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Emmanuel Zilberberg

25 Critical Thinking Strategies For The Modern Learner - 129 views

www.teachthought.com/...ategies-for-the-modern-learner

critical thinking education

shared by Emmanuel Zilberberg on 19 Mar 14 - No Cached
  • Emmanuel Zilberberg on 19 Mar 14
     
    Les 25 stratégies se répètent un peu mais un de objectifs du cours est de développer la pensée critique. J'avais rencontré un militaire qui m'avait dit, à moitié en plaisantant, "penser, c'est déjà désobéir". Bonne journée. Emmanuel
Jac Londe

Cartes de Montréal - 1 views

www.imtl.org/carte_montreal.php

cartes montréal

shared by Jac Londe on 02 Nov 13 - No Cached
  • Cartes actuelle de la ville de Montréal
  • Cartes des quartiers et arrondissements de Montréal
  • Cartes du quartier Centre-Ville (PDF) »» Cartes du quartier Côte-des-Neiges - Notre-Dame-de-Grâce (PDF) »» Cartes du quartier Rosemont (PDF) »» Cartes du quartier Outremont (PDF) »» Cartes du quartier Plateau Mont-Royal (PDF) »» Cartes du quartier Ahuntsic / Cartierville (PDF) »» Cartes du quartier Villeray / Saint-Michel (PDF) »» Cartes du quartier Hochelaga-Maisonneuve (PDF) »» Cartes du quartier Lachine (PDF) »» Cartes du quartier Verdun (PDF) »» Cartes du quartier Saint-Léonard (PDF) »» Cartes du quartier Westmount (PDF) »» Cartes du quartier Saint-Henri / Petite-Bourgogne (PDF) »» Arrondissement Rivière-des-Prairies Pointe-aux-Trembles (PDF) »» Autres plans Carte détaillée du Montréal Souterrain (PDF) »» Carte détaillée du Montréal Souterrain par la STM (PDF) »» Carte détaillée du Montréal Souterrain RESO (PDF) »» Carte des pistes cyclables de Montréal et ses banlieues(PDF) (PDF) »» Pistes cyclables de la Ville de Montréal(PDF) (PDF) »» Plan du campus de l'Université de Montreal (PDF) »» Plan du campus de l'UQAM »» Carte du réseau d'autoroute du grand Montréal (PDF) »» Plan du Vieux Port de Montréal (PDF) »» Voir aussi: cartes sur le site de la STM
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.
  • 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.
  • 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.
  • 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).
  • 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.
  • 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.
  • 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.
  • 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).
  • 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
Sandy Avoa-Belinga

Usage des technologies pendant l'enseignement en Afrique - 1 views

L'Afrique est un continent à la traîne quant à l'usage des TIC. Plusieurs enseignants n'ont pas de boîte e-mail, alors comment serait-ce facile de les convaincre de se mettre aux technologies pour ...

TIC enseignement Afrique

started by Sandy Avoa-Belinga on 03 Oct 15 no follow-up yet
Jeff Bezler

Future of Thinking: Rethinking the Role of the Humanities for a digital Age - 82 views

stream.humlab.umu.se/index.php

future of thinking Cathy Davidson role humanities digital age humlab stream

shared by Jeff Bezler on 29 May 10 - Cached
    • Jeff Bezler
      Jeff Bezler on 29 May 10
       
      For more Cathy Davidson, see the archives at www.learncentral.org
  • Jeff Bezler on 29 May 10
     
    A speech by Cathy Davidson-- including pedagogy and theory -- on the role of the humanities in the digital age and the history of the American educational system.
  • Jeff Bezler on 29 May 10
     
    per a classroom 2.0 seminar
Jac Londe

POLITIQUE : WIKILEAKS - Les secrets du chevalier blanc, actualité Tech & Net : Le Point - 6 views

www.lepoint.fr/...lanc-28-07-2010-1219707_47.php

politique wikileaks Assange

shared by Jac Londe on 05 Aug 10 - Cached
    • Jac Londe
      Jac Londe on 05 Aug 10
       
