student Model: (1) Ongoing performance assessment in the form of weekly assignments to facilitate the construction and maintenance of the personal learning environment, (2) rubric-based assessment of the personal learning environment at the end of the project, (3) written essay, and (4) multimedia synthesis of topic content. Points were earned for meeting the following requirements: Identify ten reliable resources and post to social bookmarking account. At least three new resources should be added each week. Subscribe and respond to at least 3 new blogs each week. Follow these blogs and news alerts using the reader. Subscribe to and listen to at least two podcasts (if available). Respectfully contact and request a video conference from a subject matter expert recognised in the field. Maintain daily notes and highlight resources as needed in digital notebook. Post at least a one-paragraph reflection in personal blog each day. At the end of the project, the personal learning environment was assessed with a rubric that encompassed each of the items listed above. The student's ability to synthesise the research was further evaluated with a reflective essay. Writing shapes thinking (Langer & Applebee, 1987), and the essay requirement was one more avenue through which the students demonstrated higher order learning. The personal blog provided an opportunity for regular reflection during the course of the project. The essay was the culmination of the reflections along with a thoughtful synthesis of the learning experience. Students were instructed to articulate what was learned about the selected topic and why others should care or be concerned. The essay provided an overview of everything learned about the contemporary issue. It was well organised, detailed, and long enough to serve as a resource for others who wished to learn from the work. As part of a final exam, the students were required to access the final projects of their classmates and reflect on what they learned from this exposure. The purpose of this activity was to give the students an additional opportunity to share and learn from each other. Creativity is considered a key 21st century skill (Partnership for 21st Century Skills, 2009). A number of emerging web applications support the academic creative process. Students in this project used web tools to combine text, video, audio, and photographs to teach the research topics to others. The final multimedia project was posted or embedded on the student's personal wiki page. Analysis and assessment of student work was facilitated by the very technologies in use by the students. In order to follow their progress, the teacher simply subscribed to student social bookmarking accounts, readers, and blogs. Clicking through daily contributions was relatively quick and efficient.
  • Carole Redline on 27 Sep 10
     
    Scholarly and important but also practical. Scroll down for an incredible chart of ideas that challenges older students to take charge of their own learning.
Cammy Torgenrud

Educational Leadership:Closing Opportunity Gaps:The Myth of Pink and Blue Brains - 36 views

www.ascd.org/...h-of-Pink-and-Blue-Brains.aspx

psychology brain gender education

shared by Cammy Torgenrud on 05 Nov 10 - No Cached
  • Few other clear-cut differences between boys' and girls' neural structures, brain activity, or neurochemistry have thus far emerged, even for something as obviously different as self-regulation.
  • Our actual ability differences are quite small. Although psychologists can measure statistically significant distinctions between large groups of men and women or boys and girls, there is much more overlap in the academic and even social-emotional abilities of the genders than there are differences (Hyde, 2005). To put it another way, the range of performance within each gender is wider than the difference between the average boy and girl.
  • epigenetic
  • ...8 more annotations...
  • Baby boys are modestly more physically active than girls (Campbell & Eaton, 1999). Toddler girls talk one month earlier, on average, than boys (Fenson et al., 1994). Boys appear more spatially aware (Quinn & Liben, 2008).
  • Avoid stereotyping
  • Appreciate the range of intelligences
  • Strengthen spatial awareness
  • Engage boys with the word
  • Recruit boys into nonathletic extracurricular activities
  • Bring more men into the classroom
  • Treat teacher bias seriously
D. S. Koelling

Online Courses Should Always Include Proctored Finals, Economist Warns - Wired Campus -... - 34 views

chronicle.com/...31287

education students courses online

shared by D. S. Koelling on 11 May 11 - No Cached
  • Online economics students do not absorb much material from homework and chapter tests during the semester—perhaps because they expect to be able to cheat their way through the final exam.
  • she has noticed that her online students perform much worse than their classroom-taught counterparts when they are required to take a proctored, closed-book exam at the end of the semester.
  • Ms. Wachenheim’s findings parallel those of a 2008 study in the Journal of Economic Education. That study found indirect evidence that students cheat on unproctored online tests, because their performance on proctored exams was much more consistent with predictions based on their class ranks and their overall grade-point averages.
  • ...1 more annotation...
  • Those include insisting on a proctored final exam and reminding students of that exam “early, often, and broadly, so students are ever-conscious that they will be responsible for the material in an unaided environment.”
  • Jason Finley on 12 May 11
     
    "In self-paced courses, many students appeared to cram most of the homework and chapter exams into the final week of the semester. Few of them bothered to do the ungraded practice problems offered by the online publisher." First, where is the teaching? It sounds more like a case of poorly designed instruction...or a complete lack of instruction. Of course these students are not learning...they are not being taught. Also, if they are in classes which are actively taught by a teacher, then where are the formative assessments by the instructors? That teacher should know long before the final exam if the students know the material or not. A good teacher and a well developed online course would have a number of ways to determine this which do not allow for "cut and paste" or cheating. Finally, does this department test a student's memorization of material or the mastery of the concepts and and understanding of how to apply those concepts? Perhaps, there is also a need to reevaluate the assessments. Good teaching is good teaching. If a student is not learning the material, who is really to blame?
anonymous

Taylor & Francis Online :: Supervision and scholarly writing: writing to learn-learning... - 0 views

www.tandfonline.com/...14623940500300491

shared by anonymous on 12 Nov 12 - No Cached
  • students’ difficulties with the academic genre should be considered to be the norm, rather than the exception.
    • anonymous
      anonymous on 12 Nov 12
       
