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Alfie Kohn, Trouble with Rubrics, English Journal, March 2006 - 0 views

www.alfiekohn.org/...rubrics.htm

grades assessment thinking risk taking learning wisdom

shared by anonymous on 15 Jul 09 - Cached

anonymous on 15 Jul 09

*...research shows three reliable effects when students are graded: They tend to think less deeply, avoid taking risks, and lose interest in the learning itself. *Rubrics are, above all, a tool to promote standardization, to turn teachers into grading machines or at least allow them to pretend that what they're doing is exact and objective.

<div class="cArrow"> </div><div class="cContentInner">*...research shows three reliable effects when students are graded: They tend to think less deeply, avoid taking risks, and lose interest in the learning itself. *Rubrics are, above all, a tool to promote standardization, to turn teachers into grading machines or at least allow them to pretend that what they're doing is exact and objective.</div>

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anonymous on 15 Jul 09

http://www.alfiekohn.org/teaching/rubrics.htm *...research shows three reliable effects when students are graded: They tend to think less deeply, avoid taking risks, and lose interest in the learning itself. *Rubrics are, above all, a tool to promote standardization, to turn teachers into grading machines or at least allow them to pretend that what they're doing is exact and objective.

<div class="cArrow"> </div><div class="cContentInner"><a href="http://www.alfiekohn.org/teaching/rubrics.htm" rel="nofollow" target="_blank">http://www.alfiekohn.org/teaching/rubrics.htm</a> *...research shows three reliable effects when students are graded: They tend to think less deeply, avoid taking risks, and lose interest in the learning itself. *Rubrics are, above all, a tool to promote standardization, to turn teachers into grading machines or at least allow them to pretend that what they're doing is exact and objective.</div>

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anonymous on 15 Jul 09

http://www.alfiekohn.org/teaching/rubrics.htm downloaded on 7.15.09 *...research shows three reliable effects when students are graded: They tend to think less deeply, avoid taking risks, and lose interest in the learning itself. *Rubrics are, above all, a tool to promote standardization, to turn teachers into grading machines or at least allow them to pretend that what they're doing is exact and objective.

<div class="cArrow"> </div><div class="cContentInner"><a href="http://www.alfiekohn.org/teaching/rubrics.htm" rel="nofollow" target="_blank">http://www.alfiekohn.org/teaching/rubrics.htm</a> downloaded on 7.15.09 *...research shows three reliable effects when students are graded: They tend to think less deeply, avoid taking risks, and lose interest in the learning itself. *Rubrics are, above all, a tool to promote standardization, to turn teachers into grading machines or at least allow them to pretend that what they're doing is exact and objective.</div>

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anonymous on 15 Jul 09

http://www.alfiekohn.org/teaching/rubrics.htm downloaded on 7.15.09 *...research shows three reliable effects when students are graded: They tend to think less deeply, avoid taking risks, and lose interest in the learning itself. *Rubrics are, above all, a tool to promote standardization, to turn teachers into grading machines or at least allow them to pretend that what they're doing is exact and objective. *As long as the rubric is only one of several sources, as long as it doesn't drive the instruction, it could conceivably play a constructive role.

<div class="cArrow"> </div><div class="cContentInner"><a href="http://www.alfiekohn.org/teaching/rubrics.htm" rel="nofollow" target="_blank">http://www.alfiekohn.org/teaching/rubrics.htm</a> downloaded on 7.15.09 *...research shows three reliable effects when students are graded: They tend to think less deeply, avoid taking risks, and lose interest in the learning itself. *Rubrics are, above all, a tool to promote standardization, to turn teachers into grading machines or at least allow them to pretend that what they're doing is exact and objective. *As long as the rubric is only one of several sources, as long as it doesn't drive the instruction, it could conceivably play a constructive role.</div>

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anonymous on 15 Jul 09

http://www.alfiekohn.org/teaching/rubrics.htm downloaded on 7.15.09 *...research shows three reliable effects when students are graded: They tend to think less deeply, avoid taking risks, and lose interest in the learning itself. *Rubrics are, above all, a tool to promote standardization, to turn teachers into grading machines or at least allow them to pretend that what they're doing is exact and objective. *As long as the rubric is only one of several sources, as long as it doesn't drive the instruction, it could conceivably play a constructive role. *students whose attention is relentlessly focused on how well they're doing often become less engaged with what they're doing.

<div class="cArrow"> </div><div class="cContentInner"><a href="http://www.alfiekohn.org/teaching/rubrics.htm" rel="nofollow" target="_blank">http://www.alfiekohn.org/teaching/rubrics.htm</a> downloaded on 7.15.09 *...research shows three reliable effects when students are graded: They tend to think less deeply, avoid taking risks, and lose interest in the learning itself. *Rubrics are, above all, a tool to promote standardization, to turn teachers into grading machines or at least allow them to pretend that what they're doing is exact and objective. *As long as the rubric is only one of several sources, as long as it doesn't drive the instruction, it could conceivably play a constructive role. *students whose attention is relentlessly focused on how well they're doing often become less engaged with what they're doing.</div>

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anonymous on 15 Jul 09

http://www.alfiekohn.org/teaching/rubrics.htm downloaded on 7.15.09 *...research shows three reliable effects when students are graded: They tend to think less deeply, avoid taking risks, and lose interest in the learning itself. *Rubrics are, above all, a tool to promote standardization, to turn teachers into grading machines or at least allow them to pretend that what they're doing is exact and objective. *As long as the rubric is only one of several sources, as long as it doesn't drive the instruction, it could conceivably play a constructive role. *students whose attention is relentlessly focused on how well they're doing often become less engaged with what they're doing. *What all this means is that improving the design of rubrics, or inventing our own, won't solve the problem because the problem is inherent to the very idea of rubrics and the goals they serve.

