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david stong

Tweaked science textbook diagrams boost student understanding - Futurity - 0 views

www.futurity.org/ogy-diagrams-education-3208652

diagrams illustrations design

shared by david stong on 20 Apr 24 - No Cached
  • david stong on 20 Apr 24
     
    "This study suggests textbook publishers can improve student understanding of key concepts by revisiting the design of these life cycle diagrams. Furthermore, our findings suggest there may be value in studying the design elements in other life science diagrams to see if we can make them more effective teaching tools."
Miki Lau

EDUC1015 Evaluation Rubric for Educational Apps.pdf - 5 views

Apps

shared by Miki Lau on 09 Mar 22 - No Cached
  • Webb’s Depth of Knowledge
    • Miki Lau
      Miki Lau on 09 Mar 22
       
      What is it?
  • 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?
  • 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?
Siri Anderson

Earth Day 1970 - 2020: 50th Anniversary || Time Will Tell - YouTube - 8 views

www.youtube.com/watch

environmental_education Mary_Carson video visuals

shared by Siri Anderson on 08 Mar 21 - No Cached
  • Siri Anderson on 08 Mar 21
     
    Saving the planet for future generations has to be a priority of our educational system, now. This video has great visuals. I also recommend reading Falter by Bill MacKibben.
Siri Anderson

BLACK FUTURES MONTH - M4BL - 5 views

m4bl.org/black-futures-month

BLM Black_History M4BL video futurist Black_Futurist SciFi

shared by Siri Anderson on 03 Feb 21 - No Cached
  • Siri Anderson on 03 Feb 21
     
    Exciting movie to share this month capturing the inspiring collective action African Americans are doing.
Nigel Coutts

What might education focus on post COVID19? - The Learner's Way - 11 views

thelearnersway.net/...ducation-focus-on-post-covid19

education change dispositions 21stcenturylearning

shared by Nigel Coutts on 21 Jan 21 - No Cached
  • Nigel Coutts on 21 Jan 21
     
    As we move towards this brighter future with the fear of a global pandemic somewhat alleviated, what might be our next steps? How might we apply the lessons learned so rapidly, and brutally during this past twelve-month period? Might COVID be a catalyst for the reinvention of education that so many have been calling for?
Nigel Coutts

Two resources you might like. - The Learner's Way - 20 views

thelearnersway.net/...two-resources-you-might-like

education change future

shared by Nigel Coutts on 03 Nov 20 - No Cached
  • Nigel Coutts on 03 Nov 20
     
    Two resources that might appeal to educators pondering the future.
Nigel Coutts

Reimagining Education for Uncertain Times with David Perkins - The Learner's Way - 11 views

thelearnersway.net/...rtain-times-with-david-perkins

education thinking lifeworthy future wise

shared by Nigel Coutts on 23 Aug 20 - No Cached
  • Nigel Coutts on 23 Aug 20
     
    These two powerful questions framed a recent webinar presented by Professor David Perkins of Harvard Graduate School of Education's Project Zero. Answering these questions and helping teachers find meaningful and contextually relevant answers to these questions has been a focus of Perkins' work, especially in recent times. His book "Future Wise: Educating Our Children for a Changing World" introduced us to the notion of lifeworthy learning or that which is "likely to matter in the lives our learners are likely to live". This is a powerful notion and one that has the potential to change not only what we teach but also how we go about teaching what we do.
Nigel Coutts

Are we there yet? Are we there? - The Learner's Way - 6 views

thelearnersway.net/...are-we-there-yet-are-we-there

learner agency education teaching learning thinking

shared by Nigel Coutts on 20 Jun 20 - No Cached
  • Nigel Coutts on 20 Jun 20
     
    This much-maligned question seems so appropriate for education's recent history. All that was normal, everything that was routine, all of our structures, have been turned upside down and hurled into the wind of COVID19. From having spoken of a future dominated by volatility, uncertainty, complexity and ambiguity (VUCA), we have found ourselves living in it. Innovation and creativity became the new normal as we "Apollo 13" schooling into a model that met the demands of emergency remote learning. The pressure, the workload, the demands on our time and the cognitive load have all been immense, and so it seems fitting to ask "Are we there yet?".
Jeff Andersen

