proprietary online platform developed to apply pedagogical practices that have been studied and vetted by one of the world’s foremost psychologists, a former Harvard dean named Stephen M. Kosslyn, who joined Minerva in 2012.
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in title, tags, annotations or urlStudents Need to Learn How to Obtain Knowledge: Part I - 39 views
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In this vast digital age, there is more information available than can ever possibly be processed, and the way that students vet this data is incredibly important. While the internet has opened up the world in amazing and beautiful ways, it has also skewed the way information is obtained. Instant knowledge, or perceived knowledge, is available as soon as kids are old enough to type in a computer password or swipe the lock screen of a tablet or smartphone.
VOCEDplus | VOCEDplus: the international tertiary education research database - 19 views
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"VOCEDplus is a free research database for tertiary education, especially as it relates to workforce needs, skills development, and social inclusion. It encompasses vocational education and training (VET), higher education, adult and community education, informal learning, and VET in Schools. It is international in scope and contains over 55,000 English language records, many with links to full text documents."
The Future of College? - The Atlantic - 29 views
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inductive reasoning
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Minerva class extended no refuge for the timid, nor privilege for the garrulous. Within seconds, every student had to provide an answer, and Bonabeau displayed our choices so that we could be called upon to defend them.
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Mozilla Open Badges Blog - Badges for Vets || Digital Badges help connect skilled Veterans to opportunities - 16 views
Top 10 Sites for Educational Apps - 230 views
Kideos.com - Safe Videos for Children - 105 views
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Watch vetted videos for children in your class. A good selection of topics and age based material. http://ictmagic.wikispaces.com/Video,+animation,+film+&+Webcams
Return to Sender -- THE Journal - 60 views
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The upshot of this neglect, the report goes on to say, is to leave students unsuited for a work environment in which knowing core subject content can be secondary to being able to use technology to demonstrate the so- called 21st century skills that employers now demand:
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increasingly value people who can use their knowledge to communicate, collaborate, analyze, create, innovate, and solve problems."
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it's also about turning information into knowledge through Web searching and vetting. It's about developing effective multimedia presentations. It's about seamlessly using digital tools to collaborate and problem-solve.
Reading and the Web - Texts Without Context - NYTimes.com - 49 views
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It’s also a question, as Mr. Lanier, 49, astutely points out in his new book, “You Are Not a Gadget,” of how online collectivism, social networking and popular software designs are changing the way people think and process information, a question of what becomes of originality and imagination in a world that prizes “metaness” and regards the mash-up as “more important than the sources who were mashed.”
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Core discussion topic? From this, I see a few discussion issues: 1. Do we prize "mash-ups" more than original work? Who is "we" in this? 2. If the answer to #1 is "yes," then the next question is: is this good or bad? 3. Finally, if the answer is "bad" to #2, what place do "mash-ups" have, and how do we help our students see the value in original work?
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Web 2.0 is creating a “digital forest of mediocrity” and substituting ill-informed speculation for genuine expertise;
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Mr. Johnson added that the book’s migration to the digital realm will turn the solitary act of reading — “a direct exchange between author and reader” — into something far more social and suggested that as online chatter about books grows, “the unity of the book will disperse into a multitude of pages and paragraphs vying for Google’s attention.”
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Wikipedia Comes of Age - The Chronicle of Higher Education - 38 views
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Not all information is created equal. The bottom layers (the most ubiquitous, whose sources are the most ephemeral, and with the least amount of validation) lead to layers with greater dependability, all the way to the highest layers, made up mostly of academic resources maintained and validated by academic publishers that use multiple peer reviews, trained editors, and scholarly reviewers. When the system is effective, the layers serve to reinforce one another through clear pathways that allow queries to move from one layer to another with little resistance.
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Most of the nearly 2,500 students who responded said they consult Wikipedia, but when questioned more deeply, it became clear that they use it for, as one student put it, "pre-research." In other words, to gain context on a topic, to orient themselves, students start with Wikipedia. That makes perfect sense. Through user-generated efforts, Wikipedia is comprehensive, current, and far and away the most trustworthy Web resource of its kind. It is not the bottom layer of authority, nor the top, but in fact the highest layer without formal vetting. In this unique role, it therefore serves as an ideal bridge between the validated and unvalidated Web.
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Most of the nearly 2,500 students who responded said they consult Wikipedia, but when questioned more deeply, it became clear that they use it for, as one student put it, "pre-research." In other words, to gain context on a topic, to orient themselves, students start with Wikipedia.
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Faculty and IT: Conversations and Collaboration (EDUCAUSE Review) | EDUCAUSE - 20 views
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IT staff should participate in academic planning to develop course projects and institution-wide outcomes, and faculty should sit on technology committees to develop shared goals and values with IT staff.
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Only with the insight this provides can IT staff propose systemic technological solutions that meet the specific needs, as well as the broader academic objectives, of faculty.
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faculty need to know how students learn with technology and what students can create or do because of it.3
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http://jokaydia.com/ - 0 views
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