<div class="cArrow"> </div><div class="cContentInner"><a href="http://www.alfiekohn.org/teaching/rubrics.htm" rel="nofollow" target="_blank">http://www.alfiekohn.org/teaching/rubrics.htm</a> downloaded on 7.15.09 *...research shows three reliable effects when students are graded: They tend to think less deeply, avoid taking risks, and lose interest in the learning itself. *Rubrics are, above all, a tool to promote standardization, to turn teachers into grading machines or at least allow them to pretend that what they're doing is exact and objective. *As long as the rubric is only one of several sources, as long as it doesn't drive the instruction, it could conceivably play a constructive role. *students whose attention is relentlessly focused on how well they're doing often become less engaged with what they're doing. *What all this means is that improving the design of rubrics, or inventing our own, won't solve the problem because the problem is inherent to the very idea of rubrics and the goals they serve.</div>

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anonymous on 15 Jul 09

http://www.alfiekohn.org/teaching/rubrics.htm quoted on 7.15.09 *...research shows three reliable effects when students are graded: They tend to think less deeply, avoid taking risks, and lose interest in the learning itself. *Rubrics are, above all, a tool to promote standardization, to turn teachers into grading machines or at least allow them to pretend that what they're doing is exact and objective. *As long as the rubric is only one of several sources, as long as it doesn't drive the instruction, it could conceivably play a constructive role. *students whose attention is relentlessly focused on how well they're doing often become less engaged with what they're doing. *What all this means is that improving the design of rubrics, or inventing our own, won't solve the problem because the problem is inherent to the very idea of rubrics and the goals they serve. *Neither we nor our assessment strategies can be simultaneously devoted to helping all students improve and to sorting them into winners and losers. *We have to reassess the whole enterprise of assessment, the goal being to make sure it's consistent with the reason we decided to go into teaching in the first place.

<div class="cArrow"> </div><div class="cContentInner"><a href="http://www.alfiekohn.org/teaching/rubrics.htm" rel="nofollow" target="_blank">http://www.alfiekohn.org/teaching/rubrics.htm</a> quoted on 7.15.09 *...research shows three reliable effects when students are graded: They tend to think less deeply, avoid taking risks, and lose interest in the learning itself. *Rubrics are, above all, a tool to promote standardization, to turn teachers into grading machines or at least allow them to pretend that what they're doing is exact and objective. *As long as the rubric is only one of several sources, as long as it doesn't drive the instruction, it could conceivably play a constructive role. *students whose attention is relentlessly focused on how well they're doing often become less engaged with what they're doing. *What all this means is that improving the design of rubrics, or inventing our own, won't solve the problem because the problem is inherent to the very idea of rubrics and the goals they serve. *Neither we nor our assessment strategies can be simultaneously devoted to helping all students improve and to sorting them into winners and losers. *We have to reassess the whole enterprise of assessment, the goal being to make sure it's consistent with the reason we decided to go into teaching in the first place.</div>

...

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anonymous on 15 Jul 09

http://www.alfiekohn.org/teaching/rubrics.htm downloaded on 7.15.09 *...research shows three reliable effects when students are graded: They tend to think less deeply, avoid taking risks, and lose interest in the learning itself. *Rubrics are, above all, a tool to promote standardization, to turn teachers into grading machines or at least allow them to pretend that what they're doing is exact and objective. *As long as the rubric is only one of several sources, as long as it doesn't drive the instruction, it could conceivably play a constructive role. *students whose attention is relentlessly focused on how well they're doing often become less engaged with what they're doing. *What all this means is that improving the design of rubrics, or inventing our own, won't solve the problem because the problem is inherent to the very idea of rubrics and the goals they serve. *Neither we nor our assessment strategies can be simultaneously devoted to helping all students improve and to sorting them into winners and losers. *We have to reassess the whole enterprise of assessment, the goal being to make sure it's consistent with the reason we decided to go into teaching in the first place.

<div class="cArrow"> </div><div class="cContentInner"><a href="http://www.alfiekohn.org/teaching/rubrics.htm" rel="nofollow" target="_blank">http://www.alfiekohn.org/teaching/rubrics.htm</a> downloaded on 7.15.09 *...research shows three reliable effects when students are graded: They tend to think less deeply, avoid taking risks, and lose interest in the learning itself. *Rubrics are, above all, a tool to promote standardization, to turn teachers into grading machines or at least allow them to pretend that what they're doing is exact and objective. *As long as the rubric is only one of several sources, as long as it doesn't drive the instruction, it could conceivably play a constructive role. *students whose attention is relentlessly focused on how well they're doing often become less engaged with what they're doing. *What all this means is that improving the design of rubrics, or inventing our own, won't solve the problem because the problem is inherent to the very idea of rubrics and the goals they serve. *Neither we nor our assessment strategies can be simultaneously devoted to helping all students improve and to sorting them into winners and losers. *We have to reassess the whole enterprise of assessment, the goal being to make sure it's consistent with the reason we decided to go into teaching in the first place.</div>

...

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anonymous on 15 Jul 09

http://www.alfiekohn.org/teaching/rubrics.htm downloaded on 7.15.09 *...research shows three reliable effects when students are graded: They tend to think less deeply, avoid taking risks, and lose interest in the learning itself. *Rubrics are, above all, a tool to promote standardization, to turn teachers into grading machines or at least allow them to pretend that what they're doing is exact and objective. *As long as the rubric is only one of several sources, as long as it doesn't drive the instruction, it could conceivably play a constructive role. *students whose attention is relentlessly focused on how well they're doing often become less engaged with what they're doing. *What all this means is that improving the design of rubrics, or inventing our own, won't solve the problem because the problem is inherent to the very idea of rubrics and the goals they serve. *Neither we nor our assessment strategies can be simultaneously devoted to helping all students improve and to sorting them into winners and losers. *We have to reassess the whole enterprise of assessment, the goal being to make sure it's consistent with the reason we decided to go into teaching in the first place.