How to Run a Successful Virtual Event [+ Examples] - 4 views

blog.hubspot.com/...-successful-virtual-conference

virtual events

shared by Jeff Andersen on 25 Mar 20 - No Cached
  • Jeff Andersen on 25 Mar 20
     
    Nowadays, plenty of business is done virtually. For instance, you might begin your morning by answering emails and editing a colleague's blog post via Google Doc. Your colleague is working from home today, so you Slack him to let him know when the piece is ready. In the afternoon, you have a 1:1 via Zoom with your remote manager. Then, around 4 PM, you log into a company's webinar to learn more about Social Media Marketing in 2020. The webinar has a panel of experts, and you're able to download the recorded webinar later for future reference.
Nigel Coutts

Celebrating the significance of creativity for educations future success - The Learner's Way - 4 views

thelearnersway.net/...-for-educations-future-success

education creativity learning 21stcenturylearning thinking problem solving

shared by Nigel Coutts on 23 Feb 20 - No Cached
  • Nigel Coutts on 23 Feb 20
     
    Our collective ability to learn and by doing so, adapt to changing circumstances through the acquisition of new skills and dispositions is what Edward de Bono refers to as EBNE; Essential But Not Enough. - What then might education need as it develops a response to times of rapid change?
Nigel Coutts

What skills might our students most need beyond school? - The Learner's Way - 10 views

thelearnersway.net/...udents-most-need-beyond-school

education 21st century teaching curriculum

shared by Nigel Coutts on 16 Feb 20 - No Cached
  • Nigel Coutts on 16 Feb 20
     
    It is tempting to make predictions of the skills that our students will need beyond their time at school. Such wondering can be a useful guide as we contemplate what we shall focus on with our curriculum. Unsurprisingly, there is no shortage of predictions for future skillsets published by educators, economists and analysts. What might we learn from such lists, and how should education systems respond?
Anna Rubio Carbó

SCEWC: La ciutat del futur. Departament de Polítiques Digitals i Administració Pública - 1 views

politiquesdigitals.gencat.cat/...scewc-ciutatdelfutur

trend

shared by Anna Rubio Carbó on 21 Nov 19 - No Cached
  • Anna Rubio Carbó on 21 Nov 19
     
    Resumen de las tendencias de la ciudad del futuro que se están proyectando estos días en Barcelona, en el Smart City Expo Word Congress. También en educación!
Martin Leicht

How Google Interferes With Its Search Algorithms and Changes Your Results - WSJ - 17 views

www.wsj.com/...anges-your-results-11573823753

google internet algorithms searching digital life online

shared by Martin Leicht on 15 Nov 19 - No Cached
  • a shift from its founding philosophy of “organizing the world’s information,” to one that is far more active in deciding how that information should appear.
  • Google keeps blacklists to remove certain sites or prevent others from surfacing in certain types of results. These moves are separate from those that block sites as required by U.S. or foreign law,
  • Far from being autonomous computer programs oblivious to outside pressure, Google’s algorithms are subject to regular tinkering from executives and engineers who are trying to deliver relevant search results, while also pleasing a wide variety of powerful interests and driving its parent company’s more than $30 billion in annual profit.
  • ...4 more annotations...
  • Google made more than 3,200 changes to its algorithms in 2018, up from more than 2,400 in 2017 and from about 500 in 2010
  • testing showed wide discrepancies in how Google handled auto-complete queries and some of what Google calls organic search results
    • Martin Leicht
      Martin Leicht on 15 Nov 19
       
      Alternatives - Microsoft's BING - DuckDuckGo and Yahoo. check them out when you get time
  • Google said 15% of queries today are for words, or combinations of words, that the company has never seen before, putting more demands on engineers to make sure the algorithms deliver useful results.
    • Martin Leicht
      Martin Leicht on 15 Nov 19
       