      Cet homme vous veut du bien, il permet de chasser les hypocrites, les criminels et les menteurs du pouvoir. Wikileaks, c'est Millenium sur le Web.
  • WIKILEAKS
  • Lancé en janvier 2007
  • ...8 more annotations...
  • WikiLeaks fascine la presse, qui voit en lui une partie de son avenir.
  • Une équipe mystérieuse
  • Menacé par les services secrets américains et par tous les acteurs qu'il bouscule, WikiLeaks se protège. Pas de bureau ou d'adresse physique : seule une boîte postale à l'université de Melbourne, ainsi que des adresses e-mail anonymisées permettent aux informateurs de contacter l'équipe.
  • L'infrastructure technique, parfois en peine par manque de financement, est basée en Suède, chez un hébergeur lié au très controversé The Pirate Bay. D'autres serveurs sont répartis dans le monde entier,
  • le budget annuel de 600.000 dollars n'en est pas pour autant bouclé.
  • Le porte-parole, Julian Assange, a toutefois mis en place un comité éditorial restreint, dont neuf noms sont dévoilés. Parmi eux, Wang Dan, l'un des 21 étudiants "les plus recherchés" par la Chine après les manifestations de Tiananmen en 1989, le Britannique Ben Laurie, génie mondialement reconnu de la cryptographie, ou encore le Brésilien Chico Whitaker, cofondateur du Forum social mondial.
  • WikiLeaks a travaillé avec des élus islandais sur l'Icelandic Modern Media Initiative (IMMI)
  • Son objectif dans la vie ? "Provoquer ou orienter des réformes politiques", en révélant des informations jusque-là cachées aux citoyens. Un peu comme ce qu'avait fait son modèle, Daniel Ellsberg, en 1971 : cet ancien analyste de la RAND Corporation (un très influent think tank américain) avait alors transmis à la presse les "Pentagon papers"
  • Jac Londe on 05 Aug 10
     
    Julian Assange
Jac Londe

The Magna Carta - 22 views

alexpeak.com/mc

carta magna

shared by Jac Londe on 07 Nov 10 - No Cached
  • sopra. Juratum est autem tam ex parte nostra quam ex parte baronum, quod hec omnia supradicta bona fide et sine malo ingenio observabuntur.  Testibus supradictis et multis aliis. An oath, moreover, has been taken, as well on our part as on the part of the barons, that all these conditions aforesaid shall be kept in good faith and without evil intent. Both we and the barons have sworn that all this shall be observed in good faith and without deceit.  Witness the above-mentioned people and many others. Tanto Nos como los barones hemos jurado que todo esto se observara de buena fe y sin engaño alguno, de lo cual son testigos las personas antedichas y muchas otras. Il est aussi juré de Notre part et de la part des Barons que toutes les susdites conditions seront observées de bonne foi, et sans mauvaises intentions.
Alex Halavais

Search Engine Society » Syllabus - 0 views

ses.halavais.net/syllabus

syllabus

shared by Alex Halavais on 21 Jan 09 - Cached
  • Alex Halavais on 21 Jan 09
     
    I'm just getting into the swing of Diigo myself, but I'm using it for a couple of grad seminars this semester.
  • Alex Halavais on 21 Jan 09
     
    Syllabus for the new grad seminar I'm teaching that follows the argument of my new book.
Ed Webb

Times Higher Education - Dummies' guides to teaching insult our intelligence - 0 views