<div class="cArrow"> </div><div class="cContentInner"><a href="http://www.alfiekohn.org/teaching/rubrics.htm" rel="nofollow" target="_blank">http://www.alfiekohn.org/teaching/rubrics.htm</a> downloaded on 7.15.09 *...research shows three reliable effects when students are graded: They tend to think less deeply, avoid taking risks, and lose interest in the learning itself. *Rubrics are, above all, a tool to promote standardization, to turn teachers into grading machines or at least allow them to pretend that what they're doing is exact and objective. *As long as the rubric is only one of several sources, as long as it doesn't drive the instruction, it could conceivably play a constructive role. *students whose attention is relentlessly focused on how well they're doing often become less engaged with what they're doing. *What all this means is that improving the design of rubrics, or inventing our own, won't solve the problem because the problem is inherent to the very idea of rubrics and the goals they serve. *Neither we nor our assessment strategies can be simultaneously devoted to helping all students improve and to sorting them into winners and losers. *We have to reassess the whole enterprise of assessment, the goal being to make sure it's consistent with the reason we decided to go into teaching in the first place.</div>

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The Innovative Educator: Ten 21st Century Education Quotes I Carry With Me - 0 views

theinnovativeeducator.blogspot.com/...entury-education-quotes-i.html

quotes teaching learning web 2.0 culture wisdom

shared by anonymous on 15 Jul 09 - Cached

anonymous on 15 Jul 09

1-Technology is only technology to those who were born before it. 2-We need to prepare students for THEIR future not OUR past-Ian Jukes, educator and Futurist. 3-Teachers need to stop saying, "Hand it in," and start saying "Publish It." Alan November 4-We have moved from "know what" learning to "know where" learning. 5-The largest number of podcasts in education are about Podcasts in education.-Marco Torres. 6-Kids DO want to learn, but schools get in the way. 7-Digital Media enables us to build more stages for our kids to express themselves. - Marco Torres 8-What gets us in trouble is not what we don't know. It's what we know that just ain't so. Mark Twain. 9-We need to replicate in the classroom the world in which students are living. 10-If we teach today the way we were taught yesterday we aren't preparing students for today or tomorrow.

<div class="cArrow"> </div><div class="cContentInner">1-Technology is only technology to those who were born before it. 2-We need to prepare students for THEIR future not OUR past-Ian Jukes, educator and Futurist. 3-Teachers need to stop saying, "Hand it in," and start saying "Publish It." Alan November 4-We have moved from "know what" learning to "know where" learning. 5-The largest number of podcasts in education are about Podcasts in education.-Marco Torres. 6-Kids DO want to learn, but schools get in the way. 7-Digital Media enables us to build more stages for our kids to express themselves. - Marco Torres 8-What gets us in trouble is not what we don't know. It's what we know that just ain't so. Mark Twain. 9-We need to replicate in the classroom the world in which students are living. 10-If we teach today the way we were taught yesterday we aren't preparing students for today or tomorrow.</div>

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anonymous on 15 Jul 09

7.15.09 1-Technology is only technology to those who were born before it. 2-We need to prepare students for THEIR future not OUR past-Ian Jukes, educator and Futurist. 3-Teachers need to stop saying, "Hand it in," and start saying "Publish It." Alan November 4-We have moved from "know what" learning to "know where" learning. 5-The largest number of podcasts in education are about Podcasts in education.-Marco Torres. 6-Kids DO want to learn, but schools get in the way. 7-Digital Media enables us to build more stages for our kids to express themselves. - Marco Torres 8-What gets us in trouble is not what we don't know. It's what we know that just ain't so. Mark Twain. 9-We need to replicate in the classroom the world in which students are living. 10-If we teach today the way we were taught yesterday we aren't preparing students for today or tomorrow.

<div class="cArrow"> </div><div class="cContentInner">7.15.09 1-Technology is only technology to those who were born before it. 2-We need to prepare students for THEIR future not OUR past-Ian Jukes, educator and Futurist. 3-Teachers need to stop saying, "Hand it in," and start saying "Publish It." Alan November 4-We have moved from "know what" learning to "know where" learning. 5-The largest number of podcasts in education are about Podcasts in education.-Marco Torres. 6-Kids DO want to learn, but schools get in the way. 7-Digital Media enables us to build more stages for our kids to express themselves. - Marco Torres 8-What gets us in trouble is not what we don't know. It's what we know that just ain't so. Mark Twain. 9-We need to replicate in the classroom the world in which students are living. 10-If we teach today the way we were taught yesterday we aren't preparing students for today or tomorrow.</div>

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Learning Quotes power of the ideal is in the practical - 0 views

www.braintrainingtools.org/...-the-ideal-is-in-the-practical

learning quotes education quotes

shared by praba_tuty on 08 Sep 15 - No Cached

praba_tuty on 08 Sep 15

Learning Quotes The power of the ideal is in the practical Quote by Swami Vivekananda Explanation about quote on Learning Bookish knowledge is of no use unless otherwise it is applied practically in the day to day life.

<div class="cArrow"> </div><div class="cContentInner">Learning Quotes The power of the ideal is in the practical Quote by Swami Vivekananda Explanation about quote on learning Bookish knowledge is of no use unless otherwise it is applied practically in the day to day life.</div>

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praba_tuty on 08 Sep 15

Learning Quotes The power of the ideal is in the practical Quote by Swami Vivekananda Explanation about quote on Learning Bookish knowledge is of no use unless otherwise it is applied practically in the day to day life.

