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Brian Davies

Research & Reports | Office of Educational Technology - 25 views

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    "DRAFT: Promoting Grit, Tenacity, and Perseverance-Critical Factors for Success in the 21st Century We face a critical need to prepare children and adolescents to thrive in the 21st century-an era of rapidly evolving technology, demanding and collaborative STEM knowledge work, changing workforce needs, economic volatility, and unacceptable achievement gaps. This report takes a close look at a core set of noncognitive factors-grit, tenacity, and perseverance-that are essential to an individual's capacity to strive for and succeed at important goals, and to persist in the face of an array of challenges encountered throughout schooling and gap."
Maureen Greenbaum

L3D Philosophy - 36 views

  • uture is not out there to be "discovered": It has to be invented and designed.
  • Learning is a process of knowledge construction, not of knowledge recording or absorption. Learning is knowledge-dependent; people use their existing knowledge to construct new knowledge. Learning is highly tuned to the situation in which it takes place. Learning needs to account for distributed cognition requiring knowledge in the head to combined with knowledge in the world. Learning is affected as much by motivational issues as by cognitive issues.
  • previous notions of a divided lifetime-education followed by work-are no longer tenable.
  • ...18 more annotations...
  • Professional activity has become so knowledge-intensive and fluid in content that learning has become an integral and inseparable part of "adult" work activities.
  • require educational tools and environments whose primary aim is to help cultivate the desire to learn and create, and not to simply communicate subject matter divorced from meaningful and personalized activity.
  • current uses of technology in education: it is used as an add-on to existing practices rather than a catalyst for fundamentally rethinking what education should be about in the next century
  • information technologies have been used to mechanize old ways of doing business‹rather than fundamentally rethinking the underlying work processes and promoting new ways to create artifacts and knowledge.
  • important challenge is that the ?ld basic skillsº such as reading, writing, and arithmetic, once acquired, were relevant for the duration of a human life; modern ?asic skillsº (tied to rapidly changing technologies) will change over time.
  • We need computational environments to support "new" frameworks for education such as lifelong learning, integration of working and learning, learning on demand, authentic problems, self-directed learning, information contextualized to the task at hand, (intrinsic) motivation, collaborative learning, and organizational learning.
  • Instructionist approaches are not changed by the fact that information is disseminated by an intelligent tutoring system.
  • Lifelong learning is a continuous engagement in acquiring and applying knowledge and skills in the context of authentic, self-directed problems.
  • ubstantial empirical evidence that the chief impediments to learning are not cognitive. It is not that students cannot learn; it is that they are not well motivated to learn.
  • Most of what any individual "knows" today is not in her or his head, but is out in the world (e.g., in other human heads or embedded in media).
  • technology should provide ways to "say the 'right' thing at the 'right' time in the 'right' way
  • challenge of whether we can create learning environments in which learners work hard, not because they have to, but because they want to. We need to alter the perception that serious learning has to be unpleasant rather than personally meaningful, empowering, engaging, and even fun.
  • making information relevant to the task at hand, providing challenges matched to current skills, creating communities (among peers, over the net), and providing access to real practitioners and experts.
  • What "basic skills" are required in a world in which occupational knowledge and skills become obsolete in years rather than decades?
  • reduce the gap between school and workplace learning
  • How can schools (which currently rely on closed-book exams, the solving of given problems, and so forth) be changed so that learners are prepared to function in environments requiring collaboration, creativity, problem framing, and distributed cognition?
  • problem solving in the real world includes problem framing calls into question the practice of asking students to solve mostly given problems.
  • teachers should see themselves not as truth-tellers and oracles, but as coaches, facilitators, learners, and mentors engaging with learners
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