      How do you connect your post/content to future searches? Tagging only gets you so far. Thus, Google "tinkers" with the algorithm to product "the best" results. Interesting & concerning!
  • ALGORITHMS ARE effectively recipes in code form, providing step-by-step instructions for how computers should solve certain problems. They drive not just the internet, but the apps that populate phones and tablets.
    • Martin Leicht
      Martin Leicht on 15 Nov 19
       
      Yet, we never (almost never) eat the same thing (recipe) twice in a day. We indulge ourselves with comfort food, yes. And we seek out new taste sensations.
Martin Leicht

Opinion | Steve Jobs Was Right: Smartphones and Tablets Killed the P.C. - The New York Times - 6 views

www.nytimes.com/...apple-macbook-pro-ipad.html

Apple Steve Jobs tablet iPad laptop smartphones tablets

shared by Martin Leicht on 14 Nov 19 - No Cached
    • Martin Leicht
      Martin Leicht on 14 Nov 19
       
      Would like to know more about "productivity dream machines."
  • they’re productivity dream machines
  • keyboard is better and more durable
  • ...5 more annotations...
  • Among other things, I now research and write just about every column using an iPad (I still compose many first drafts by speaking into my headphones, but I’m an odd duck).
    • Martin Leicht
      Martin Leicht on 14 Nov 19
       
      Speaking a draft into the headphones, wow, talk about visualization of things? Can you see the draft in your head?
  • Jobs declared the iPad to be the future of computing. “PCs are going to be like trucks,”
  • Like a phone, in most scenarios I find the iPad to be faster, more portable and easier to use and maintain than any traditional P.C. I’ve ever owned.
  • The iPad still can’t do everything a laptop can, and I still have to log in to a “real” computer sometimes.
  • the iPad doesn’t work with antiquated work flows that are built for PCs
meghankelly492

