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Nigel Coutts

Embracing the complexity of change - The Learner's Way - 2 views

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    The potential for reliably predicting the outcome of any change effort is surely difficult if not even impossible once the number of influences becomes large. Acknowledging the complexity that exists and seeing the potential for growth, creativity and innovation that can exist within an organisation at 'the edge of chaos' are useful strategies as schools face a period of unprecedented change. 
Nigel Coutts

The Eight Cultural Forces - The lens & the lever - The Learner's Way - 2 views

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    This unavoidable and irreducible complexity means that schools are challenging place to study, to understand and to manage change within. Even for the teacher who spends everyday inside the school there is so much going on that unguided observations and the plans based upon them come with no guarantee of success. - We need a lens and a lever to manage this complexity. -  Such a lens is offered by the 'cultural forces'.
Ahmed Al Adwani

Project Based Learning | BIE - 0 views

shared by Ahmed Al Adwani on 02 Oct 10 - Cached
  • In Project Based Learning (PBL), students go through an extended process of inquiry in response to a complex question, problem, or challenge. Rigorous projects help students learn key academic content and practice 21st Century Skills (such as collaboration, communication & critical thinking).
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    Schools are set up for PBL. In Project Based Learning (PBL), students go through an extended process of inquiry in response to a complex question, problem, or challenge. Wonderful video on the planning stage for a year long PBL. Planning is important and the more involved all participants are in the planning, the more participation will come from the students. The planning and presentation in online courses adds a nice challenge.
Gini Wurtzel

Designing and Developing E-learning Projects: A Three-Tiered Approach - 0 views

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    This is an E-Learning magazine exerpt from a book, The E-learning Handbook: A Comprehensive Guide to Online Learning (Pfeiffer, 2008), edited by Saul Carliner and Patti Shank. It outlines 3 levels of complexity for e-learning design projects.
Sue Zittlow

Unleashing the Power of Web 2.0 -- Campus Technology - 0 views

  • ecodesign project
  • the project team eventually developed a framework to help make sense of the diversity in the ecodesign arena, and to establish an evolving bachelor's-level ecodesign curriculum for both US and European schools of engineering.
  • the team's extensive use of multimedia attracted the attention of the WSU ePortfolio Contest judges and snagged it one of two second-place awards.
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  • SharePoint Server
  • the ePortfolio includes social networks, video mashups, wikis, access to cloud (web)-based versions of MS Officetype software, and lots of links to Wikipedia and other web-based resources
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    Here is an example of something that is complex, ecodesign, that was able to utilize Web 2.0 technologies and ePortfolios to draw international attention to the topic. This is a success story to help provide data as to why ePortfolios and Web 2.0 tools can help programs susucceed and attract new student attention.
Dennis OConnor

Useful Handcrafted Videos | Common Craft - 2 views

  • Common Craft videos have helped teachers and trainers delight millions by making complex ideas easy to understand.
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    Commoncraft specializes in creating videos that explain complex ideas in easy to understand language. Their free video library includes several short introductions to a wide variety of Web 2.0 technologies.
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    Quick, easy to understand tutorials.
David Stricker

Technology and Engineering Education - PSE - 1 views

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    Technology and Engineering Education helps teachers and students of science, technology, engineering, and math (STEM) find exciting news and resources. Use this search engine to explore topics from current research to employment opportunities in these fields. Teaching children critical thinking abilities requires different teaching methods, learning materials, school structures and assessment techniques. Contemporary education is focusing its attention on the development of higher level thinking skills and the kinds of pedagogical methods used by creative educators: active learning; personal involvement in learning; in depth experience with real life, complex problems; use of technology to aid thinking; information management; and problem solving. This SE can consistently provide information pertaining to these types of learning experiences.
Dennis OConnor

