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Roland Gesthuizen

UK Study: Parents, Not Teachers, Key to Education | Education News - 79 views

www.educationnews.org/...-not-teachers-key-to-education

study parenting education homeschooling homework research

shared by Roland Gesthuizen on 28 Mar 12 - No Cached
  • Children are influenced by everything around them, the way their parents act, what their parents say and do, and increasingly as they spend more time ‘with’ celebrity figures how these role models act.
  • Roland Gesthuizen on 28 Mar 12
     
    A study by the Royal Economic Society, to be presented this week, finds that parental effect on test results is five times that of teachers' influence. This comes in the wake of warnings by Sir Michael Wilshaw last week that teachers were unable to properly do their own jobs because parents were expecting them to cover their own parenting skill shortfalls and to become surrogate family for the students.
  • Mark Gleeson on 29 Mar 12
     
    It all happens well before school comes into the equation. If a child grows up in a literature rich, engaging environment with adults that spend quality time giving opportunities for great learning experiences in the world, the worst teachers still can't decoy that child's enthusiasm for learning. He can always learn at home. But if the child grows up neglected, not nurtured with rich learning experiences ( and I'm not talking about helicopter parents spending every waking moment ramming study down their throats - just quality conversation and hands on experiences )l doesn't get read to or taken out to shop, teachers are fighting an uphill battle with a disengaged individual. Parents, don't wait for school teachers to teach your kids. Start straight away..
Jon Tanner

Jesse Schell's mindblowing talk on the future of games (DICE 2010) « fox @ fury - 54 views

fury.com/...-the-future-of-games-dice-2010

future gaming gamedev design learning

shared by Jon Tanner on 26 Jul 11 - Cached
  • Jon Tanner on 26 Jul 11
     
    Here is an interesting (and very entertaining) presentation at game designer conference, talking about the way game design is invading the real world. It's a fascinating look at future possibilities, including the intentional influence on school and society- making people behave better through game design. Be warned, he uses some words that are inappropriate for school.
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).
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  • 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
Maria Nuzzo

Three Elements of Great Communication, According to Aristotle - Scott Edinger - Harvard... - 99 views

blogs.hbr.org/...t_communication_according.html

shared by Maria Nuzzo on 19 Jan 13 - No Cached
Kelly Dau liked it
  • Three Elements of Great Communication, According to Aristotle by Scott Edinger  |   9:00 AM January 17, 2013 Comments (78)         In my nearly 20 years of work in organization development, I've never heard anyone say that a leader communicated too much or too well. On the contrary, the most common improvement suggestion I've seen offered up on the thousands of 360 evaluations I've reviewed over the years is that it would be better if the subject in question learned to communicate more effectively. What makes someone a good communicator? There's no mystery here, not since Aristotle identified the three critical elements — ethos, pathos, and logos. — thousands of years ago. Ethos is essentially your credibility — that is, the reason people should believe what you're saying. In writing this blog I made an effort to demonstrate my ethos in the introduction, and here I'll just add that I have a degree in communication studies (emphasis in rhetoric for those who want the details) for good measure. In some cases, ethos comes merely from your rank within an organization. More commonly, though, today's leaders build ethos most
  • Jennie Snyder on 19 Jan 13
     
    Three aspects of communication as outlined by Aristotle.
Nigel Coutts

Questioning our Assumptions and Considering Multiple Viewpoints - The Learner's Way - 23 views

thelearnersway.net/...onsidering-multiple-viewpoints

education questioning thinking factfulness learning skeptic

shared by Nigel Coutts on 02 Feb 20 - No Cached
  • Nigel Coutts on 02 Feb 20
     
    In "Factfulness", Hans Rosling shares a valuable insight into why we must question our assumptions. In times when we are bombarded with information, when false claims abound, having a disposition towards scepticism seems vital. Rosling urges us to not only question the facts we are presented with but the internal biases which influence how we interpret these facts.
Mark Glynn