(PDF) A Systematic Review of Treatments for Music Performance Anxiety - 2 views

www.researchgate.net/..._for_Music_Performance_Anxiety

world Music

shared by meghankelly492 on 15 Sep 19 - No Cached
  • Four other studies (three of which are dissertations) assessed behavioral treatments forMPA on music students. Grishman (1989) and Mansberger (1988) used standard musclerelaxation techniques, Wardle (1969) compared insight/relaxation and systematic desensi-tisation techniques, and Deen (1999) used awareness and breathing techniques
  • A systematic review of all available treatment studies for music performance anxiety was undertaken.
  • reported that 24% of musicians frequently suffered stage fright, defined in this study as themost severe form of MPA, 13% experienced acute anxiety and 17% experienceddepression.
  • ...24 more annotations...
  • 59% of musicians in symphony orchestras reported performance anxiety severe enough toimpair their professional and/or personal functioning.
  • A recent study indicated that MPA is not limited to orchestralmusicians, showing that opera chorus artists are also prone to high levels of performanceanxiety
  • However, since not allperformers suffer the same degree of MPA, or indeed report the same levels of occupationalstress, individual differences in a range of psychological characteristics are likely to accountfor variations in the degree to which musicians experience symptoms
  • A large number of treatment modalities (e.g., behavioral, cognitive, pharmacological andcomplementary) has been developed for music performance anxiety (MPA)
  • However, areview of this literature indicates that the field is still in its infancy with respect to theconceptual and theoretical formulations of the nature of MPA and its empiricalinvestigation.
  • Anxiety may be triggered by conscious,rational concerns or by cues that trigger, unconsciously, earlier anxiety producingexperiences or somatic sensations.
  • These findings suggest that multi-modal interventions are needed toaddress the multiple difficulties experienced by test anxious individuals.
  • with some focusing on behavioral change, some on cognitivechange, others on reduction of physiological symptoms through the use of pharmacotherapy,and some on idiosyncratic formulations
  • For drug studies, the keywords were beta-blocker [Beta blockers block the effect ofadrenaline (the hormone norepinephrine) on the body’s beta receptors. This slows downthe nerve impulses that travel through the heart. As a result, the resting heart rate is lower,the heart does not have to work as hard and requires less blood and oxygen
  • Brodsky (1996) and Nube´(1991) were most useful.
  • The interventionsassessed included systematic desensitization, progressive muscle relaxation, awareness andbreathing and behavioural rehearsal
  • In summary, behavioral treatments do appear to be at least minimally effective in thetreatment of MPA, although the heterogeneity of the treatment approaches employedmakes it difficult to isolate consistent evidence for the superiority of any one type ofbehavioral intervention
  • Two studies (see Tables II and IV) assessed the therapeutic effect of cognitive techniquesalone on MPA.
  • A dissertation by Patston (1996) reported a comparison of cognitive (e.g.positive self-talk, etc.) and physiological strategies in the treatment of MPA. No significantimprovements on vocal and visual manifestations of performance anxiety were found foreither treatment or control groups. However, the sample consisted of only 17 operastudents who were not specifically selected on the basis of their MPA severity, and theintervention was conducted by the author, a singer and teacher, who had no training inpsychology.
  • Three studies (see Table III) assessed the therapeutic effect of cognitive-behavioralstrategies on MPA. Harris (1987), Roland (1993), and Kendrick et al. (1982) all reportedthat standard CBT techniques were effective in the treatment of MPA in studentsspecifically selected for study because of the severity of their MPA.
  • Harris (1987) and Roland(1993) reported that CBT led to reductions in state anxiety as measured by the STAI,although Kendrick et al. (1982) failed to find a significant difference between treatment andcontrol groups on this measure.
  • The evidence for improvements in MPA following CBT is quite consistent, althoughfurther studies with larger samples are needed to confirm this evidence.
  • Beta-blockers have become increasingly popular among performers in recent years. Forexample, Lockwood (1989), in a survey of 2,122 orchestral musicians, found that 27% usedpropranolol to manage their anxiety prior to a performance; 19% of this group used thedrug on a daily basis.
  • Nube´ (1991) identified nine studies examining the effects of various beta-blockers(Atenolol, Metopolol, Nadolol, Oxprenolol, Propranolol, Pindolol) on MPA.
  • The findings regarding the effects of beta blockers on otheroutcome measures were less conclusive.
  • A rigorous definition of MPA is needed to advance treatment. However, defining MPA as asocial anxiety (social phobia) using criteria set out in DSM-IV-TR (APA, 2000) as theinclusion criteria may be too restrictive, particularly if the musician presenting for treatmentexperiences MPA as a focal anxiety (ie does not meet other criteria for social anxiety).
  • Few ofthe intervention studies reviewed acknowledged that performers need a certain amount ofarousal or anxiety to maximise their performance.
  • None of the studies could be pooled in a meta-analysis primarily because too fewprovided sufficient data to calculate effect sizes, use of diverse subject groups andtreatments, duration and intensity of treatment, and use of disparate outcome measures
  • In conclusion, the literature on treatment approaches for MPA is fragmented, incon-sistent, and methodologically weak. These limitations make it difficult to reach any firmconclusions about the effectiveness of the various treatment approaches reviewed. Forsignificant progress to be made, future research will require a clear definition of MPA,consistency and strength in methodology, and the development of robust and appropriateoutcome measures.
meghankelly492

Mental skills for musicians: Managing music performance anxiety and enhancing performance. - 1 views

