So a lot of public education was, in fact, concerned with trying to teach independent people to become workers in an industrial system.
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in title, tags, annotations or urlNews: Making Student Engagement Official - Inside Higher Ed - 3 views
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shared by Jon Tanner on 30 Jan 13
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Why Inquiry Learning is Worth the Trouble | MindShift - 98 views
blogs.kqed.org/...fully-embrace-inquiry-learning
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shared by Jon Tanner on 30 Jan 13
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Chris Lehman, principal of the Science Leadership Academy, talks about hot to guide kids to think about their own thinking.
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Make Your Own E-Books with Pandoc - ProfHacker - The Chronicle of Higher Education - 80 views
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learning how to make an e-book via crowdsourcing your own blog (example from sociologist Kieran Healy) - or online journal (example from J of Southern Religion) - or open-access book (Mark Sample's Hacking the Academy) - recommending Pandoc but also refers to Sigil, Anthologize
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Noam Chomsky on Democracy and Education in the 21st Century and Beyond - 38 views
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we have to train them in obedience and servility, so they're not going to think through the way the world works and come after our throats.
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One can at least be suspicious that skyrocketing student debt is a device of indoctrination
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My landlord in Edinburgh, Peter Sinclair, used to say that students do not protest these days because they all have loans to pay.
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"the failures of the institutions responsible for indoctrinating the young."
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It's not just you learned how a mosquito flies in the rain, but you learn how to be creative and why it's exciting to learn things and create things and make up new things. And that can be done from kindergarten on
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There are a lot of factors. And one of them, probably, is just that students are trapped
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First of all, the existence of the advertising industry is a sign of the unwillingness to let markets function. If you had markets, you wouldn't have advertising. Like, if somebody has something to sell, they say what it is and you buy it if you want. But when you have oligopolies, they want to stop price wars
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there's no real economic reason for high-priced higher education and skyrocketing student debt
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It doesn't matter how much you learn in school; it's whether you learn how to go on and do things by yourself
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Educational Leadership:How Teachers Learn:Fostering Reflection - 27 views
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Expert teachers adjust their thinking to accommodate the level of reflection a situation calls for.
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Another way to help teachers become better at reflection is to create study groups that introduce teachers to these four modes of thinking and explore which aspects of teaching call for each mode. Discussions and role-plays can help teachers see which routine decisions can be made through technological or situational thinking and which may require the deliberate or dialectical modes. I
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Finally, to foster higher levels of reflection, encourage teachers to ask themselves questions about their classroom practice. Prompts like the following promote frequent reflection: What worked in this lesson? How do I know? What would I do the same or differently if I could reteach this lesson? Why? What root cause might be prompting or perpetuating this student behavior? What do I believe about how students learn? How does this belief influence my instruction? What data do I need to make an informed decision about this problem? Is this the most efficient way to accomplish this task?
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shared by Andrew McCluskey on 11 Feb 13
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Occupy Your Brain - 111 views
schoolingtheworld.org/...occupy
education education reform education system schooling pedagogy indigenous indigenous pedagogies knowledge alternative education standardization state standards national standards global standards power authority intellect
shared by Andrew McCluskey on 11 Feb 13
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One of the most profound changes that occurs when modern schooling is introduced into traditional societies around the world is a radical shift in the locus of power and control over learning from children, families, and communities to ever more centralized systems of authority.
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Once learning is institutionalized under a central authority, both freedom for the individual and respect for the local are radically curtailed. The child in a classroom generally finds herself in a situation where she may not move, speak, laugh, sing, eat, drink, read, think her own thoughts, or even use the toilet without explicit permission from an authority figure.
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In what should be considered a chilling development, there are murmurings of the idea of creating global standards for education – in other words, the creation of a single centralized authority dictating what every child on the planet must learn.
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In “developed” societies, we are so accustomed to centralized control over learning that it has become functionally invisible to us, and most people accept it as natural, inevitable, and consistent with the principles of freedom and democracy. We assume that this central authority, because it is associated with something that seems like an unequivocal good – “education” – must itself be fundamentally good, a sort of benevolent dictatorship of the intellect.
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We endorse strict legal codes which render this process compulsory, and in a truly Orwellian twist, many of us now view it as a fundamental human right to be legally compelled to learn what a higher authority tells us to learn.
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And yet the idea of centrally-controlled education is as problematic as the idea of centrally-controlled media – and for exactly the same reasons.
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The First Amendment of the U.S. Constitution was designed to protect all forms of communication, information-sharing, knowledge, opinion and belief – what the Supreme Court has termed “the sphere of intellect and spirit” – from government control.
