Group items tagged

Diigo's "group forums" are threaded, allowing users to start new strands or to reply to strands started by others.

powerful learning depends on the quality of the conversation that develops around the content being studied together. 

This handout--including a description of each role and a group sign-up sheet---can be used with student social bookmarking efforts: Handout_SocialBookmarkingRoles.pdf

1 – Encourage and support individuals’ and teams’ self-sufficiency to address their own learning and performance problems.

So here are 5 ways that L&D can become involved:

2 – Help develop autonomous workers

nstead, we might consider constant reflection guided by important questions as a new way to learn in the presence of information abundance.

There is more information available to any student with a smartphone than an entire empire would have had access to three thousand years ago.

Truth may not change, but information does. And in the age of social media, it divides and duplicates in a frenzied kind of digital mitosis.

In 1800, everyday life had changed little since the year 1000. Yet, by 1900 the Industrial Revolution had transformed the world's economy. The United States was still new and making its way to becoming a world power. Watch it happen as you browse your way through each decade.

Last year, the state legislature overwhelmingly passed a law that requires all high school students to take some online classes to graduate, and that the students and their teachers be given laptops or tablets. The idea was to establish Idaho’s schools as a high-tech vanguard. To help pay for these programs, the state may have to shift tens of millions of dollars away from salaries for teachers and administrators. And the plan envisions a fundamental change in the role of teachers, making them less a lecturer at the front of the room and more of a guide helping students through lessons delivered on computers.

“Teachers don’t object to the use of technology,” said Sabrina Laine, vice president of the American Institutes for Research, which has studied the views of the nation’s teachers using grants from organizations like the Gates and Ford Foundations. “They object to being given a resource with strings attached, and without the needed support to use it effectively to improve student learning.”

Trainers and facilitators need to remember these numbers: 90, 20, 8, 6. 90 minutes is the ideal chunk of time for participants can learn and understand 20 minutes is how long participants can listen and retain information 8 minutes is the length of time you can talk for before before they stop listening. We are trained to focus for just eight minutes due to decades of TV watching, where ad breaks occur approximately every eight to ten minutes. 6 is the ideal number of times to present information to make sure a learner remembers the content.

It’s essential that trainers and facilitators keep learning themselves, to acquire new tools that will help them keep ensuring the training sticks!

the challenge for facilitators is to keep things changing so that learners’ RAS keep firing so they stay alert to the learning!

When it comes to motivating people to learn, disadvantaged urban adolescents are usually perceived as a hard sell. Yet, in a recent MetLife survey, 89 percent of the low-income students claimed I really want to learn applied to them. What is it about the school environment pedagogy, curriculum, climate, organization that encourages or discourages engagement in school activities? How do peers, family, and community affect adolescents attitudes towards learning? Engaging Schools reviews current research on what shapes adolescents school engagement and motivation to learn including new findings on students sense of belonging and looks at ways these can be used to reform urban high schools. This book discusses what changes hold the greatest promise for increasing students motivation to learn in these schools. It looks at various approaches to reform through different methods of instruction and assessment, adjustments in school size, vocational teaching, and other key areas. Examples of innovative schools, classrooms, and out-of-school programs that have proved successful in getting high school kids excited about learning are also included.

But in our 2007 summer institute, we facilitators wondered aloud, "What if these responses could be put online?" Within minutes, Eric ignited a sea of change in Red Clay by creating a way for fellows to answer these questions via an online survey tool. Now, instead of mad scribbling, happy goodbyes, and plans for beer that night, the sounds at the end of any day in the summer institute have become mad typing, happy goodbyes, and plans for beer that night."