(32) (PDF) Gamification in Education: A Systematic Mapping Study | Gennady Agre - Acade... - 11 views

www.academia.edu/...ion_A_Systematic_Mapping_Study

paper 2015 dicheva dichev angelova gamification

shared by Mark Glynn on 22 Oct 19 - No Cached
  • Mark Glynn on 22 Oct 19
     
    "While gamification is gaining ground in business, marketing, corporate management, health insurance,ecology and wellness initiatives, its application in education is still an emerging trend. This article presents a study of the published empirical research on the application of gamification to education.The study is limited to papers that discuss explicitly the effects of use of game elements in specificeducational contexts. It employs a systematic mapping design. Accordingly, a categorical structure forclassifying the research results is proposed based on the extracted topics discussed in the reviewed papers. The categories include gamification design principles, game mechanics, context of applyinggamification, consisting of type of application, educational level, and academic subject,implementation and evaluation. By mapping the published work to the classification criteria andanalyzing them, the study highlights the directions of the currently conducted empirical research onapplying gamification to education. It also indicates some major obstacles and needs, such as the needfor a proper technological support, the need for controlled studies demonstrating reliable positive ornegative results of using specific game elements in particular educational contexts, etc. Although mostof the reviewed papers report promising results, more substantial empirical research is needed todetermine whether both extrinsic and intrinsic motivation of the learners can be influenced bygamification"
Maria José Vitorino

To Share or Not to Share: Is That the Question? (EDUCAUSE Review) | EDUCAUSE - 28 views

www.educause.edu/...209321

faculty opensource copyright resources tools share web2.0

shared by Maria José Vitorino on 22 Aug 10 - Cached
  • Open digital faculty do more than just share and participate in open resources; they transfer their approaches to the teaching space. Learning becomes a shared activity in which the students also collaborate and participate in shaping the course activities. Student participation takes place in open environments where students might tweet what they learn, share insights on a group blog, create their own website of resources, or participate in a class wiki.
  • The difference is that today's sharing facilitators leverage technology to reach a much wider audience.
  • Although the natural inclination toward sharing cannot be altered, the moral responsibility to share can be influenced by the surrounding culture. The sense of obligation to share or not to share may be similar to the decision to be a vegetarian. For some, it is a lifestyle choice that may form slowly over a long period of time after many conversations with friends and colleagues. For others, the change can be sudden: a paradigm shift caused by participation in an unusual event. If an institution places value on faculty participation in open academic communities and social media activities (e.g., academic blogging), that culture can slowly influence faculty to be more open.
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  • These digital activities should not be the sole measure of tenure, but they should be counted in the tenure formula. The irony today is that if the open activity is analog (e.g., participation on a committee), it likely counts toward tenure, but if the open activity is digital (e.g., writing an academic blog), it probably does not.
  • They will push at (and leak out of) the boundaries of whatever learning management system (or other enterprise systems) the institution wants them to use. This is not because they are uncooperative; it's simply that these enterprise systems tend to be locked down, allowing only employees and students to share within these environments
  • For me, an interesting side effect of sharing on the open web is that I've learned to be more careful about what I say and write.
  • Looking for indicators of open digital faculty is easier than coming up with a strict definition. The presence of several of the following characteristics should be taken as an indication of open digital faculty: Writing a public blog or maintaining a public wiki to share academic interests Freely sharing what might otherwise be guarded intellectual property (e.g., textbooks, research-in-progress, computer programs, course materials, artwork) Participating in a learning community in a social networking platform (e.g., Twitter or LinkedIn discussion groups) Participating in a social network that includes students, both current and past (e.g., Facebook) Encouraging students to participate in class-related projects that employ web-based media (e.g., student blogs, group wikis) Creating or participating in open courses Sharing video or audio content created for a course (e.g., podcasts) Sharing information and ideas from conference talks on the web (e.g., recordings, tweets, presentation links)
  • Daryl Bambic on 22 Aug 10
     