psycnet.apa.org/...2011-20583-001.pdf

world Music

shared by meghankelly492 on 15 Sep 19 - No Cached
  • In asurvey of 2,212 classical musicians, 40% re-ported that anxiety interfered with their perfor-mances (Kirchner, Bloom, & Skutnick–Henley,
  • , see Kenny (2005) andMcGinnis and Milling (2005
  • Few studies have investigated whether a cog-nitive intervention can reduce anxiety and en-hance performance in musicians (Lehrer, 1987;Steptoe & Fidler, 1987)
  • ...30 more annotations...
  • did notreturn any recent studies investigating the effec-tiveness of a purely cognitive intervention in thetreatment of MPA; consequently, research inthis particular area is needed
  • Past re-search has focused on combined interventions;however, often these programs run for over 6weeks and it is unknown which aspects of theintervention are most effective (e.g., Nagel,Himle, & Papsdorf, 1989)
  • State–Trait Anxiety Inventory (STAI).The STAI is widely used in anxiety researchand is considered to be a valid and reliable scale(Kenny, 2006).
  • The PAI (Nagel, Himle, & Papsdorf, 1981) isbased on the STAI and is a music inventoryassessing the three-systems model of anxiety
  • heart rate at 10 min, 5
  • Signs of anxiety included trem-bling knees, lifting shoulders, stiff back and/orneck, trembling hands, stiff arms, face deadpan,shaking head, moistening and/or biting lips, dis-tressed facial expressions, and sweating.
  • Nagel et al.reported that the average preintervention scorewas 55 and the average postintervention scorewas 38, with a score of 39 or less indicating a
  • person has few problems with performance anx-iety
  • Researchers have found that MPA af-fects instrumentalists and vocalists of all agesand abilities, including students, professionals,amateurs, and children (Brotons, 1994; Kenny,2006; Liston, Frost, & Mohr, 2003)
  • Few studies have investigated whether a cog-nitive intervention can reduce anxiety and en-hance performance in musicians (Lehrer, 1987;Steptoe & Fidler, 1987)
  • Few studies have investigated whether a cog-nitive intervention can reduce anxiety and en-hance performance in musicians (Lehrer, 1987;Steptoe & Fidler, 1987
  • The cognitive intervention had no significanteffect on anxiety levels. Sweeney and Horan’s(1982) study indicated that a cognitive restruc-turing program may be helpful in the treatmentof MPA; their program, featuring cognitive re-structuring, significantly reduced anxiety.
  • d it is unknown which aspects of theintervention are most effective (e.g., Nagel,Himle, & Papsdorf, 1989)
  • The STAI is widely used in anxiety researchand is considered to be a valid and reliable scale
  • Performance Anxiety Inventory (PAI)
  • cognitive, behavioral, and physiological fac
  • and has beenwidely used in treatment outcome research
  • Behavioral Anxiety Index (BAI)
  • igns of anxiety included trem-bling knees, lifting shoulders, stiff back and/orneck, trembling hands, stiff arms, face deadpan,shaking head, moistening and/or biting lips, dis-tressed facial expressions, and sweating
  • Participants were then taught howthoughts, behaviors, and feelings interact andinfluence performance
  • practical exercise, how people waste their en-ergy trying to control uncontrollable factors,thereby impairing performance
  • This exercise wasdesigned to demonstrate how thoughts cansometimes be irrational and can be changed inlight of new evidence
  • how to use self-talk effectively and how touse cues
  • Participants practiced how to identify negativethoughts, stop the thoughts, and use cues to helpthem overcome the negative thoughts.
  • Imagery is a mentalexercise that can help athletes maintain concen-tration, decrease anxiety, and improve confi-dence; thus, it may also be helpful for somemusicians (Gregg & Clark, 2007).
  • Participants in the wait-list controlgroup waited 3 weeks until their second perfor-mance, which was on the same night as theirfirst worksho
  • MPA is a pervasive problem affecting musi-cians of all ages and abilities. As compared withthe research on mental skills training in athletes,relatively little is known about the assessment,treatment, and theoretical underpinnings ofMPA
  • Kenny (2006) suggested that improving perfor-mance quality will have a positive, self-reinforcing effect on the musician and enhanceconfidence in future performances.
  • We predicted that anxiety levels would de-crease in the treatment group from pre- to post-test. This hypothesis was partially supported.Specifically, there was a significant reductionon the PAI in the treatment group. Although theparticipants improved after the intervention,they were still not within the optimal rangeaccording to Nagel et al. (1981
  • Although the decrease in anxiety was notas large in our study, our participants droppedfrom the high performance anxiety category tothe moderate performance anxiety category
meghankelly492