Doug Engelbart: The Demo - 0 views

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    This is the orignal 1968 Englebart demonstration of technology innovations. A black and white video capturing the work at Stanford Research Institute and Douglas Englebart. He works to show, rather than tell what being an computer powered intellectural worker. This is the Demo Called: The mother of all Demos, credited with launching so much of what we live with today in a wired world. He's showing his audience break through ideas like typing text on a screen, copying text, making lists, quickly revising ideas, saving a file, being able to recall notes, jumping from text to text... how it starts with a blank screen. To our modern eyes, this seems so very basic. It's easy to forget that in 1968 computers were mainframe monsters available only to rich corporations, universities, and the government. Here we see the origins of the personal computer and better understand the transformation impact of ideas. After demonstrating what would become 'word processing', Englebar begins to draw on the screen and relate this drawing of his route home from the office to his shopping list. The impact of this Demo changed the world. Viewing it now reminds us of just how far we've come with the tools of thinking. The question is what do we do with the technology? This was the question asked at the Sloan-C symposium in San Francisco this month. (June 2009). Englelbart feels his life's work was dedicated to creating the potential for global problem solving. He challenged a room full of university professors who are the early adopters of e-learning to use the tools and technology we now have to solve the problems, wondering aloud why more hadn't already been done. As academics live in the silos of their disciplines, some reach out beyond the traditional barriers to share, think, research, and learn together. Others sit on committees endlessly define and describing what was, rather that what will be.
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    This is the original 1968 Englebart teleconference demonstration of technology innovations. A black and white video capturing the work at Stanford Research Institute and Douglas Englebart. He works to show, rather than tell what being an computer powered intellectual worker. This is the Demo Called: The mother of all Demos, credited with launching so much of what we live with today in a wired world. He's showing his audience break through ideas like typing text on a screen, copying text, making lists, quickly revising ideas, saving a file, being able to recall notes, jumping from text to text... how it starts with a blank screen. The name of his workspace says so much: Human Intellect Research Center at SRI... as I watch this man demo jumping from link to link on the page, I see the birth of hypertext. I'm on YouTube watching and listening as his ideas unfold and I recall his brief speech on stage (at age 84) recalling the moment when he recognized the enormous power of being able to link ideas in what would some day become known in cyberspace. For that moment, as he traced the movement of ideas in the air with his hands you could see the young man's mind and passion renewed. To our modern eyes, this work will seem a bit nerdy and very basic. His 1968 focus is on a basic process: compose, study modify. His point being that simply linear thinking is inadequate to the task when building complex systems. It's easy to forget that in 1968 computers were mainframe monsters available only to rich corporations, universities, and the government. Here we see the origins of the personal computer and better understand the transformation impact of ideas. After demonstrating what would become 'word processing', Englebar begins to draw on the screen and relate this drawing of his route home from the office to his shopping list. We cut to a feed from Menlo Park that demonstrates the Mouse. Englebart explains the technology that has changed very little sin
Dennis OConnor

Cool Cat Teacher Blog: Facebook Friending 101 for Schools - 0 views

  • Facebook has added an incredible complexity to our lives and relationships for one simple reason: it is in writing. The courts have always put things "in writing" in higher esteem above word of mouth. Now that we are inundated with video, text, and photographs and a set of complex relationships - we end up with things "in writing" that are distributed far beyond our true "friends" into  places that get us in trouble.
Dennis OConnor

Anatomy of the Mobile Market | InfoGraphics - 1 views

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    Visual.ly   a new startup online service dedicated to infographics.   I see a new literacy evolving here.  We'll need to learn how to read data with the save critical filters we use when reading professional papers.  The art of capturing complex data and turning it into more easily understood graphics is growing field. (Great career path for those with the right talents).  However it occurs to be that the old problem of 'seeing is believing' applies here at a profound level.  It's important to remember (or discover) who the author is and not blindly trust the conclusions drawn by the graphic.
momeducator

New York Library Association :: NYLA Calls Upon SED to include Information Literacy in Curriculum for Common Core Standards - 1 views

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    " Advocacy Contact Your Elected Officials Legislative Priorities Advocacy Day Advocacy Tools Snapshot Day Librarians Trustees Library Support Staff Students Public Home » Advocacy » Legislative Priorities NYLA Calls Upon SED to include Information Literacy in Curriculum for Common Core Standards Response to Curriculum RFI Download PDF 1. What are the necessary components for a standards-based curriculum model? A world-class, standards-based curriculum model that will aid school districts and teachers in implementation of the new P-12 New York State Standards in both English Language Arts (ELA) and Mathematics (including the Common Core) for all students must include an Information Fluency Continuum (IFC) led by school librarians. In addition to subject-specific skills, every model curriculum should have embedded information fluency skills that cut across all disciplines and include inquiry, critical thinking, literacy, technology, and digital citizenship skills. An exemplary model of a K-12 Information Fluency Continuum, complete with grade-by-grade benchmark skills and formative assessments at each grade level, has been developed by the New York City School Library System: http://schools.nyc.gov/Academics/LibraryServices/StandardsandCurriculum/default.htm. An IFC will provide New York state students with: Success in college, career, and participation in democratic society: a standards-based curriculum model for New York State must prepare students for success in college and career as well as active participation in our democratic society Development of understanding and ability to learn on own: the curriculum must focus on essential content and skills, with the expectation that students will go beyond the accumulation of knowledge to the development of understanding and the ability to learn on their own A continuum of development: the curriculum should be coherently sequenced so that students are expected to build on previ
vitales2