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by the mid-19th century, with Indians still to conquer and waves of immigrants to assimilate, the temptation to find a way to manage the minds of an increasingly diverse and independent-minded population became too great to resist, and the idea of the Common School was born.
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We would keep our freedom of speech and press, but first we would all be well-schooled by those in power.
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A deeply democratic idea — the free and equal education of every child — was wedded to a deeply anti-democratic idea — that this education would be controlled from the top down by state-appointed educrats.
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The fundamental point of the Occupy Wall Street movement is that the apparatus of democratic government has been completely bought and paid for by a tiny number of grotesquely wealthy individuals, corporations, and lobbying groups. Our votes no longer matter. Our wishes no longer count. Our power as citizens has been sold to the highest bidder.
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Our kids are so drowned in disconnected information that it becomes quite random what they do and don’t remember, and they’re so overburdened with endless homework and tests that they have little time or energy to pay attention to what’s happening in the world around them.
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If in ten years we can create Wikipedia out of thin air, what could we create if we trusted our children, our teachers, our parents, our neighbors, to generate community learning webs that are open, alive, and responsive to individual needs and aspirations? What could we create if instead of trying to “scale up” every innovation into a monolithic bureaucracy we “scaled down” to allow local and individual control, freedom, experimentation, and diversity?
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The most academically “gifted” students excel at obedience, instinctively shaping their thinking to the prescribed curriculum and unconsciously framing out of their awareness ideas that won’t earn the praise of their superiors. Those who resist sitting still for this process are marginalized, labeled as less intelligent or even as mildly brain-damaged, and, increasingly, drugged into compliance.
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the very root, the very essence, of any theory of democratic liberty is a basic trust in the fundamental intelligence of the ordinary person. Democracy rests on the premise that the ordinary person — the waitress, the carpenter, the shopkeeper — is competent to make her own judgments about matters of domestic policy, international affairs, taxes, justice, peace, and war, and that the government must abide by the decisions of ordinary people, not vice versa. Of course that’s not the way our system really works, and never has been. But most of us recall at some deep level of our beings that any vision of a just world relies on this fundamental respect for the common sense of the ordinary human being.
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This is what we spend our childhood in school unlearning.
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If before we reach the age of majority we must submit our brains for twelve years of evaluation and control by government experts, are we then truly free to exercise our vote according to the dictates of our own common sense and conscience? Do we even know what our own common sense is anymore?
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We live in a country where a serious candidate for the Presidency is unaware that China has nuclear weapons, where half the population does not understand that Saddam Hussein had nothing to do with 9/11, where nobody pays attention as Congress dismantles the securities regulations that limit the power of the banks, where 45% of American high school students graduate without knowing that the First Amendment of the Constitution guarantees freedom of the press. At what point do we begin to ask ourselves if we are trying to control quality in the wrong way?
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Human beings, collaborating with one another in voluntary relationships, communicating and checking and counter-checking and elaborating and expanding on one another’s knowledge and intelligence, have created a collective public resource more vast and more alive than anything that has ever existed on the planet.
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But this is not a paeon to technology; this is about what human intelligence is capable of when people are free to interact in open, horizontal, non-hierarchical networks of communication and collaboration.
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Positive social change has occurred not through top-down, hierarchically controlled organizations, but through what the Berkana Institute calls “emergence,” where people begin networking and forming voluntary communities of practice. When the goal is to maximize the functioning of human intelligence, you need to activate the unique skills, talents, and knowledge bases of diverse individuals, not put everybody through a uniform mill to produce uniform results.
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You need a non-punitive structure that encourages collaboration rather than competition, risk-taking rather than mistake-avoidance, and innovation rather than repetition of known quantities.
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if we really want to return power to the 99% in a lasting, stable, sustainable way, we need to begin the work of creating open, egalitarian, horizontal networks of learning in our communities.
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They are taught to focus on competing with each other and gaming the system rather than on gaining a deep understanding of the way power flows through their world.
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And what could we create, what ecological problems could we solve, what despair might we alleviate, if instead of imposing our rigid curriculum and the destructive economy it serves on the entire world, we embraced as part of our vast collective intelligence the wisdom and knowledge of the world’s thousands of sustainable indigenous cultures?
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They knew this about their situation: nobody was on their side. Certainly not the moneyed classes and the economic system, and not the government, either. So if they were going to change anything, it had to come out of themselves.