    Open digital faculty do more than just share and participate in open resources; they transfer their approaches to the teaching space. Learning becomes a shared activity in which the students also collaborate and participate in shaping the course activities. Student participation takes place in open environments where students might tweet what they learn, share insights on a group blog, create their own website of resources, or participate in a class wiki.
  • Maria José Vitorino on 18 Dec 10
     
    University context for open sources, sharingand digital trends era
Sharin Tebo

Why the Growth Mindset is the Only Way to Learn | Edudemic - 83 views

www.edudemic.com/growth-mindset-way-learn

growthmindset Dweck personalizedlearning growth mindset SDWWL SDW philosophy

shared by Sharin Tebo on 01 Nov 14 - No Cached
  • The growth mindset is the opposite of the fixed: It thrives on challenge and sees failure as an opportunity for growth. It creates a passion for learning instead of a hunger for approval.
    • Sharin Tebo
      Sharin Tebo on 01 Nov 14
       
      This is completely how I feel but it took me a while, a long while to get to this point. Convincing others that failure presents opportunities to do it better next time and the time after that is challenging.
  • Then again, that study was just about small children- but children grow up. And if they’re taught that their capacity to learn is fixed, they bring their intellectual insecurities into adulthood. They’ve been essentially taught to try to avoid looking stupid, and that’s a hard habit to break.
  • Find peers No one can put in the work or learn for you. But having a support community is the single most effective supplement to the learning process. Collaboration maintains focus, speeds up learning, and sustains interests. No matter what it is you’re pursuing, find a group or a mentor for it.
N Kolnik

Balkan Institute Sarajevo 2014 - 8 views

http://www.balkaninstitute.com/sarajevo.html A two-week intensive course, taking place in downtown Sarajevo, on the 100th anniversary of the Archduke's assassination, focusing on how the past has i...

history professional development education

started by N Kolnik on 20 Mar 14 no follow-up yet
Elizabeth Amrien

New Eastern Europe - The Lingering of the Past - 12 views

www.neweasterneurope.eu/1067

Europe Marci Shore

shared by Elizabeth Amrien on 16 Dec 13 - No Cached
  • The idea that Eastern Europe was, or is, a passive recipient of influences coming from the West is not the way life works; there is always an encounter, often an uncomfortable one. In one of Father Józef Tischner’s essays there's a beautiful passage in which he says that the encounter is a moment that initiates a particular drama, the course of which cannot be foreseen. I think that what happened in 1989 was not the filling of an empty space but rather that kind of encounter.
  • Krytyka Polityczna.
  • notion of a socially engagé intelligentsia who believes that ideas are to be lived.
  • ...9 more annotations...
  • One of the things that made Solidarność so remarkable was that "Solidarity" was not just a slogan or a philosophy: the movement involved an empirical overcoming of long-standing divides between right and left, Catholics and Marxists; workers and intellectuals.
  • What the various totalitarian experiments tell us quite clearly is that most people most of the time are formed by the circumstances in which they find themselves. That does not mean that individual personality variables do not exist, or that there will not always be exceptions. There will always be extraordinary people like Władysław Bartoszewski, who seems to have emerged from childhood with an uncanny moral lucidity. But as a general rule: if you put people in bad circumstances, you will not, on a large scale, get good outcomes.
  • I wanted to write about historical periods prior to1989. But I was, of course, personally experiencing the post-Communist period: as I was sitting in the archives reading about the 1930s, I was also living in the 1990s. So I had this dual experience of discovering the past along with the present.
  • The Taste of Ashes is about how the past lingers and about what the afterlife of totalitarianism has been.
  • One of the first, most naïve questions I wanted to understand was: Why was there no “happily ever after”?
  • I thought that coming to Eastern Europe would be like arriving at a non-stop party, that everybody would be celebrating his or her liberation. Of course, it was nothing like that. The 1990s were in some ways not very happy times at all. There was a sense that now people were suffering and being exploited in entirely different ways from the ways in which they had suffered and been exploited under communism. And there was a sense of the past as tormenting.  
  • In some ways this book is my attempt to explain why the fall of communism in Eastern Europe was not a fairy tale's happy ending.
  • I think this kind of attempt to find a safe place for ourselves in the world will always fail. There is something rootless about the human condition.
  • The idea that Eastern Europe after communism was an empty space to be filled with things borrowed from the West is not convincing.
Javier E