<div class="cArrow"> </div><div class="cContentInner">Learning Quotes The power of the ideal is in the practical Quote by Swami Vivekananda Explanation about quote on learning Bookish knowledge is of no use unless otherwise it is applied practically in the day to day life. </div>

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Web Squared: Web 2.0 Five Years On: Web 2.0 Summit 2009 - 0 views

www.web2summit.com/...10194

web2.0 oreilly squared culture

shared by anonymous on 21 Jul 09 - Cached

anonymous on 21 Jul 09

7.21.09 *...Web Squared. 1990-2004 was the match being struck; 2005-2009 was the fuse; and 2010 will be the explosion. *

<div class="cArrow"> </div><div class="cContentInner">7.21.09 *...Web Squared. 1990-2004 was the match being struck; 2005-2009 was the fuse; and 2010 will be the explosion. *</div>

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anonymous on 21 Jul 09

7.21.09 * ...Web Squared. 1990-2004 was the match being struck; 2005-2009 was the fuse; and 2010 will be the explosion. * ...we're constantly asked about "Web 3.0." Is it the semantic web? The sentient web? Is it the social web? The mobile web? Is it some form of virtual reality? It is all of those, and more. * ...successful network applications are systems for harnessing collective intelligence. * The question before us is this: Is the Web getting smarter as it grows up? * The Web is growing up, and we are all its collective parents. * Key takeaway: A key competency of the Web 2.0 era is discovering implied metadata, and then building a database to capture that metadata and/or foster an ecosystem around it. * The Net is getting smarter faster than you might think. * The increasing richness of both sensor data and machine learning will lead to new frontiers in creative expression and imaginative reconstruction of the world. * All of these breakthroughs are reflections of the fact noted by Mike Kuniavsky of ThingM, that real world objects have "information shadows" in cyberspace. * In adding value for ourselves, we are adding value to the social web as well. Our devices extend us, and we extend them. * Data analysis, visualization, and other techniques for seeing patterns in data are going to be an increasingly valuable skillset. Employers take notice. * Anyone who searches Twitter on a trending topic has to be struck by the message: "See what's happening right now" followed, a few moments later by "42 more results since you started searching. Refresh to see them." * Businesses must learn to harness real-time data as key signals that inform a far more efficient feedback loop for product development, customer service, and resource allocation. * But 2009 marks a pivot point in the history of the Web. It's time to leverage the true power of the platform we've built. The Web is no longer an industry unto itself - the Web is now the world. * ...we must take the Web to an

<div class="cArrow"> </div><div class="cContentInner">7.21.09 * ...Web Squared. 1990-2004 was the match being struck; 2005-2009 was the fuse; and 2010 will be the explosion. * ...we're constantly asked about "Web 3.0." Is it the semantic web? The sentient web? Is it the social web? The mobile web? Is it some form of virtual reality? It is all of those, and more. * ...successful network applications are systems for harnessing collective intelligence. * The question before us is this: Is the Web getting smarter as it grows up? * The Web is growing up, and we are all its collective parents. * Key takeaway: A key competency of the Web 2.0 era is discovering implied metadata, and then building a database to capture that metadata and/or foster an ecosystem around it. * The Net is getting smarter faster than you might think. * The increasing richness of both sensor data and machine learning will lead to new frontiers in creative expression and imaginative reconstruction of the world. * All of these breakthroughs are reflections of the fact noted by Mike Kuniavsky of ThingM, that real world objects have "information shadows" in cyberspace. * In adding value for ourselves, we are adding value to the social web as well. Our devices extend us, and we extend them. * Data analysis, visualization, and other techniques for seeing patterns in data are going to be an increasingly valuable skillset. Employers take notice. * Anyone who searches Twitter on a trending topic has to be struck by the message: "See what's happening right now" followed, a few moments later by "42 more results since you started searching. Refresh to see them." * Businesses must learn to harness real-time data as key signals that inform a far more efficient feedback loop for product development, customer service, and resource allocation. * But 2009 marks a pivot point in the history of the Web. It's time to leverage the true power of the platform we've built. The Web is no longer an industry unto itself - the Web is now the world. * ...we must take the Web to an</div>

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anonymous on 21 Jul 09

7.21.09 *...Web Squared. 1990-2004 was the match being struck; 2005-2009 was the fuse; and 2010 will be the explosion. *...we're constantly asked about "Web 3.0." Is it the semantic web? The sentient web? Is it the social web? The mobile web? Is it some form of virtual reality? It is all of those, and more.

<div class="cArrow"> </div><div class="cContentInner">7.21.09 *...Web Squared. 1990-2004 was the match being struck; 2005-2009 was the fuse; and 2010 will be the explosion. *...we're constantly asked about "Web 3.0." Is it the semantic web? The sentient web? Is it the social web? The mobile web? Is it some form of virtual reality? It is all of those, and more.</div>

...

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anonymous on 21 Jul 09

7.21.09 *...Web Squared. 1990-2004 was the match being struck; 2005-2009 was the fuse; and 2010 will be the explosion. *...we're constantly asked about "Web 3.0." Is it the semantic web? The sentient web? Is it the social web? The mobile web? Is it some form of virtual reality? It is all of those, and more. *...successful network applications are systems for harnessing collective intelligence.

<div class="cArrow"> </div><div class="cContentInner">7.21.09 *...Web Squared. 1990-2004 was the match being struck; 2005-2009 was the fuse; and 2010 will be the explosion. *...we're constantly asked about "Web 3.0." Is it the semantic web? The sentient web? Is it the social web? The mobile web? Is it some form of virtual reality? It is all of those, and more. *...successful network applications are systems for harnessing collective intelligence.</div>

...

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anonymous on 21 Jul 09

7.21.09 *...Web Squared. 1990-2004 was the match being struck; 2005-2009 was the fuse; and 2010 will be the explosion. *...we're constantly asked about "Web 3.0." Is it the semantic web? The sentient web? Is it the social web? The mobile web? Is it some form of virtual reality? It is all of those, and more. *...successful network applications are systems for harnessing collective intelligence. *The question before us is this: Is the Web getting smarter as it grows up? *The Web is growing up, and we are all its collective parents. *Key takeaway: A key competency of the Web 2.0 era is discovering implied metadata, and then building a database to capture that metadata and/or foster an ecosystem around it. *The Net is getting smarter faster than you might think. *The increasing richness of both sensor data and machine learning will lead to new frontiers in creative expression and imaginative reconstruction of the world. *All of these breakthroughs are reflections of the fact noted by Mike Kuniavsky of ThingM, that real world objects have "information shadows" in cyberspace. *In adding value for ourselves, we are adding value to the social web as well. Our devices extend us, and we extend them.