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As our climate heats up, as mountaintops are removed from Orissa to West Virginia, as the oceans fill with plastic and soils become too contaminated to grow food, as the economy crumbles and children go hungry and the 0.001% grows so concentrated, so powerful, so wealthy that democracy becomes impossible, it’s time to ask ourselves; who’s educating us? To what end? The Adivasis are occupying their forests and mountains as our children are occupying our cities and parks. But they understand that the first thing they must take back is their common sense.
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They must occupy their brains.
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Isn’t it time for us to do the same?
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Carol Black, creator of the documentary, "Schooling the World" discusses the conflicting ideas of centralized control of education and standardization against the so-called freedom to think independently--"what the Supreme Court has termed 'the sphere of intellect and spirit" (Black, 2012). Root questions: "who's educating us? to what end?" (Black, 2012). -
This is a must read. Carol Black echoes here many of the ideas of Paulo Freire, John Taylor Gatto and the like.
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Diigo 101 - Student Learning with Diigo - 113 views
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"Three main navigation menus of Diigo are My Library, My Network, and My Group which are connected to the key principles of Diigo, explicitly, researching, sharing and collaborating. All information and items collected by users are entered into the My Library on the Diigo serve" -
We invite you to explore the various features of Diigo. Become educated and informed on the powerful use of Diigo for student learning. Learn how this research tool can enhance classroom instruction and promote higher levels of student collaboration. As you navigate through our site you will see examples of valuable lessons and resources, all displayed for your use.
Unlocking the secrets of being a better writer | Times Higher Education - 52 views
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Ariz State Univ - Service Learning syllabus (USL410 Indep Placement) - 7 views
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COURSE OBJECTIVES: This is a graded internship that allows you to integrate your own coursework with a hands-on service learning experience. The central objective of this course is to provide students with community experiences and reflection opportunities that examine community needs, the importance of civic engagement, and social justice issues affecting ethnic minorities and marginalized populations in contemporary American society. Students dedicate 70 hours at a pre-approved site (including Title I K-12 schools, youth programs, health services, social services, environmental programs, government agencies, etc.) directly serving a population in need or supporting activities that contribute to the greater good of our community. A weekly seminar, course readings, discussions, and reflection assignments facilitate critical thinking and a deeper understanding of cultural diversity, citizenship, and how to contribute to positive social change in our community. The course is also designed to provide "real-world" experiences that exercise academic skills and knowledge applicable to each student‟s program of study and career exploration. STUDENT LEARNING OBJECTIVES: Student will be introduced to essential skills associated with their baccalaureate studies to actively serve the local community. While completing this in-depth study of cultural diversity, citizenship and social justice issues facing our community, students will gain an understanding of the value of Social Embeddedness and the importance of incorporating civic engagement into their collegiate careers, as they strive to become civically engaged students. Students will be introduced to inequalities, discrimination, and other community issues facing ethnic minorities and marginalized populations, as well as the correlation with greater societal issues. INTERNSHIP RESPONSIBILITIES: Service hours - 70 hours of community outreach (spread throughout the semester in which you are enrolled in the course)
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Here's a Snapshot of Online Learning in 2015 - The Ticker - Blogs - The Chronicle of Hi... - 29 views
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The Babson Survey Research Group released its last annual survey of the online-education landscape on Tuesday. You can read its report on the survey here, and below are some of its key findings:
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Technology Imperialism, the Californian Ideology, and the Future of Higher Education - 35 views
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Challenging the dominant ideology as told through narratives: Tech = Connectivity = Freedom.
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These 10 trends are shaping the future of education | Education Dive - 74 views
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e demands for innovation probably won't create an all-new landscape, the resulting product of ongoing changes is likely to be unrecognizable compared to that of the last several decades.
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alternative credentialing and changing demographics to testing concerns and the rise of STEM
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America's 629 public four-year institutions, 1,845 private four-year institutions, 1,070 public two-year institutions, and 596 private two-year institutions will soon be competing over a smaller pipeline of potential incoming students.
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expect to see a number of for-profits make the transition to nonprofit or benefit corporation
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5. Open educational resources gaining popularity as textbook prices rise
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Digital textbooks have solved some of those issues to an extent, carrying a lower price point on average and being capable of receiving updated content. But many in higher ed and K-12 are looking beyond the traditional-textbook-
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15 Virginia community colleges are using OER to pilot a "zero textbook cost" program that is expected to save 50,000 students $5 million in its first year.