Precompetitive appraisal, performance anxiety and confidence in conservatorium musicians: A case for coping - Margaret S. Osborne, Gary E. McPherson, 2019 - 0 views

journals.sagepub.com/...0305735618755000

world Music

shared by meghankelly492 on 21 Aug 19 - No Cached
  • Primary and secondary appraisals formed theoretically consistent and reliable evaluations of threat and challenge. Secondary appraisals were significantly lower for students who viewed the performance as a threat. Students who viewed the performance as a challenge reported significantly less cognitive anxiety and higher self-confidence. Findings indicate that the PAM is a brief and reliable measure of cognitive appraisals that trigger precompetitive emotions of anxiety and confidence which can be used to identify those performers who could benefit from pre-performance intervention strategies to manage performance stress.
  • Music performance anxiety (MPA) can be controlled when musicians cognitively restructure their own thoughts and feelings about their performance by anticipating symptoms of anxiety and turning them to constructive use
  • The cognitive interpretation, or appraisal, of an initial emotional response, such as fear, exerts a proximal influence on performance
  • ...4 more annotations...
  • and substantially determines if performers will suffer emotion-related detriments or profit from emotion-related benefits
  • Emotions that are too weak or intense and feel unpleasant lead to lower motivation, distracted attention, and reduced performance.
  • On the other hand, appropriately intense emotions which feel pleasant and are expected to help future performance are more likely to lead to increased effort, better decision making, and hence enhanced performance
  • Mann-Whitney U tests of mean ranks showed that compared to students who viewed performance as a threat (MThreat = 7.00, SDThreat = 0.99), students who viewed performance as a challenge (MChallenge = 5.02, SDChallenge = 1.91); reported significantly less cognitive anxiety at pre-recital (U = 21.00, z = -2.167, p = .028) and significantly higher self-confidence both at the start of semester, (MThreat = 4.79, SDThreat = 0.90; MChallenge = 6.42, SDChallenge = 1.08; U = 29.50, z = -3.555, p < .001) and pre-recital (MThreat = 4.45, SDThreat = 0.72; MChallenge = 6.55, SDChallenge = 0.98; U = 2.50, z = -3.104, p < .001, Figure 2).
Nigel Coutts

Reflections from The Future of Education Conference - The Learner's Way - 9 views

thelearnersway.net/...future-of-education-conference

reflections future education conference teaching collaboration learning

shared by Nigel Coutts on 07 Jul 19 - No Cached
  • Nigel Coutts on 07 Jul 19
     
    The Future of Education is a topic often discussed, and at the recent gathering of educators in Florence, it was the title and theme for the conference. Now in its ninth year, The Future of Education is an international conference that attracts educators from around the world and across all domains touched by education. The conference is an inspiring two days of discussion and sharing, with the city of Florence, the centre of the Renaissance, providing a constant reminder of what might be possible when creativity and critical thinking combine. Here are my key takeaways from this event.
Nigel Coutts

A New Renaissance - The Future of Education — The Learner's Way - 1 views

thelearnersway.net/...ssance-the-future-of-education

renaissance future education learner

shared by Nigel Coutts on 30 Jun 19 - No Cached
  • Nigel Coutts on 30 Jun 19
     
    This week I am in Florence having spent two days at "The Future of Education" conference. Visiting this city, which has played such a significant role in western history, is inspiring. It encourages one to not only look back at what was, but also to look ahead at what might be, especially when the t
Nigel Coutts

How might we prepare our students for an unknown future? - The Learner's Way - 10 views

thelearnersway.net/...students-for-an-unknown-future

students unknown future learner education technology

shared by Nigel Coutts on 23 Jun 19 - No Cached
  • Nigel Coutts on 23 Jun 19
     
    How might we prepare our students for an unknown future? If we accept that we are living in times of rapid change and that the world our children will inhabit is likely to be very different from the world of today, or perhaps more importantly, different from the work our current education system was designed to serve, what should we do to ensure our children are able to thrive?
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