<div class="cArrow"> </div><div class="cContentInner">7.21.09 *...Web Squared. 1990-2004 was the match being struck; 2005-2009 was the fuse; and 2010 will be the explosion. *...we're constantly asked about "Web 3.0." Is it the semantic web? The sentient web? Is it the social web? The mobile web? Is it some form of virtual reality? It is all of those, and more. *...successful network applications are systems for harnessing collective intelligence. *The question before us is this: Is the Web getting smarter as it grows up? *The Web is growing up, and we are all its collective parents. *Key takeaway: A key competency of the Web 2.0 era is discovering implied metadata, and then building a database to capture that metadata and/or foster an ecosystem around it. *The Net is getting smarter faster than you might think. *The increasing richness of both sensor data and machine learning will lead to new frontiers in creative expression and imaginative reconstruction of the world. *All of these breakthroughs are reflections of the fact noted by Mike Kuniavsky of ThingM, that real world objects have "information shadows" in cyberspace. *In adding value for ourselves, we are adding value to the social web as well. Our devices extend us, and we extend them.</div>

...

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anonymous on 21 Jul 09

7.21.09 *...Web Squared. 1990-2004 was the match being struck; 2005-2009 was the fuse; and 2010 will be the explosion. *...we're constantly asked about "Web 3.0." Is it the semantic web? The sentient web? Is it the social web? The mobile web? Is it some form of virtual reality? It is all of those, and more. *...successful network applications are systems for harnessing collective intelligence. *The question before us is this: Is the Web getting smarter as it grows up? *The Web is growing up, and we are all its collective parents. *Key takeaway: A key competency of the Web 2.0 era is discovering implied metadata, and then building a database to capture that metadata and/or foster an ecosystem around it. *The Net is getting smarter faster than you might think. *The increasing richness of both sensor data and machine learning will lead to new frontiers in creative expression and imaginative reconstruction of the world. *All of these breakthroughs are reflections of the fact noted by Mike Kuniavsky of ThingM, that real world objects have "information shadows" in cyberspace. *In adding value for ourselves, we are adding value to the social web as well. Our devices extend us, and we extend them. *Data analysis, visualization, and other techniques for seeing patterns in data are going to be an increasingly valuable skillset. Employers take notice. *Anyone who searches Twitter on a trending topic has to be struck by the message: "See what's happening right now" followed, a few moments later by "42 more results since you started searching. Refresh to see them." *Businesses must learn to harness real-time data as key signals that inform a far more efficient feedback loop for product development, customer service, and resource allocation. *But 2009 marks a pivot point in the history of the Web. It's time to leverage the true power of the platform we've built. The Web is no longer an industry unto itself - the Web is now the world. *...we must take the Web to another

<div class="cArrow"> </div><div class="cContentInner">7.21.09 *...Web Squared. 1990-2004 was the match being struck; 2005-2009 was the fuse; and 2010 will be the explosion. *...we're constantly asked about "Web 3.0." Is it the semantic web? The sentient web? Is it the social web? The mobile web? Is it some form of virtual reality? It is all of those, and more. *...successful network applications are systems for harnessing collective intelligence. *The question before us is this: Is the Web getting smarter as it grows up? *The Web is growing up, and we are all its collective parents. *Key takeaway: A key competency of the Web 2.0 era is discovering implied metadata, and then building a database to capture that metadata and/or foster an ecosystem around it. *The Net is getting smarter faster than you might think. *The increasing richness of both sensor data and machine learning will lead to new frontiers in creative expression and imaginative reconstruction of the world. *All of these breakthroughs are reflections of the fact noted by Mike Kuniavsky of ThingM, that real world objects have "information shadows" in cyberspace. *In adding value for ourselves, we are adding value to the social web as well. Our devices extend us, and we extend them. *Data analysis, visualization, and other techniques for seeing patterns in data are going to be an increasingly valuable skillset. Employers take notice. *Anyone who searches Twitter on a trending topic has to be struck by the message: "See what's happening right now" followed, a few moments later by "42 more results since you started searching. Refresh to see them." *Businesses must learn to harness real-time data as key signals that inform a far more efficient feedback loop for product development, customer service, and resource allocation. *But 2009 marks a pivot point in the history of the Web. It's time to leverage the true power of the platform we've built. The Web is no longer an industry unto itself - the Web is now the world. *...we must take the Web to another </div>

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Half an Hour: What Connectivism Is - 0 views

halfanhour.blogspot.com/...what-connectivism-is.html

connectivism cck09 learning knowledge edquotes

shared by anonymous on 14 Sep 09 - Cached

anonymous on 14 Sep 09

*At its heart, connectivism is the thesis that knowledge is distributed across a network of connections, and therefore that learning consists of the ability to construct and traverse those networks. *Hence, in connectivism, there is no real concept of transferring knowledge, making knowledge, or building knowledge. Rather, the activities we undertake when we conduct practices in order to learn are more like growing or developing ourselves and our society in certain (connected) ways. *

<div class="cArrow"> </div><div class="cContentInner">*At its heart, connectivism is the thesis that knowledge is distributed across a network of connections, and therefore that learning consists of the ability to construct and traverse those networks. *Hence, in connectivism, there is no real concept of transferring knowledge, making knowledge, or building knowledge. Rather, the activities we undertake when we conduct practices in order to learn are more like growing or developing ourselves and our society in certain (connected) ways. *</div>

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Op-Ed Contributor - Your Baby Is Smarter Than You Think - NYTimes.com - 0 views

www.nytimes.com/...16gopnik.html

nytimes.com nytimes learning infants toddlers intelligence

shared by Stephanie Sandifer on 16 Aug 09 - Cached

Stephanie Sandifer on 16 Aug 09

Great article on the intelligence and learning capabilities of infants and toddlers -- has implications for how we approach pre-school learning with children.