A blend of Moodle and Web 2.0 technologies « Cruiselyna's Blog - 1 views

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    "Within weeks, what started 3 months earlier as a formal class discussion forum within the closed environment of Moodle has now evolved into a complex network of enthusiastic and independent participants. "
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    This is about the plus side of extending your class using Social Networking.
jennibartels

Educational Leadership:Reshaping High Schools:Put Understanding First - 4 views

  • The mission of high school is not to cover content, but rather to help learners become thoughtful about, and productive with, content. It's not to help students get good at school, but rather to prepare them for the world beyond school—to enable them to apply what they have learned to issues and problems they will face in the future.
    • jennibartels
       
      The Purpose of Schooling - a succinct reminder of why we do this
  • Learning for understanding requires that curriculum and instruction address three different but interrelated academic goals: helping students (1) acquire important information and skills, (2) make meaning of that content, and (3) effectively transfer their learning to new situations both within school and beyond it.
  • learning for understanding.
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  • they will be able to make meaning of facts and address such questions when they naturally arise in their lives.
  • Unfortunately, the common methods of teaching and testing in high schools focus on acquisition at the expense of meaning and transfer.
  • Test results such as these reveal not a failure of coverage but a failure of transfer.
  • Out-of-context learning of skills is arguably one of the greatest weaknesses of the secondary curriculum—the natural outgrowth of marching through the textbook instead of teaching with meaning and transfer in mind.
  • Direct instruction.
  • Facilitation.
  • Coaching.
  • teachers provide opportunities for students to transfer learning in increasingly complex situations.
  • seek to help learners make meaning and understand important ideas and processes.
  • the teacher's primary goal is to help learners acquire basic information and skills through explicit instruction and modeling.
  • Research in cognitive psychology (Bransford, Brown, & Cocking, 2001) challenges the notion that students must learn all the important facts and basic skills before they can address the key concepts of a subject or apply the skills in more complex and authentic ways.
  • Begin with a hook problem.
  • Introduce essential questions.
  • Preview the culminating performance task.
  • Provide direct instruction
  • Provide practice on the basics.
  • Provide opportunities for further discussion.
  • Provide an application task.
  • Lead a whole-class discussion.
  • Provide a small-group application.
  • Revisit the original unit hook problem.
  • Assign the final performance task.
  • Give students opportunities to reflect on the unit's essential questions
  • The textbook should serve as a resource, but not as the syllabus.
  • In high schools today, acquisition of content for its own sake dominates teachers' and students' experience—and therefore, schooling fails to achieve its purpose for a sizable proportion of learners. The approach proposed here suggests that to reform the high school curriculum in a meaningful way, we must challenge the common practice of teaching knowledge and skill for acquisition first and then teaching for meaning and transfer later. Rather, we must recognize that the purposeful and effective use of content is the ever-present goal, and we must design all instruction with that goal in mind.
Jessica MKE

Discovery Education: Tech Tips Blog - 6 views

  • Turning the testing model on its headBy making the whole process more interactive, you put students in greater control of their learning, so they're more invested. Rather than top-down, it's more back-and-forth. It's more about learning for the sake of learning, not just for the sake of the grade. Getting the right answer is fun and rewarding; making mistakes is part of the learning process – less punitive, more forgiving, more encouraging.
    • Stacy Drinkwine Hauser
       