www.timeshighereducation.co.uk/story.asp

opinion teaching education university college training pedagogy

shared by Ed Webb on 25 Aug 09 - Cached
  • if you encourage discussion in class, you have to be prepared for your students to arrive at conclusions that are unpalatable to you.
  • When I started, largely out of exasperation, to investigate the educational research literature for myself, I was pleasantly surprised to find there was some genuinely useful and scholarly work out there, which recognised the demands of different subjects and even admitted that university lecturers aren't all workshy and stupid... It's a shame that this better stuff doesn't seem to have fed through into the generic courses that most institutions offer. My personal advice to anyone starting out as a university teacher: find a few colleagues who take their teaching seriously (there are almost certain to be some in the department) and ask them for advice; sit in on their classes if possible; remember you'll never teach perfectly but you can always teach better; and close your ears to well-meaning interference from anybody who's never actually spent time at the chalkface!
  • Magueijo's could acknowledge that some people teaching these courses are genuinely concerned about improving teaching, and they need academics' help in designing better courses that do so. Sotto's side should acknowldge that however much they talk about how important teaching is (as if they discovered this, and academics did not know), they are not listening to the people attending their courses if those people feel utterly patronised and frustrated at the waste of their time. If academics treated their students like educationalists treat their student academics they'd be appalling teachers. A simple course allowing us to learn from a video of our own lectures would be immensely useful. Instead whole empires of education have developed that need to justify themselves and grow, so they subject us to educational jargon and make us write essays on the educationalist's pet theory.
  • ...2 more annotations...
  • I would have preferred that David Pritchard had written it; his comments above are perfect.
  • Most colleagues with excellent teaching reputations seem not to oppose training per se, but bad training.
rachel gendron

PalmPad : le concurrent de l'iPad par Palm/HP - 16 views

www.vincentabry.com/rent-de-lipad-par-palmhp-10486

ipad web2.0

shared by rachel gendron on 22 Dec 10 - No Cached
  • même en 3 modèles différents. Pour ce qui est du nom, on peut rappeler que Hewlett-Packard a déposé Palm Pad auprès du bureau américain des marques et brevets.
  • Les écrans des trois versions devraient se situer entre 8.9 pouces (version Université) et 9.7 pouces (comme l’iPad).
Alvar Maciel

El Proyecto Kokori | Kokori - 2 views

www.kokori.net/...el-proyecto-kokori

Educación ciencias naturales biolagía juegos

shared by Alvar Maciel on 04 Mar 11 - No Cached
  • El proyecto Kokori es una iniciativa educacional financiada por FONDEF, cuyo objetivo es el desarrollo de un videojuego gratuito -llamado Kokori-, basado en tópicos de biología celular
  • El videojuego se sitúa al interior de una célula, en un escenario 3D, de una calidad gráfica atractiva y puede ser jugado en un computador Pentium IV, 1Gb RAM.
  • Alvar Maciel on 04 Mar 11
     
    El proyecto Kokori es una iniciativa educacional financiada por FONDEF, cuyo objetivo es el desarrollo de un videojuego gratuito -llamado Kokori-, basado en tópicos de biología celular
Alvar Maciel

Sobre proyectos "telecolaborativos" de aprendizaje en Internet | jordi adell - 4 views

elbonia.cent.uji.es/...vos-de-aprendizaje-en-internet

Educación Proyectos_colaborativos

shared by Alvar Maciel on 16 Mar 11 - No Cached
  • En resumen, que el texto se quedó en mi ordenador como una reliquia de otro tiempo. El caso es que buscando otra cosa, hace unos días, lo encontré (o lo reencontré) y para que siga criando polvo digital en mi ordenador, pues lo publico aquí en el blog y si a alguien le sugiere alguna idea para llevar a cabo algún proyecto
  • Lo más interesante que queda en el texto, a mi juicio, es la tipología de proyectos de Harris y las fases para organizarlos (y quizá la plantilla para planificar)
FERNANDO RODRIGUEZ

Reglamentos deportivos - 17 views

www.deportedigital.galeon.com/...reglamentos.htm

deportivos educación reglamentos

shared by FERNANDO RODRIGUEZ on 10 Mar 11 - No Cached
    • FERNANDO RODRIGUEZ
      FERNANDO RODRIGUEZ on 10 Mar 11
       
      muchos reglamentos deportivos
    • FERNANDO RODRIGUEZ
      FERNANDO RODRIGUEZ on 10 Mar 11
       
      Hay muchos deportes que aquí ni se conocen
  • Reglamentos deportivos
  • Golf Halterofilia Hockey Hierba Hockey Sala Hockey sobre patines Hockey sobre patines en linea
Randolph Hollingsworth