A New Measure for Classroom Quality - NYTimes.com - 84 views

www.nytimes.com/...01bausell.html

education instruction research efficiency

shared by Javier E on 03 May 11 - No Cached
  • Test scores are an inadequate proxy for quality because too many factors outside of the teachers’ control can influence student performance from year to year — or even from classroom to classroom during the same year.
  • there’s a far more direct approach: measuring the amount of time a teacher spends delivering relevant instruction — in other words, how much teaching a teacher actually gets done in a school day.
  • Thirty years ago two studies measured the amount of time teachers spent presenting instruction that matched the prescribed curriculum, at a level students could understand based on previous instruction. The studies found that some teachers were able to deliver as much as 14 more weeks a year of relevant instruction than their less efficient peers.
  • ...2 more annotations...
  • There was no secret to their success: the efficient teachers hewed closely to the curriculum, maintained strict discipline and minimized non-instructional activities, like conducting unessential classroom business when they should have been focused on the curriculum.
  • A focus on relevant instructional time also implies several further reforms: Lengthening the school day, week and year; adopting a near-zero-tolerance policy for disruptive behavior, which classroom cameras would help police; increasing efforts to reduce tardiness and absenteeism; and providing as much supplementary and remedial tutoring (the most effective instructional model known) as possible.
Dean Whaley

iowaonlinelearning - Teaching Standards - 27 views

iowaonlinelearning.wikispaces.com/Teaching+Standards

shared by Dean Whaley on 12 Jul 11 - No Cached
  • Creates a learning community that encourages collaboration and interaction, including student-teacher, student-student, and student-content (SREB D.2, Varvel VII.B, ITS 6.a)
    • Dean Whaley
      Dean Whaley on 12 Jul 11
       
      What I see in these is that many of these we should be doing already.
  • AEA PD Online Website HomeAbout UsFAQsCurrent InitiativesResearch & ResourcesInstructor ToolboxK-12 Online LearningProject OLLIE Current Projects • Transition Process• Marketing Plan• Job Descriptions guest · Join · Help · Sign In · Teaching StandardsProtected page Details and Tags Print Download PDF Backlinks Source Delete Rename Redirect Permissions Lock discussion (1) history notify me Details last edit by eabbey Mar 11, 2011 6:56 am - 26 revisions Tags none Iowa Online Teaching Standards Composed from Iowa Teaching Standards and Other Resources 1. Demonstrates ability to enhance academic performance and support for the agency's student achievement goals (ITS 1) • Knows and aligns instruction to the achievement goals of the local agency and the state, such as with the Iowa Core (Varvel I.A, ITS 1.f, ITS 3.a) • Continuously uses data to evaluate the accuracy and effectiveness of instructional strategies (SREB J.7, ITS 1.c) • Utilizes a course evaluation and student feedback data to improve the course (Varvel VI.F) • Provides and communicates evidence of learning and course data to students and colleagues (SREB J.6, ITS 1.a) 2. Demonstrates competence in content knowledge (including technological knowledge) appropriate to the instructional position (ITS 2) • Meets the professional teaching standards established by a state-licensing agency, or has the academic credentials in the field in which he or she is teaching (SREB A.1, Varvel II.A) • Knows the content of the subject to be taught and understands how to teach the content to students (SREB A.3, Varvel II.A, ITS 2.a) • Is knowledgeable and has the ability to use computer programs required in online education to improve learning and teaching, including course management software (CMS) and synchronous/asynchronous communication t
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