<div class="cArrow"> </div><div class="cContentInner">Great article on the intelligence and learning capabilities of infants and toddlers -- has implications for how we approach pre-school learning with children.</div>

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Famous Quotes: Educational Quotes for the 21st Century - 0 views

www.leading-learning.co.nz/famous-quotes.html

quotes 21st learning education

shared by anonymous on 16 Aug 09 - Cached

anonymous on 16 Aug 09

This is the second edition of quotes we have complied to complement the philosophy that underpins our website www.leading-learning.co.nz We believe that the quotes provide unified collection of thoughtful ideas to transform education. It is often said that we are entering the 'Information Age' but we prefer to believe that we are entering an 'Age of Ideas, Talent and Creativity'. We present the quotes as part of on ongoing dialogue to give all who read them the courage to transform schools so as to meet the exciting challenges of the 21stC. One suggestion is to as a staff reflect on the quotes in any one section (or any selected quotes) and discuss what they might mean for your school. Others people select suitable quotes for school newsletters of school brochures and other school documents.

<div class="cArrow"> </div><div class="cContentInner">This is the second edition of quotes we have complied to complement the philosophy that underpins our website <a href="http://www.leading-learning.co.nz" rel="nofollow" target="_blank">www.leading-learning.co.nz</a> We believe that the quotes provide unified collection of thoughtful ideas to transform education. It is often said that we are entering the 'Information Age' but we prefer to believe that we are entering an 'Age of Ideas, Talent and Creativity'. We present the quotes as part of on ongoing dialogue to give all who read them the courage to transform schools so as to meet the exciting challenges of the 21stC. One suggestion is to as a staff reflect on the quotes in any one section (or any selected quotes) and discuss what they might mean for your school. Others people select suitable quotes for school newsletters of school brochures and other school documents.</div>

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NECC 2009 - Progressive Pedagogy and 21st Century Tools - 0 views

www.slideshare.net/...edagogy-and-21st-century-tools

teaching learning culture

shared by anonymous on 15 Jul 09 - Cached

anonymous on 15 Jul 09

7.15.09 *We work best/learn best when it matters to us. 15 *Tools do't teach but they can change the way we teach. 22 *The schools we need [are] understanding driven. 40

<div class="cArrow"> </div><div class="cContentInner">7.15.09 *We work best/learn best when it matters to us. 15 *Tools do't teach but they can change the way we teach. 22 *The schools we need [are] understanding driven. 40</div>

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anonymous on 15 Jul 09

7.15.09 *We work best/learn best when it matters to us. 15 *Tools don't teach, but they can change the way we teach. 22 *The schools we need [are] understanding driven. 40

<div class="cArrow"> </div><div class="cContentInner">7.15.09 *We work best/learn best when it matters to us. 15 *Tools don't teach, but they can change the way we teach. 22 *The schools we need [are] understanding driven. 40</div>

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Google Moderator This I Believe about Learning - 1 views

moderator.appspot.com

eci831 eci831tools cck09 i3cs21 i3cs21tools google crowdsourcing tools

shared by anonymous on 18 Sep 09 - Cached

anonymous on 18 Sep 09

Google Moderator Demonstration: Nine Beliefs about Learning Drawn from Stephanie Pace Marshall's The Power to Transform

<div class="cArrow"> </div><div class="cContentInner">Google Moderator Demonstration: Nine Beliefs about Learning Drawn from Stephanie Pace Marshall's The Power to Transform</div>

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Book Review: How to Think Like a Great Graphic Designer, by Debbie Millman - Core77 - 0 views

www.core77.com/...ner_by_debbie_millman_8232.asp

design rules innovation

shared by anonymous on 24 Jul 09 - Cached

Whether it's said about the graphic design grid, Picasso's cubism, or a Zen book of koans, once the student learns the rules, they can throw out the book. The value comes in the contrast of expectation with the arrival of the truly new.
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anonymous on 24 Jul 09

Whether it's said about the graphic design grid, Picasso's cubism, or a Zen book of koans, once the student learns the rules, they can throw out the book. The value comes in the contrast of expectation with the arrival of the truly new.

<div class="cArrow"> </div><div class="cContentInner">Whether it's said about the graphic design grid, Picasso's cubism, or a Zen book of koans, once the student learns the rules, they can throw out the book. The value comes in the contrast of expectation with the arrival of the truly new.</div>

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China Applies New Strategies to Control Flow of Information - NYTimes.com - 0 views

www.nytimes.com/...08beijing.html

web 2.0 wisdom

shared by anonymous on 20 Jul 09 - Cached

anonymous on 20 Jul 09

In the wake of Sunday's [July 5, 2009] deadly riots in its western region of Xinjiang, China's central government took all the usual steps to enshrine its version of events as received wisdom: it crippled Internet service, blocked Twitter's micro-blogs, purged search engines of unapproved references to the violence, saturated the Chinese media with the state-sanctioned story.

<div class="cArrow"> </div><div class="cContentInner">In the wake of Sunday's [July 5, 2009] deadly riots in its western region of Xinjiang, China's central government took all the usual steps to enshrine its version of events as received wisdom: it crippled Internet service, blocked Twitter's micro-blogs, purged search engines of unapproved references to the violence, saturated the Chinese media with the state-sanctioned story.</div>

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anonymous on 20 Jul 09

*In the wake of Sunday's [July 5, 2009] deadly riots in its western region of Xinjiang, China's central government took all the usual steps to enshrine its version of events as received wisdom: it crippled Internet service, blocked Twitter's micro-blogs, purged search engines of unapproved references to the violence, saturated the Chinese media with the state-sanctioned story. *"They're getting more sophisticated. They learn from past mistakes...."