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(Re)Marking upon #ProfChat - 11 views
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VCUOLE It appears that many students (graduate, undergraduate, professional) are oriented towards receiving answers rather than engaging in exploration. Would the 'curiosity cultivating' learning technologies provide a frustrating experience for such students? -
Possibly, but who says frustration is not a learning experience? The old adage "Give a man a fish and you feed him for a day, teach him how to fish and you feed him for a lifetime" comes to mind. Teach a student to be intellectually and technologically curious and you've given them tools for success long after they've left your tutelage. vcuole
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The challenges and opportunities confronting higher education pedagogy will not be adequately addressed by platforms designed to provide answers
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EdX launches nine low-cost online degrees - 12 views
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Online learning provider edX this week took a big step into the online degree space by announcing plans to launch nine low-cost, large-scale, fully online master's programs from selective institutions. The nonprofit company, one of the early providers of massive open online courses, or MOOCs, will offer the degrees from seven universities: the Georgia Institute of Technology; the University of Texas at Austin; Indiana University; the University of California, San Diego; Arizona State University and two Australian universities -- the University of Queensland and Curtin University.
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How Students Cheat in a High-Tech World - The Chronicle of Higher Education - 36 views
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Cheating has always involved elaborate schemes, but now they are increasingly complex and multinational. Chronicle reporters look at how students in the United States use internet searches to find surrogates overseas to do their work for them, and how those surrogates can raise their standard of living by writing one paper after another.
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Department of Psychology | JMU - 10 views
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If the new trend in textbooks is moving them to computer screens, the switch could have negative consequences as many suggest that people skim more, process more shallowly, and may retain less information when reading online, Daniel said.
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he readers’ goals are different: Individuals reading an e-book for enjoyment aren’t required to pass a comprehension-based test afterward. While they found that learning is possible from both formats, learning from e-textbooks takes longer and requires more effort to reach the same level of understanding, even in a controlled lab environment. At home, students report taking even more time to read e-textbooks as well as higher rates of muti-tasking (e.g., Facebook, electronic chat, texting, email, etc.) than do their peers using printed textbooks.
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In their preliminary findings, the scanning pattern produced when the student read a textbook showed consistent reading from line to line down the page. But the scanning pattern from reading on the screen was less intense.
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Daniel and Jakobsen argue that the information dense textbooks characteristic of natural and social science subjects are not a good fit for current e-textbooks, but there are exceptions for subjects like chemistry and math that include doing formulas and other activities. The liability, Daniel emphasizes, comes when math and chemistry teachers hope their students will learn the explanations, not just the formulas, “Students tend to skip the text and go straight to the formulas, especially if they are graded.”
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shared by Charity Fisher on 28 May 11
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Teachers Testimonials : TTS Online : Free Text to Speech : Read The Words - 83 views
www.readthewords.com/TestTeachers.aspx
exceptional students Language Impaired Learning Disabled in Autistic PDD tools reading aid diversity
shared by Charity Fisher on 28 May 11
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find ReadTheWords.com to be one of the most useful services on the Internet today. Many LD (learning disabled) students struggle with auditory processing.
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these students are very capable, they tend to favor auditory processing, versus the more common visual processing. It is important that these students learn how their mind works and modify their learning techniques accordingly.
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5 students incorporate this service for study of their weekly vocabulary words. We started by making an audio file of the words and definition, and turned it into an mp3 format. The students spent 10 minutes each day on the computer. Each student has averaged a minimum of a full letter grade higher. Two students have received perfect scores for the past 2 weeks.
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ReadTheWords.com been created to cater to these students.
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ReadtheWords.com is an AMAZING SERIVCE for young students.
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ReadTheWords.com allows me to create listening material for some learners that struggle a little bit. It allows my students to read along with the Virtual Avatar Reader. This saves a lot of time so I can focus on certain children without slowing down the rest of the class.
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We create links to audio files that read our upcoming events, and we use it to help visually impaired patrons read anything - articles, letters they have received, emails that can be copy/pasted from their email account...the possibilities are endless! On a personal level, I have been using ReadTheWords toolbar plug in.
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service with my university students who are learning English
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brings the text to life, and stimulates my second language learners in a dynamic way. I would recommend this program to all foreign language teachers,
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I have been assisting students to create audio files of study review materials. This greatly helps them decode and analyze the material for comprehension. I have seen a great improvement on test scores
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Students listen to a piece of their own writing, so they can hear if what they wrote sounds correct. It helps students with comprehension, spelling, grammar and structuring sentences.
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This service is godsend for many students, especially auditory learners. I cannot even begin to imagine how many people this will help in the future. We just received approval to offer this service to our entire school. (Email webmaster@readthewords.com to get a special deal like we did.