      This would help to fulfill the core curriculum standard for 11th grade English Language Arts.
  • Create online quizzes with the form application for free. This tutorial shows you how.
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  • Encourage students to create and share blogs, book reviews, journals, art and photography portfolios, videos and other creative work.
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    I am in the corporate world, and I take a lot of "boring" exams. I read a book, am expected to memorize everything in it to get a certification, there is no actual "application" or "hands on experience" required, just memorization. I am bookmarking this for future reference, because I think even at the adult level, application, and having fun while learning is absolutely key for them to actually retain what they are learning!
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    Tools for alternative testing
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    An idea, concept or story can be shared through a podcast or video.
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    This is useful for students to summarize a unit or explain a complex topic.
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    Students can summarize a unit or explain a complex topic.
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    hyperlinks to quiz creation sites, games...check out Google Drive. It was a good resource if the school doesn't provide another resource.
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    I would create a formative quiz, similar to an exit slip to have students try at home, or from their phones to be sure they meet the daily learning target.  I want to try having students record their lab summaries, along with at least one lab trial to post to a class website as a way to review previous labs.
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    I would create a formative quiz, similar to an exit slip to have students try at home, or from their phones to be sure they meet the daily learning target.  I want to try having students record their lab summaries, along with at least one lab trial to post to a class website as a way to review previous labs. Has anybody tried anything like this in their classroom? Thoughts?
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    Another survey possibility?
Maggie Rouman

Procrastination: Admitting You Have a Problem, and What to Do About It - Kasia Cieplak-Mayr von Baldegg - The Atlantic - 7 views

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    In a quick, informative video, ASAP Science explains the complex balance of expectations and rewards that makes slacking off so addictive. What happens in our brains? Why do we procrastinate? What we can do about it? This two minute video has some practical tips for avoiding this trap. Something all students can relate to...
Nigel Coutts

Organisational Learning - The Learner's Way - 0 views

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    For schools the concept of a learning organisation should make perfect sense, after all learning is our core business, or it should be. Perhaps that almost three decades after Peter Senge identified the importance of learning within organisations the idea is only now gaining traction in schools tells us something about the approach taken to learning and teaching within schools. With an increased focus on the development of professional learning communities as a response to the complex challenges that emerge from a rapidly changing society, it is worth looking at what a learning organisation requires for success.
Nigel Coutts

Shaping the Curriculum - Exploring Integration - The Learner's Way - 0 views

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    After two days of talking about curriculum, integration, STEM, STEAM and HASS I am left with more questions than I started with. In some respects, the concept of curriculum integration is simple. It is after all something that Primary teachers almost take for granted. But for Senior and Tertiary educators the question of curriculum integration is inherently complex. At all levels questions emerge of what curriculum integration might achieve, what purposes it serves, what it could and should look like and how it should be supported by curriculum planners. In the current climate, with its debate around the role of education within an innovation economy, shaped by technology and confronting demands for a STEAM enabled workforce the shape of our curriculum is under pressure. 
Nigel Coutts

The little things that make a difference - The Learner's Way - 0 views

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    In teaching it is often the little things we do on a daily basis that have the largest cumulative effect. While the events, festivals, camps and more spectacular lessons may stand out in our memories these moments have less overall impact across the time that our students spend in our company. Getting these little details right however is a complex business that demands we bring our best to every interaction, every lesson and every opportunity we have to shape the minds and dispositions of our learners. The result is that there are no easy lessons, no easy days.
Nigel Coutts

Making Compassion the Fifth C of Learning - The Learner's Way - 0 views

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    The question of what learning matters most to our students is one that I return to regularly. A fascinating range of models are available each with similar elements but presented in a slightly different manner. Most could be summarised by the 'Four C's' model outlined in 'Most Likely to Succeed' by Tony Wagner and Ted Dintersmith. Critical thinking, communication, collaboration, and creativity are vital and each plays an important role in allowing us to manage the complexity of modern day life. Beyond being relevant to success in the classroom the Four C's are the foundations of life-long learning but I question if alone they are enough. I believe we must include a fifth; compassion.
Nigel Coutts

Why banning technology is not the answer - The Learner's Way - 1 views

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    There is something about human nature that draws us towards dichotomous patterns of thought; an all or nothing, us or them style of thinking in which an option is either good or it is bad. In such a model complexity and subtle nuance with multiple possible outcomes and routes towards a goal are ignored. The field of educational technology is one where such a pattern is evident and recent ban on technology by a Sydney school shows how this style of analysis can have a significant impact on student learning.
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