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Good Reads for Great Assessment - The Learner's Way - 43 views
thelearnersway.net/...ood-reads-for-great-assessment
learner education technology collaboration teaching
shared by Nigel Coutts on 27 Aug 17
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Recently I have been diving into the world of Assessment, seeking to better understand how we might design effective processes around this essential phase of the learning cycle. In doing so I have found a wealth of resources and quality reads that offer insights and strategies to be applied into our classrooms. Here then is a sampling of what I have been reading.
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How might we develop self-regulated learners? - The Learner's Way - 17 views
thelearnersway.net/...evelop-self-regulated-learners
learners education technology collaboration teaching learning
shared by Nigel Coutts on 07 Oct 18
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A common question is how do we facilitate the development of independent, self-regulating learners. With an increased focus on the development of dispositional models for learning where the skills and mindset of the learner are crucial, how do we ensure that our learners move from requiring external regulation to a model of internal regulation?
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Social Bookmarking and Diigo - Student Learning with Diigo - 146 views
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Social Bookmarking is simply making bookmarks available to a social network. Rather than storing bookmarks on a local computer, the bookmarks are stored to a social bookmarking website. By default, the bookmarks are available for the network to view.
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Great article that explains the advantages of using Diigo with other educators and students. It also has links to lesson plans and how to videos.
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I found many useful links along with this resource. It clearly points out advantages of using Diigo in education. It also shares how to sync to another popular social bookmarking site. I highly recommend checking this article out.
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The rise of creative youth development: Arts Education Policy Review: Vol 118, No 1 - 3 views
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The article describes creative youth development in the larger contexts of arts education and of education reform.
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Lastly, the article discusses policy, funding, and research needs and opportunities and provides questions for consideration.
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Yet these two worlds largely exist apart, failing to address the reality that youth learn and grow—or fail to reach their potential—through influences and experiences in all spheres of their lives, including home, school, and the settings where they spend time outside of schoo
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attention due to their high levels of youth engagement that contribute to substantial learning, enhanced critical thinking
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Decades of research findings link adolescent engagement, efficacy, and responsibility with opportunities for immersion and mastery, connection in a community of practice, embracing youth voice, and cultivating youth leadership with adolescent engagement, and non-school settings have emerged as crucial developmental and learning environments for youth
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Throughout the United States, teen participants in CYD programs assert that the programs saved their lives, putting them on positive trajectories and away from gangs, drug use, crime, and ennui.
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The creative process at the center of CYD programs contributes to profound personal growth for youth participants
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And as they experience the creative process over an extended period, they learn that they can use it to express their own identities, understand and change the world around them, and connect to the greater human experience.”
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community of practice of youth artists and their artist mentors, the paid, professional artists who comprise the full-time faculty. SAY Sí boasts a 100% rate of graduation and pursuit of higher education in a community with a 45% dropout rat
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hese programs had a central belief in the ability of young people to achieve and grow artistically and personally through creative expression and skill building in the arts.
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impact of arts-based youth programs in reducing risk factors and building protective factors in a study conducted in three American cities
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She also catalogued characteristics of effective CYD programs, such as supporting risk within a safe space (
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Teens develop intrinsic motivation as they immerse themselves and develop competence in a topic, connect with others who share this interest, and work with educators positioned as senior collaborators—
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Education in the United States and Finland: What is and what can be | CTQ - 36 views
www.teachingquality.org/...d-finland-what-and-what-can-be
Global education philosophy SDW Finland United united states
shared by Sharin Tebo on 22 Oct 15
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The simple answer is this: Finland’s cultural values and priorities are manifested in its system of education: “to guarantee all people…equal opportunities and rights to culture, free quality education, and prerequisites for full citizenship.”
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Finland aims to uplift everyone in society; in Finland’s case, this vision can be achieved by providing equitable access to education and other social benefits.
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Finnish students do not begin their formalized education until the age of 7, standardized testing is unheard of in the formative years, and autonomy and play are encouraged throughout the curriculum.
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Finland’s educational system had become more decentralized and decision-making occurred at the local level.
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Constraints on control and standardization facilitated greater flexibility, freedom, and the teaching profession became more supported, trusted, and respected.
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n such a climate, adult stakeholders ostensibly trust one another, causing classroom environments to be less controlling and more collaborative in nature.
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With trust and equity as twin pillars of the educational system, it is unsurprising that Finland is able to focus on learning processes for civic engagement and development rather than on expending unnecessary energy for checklists, data, and oversight.
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Too many of our communities, schools, and students remain constrained and marginalized by poverty, lack of access, and limited opportunities. Too many of us are focused on extrinsic motivators that inevitably lead to competition, compliance, expediency, sanctions, disengagement, and a diminished love of learning.
