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Contents contributed and discussions participated by maureen greenbaum

maureen greenbaum

Digital Learning Leads to Deeper Learning - Getting Smart by Tom Vander Ark - deeper le... - 3 views

      • Engagement: media that grabs attention
      • Motivation: encouragement to go deeper
      • Persistence: capturing more learning hours per day
      • Production: ability to publish high quality work product
      • Presentation: professional quality presentations
      • Personalization: customized learning experiences
      • Access: 24/7 access to great teachers and content
      • Collaboration: instant interest and subject groups
      • Acceleration: more and faster performance feedback
      • Options: many new pathways to mastery

    We could add convenience—the ability to vary rate, time, and location

      • More writing
      • More thinking
      • More motivation
      • More automaticity
      • More time on higher order teaching
      • More higher order practice (using games & sims)
      • More publishing to wider audiences
      • More investigating
      • More collaborating
      • More making, inventing, & creating
maureen greenbaum

The Protégé Effect | Psychology Today - 27 views

  • most cutting-edge tool under development is the “teachable agent” — a computerized character who learns, tries, makes mistakes and asks questions just like a real-world pupil.
  • Stanfor
  • Student tutors feel chagrin when their virtual pupils fail; when the characters succeed, they feel what one expert calls by the Yiddish term nachas.
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  • Betty’s Brain, who has been “taught” about environmental science by hundreds of middle school students. Even though users’ interactions with Betty are virtual, the social impulses that make learning-by-teaching so potent still come into play
  • The Protégé Effect
maureen greenbaum

Free photo links - 3 views

shared by maureen greenbaum on 06 Jun 12 - No Cached
maureen greenbaum

BetaKit » Is Adaptive Learning the Future of Education? - 2 views

  • adaptive learning will adjust every question based on a student’s previous answer.
  • Knewton is working on having educational content tagged so it can be placed into a “Knowledge Graph.” This system determines what concepts need to be learned before a student can move on to others, and how they all fit together.
  • The company recently parterned with Pearson to tag every textbook under their imprint work with the Knewton Knowledge Graph.
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  • “The professors are much better prepared for a single class so that they can give much more individualized instruction,” Lui said. “The practical effectiveness of this means that teachers are now able to use their time more efficiently to hone in on the things that are most troublesome or useful for different groups of students. You’re not teaching to the mean or bottom quartile.”
  • The technology seems to be working. After a pilot project at Arizona State University with 5,000 remedial math students, pass rates improved from 66 percent to 75 percent, with half the class finishing four weeks early
  • ata mining and take various inputs, like test question results, activity on the system, what links students clicked, etc. to make a prediction of the next best piece of content for a student to learn.
  • Analyzing and collecting big data is really what Junyo is about, enabling everyone in the education sector to make the learning experience more personal.
  • The students also have their own dashboard to see recommended content.
  • Teachers don’t have the time to do detailed reporting of a student’s progress and even if they did, they wouldn’t be able to provide one on one tutoring for every single student at different stages of learning.
  • students are learning more outside the classroom than in the classroom, and educators are finally starting to acknowledge that.

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    "The professors are much better prepared for a single class so that they can give much more individualized instruction," Lui said. "The practical effectiveness of this means that teachers are now able to use their time more efficiently to hone in on the things that are most troublesome or useful for different groups of students. You're not teaching to the mean or bottom quartile."
maureen greenbaum

Thinking - Why I'm taking full responsibility for my education - 8 views

  • High school isn’t an inspiring place. Not because of the students, but because of the credentialing process. Most schoolwork is for the sake of completion and rote learning.

  • Why should students do more than asked when their education isn’t their responsibility?
  • Good teachers actively demonstrate why what they’re teaching is interesting/useful/insightful.
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  • Good teachers don’t let the credentialing process get in the way of the students learning.
  • Bad teachers assign work merely to assess the student’s ability to complete it in a structured, timely fashion.
  • I don’t care about a piece of paper saying I’m awesome. I care about being awesome.

maureen greenbaum

Knewton Salon: How has the internet changed the way you think? | Knewton Blog - 20 views

  • why school is so important. On a raw level, school can show students what it feels like to concentrate at different levels–what it feels like to write a paper, solve a difficult math puzzle, and synthesize various skills. That way, students develop a taste for cognitive satisfaction and learn to look for it throughout their lives.

  • , I don’t think that skills like memorization have decreased in importance. Sure, it may seem like we don’t need to commit facts to memory anymore and that the relevant skills today are navigation, retrieval, and analysis (how quickly you can find something, whether you can find it again later, and absorb what you need from it as quickly as possible). But memorization is still important; even in today’s world, where you have a universe of information at your fingertips, you have to remember how to navigate information, how to find it again, how to use tools to find it again as well as what you found in the past and how that might relate to the information rushing at you in the present. So in this sense, memorization is inextricably linked to navigation, retrieval, and analysis. The more you remember at any given point, the more space you have left in your “working memory” to perform complex cognitive processes.
maureen greenbaum

Academic Preparedness | Student Caring - 57 views

  • At each level of advancement, students need to “kick it up a level.”
  • The professor is excited about the subject. Students learn more when the professor is engaged and excited about the course. Professors who modify and switch their courses around, learn along with the students and keep the course interesting
  • atmosphere in the classroom that is not just about subject matter. College is really about teaching the student how to think and self learn.
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  • Student academic preparedness is something that we build as professors into our students.
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    Student academic preparedness is something that we build as professors into our students.
maureen greenbaum

Physicists Seek To Lose The Lecture As Teaching Tool : NPR - 4 views

  • key is to get them to do the assigned reading — what he calls the "information-gathering" part of education — before they come to class.
  • "It used to be just be the 'sage on the stage,' the source of knowledge and information," he says. "We now know that it's not good enough to have a source of information."