      Step away from problematising writing and toward it being normal to seek help
  • mechanical errors r
  • errors in the microstructure of writing
  • ...77 more annotations...
  • inconsistencies in writin
  • macrostructure of writing
  • quality and clarity of purpose
  • substantive general writing errors
  • publication, authorship, training and fairness
  • plagiarism
  • formal writing courses and reading lists, writing activities, and peer writing groups
  • Ideally, the supervisor provides a writing role mode
  • fallacious to assume that supervisors are necessarily scholarly writers
    • anonymous
      anonymous on 12 Nov 12
       
      relying on spvrs to be writing mentors does not always work, may have own issues with writing/lack of confidence
  • apprenticeship model can be ineffective
  • a passive role in improving their writing
  • tudents and supervisors need to master a range of writing task
  • benefit of naming what will be attended to and framing its context accrues through the process of planning, action and reflection
  • implicit contractual relationship between my students and me
  • supervisor
  • provide feedback
  • conceptu
  • methodological
  • I conceived postgraduate students’ writing as similar to that of an academic co‐author.
    • anonymous
      anonymous on 12 Nov 12
       
      assumed they were more developed as writers than they actually were
  • initially corrected all errors
  • ttle emphasis to these errors in subsequent interactions
  • explored whether these were careless errors or whether the students had difficulty with particular aspects of writin
  • students assumed some responsibility for proofreading
  • cholarly writing in a thesis involves much more than a set of discrete writing tasks
  • heightened awareness of individual differences in students as writers
  • dependent writer
  • ‘writer’s block’ that could be overcome by breaking writing down into subtasks
  • copious notes
  • detailed note‐taking limited her interaction
  • brief summary of the key points on my written response to her drafts
  • action plan
  • writing block initially posed a major ethical dilemma for me because the ethical guidelines of authorship restrict the writing that should be undertaken by a superviso
  • not writing per se that underpinned Denise’s writing block but a lack of knowledge about the content and organization of a particular writing task.
    • anonymous
      anonymous on 12 Nov 12
       
      Writers block can come from lack of knowledge/confidence in the writing process, rather than lack of subject knowledge
  • confident writer
  • published during his doctoral studies
  • nadvertently engaged in unethical writing behaviour by including me as a co‐author without my permission
  • difficulties with all aspects of the macrostructur
  • epeat sections of writing from earlier chapters
  • replace repeated text with concise summaries or use cross‐referencing
  • tendency to rush through corrections, which often resulted in many issues identified on a previous draft remaining unresolved
  • writing was often submitted and returned electronically using the ‘comments’ and ‘track changes’ tools in Microsoft Word.
    • anonymous
      anonymous on 12 Nov 12
       
      use of technology to produce tracked drafts/version control
  • resistant writer
  • acknowledged herself to be a poor write
  • writing supp
  • oral and written feedback
  • email guidance, sessions where writing was modeled and her writing scaffolded, and handouts on writing style.
  • specialist assistance
  • r lack of commitment to improving the quality of subsequent drafts
  • argumentative stance towards writing feedback
  • my colleague and I decided that we were no longer prepared to supervise Rita.
  • imited writing progress
  • , Rita had failed to adequately demonstrate her writing capability as a doctoral candidat
  • sporadic writer
  • repeatedly failed to meet negotiated deadlines
  • supervisor, it was difficult to maintain interest in and respond to Sherry’s work because of the time lag between each piece of writing
  • enlisted an experienced supervisor to act as my mentor
  • forewarned
  • Sherry’s approach to writing was likely to result in a lengthy completion time and she needed to accept the responsibility for managing her writing tasks.
  • emotional excitement of writing up a thesis and the ensuing motivation
  • lacked
  • This trail of documentation
  • importance of
  • highlighted student‐centred writing issues
  • dentified broader issues that also needed to be accommodated in supervision
  • confidence in writing does not necessarily equate with capability.
  • uture directions
  • upport students
  • ncouraging them to participate in activities designed to support scholarly writing,
  • community of support for each othe
    • anonymous
      anonymous on 12 Nov 12
       
      rationale for peer support groups
  • Technology
  • virtual community of student writers
  • Ethical writing
  • cant attention in postgraduate training to ethical practices in writing
  • explore the ethical standards that are in operation in our local academic community.
  • underpinned by a performance‐orientation
  • ssues of concern related to students’ scholarly writing were identified.
  • eper understanding of the breadth of issues related to the supervision of postgraduate writing
drmaddin

Kentucky Department of Education : Attributes of a Standards Based Unit of Study - 0 views

education.ky.gov/...Attributes-of-a-SBUS.aspx

shared by drmaddin on 23 Sep 16 - No Cached
  • Proposes essential questions that address selected content strands, promote students' thinking, result in active application of learning, and draw attention to the relevance of learning in students' lives
  • Contains authentic assessments that include appropriate writing tasks (i.e., open response, on-demand, and portfolio-appropriate writing tasks) that reflect the identified content and performance standards and essential questions
  • eal-world understanding and lifelong application of learning incl
  • ...7 more annotations...
  • inquiry and problem-based learning activities a
  • creative thinker, problem-solver/generator,
  • academic/physical/social/emotional needs
  • culturally relevant resources
  • ifferent cultural perspectives
  • technology
  • variety of assessment options
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