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“we’re measuring a lot of things in education today,” and wondered, “how are we measuring care?”
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perhaps we should be focusing less on Finnish education and more on the cultural values and conditions that make it possible.
Need your help!! - 25 views
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How Can Teachers Create a Learner-Centered Environment? - Leading From the Classroom - ... - 119 views
blogs.edweek.org/...rner_centered_environment.html
blog classroom teaching learningspaces learningstyles
shared by Roland Gesthuizen on 23 Jun 12
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publishers will need to collaborate more with teachers to be able to create more relevant and meaningful products to support teachers
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"The Alliance for Excellent Education recently released Culture Shift: Teaching in a Learner-Centered Environment Powered By Digital Learning. The report advocates that a culture shift to a learner centered classroom environment is needed to prepare students to meet the challenges and demands of a global economy"
Going Google at TCE - 96 views
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EDUC1015 Evaluation Rubric for Educational Apps.pdf - 5 views
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Webb’s Depth of Knowledge
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21st Century Skills: Does the app require users to engage “21st Century” skills, which includes the ability to collaborate, make data-driven decisions, and solve complex problems?
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Connections to Future Learning: Does the app’s content build users’ literacy or numeracy skills so they are more prepared to engage future content area learning and are on track to become “college and career” ready?
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Delivering on the promise of STEAM - The Learner's Way - 41 views
thelearnersway.net/...vering-on-the-promise-of-steam
STEAM learner education collaboration science technology
shared by Nigel Coutts on 28 Aug 16
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Striving to preserve Truth - The Learner's Way - 12 views
thelearnersway.net/...striving-to-preserve-truth
preserve truth learner collaboration science technology education learning
shared by Nigel Coutts on 12 Feb 17
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What purposes does education serve? What needs of humanity does education serve? What might the product of our labours be like and how might our efforts contribute to the greater good? These are questions we have long struggled with but with but it seems that in the current times we might need to rethink how we answer these questions.
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Girls in Tech - Reflections from VIVID Ideas - The Learner's Way - 12 views
thelearnersway.net/...h-reflections-from-vivid-ideas
girls tech ideas technology collaboration teaching learning science
shared by Nigel Coutts on 12 Jun 16
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Sydney has become a beacon that brings people together and sparks conversations. Most recently the conversation centred on the topic of girls in tech and what might be done to re-dress the gender balance in STEAM subjects and related career pathways. Sponsored by INTEL this Vivid Ideas event drew a mix of entrepreneurs, educators and tech luminaries to the Museum of Contemporary Art on a Saturday afternoon to share their ideas on what might be done.
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Where Everybody Knows Your (Screen) Name: Online Games as "Third Places" - 52 views
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"bowling alone" hypothesis (Putnam, 2000), which suggests that media are displacing crucial civic and social institutions
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According to Putnam, time spent with relatively passive and disengaging media has come at the expense of time spent on vital community-building activities.
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A core problem on both sides of the debate is an underlying assumption that all Internet use is more or less equivalent
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It would be more plausible and empirically rigorous, then, to consider how specific forms of Internet activity impact civic and social engagement as a result of their particular underlying social architectures
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combining conclusions from two different lines of MMO research conducted from two different perspectives—one from a media effects approach, the other from a sociocultural perspective on cognition and learning.
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By providing spaces for social interaction and relationships beyond the workplace and home, MMOs have the capacity to function as one form of a new "third place" for informal sociability much like the pubs, coffee shops, and other hangouts of old.
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They are known for their peculiar combination of designed "escapist fantasy" and emergent "social realism"
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from two research projects: one an examination of the media effects of MMOs, the other an ethnographic study of cognition and culture in such contexts.
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the assumption that the most fruitful advances are sometimes made when congruent findings are discovered through disparate means
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as a way to tease out what happens in the virtual setting of the game and how the people involved consider their own activities, the activities of others, and the contexts in which those activities takes place
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a reasonable level of generalizability (random assignment to condition in the first study) and contextualization (ethnographic description of existing in-game social networks and practices in the second)
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brick-and-mortar "third places" in America where individuals can gather to socialize informally beyond the workplace and home
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virtual environments have the potential to function as new (albeit digitally mediated) third places similar to pubs, coffee shops, and other hangouts.
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the default assumption is that no one person is compelled to participate legally, financially, or otherwise.