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I believe that the audio could act as a reinforcer of the written word as students read. This could be helpful not only with students who are Language Impaired, but also for students who struggle with reading comprehension. -
This website could be benefitical to students who are Hearing Impaired or Learning Disabled in Reading.
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Something not mentioned by these teachers is the possible benefit to Autistic and Aspergers students. I can this being used as a reward or incentive because the work could be done independently. Since these students generally feel more at ease working independently, it would a motivator to them.
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This could be a great tool for Language Impaired students, but also Learning Disabled in reading as well. The audio would act as a reinforcer of the written material. Even though this is learning or reading comprehension tool, students may see it as a reward thereby motivating them to read more. This could a aid to any teacher attempting to motivate reluctant or struggling readers.
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readthewords.com for Special Ed, ESOL, Low Level Readers, Writing and More! -
Read The Words could be a beneficial tool to students who are Language Impaired and/or Learning Disabled in Reading. The audio can reinforce the written word and increase comprehension. Also, it could be a valuable tool for autistic students who prefer to work independently. They can use this to aid comprehension and also it could be a reward. This tool could also add interest to text for any student.
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Yes, Your Syllabus Is Way Too Long - The Chronicle of Higher Education - 23 views
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If you're a faculty member, you've spent the last few weeks preparing your syllabus for the spring semester. You've updated the document and added a little to it. This latest round of edits may have pushed your syllabus another page longer - most now run about five pages, though nearly every campus has lore of some that exceed 20. Lamentations about syllabus bloat started emerging about seven years ago in moods ranging from nostalgia to bemusement to curiosity to irritation to full-blown ideological critique. Based on 20 years of serving on curriculum committees and working with academics across the disciplines on teaching, I agree that, yes, the typical syllabus has now become a too-long list of policies, learning outcomes, grading formulas, defensive maneuvers, recommendations, cautions, and referrals. As a writing-center director who has encouraged instructors to add a pitch for tutoring services, I'm complicit.
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The Reading Brain in the Digital Age: The Science of Paper versus Screens: Scientific A... - 103 views
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prevented them from zooming out to see a neighborhood, state or country
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This explains, in real terms, why I've had so much struggle with online reading! Very interesting article.
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Because of these preferences—and because getting away from multipurpose screens improves concentration—people consistently say that when they really want to dive into a text, they read it on paper
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This is backed up by a recent article: Faris, Michael J., and Stuart A. Selber. "E-Book Issues In Composition: A Partial Assessment And Perspective For Teachers." Composition Forum 24.(2011): ERIC. Web. 31 Mar. 2013.
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Surveys and consumer reports also suggest that the sensory experiences typically associated with reading—especially tactile experiences—matter to people more than one might assume.
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When reading a paper book, one can feel the paper and ink and smooth or fold a page with one's fingers; the pages make a distinctive sound when turned; and underlining or highlighting a sentence with ink permanently alters the paper's chemistry.
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discernible size, shape and weight.
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Although many old and recent studies conclude that people understand what they read on paper more thoroughly than what they read on screens, the differences are often small. Some experiments, however, suggest that researchers should look not just at immediate reading comprehension, but also at long-term memory.
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When taking the quiz, volunteers who had read study material on a monitor relied much more on remembering than on knowing, whereas students who read on paper depended equally on remembering and knowing.
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E-ink is easy on the eyes because it reflects ambient light just like a paper book, but computer screens, smartphones and tablets like the iPad shine light directly into people's faces.
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the American Optometric Association officially recognizes computer vision syndrome.
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People who took the test on a computer scored lower and reported higher levels of stress and tiredness than people who completed it on paper.
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Although people in both groups performed equally well on the READ test, those who had to scroll through the continuous text did not do as well on the attention and working-memory tests.
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Subconsciously, many people may think of reading on a computer or tablet as a less serious affair than reading on paper. Based on a detailed 2005 survey of 113 people in northern California, Ziming Liu of San Jose State University concluded that people reading on screens take a lot of shortcuts—they spend more time browsing, scanning and hunting for keywords compared with people reading on paper, and are more likely to read a document once, and only once.
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When reading on screens, people seem less inclined to engage in what psychologists call metacognitive learning regulation—strategies such as setting specific goals, rereading difficult sections and checking how much one has understood along the way
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Perhaps she and her peers will grow up without the subtle bias against screens that seems to lurk in the minds of older generations.
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They think of using an e-book, not owning an e-book,"
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Participants in her studies say that when they really like an electronic book, they go out and get the paper version.
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When it comes to intensively reading long pieces of plain text, paper and ink may still have the advantage. But text is not the only way to read.
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it is difficult to see any one passage in the context of the entire text.
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