<div class="cArrow"> </div><div class="cContentInner">*In the wake of Sunday's [July 5, 2009] deadly riots in its western region of Xinjiang, China's central government took all the usual steps to enshrine its version of events as received wisdom: it crippled Internet service, blocked Twitter's micro-blogs, purged search engines of unapproved references to the violence, saturated the Chinese media with the state-sanctioned story. *"They're getting more sophisticated. They learn from past mistakes...."</div>

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anonymous on 20 Jul 09

7.20.09 *In the wake of Sunday's [July 5, 2009] deadly riots in its western region of Xinjiang, China's central government took all the usual steps to enshrine its version of events as received wisdom: it crippled Internet service, blocked Twitter's micro-blogs, purged search engines of unapproved references to the violence, saturated the Chinese media with the state-sanctioned story. *"They're getting more sophisticated. They learn from past mistakes...." *"For Twitter or the Internet, when they see too many factors they cannot completely control, they shut down and block. But for foreign journalists, they feel that as long as they can keep those people under control, it may serve better the government's purpose."

<div class="cArrow"> </div><div class="cContentInner">7.20.09 *In the wake of Sunday's [July 5, 2009] deadly riots in its western region of Xinjiang, China's central government took all the usual steps to enshrine its version of events as received wisdom: it crippled Internet service, blocked Twitter's micro-blogs, purged search engines of unapproved references to the violence, saturated the Chinese media with the state-sanctioned story. *"They're getting more sophisticated. They learn from past mistakes...." *"For Twitter or the Internet, when they see too many factors they cannot completely control, they shut down and block. But for foreign journalists, they feel that as long as they can keep those people under control, it may serve better the government's purpose."</div>

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Sir Ken Robinson: Bring on the learning revolution! | Video on TED.com - dennisar's posterous - 1 views

dennisar.posterous.com/ring-on-the-learning-revolu-13

ken robinson kenrobinson TED tedtalks videos talent theelement conformity linearity edquotes

shared by anonymous on 26 May 10 - Cached

anonymous on 26 May 10

I've added quotes and the poem He Wishes for the Cloths of Heaven to this post.

<div class="cArrow"> </div><div class="cContentInner">I've added quotes and the poem He Wishes for the Cloths of Heaven to this post.</div>

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Education Quotes - TheQuotes.Net - Motivational Quotes - 0 views

thequotes.net/image-quotes

Educational Quotes Abdul kalam Quotes Education Quotes Motivational Quotes

shared by qualitypoint tech on 12 Jul 12 - No Cached

qualitypoint tech on 12 Jul 12

Learning gives creativity. Creativity leads to thinking. Thinking provides knowledge. Knowledge makes you great. - Abdul Kalam

<div class="cArrow"> </div><div class="cContentInner">Learning gives creativity. Creativity leads to thinking. Thinking provides knowledge. Knowledge makes you great. - Abdul Kalam</div>

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'Can we fix it' is the right question to ask - Telegraph - 0 views

www.telegraph.co.uk/...the-right-question-to-ask.html

motivation doubt danpink assumptions quotes learning

shared by anonymous on 25 Jun 10 - Cached

Most of us believe in positive self-talk. "I can achieve anything," we mouth to the mirror in the morning. "Nobody can stop me," we tell ourselves before walking into a big meeting.
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But not Bob. Instead of puffing up himself and his team, he first wonders whether they can actually achieve their goal. In asking his signature question – Can we fix it? – he introduces some doubt.
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The self-questioning group solved significantly more anagrams than the self-affirming group.
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...5 more annotations...
The outcome was the same. People "primed" with Will I solved nearly twice as many anagrams as people in the other three groups.
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"In addition, asking questions forces you to define if you reallywant something and probably think about what you want, even in the presence of obstacles."
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"breathing your own exhaust"
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"When you create something, you can fall in love with it and aren't able to see or hear anything contrary. Whatever comes out of your mouth is all you're inhaling," she says. "But when you ask a question – Will I? – you're creating an opening. You're inviting a conversation – whether it's self-conversation or a conversation with others."
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His business is a series of projects – many of them unexpected, most of them hazily-defined – that require people to collaborate, fashion solutions on the fly and contend with surly customers. By asking "Can we fix it?", Bob widens the possibilities. Only then – once he's explored the options and examined his assumptions – does he elicit a rousing "Yes, we can" from his team and everyone gets to work.
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anonymous on 25 Jun 10

Do we teach this to our students? Do we use the strategy ourselves? Here's the annotated link: http://diigo.com/0bj1y

<div class="cArrow"> </div><div class="cContentInner">Do we teach this to our students? Do we use the strategy ourselves? Here's the annotated link: <a href="http://diigo.com/0bj1y" rel="nofollow" target="_blank">http://diigo.com/0bj1y</a></div>

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anonymous on 25 Jun 10

Here's the annotated link: http://diigo.com/0bj1y

<div class="cArrow"> </div><div class="cContentInner">Here's the annotated link: <a href="http://diigo.com/0bj1y" rel="nofollow" target="_blank">http://diigo.com/0bj1y</a></div>

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The Case for Working With Your Hands - NYTimes.com - 0 views

www.nytimes.com/...24labor-t.html

learning teaching culture

shared by anonymous on 21 Jul 09 - Cached

anonymous on 21 Jul 09

7.21.09 * The Princeton economist Alan Blinder argues that the crucial distinction in the emerging labor market is not between those with more or less education, but between those whose services can be delivered over a wire and those who must do their work in person or on site. * A gifted young person who chooses to become a mechanic rather than to accumulate academic credentials is viewed as eccentric, if not self-destructive. * As I sat in my K Street office, Fred's life as an independent tradesman gave me an image that I kept coming back to: someone who really knows what he is doing, losing himself in work that is genuinely useful and has a certain integrity to it. * It would probably be impossible to do such work in isolation, without access to a collective historical memory; you have to be embedded in a community of mechanic-antiquarians. * Good diagnosis requires attentiveness to the machine, almost a conversation with it.... * The regularity of the cubicles made me feel I had found a place in the order of things. I was to be a knowledge worker. * A good job requires a field of action where you can put your best capacities to work and see an effect in the world. Academic credentials do not guarantee this. * In the boardrooms of Wall Street and the corridors of Pennsylvania Avenue, I don't think you'll see a yellow sign that says "Think Safety!" as you do on job sites and in many repair shops, no doubt because those who sit on the swivel chairs tend to live remote from the consequences of the decisions they make. * Our peripheral vision is perhaps recovering, allowing us to consider the full range of lives worth choosing. For anyone who feels ill suited by disposition to spend his days sitting in an office, the question of what a good job looks like is now wide open.