    Mazur sees himself now as the "guide on the side" – a kind of coach, working to help students understand all the knowledge and information that they have at their fingertips. Mazur says this new role is a more important one.

maureen greenbaum

New Study Reveals Student Perspective on Technology Use in Higher Education -- Campus T... - 96 views

    • Colleges should not implement technology for the sake of technology;
    • When technology is deployed, make sure that it works; and
    • Faculty members need to know how to use the technology and they should actually use it.
  • Focused exclusively on two-year colleges,
maureen greenbaum

Andragogy - Wikipedia, the free encyclopedia - 35 views

  • Andragogy consists of learning strategies focused on adults. It is often interpreted as the process of engaging adult learners with the structure of learning experience. The term ‘andragogy’ has been used in different times and countries with various connotations
  • Knowles asserted that andragogy (Greek: "man-leading") should be distinguished from the more commonly used pedagogy (Greek: "child-leading").

    Knowles' theory can be stated with six assumptions related to motivation of adult learning:[1][2]

      • Adults need to know the reason for learning something (Need to Know)
      • Experience (including error) provides the basis for learning activities (Foundation).
      • Adults need to be responsible for their decisions on education; involvement in the planning and evaluation of their instruction (Self-concept).
      • Adults are most interested in learning subjects having immediate relevance to their work and/or personal lives (Readiness).
      • Adult learning is problem-centered rather than content-oriented (Orientation).
      • Adults respond better to internal versus external motivators (Motivation).

    The term has been used by some to allow discussion of contrast between self-directed and 'taught' education

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    Andragogy
    From Wikipedia, the free encyclopedia
    Andragogy consists of learning strategies focused on adults. It is often interpreted as the process of engaging adult learners with the structure of learning experience. The term 'andragogy' has been used in different times and countries with various connotations. Nowadays there exist mainly three understandings:
    1. In many countries there is a growing conception of 'andragogy' as the scholarly approach to the learning of adults. In this connotation andragogy is the science of understanding (= theory) and supporting (= practice) lifelong and lifewide education of adults.
    2. Especially in the USA, 'andragogy' in the tradition of Malcolm Knowles, labels a specific theoretical and practical approach, based on a humanistic conception of self-directed and autonomous learners and teachers as facilitators of learning.
    3. Widely, an unclear use of andragogy can be found, with its meaning changing (even in the same publication) from 'adult education practice' or 'desirable values' or 'specific teaching methods,' to 'reflections' or 'academic discipline' and/or 'opposite to childish pedagogy', claiming to be 'something better' than just 'Adult Education'.


    The oldest document using the term "Andragogik": Kapp, Alexander (1833): Platon's Erziehungslehre, als Pädagogik für die Einzelnen und als Staatspädagogik. Leipzig.
    Originally used by Alexander Kapp (a German educator) in 1833, andragogy was developed into a theory of adult education by the American educator Malcolm Knowles.
    Knowles asserted that andragogy (Greek: "man-leading") should be distinguished from the more commonly used pedagogy (Greek: "child-leading").
    Knowles' theory can be stated with six assumptions related to motivation of adult learning:[1][2]
    Adults need to know the reason for learning something (Need to Know)
    Experience (including error) provides the basis for learning activities (Foundation).
    Adults need to be
maureen greenbaum

Edu-Traitor! Confessions of a Prof Who Believes Higher Ed Isn't the Only Goal | HASTAC - 52 views

  • many brilliant, talented young people are dropping out of high school because they see high school as implicilty "college prep" and they cannot imagine anything more dreary than spending four more years bored in a classroom when they could be out actually experiencing and perfecting their skills in the trades, the skills, and the careers that inspire them.
  • The abolishing of art, music, physical education, tech training, and shop from grade schools and high schools means that the requirement for excellence has shrunk more and more right at the time when creativity, imagination, dexterity, adaptability to change, technical know-how, and all the rest require more not less diversity. 
  • we make education hell for so many kids, we undermine their skills and their knowledge, we underscore their resentment, we emphasize class division and hierarchy, and we shortchange their future and ours,
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  • There are so many viable and important and skilled professions that cannot be outsourced to either an exploitative Third World sweat shop or to a computer, that require face-to-face presence, and a bucketload of skills--but that  do not require a college education:  the full range of IT workers, web designers, body workers (ie deep tissue massage), yoga and pilates instructors, fitness educators, DJ's, hair dressers, retail workers, food industry professionals, entertainers,  entertainment industry professionals, construction workers, dancers, artists, musicians, entrepreneurs, landscapers, nanny's, elder-care professionals, nurses's aids, dog trainers, cosmetologists, athletes, sales people, fashion designers, novelists, poets, furniture makers, book keepers, sound engineers, inn keepers, wedding planners, stylists, photographers, auto mechanics, and on and on.  
  •  
    Cathy Davidson
maureen greenbaum