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Unless one transforms the virtual world of the game into a workplace (e.g., by taking on gainful employment as a virtual currency "farmer" for example, Dibbell, 2006; Steinkuehler, 2006a) or enters into such agreement, no one person is obligated to log in
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Yee's (2006) interviews also reveal that individuals who game with romantic partners or family find that such joint engagement in the "other world" of MMOs allows them to redefine the nature and boundaries of their offline relationships, often in more equitable terms than what may be possible in day-to-day offline life
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the relationships that play-partners have with one another offline are often "leveled" within the online world
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appeal to people in part because they represent meritocracies otherwise unavailable in a world often filled with unfairness
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"In all such systems, linguistic interactions have been primary: users exchange messages that cement the social bonds between them, messages that reflect shared history and understandings (or misunderstandings) about the always evolving local norms for these interactions" (p. 22).
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such that "one may go alone at almost any time of the day or evening with assurance that acquaintances will be there"
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accessible directly from one's home, making them even more accommodating to individual schedules and preferences
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"What attracts a regular visitor to a third place is supplied not by management but by the fellow customer,"
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"It is the regulars who give the place its character and who assure that on any given visit some of the gang will be there"
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As one informant satirically commented in an interview, "You go for the experience [points], you stay for the enlightening conversation.
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Oldenburg argues that third places are characteristically homely, their d�cor defying tidiness and pretension whenever possible. MMOs do not fit this criterion in any literal sense
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In neither of our investigations did the degree of formality exhibited by players within the game bear any relation to the degree of visual ornamentation of the players' immediate vicinity.
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Thus, while the visual form of MMO environments does not fit Oldenburg's (1999) criterion of "low profile," the social function of those environments does.
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Oldenburg (1999) argues that seriousness is anathema to a vibrant third place; instead, frivolity, verbal word play, and wit are essential.
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The playful nature of MMOs is perhaps most apparent in what happens when individuals do bring gravity to the game.
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Participation becomes a regular part of daily life for players and, among regular gamemates such as guild members, exceptional absences (i.e., prolonged or unforeseen ones) are queried within the game or outside i
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create an atmosphere of mutual caring that, while avoiding entangling obligations per se, creates a sense of rootedness to the extent that regularities exist, irregularities are duly noted, and, when concerning the welfare of any one regular, checked into
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Anderson (1991), who suggests that geographic proximity itself is neither a necessary nor sufficient condition for the emergence and preservation of "community."
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Social capital (Coleman, 1988) works analogously to financial capital; it can be acquired and spent, but for social and personal gains rather than financial
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This form of social capital is marked by tentative relationships, yet what they lack in depth, they make up for in breadth.
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On the one hand, bridging social capital provides little in the way of emotional support; on the other hand, such relationships can broaden social horizons or worldviews, providing access to information and new resources.
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shows that bridging and bonding social capital are tied to different social contexts, given the network of relationships they enable.
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Virtual worlds appear to function best as bridging mechanisms rather than as bonding ones, although they do not entirely preclude social ties of the latter type.
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One could argue that, if the benchmark for bonding social capital is the ability to acquire emotional, practical, or substantive support, then MMOs are not well set up for the task:
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While deep affective relationships among players are possible, they are less likely to generate the same range of bonding benefits as real-world relationships because of players' geographic dispersion and the nature of third places themselves.
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Despite differences in theoretical grounding and methodologies, our conclusions were remarkably similar across complementary macro- and micro-levels.
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It is worth noting, however, that as gamers become more involved in long-term social networks such as guilds and their activities become more "hardcore" (e.g., marked by participation in large-scale collaborative problem-solving endeavors such as "raids" into difficult territories or castle sieges), the function of MMOs as "third places" begins to wane.
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It may be, then, that the structure and function of MMOs as third places is one part of the "life cycle" for some gamers in a given title.
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In such cases, MMOs appear to enable a different kind of sociability, one ostensibly recognizable as a "community" nonetheless.
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However, our research findings indicate that this conclusion is uninformed. To argue that MMO game play is isolated and passive media consumption in place of informal social engagement is to ignore the nature of what participants actually do behind the computer screen
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Perhaps it is not that contemporary media use has led to a decline in civic and social engagement, but rather that a decline in civic and social engagement has led to retribalization through contemporary media (McLuhan, 1964).
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Such a view, however, ignores important nuances of what "community" means by pronouncing a given social group/place as either wholly "good" or "bad" without first specifying which functions the online community ought to fulfill.
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Moreover, despite the semantics of the term, "weak" ties have been shown to be vital in communities, relationships, and opportunities.
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In light of Putnam's evidence of the decline of crucial civic and social institutions, it may well be that the classification "lacking bridging social capital" best characterizes the everyday American citizen. T
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Without bridging relationships, individuals remain sheltered from alternative viewpoints and cultures and largely ignorant of opportunities and information beyond their own closely bound social network.
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it seems ironic that, now of all times, we would ignore one possible solution to our increasingly vexed relationship with diversity.