<div class="cArrow"> </div><div class="cContentInner">7.21.09 * The Princeton economist Alan Blinder argues that the crucial distinction in the emerging labor market is not between those with more or less education, but between those whose services can be delivered over a wire and those who must do their work in person or on site. * A gifted young person who chooses to become a mechanic rather than to accumulate academic credentials is viewed as eccentric, if not self-destructive. * As I sat in my K Street office, Fred's life as an independent tradesman gave me an image that I kept coming back to: someone who really knows what he is doing, losing himself in work that is genuinely useful and has a certain integrity to it. * It would probably be impossible to do such work in isolation, without access to a collective historical memory; you have to be embedded in a community of mechanic-antiquarians. * Good diagnosis requires attentiveness to the machine, almost a conversation with it.... * The regularity of the cubicles made me feel I had found a place in the order of things. I was to be a knowledge worker. * A good job requires a field of action where you can put your best capacities to work and see an effect in the world. Academic credentials do not guarantee this. * In the boardrooms of Wall Street and the corridors of Pennsylvania Avenue, I don't think you'll see a yellow sign that says "Think Safety!" as you do on job sites and in many repair shops, no doubt because those who sit on the swivel chairs tend to live remote from the consequences of the decisions they make. * Our peripheral vision is perhaps recovering, allowing us to consider the full range of lives worth choosing. For anyone who feels ill suited by disposition to spend his days sitting in an office, the question of what a good job looks like is now wide open.</div>

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metacool: Designing at the Boulder Digital Works - 0 views

metacool.typepad.com/...the-boulder-digital-works.html

edquotes teaching learning web 2.0 culture wisdom

shared by anonymous on 31 Aug 09 - Cached

anonymous on 31 Aug 09

As John Maeda recently noted, the missing partner to STEM (Science, Technology, Engineering, Math) is IDEA (Intuition, Design, Emotion, Art). As a person who was trained on both sides and now works and plays across STEM and IDEA, I feel strongly that our education programs need to combine both in order to create the T-shaped people that can go out and make a difference in the world (Principle 6).

<div class="cArrow"> </div><div class="cContentInner">As John Maeda recently noted, the missing partner to STEM (Science, Technology, Engineering, Math) is IDEA (Intuition, Design, Emotion, Art). As a person who was trained on both sides and now works and plays across STEM and IDEA, I feel strongly that our education programs need to combine both in order to create the T-shaped people that can go out and make a difference in the world (Principle 6).</div>

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Marzano's IWB Sweet Spot - EdTechTeacher - 0 views

edtechteacher.ning.com/...marzanos-iwb-sweet-spot

learning technology edtechteacher

shared by anonymous on 16 Jul 09 - Cached

anonymous on 16 Jul 09

The "Sweet Spot" he says, the perfect storm of student achievement according to his findings, was when the technology was used by an experienced teacher, having had it for 2 years, using it 75% of the time in class, who has had training. That teacher shows a whopping 29% gain in scores.

<div class="cArrow"> </div><div class="cContentInner">The "Sweet Spot" he says, the perfect storm of student achievement according to his findings, was when the technology was used by an experienced teacher, having had it for 2 years, using it 75% of the time in class, who has had training. That teacher shows a whopping 29% gain in scores.</div>

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anonymous on 16 Jul 09

The "Sweet Spot" he [Marzano] says, the perfect storm of student achievement according to his findings, was when the technology was used by an experienced teacher, having had it for 2 years, using it 75% of the time in class, who has had training. That teacher shows a whopping 29% gain in scores.

<div class="cArrow"> </div><div class="cContentInner">The "Sweet Spot" he [Marzano] says, the perfect storm of student achievement according to his findings, was when the technology was used by an experienced teacher, having had it for 2 years, using it 75% of the time in class, who has had training. That teacher shows a whopping 29% gain in scores.</div>

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Julius Shulman Film » Blog - 0 views

www.juliusshulmanfilm.com/blog

design teaching learning wisdom

shared by anonymous on 20 Jul 09 - Cached

anonymous on 20 Jul 09

"What good is a dream house if you haven't got a dream?" -Julius Shulman

<div class="cArrow"> </div><div class="cContentInner">"What good is a dream house if you haven't got a dream?" -Julius Shulman</div>

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Iraq's Known Unknowns, Still Unknown - Culture, Politics & Change - 0 views

www.nytimes.com/...24friedman.html

#i3cs21 culture change learning

shared by anonymous on 25 Feb 10 - Cached

“the central conservative truth is that it is culture, not politics, that determines the success of a society. The central liberal truth is that politics can change a culture and save it from itself.”
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the argument Lawrence Harrison makes in his book “The Central Liberal Truth” — culture matters, a lot more than we think, but cultures can change, a lot more than we expect.
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Productive Living - 1 views

www.davidco.com/...0510b.html

edquotes chaos coherence quotes teaching learning web 2.0 culture wisdom

shared by anonymous on 26 May 10 - Cached

anonymous on 26 May 10

""Chaos isn't the problem; how long it takes to find coherence is the real game." -Doc Childre and Bruce Crier"

<div class="cArrow"> </div><div class="cContentInner">""Chaos isn't the problem; how long it takes to find coherence is the real game." -Doc Childre and Bruce Crier"</div>

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