2¢ Worth - 17 views

  •  
    Great ideas...
    We are preparing our children for a future of frightening uncertainty, but astounding opportunity, and to prosper within that future, our children must become skilled, resourceful, and habitual learners - not just lifelong learners but adopting a learning lifestyle.
maureen greenbaum

8 Great TED Talks About The Future Of Education And Teaching | Emerging Education Techn... - 10 views

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    Ken Robinson: Changing education paradigms
    Sugata Mitra: The child-driven education
    Conrad Wolfram: Teaching kids real math with computers
    Mae Jemison on teaching arts and sciences together
    Charles Leadbeater: Education innovation in the slums
    Arthur Benjamin's formula for changing math education
    Bill Gates on mosquitos, malaria and education
    Let's use video to reinvent education: Salman Khan
maureen greenbaum

Tweet Your Grievances: A Handy Directory of All Congressional Twitter Handles - Politic... - 1 views

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    Link to the twtiter handle of those senators and reps that have them
    Write your senator or rep if they don't have one!
maureen greenbaum

Tangagrams - Cryptopix- Find the phrase from the pictures - 5 views

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    Tanga wants to sell you stuff but they prove these excellent puzzles.
    Great think puzzle for grade 8 and above and for Gifted and Talented kids.
    A new one every few days. 
maureen greenbaum

The Problem of "Pedagogy" in a Web 2.0 Era -- Campus Technology - 1 views

  • Google search of the term “situated cognition”. Situated cognition, and related research threads, seems to me a useful concept for beginning to understand the tendencies of information technology for teaching and learning.
  • And this is after decades of the movement called “The Scholarship of Teaching and Learning” (see http://www.issotl.org/--and note, the next ISSOTL conference is in Milwaukee October 20-22, 2011). The Association of American Colleges and Universities as well offers sessions and conversations related to the turn to learning--the next AAC&U conference is in Washington, DC, January 25-28, 2012.
  • With this issue of Web 2.0, we end the run of this newsletter.
maureen greenbaum

The Future of Learning: An Interview with Alfred Bork - 82 views

  • nteraction should be frequent
  • as in human conversation
  • active environment maintains student interest for a long period of time, even with difficult learning material.
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  • the computer, keeping detailed records on student performance and using these records in making decisions about what is next to be presented to the student.
  • In our traditional learning environments, some students learn and some do not. It is this second group of students that we want to help.
  • problem of almost all modern learning is the lecture, a noninteractive way of learning
  • , on a moment-to-moment basis, just what the student knows and just what learning problems are occurring
  • It begins immediately with a question, with no preceding text.
  • experience the joy of discovery.
  • tutorial approach to learning makes it possible for everyone to learn.
  • critical factor is that we can react to individual student problems
  • key concept for structuring highly interactive learning experiences is the Benjamin Bloom concept of mastery learning.
  • goal is for everyone to learn everything to the mastery level, grades will no longer be useful
  • A student who has not learned in one way probably needs a different approach, rather than another go-round with the material that was not previously successful in assisting learning.
  • In such an environment, learning and evaluation are no longer separate activities but are part of the same process, intimately blended. So the student is not conscious of taking tests, and we avoid the problems of cheating.
  • highly interactive learning is intrinsically motivating. Motivation is particularly important in a distance-learning environment, since none of the "threats" of the classroom, such as low grades, are available.

  • mastery-based computer segment could also offer human contact. Small groups could work together, either locally or remotely via electronic communication.
  • existing authoring systems. Since they were, and still are, mostly directed toward supplying information, these were inadequate for creating highly interactive software.
  • Bertrand Ibrahim at the University of Geneva,
  • omputer stores much of the information as the students progress through the material.
  • Teaching faculty, in the sense that we know them today, may cease to exist, except for in smaller, advanced courses. But their skills and experiences will be important in the design of learning modules.
  • High costs of development can lead to low costs per student, if many students use the material.
  • $30,000 per student-hour of high-quality learning material
  • highly effective highly interactive distance-learning courses would have a large potential market, making them much cheaper per student than current courses, and if well developed, they will be much superior for almost all students
  • The typical approach is to give some released time to faculty and to give limited support for programming and media production. It is unlikely, almost impossible, that good learning material will be developed this way.
  • Universities are too stuck in their current ways of doing things to be able to compete with well-developed material from "outside." Most university faculty and administrators do not appreciate the current problems of learning and so are not prepared for these future directions.
maureen greenbaum

EdTech Toolbox: 8 Ways to Support Teachers Integrate Technology - 198 views

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    Web 2.0 List, Web 2 Tools by Task, 100+ Google Tricks
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