National Council of La Raza | Early College Project - 4 views

www.nclr.org/...early_college_project

shared by Randolph Hollingsworth on 18 Mar 11 - No Cached
  • Randolph Hollingsworth on 18 Mar 11
     
    grew out of developing national network of Latino-serving charter schools; 2002 had 12 Early College High Schools in the US - all schools serve low-income students; seven serve adjudicated/overage students; seven serve over 25% English-language-learner (ELL) students and over 10% special education students. All have open enrollment policies.
Christina Rajsz

Gapminder World - 137 views

www.gapminder.org/world

shared by Christina Rajsz on 10 Sep 11 - No Cached
    • Christina Rajsz
      Christina Rajsz on 10 Sep 11
       
      Play the video. Imagine what you could do in the classroom with an interactive graph like this. What types of questions can you bring up? Questions are endless... and can be used for any course
Ann Darling

NAEP Gets It One-Third Right -- THE Journal - 15 views

thejournal.com/...our-space.aspx

shared by Ann Darling on 24 Oct 09 - Cached
  • gets, the more the debate will stir and positive things can come of all this.
  • 9 Gail Desler California I look forward to following this discussion! Currently many school districts have the same keyboarding + MS Office requirement for tech proficiency shared above by Interested Parent. I think to continue with that model well into the 21st century is really the train wreck waiting to happen. I've read through the NAEP draft. as well as some of their referenced documents from ISTE, http://www.21stcenturyskills.org/ DOT , and the http://www.ncte.org/positions/statements/2 DOT 1stcentdefinition and am hopeful that the NAEP framework will promote the integration of technology literacy across the curriculum. Thanks for starting the conversation.
  • Wed, Sep 9, 2009 Dick Schutz http://ssrn.com/author=1199505 The framework defines technology as "any modification of the natural or designed world done to fulfill human needs or desires." I can't think of any human action that wouldn't fall under that definition The definition of technological literacy is "the capacity to use, understand, and evaluate technology as well as to apply concepts and processes to solve problems and reach one’s goals. It encompasses the three areas of Technology and Society, Design and Systems, and Information and Communications Technology." That's pretty much universal expertise. This is to be measured with a 50 minute test starting at Grade 4. The specs for the tests at Grades 8 and 12 merely get more detailed and more abstract. By the time this gets run through the Item Response Theory wringer we'll have results that are sensitive to racial/ses differences but not to instructional differences. I'll look forward to your forthcoming explanations of how this came to happen.
  • ...3 more annotations...
  • The problem? Namely, this: With no established federal definition of technological literacy, most states have chosen to follow the National Educational Technology Standards (NETS) established by the International Society for Technology in Education (ISTE), and to create their curricula and assessments accordingly.
  • gical literacy that is very different from anything any state or No Child Left Behind (NCLB) envisioned. From the draft document: "In recent decades the meaning of technological literacy has taken on three quite different… forms in the United States. These are the science, technology, and society approach, the technology education approach, and the information and communications technology approach. In recognition of the importance, educational value, and interdependence of these three approaches, this framework includes all three under its broad definition of technological literacy."
  • Geoffrey H. Fletcher is the editorial director of 1105 Media's Education Group. He can be reached at gfletcher@1105media.com. Comments
Keith Bryant

Tips for distance teachers - Uppsala University - 36 views

www.ull.uu.se/...tips_distanslarare

tips distanceteaching teaching

shared by Keith Bryant on 08 Apr 11 - No Cached
  • Keith Bryant on 08 Apr 11
     
    From Uppsala University (Sweden) but written in English
Siri Anderson

The Urgency of Now | The Schott 50 State Report on Public Education and Black Males 2012 - 16 views

blackboysreport.org

race SES outcomes

shared by Siri Anderson on 04 Oct 12 - Cached
  • Siri Anderson on 04 Oct 12
     
    On a related note, The New Jim Crow by Michelle Alexander should be required reading for anyone in public schools.
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