Connectivism: A learning theory for the digital age - 3 views
The three broad learning theories were created during a time of little technology. Students learn differently when they are engaged with a mobile device. The article points out some significant tre...
The Play's The Thing: Lessons from Preschool Storytimes for College Classrooms - Hybrid... - 1 views
Minds on Fire: Open Education, the Long Tail, and Learning 2.0 (EDUCAUSE Review) | EDUC... - 22 views
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As a huge fan of Amazon and NetFlix, these examples were especially appreciated. NetFlix's variety of films including many excellent not-mainstream flicks has allowed the service to fulfill many consumers' entertainment needs without a DirecTV, Blockbuster, or RedBox. These are fantastic analogies for not-mainstream educational artifacts reaching learners thanks to the Internet.
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David Wiley is pretty well known, especially in the area of "Open Learning" In fact, he spoke at PSU's Teaching & Learning with Tech Symposium in 2009 https://www.youtube.com/watch?v=VcRctjvIeyQ
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While the lectures are being played on a monitor (which is often powered by a battery, since many participating schools also lack reliable electricity), a “mediator,” who could be a local teacher or simply a bright student, periodically pauses the video and encourages engagement among the students by asking questions or initiating discussions about the material they are watching.
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This is very typical of the "Flipping the Classroom" technique and can just as easily be done without the use of technology, though it does make it a little more interesting. It is interesting to me that we have such a hard time convincing faculty to try this method when schools with little to no resources will try just about anything.
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This concept is also not new, as video conferencing has been used in distance education for decades. Although electricity and a cable or satellite hook-up is necessary for video conferencing, mobile phones can allow for this type interaction in more rural areas. A 2010 study that I read for another course looked at the use of mobile phones to teach rural women in India about setting up small enterprises in sheep and goat farming. While much of the technology was used for content delivery, it also allowed for some participation by the women. Balasubramanian, K., Thamizoli, P., Umar, A., & Kanwar, A. (2010). Using mobile phones to promote lifelong learning among rural women in Southern India. Distance Education, 31(2), 193-209. doi: 10.1080/01587919.2010.502555
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Hannah--I also love "flipping the classroom", as it saves precious in class time for interaction as opposed to delivery. I think I would do much more of it, but my lecture size is between 96-120 for most of my classes. The students feel very afraid to ask questions and engage in that size of a class.
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Melissa: Do you think using a system like the above Terra Incognita for small group discussions would be beneficial to your large classes? Have you used anything like that before now?
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Karen--I'm not sure as currently discussion works better in the smaller group labs. I have all of the students from my large lecture in a small group lab once a week so that helps. We are looking at doing some "flipping the classroom" types of activities to save lecture time and allow more time for discussion. I don't teach the large size class until September so there is definitely time to change some of the format.
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Melissa--That reminds me of one of my professors who gives a lecture to more than 100 students. I am not sure what your subject is and whether you have tried below before. But he uses his website where anyone in classroom ask any questions. His students post their questions a few minutes before break time and during break time, professor checks the comments and pick some questions which is highly ranked.
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Amii, Melissa- to engage students in large class you can use back-channels (twitter hash tags, clickers, Blackboard has a feature to collect SMS) that the instructor can flash on a screen
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I have colleagues that use clickers, but many of us are not willing to require clickers due to the additional cost. And using something through a cell phone is also difficult as not everyone has one or doesn't have a smartphone that allows for the use of many of these tools. It is definitely a different world in community colleges as we are trying to do the best we can with limited resources. We also have a very different pool of students--from traditional to returning adult. Some of my 50 year old students don't even like to or know how to email.
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These comments remind me of an article posted on Wired (http://www.wired.com/2013/10/free-thinkers/all/----same). It is about a school teacher in Mexico that was tired of the standarize testing and teaching. In one year, he took a class of 5th graders that performed badly on the standarized test to having some of the highest scores in the country, including one girl who scored the highest in the country in math. The teacher was inspired by Sugta Mitra's TED Talk titled, "Build a School in the Cloud".
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I also love the flipped classroom! We have 2 teachers who flip this year, and I'll be joining the adventure next year. I think it's a great idea to have students learn the basic facts at home. Then while in school, they can complete the reinforcing activities. The teacher can spend class time reinforcing the material, and also pulling small groups to help those in need and give enrichment to those who can gain from it. Too much time is spent in class memorizing facts. I can't wait to use my class time to reinforce what they learned the night before.
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The Cartesian perspective assumes that knowledge is a kind of substance and that pedagogy concerns the best way to transfer this substance from teachers to students. By contrast, instead of starting from the Cartesian premise of “I think, therefore I am,” and from the assumption that knowledge is something that is transferred to the student via various pedagogical strategies, the social view of learning says, “We participate, therefore we are.”
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I was especially struck with this idea of a shift in pedagogical strategies since in laboratory science teaching there is always a participatory element. The lecture setting does still work to present and transfer knowledge, but the lab setting allows for social interaction in student groups to apply the content. However, in online classes, I have not found a similar way to form lab groups in the laboratory simulation environment.
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This reminds me of the old saying "Tell me, I'll forget. Show me, I'll remember. Involve me, I'll understand." The traditional "sage on stage" approach to learning is very one way and treats knowledge as an article to be passed from one person to another. I think the social view of learning has more value in that it involves experimentation and trial and error to learn. However, I completely agree with you, Michelle, in that recreating these social/lab groups is something that is lacking in Web 2.0 learning.
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Referring to 'We participate, therefore we are" it is fantastic that students can take responsibility for their own learning through the affordances provided by Web 2.0 technology.
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I wish I could take information about this approach to my administration. I believe that this selection directly relates to education in America. We have created a "norm" for learning which looks like a single teacher standing in the front of the classroom, lecturing to students who are sitting and listening in nice straight rows of desks. Having the administration come in to classrooms looking for "order" is against this philosophy that in order to create a social/interactive classroom, it may look chaotic!
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Another saying that I find relates to this is "Give a man a fish, and he'll eat for a day. Teach a man to fish, and he'll eat for a lifetime." It highlights that by teaching the man to fish, he will be able to fish on his own every day after to feed his family and survive.
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Educause: Minds On Fire, by Brown & Adler
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It is amazing to read this 2008 article for the first time and see how much has transpired in the global educational landscape with regards to open education. Where Web 1.0 expanded access to information, Web 2.0 transformed learning with these affordances: participation, interaction, collaboration, social learning... If Web 3.0 is coming - what will it be? The motivation for Coursera.org is very touching - I stumbled into this YouTube video - Daphne Koller: What we're learning from online education (http://youtu.be/U6FvJ6jMGHU)
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EDUCAUSE Review Online
Connected Code | The MIT Press - 1 views
How We Get Ideas for Serious Games - 0 views
Networked: The New Social Operating System in Civic Life | Pew Research Center's Intern... - 1 views
Twittering = learning? - 0 views
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The theory about learning you embrace determine how you look at social media and its importance (or unimportance). From a behaviourism point of view, twitter might not be very relevant as a means for learning. However, from a social-constructist view you might see a twitter network building relations. In that case twitter is very important.
Giving Brightest Kids The 'Cram School' Experience, Online : All Tech Considered : NPR - 0 views
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It's called Brilliant.org — an online hub for the world's most promising young minds to come together, connect, and see how they measure up against one another.
Sunrise, Sunset: Why Companies Kill Products We Love - 0 views
Five Future Trends That Will Impact the Learning Ecosystem | Edutopia - 1 views
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In addition to data strategies that match students to instructional modes, personalization strategies will shift to include creating a richer cognitive environment that supports focus, attention, memory and healthy relationship building for all learners.
Blogs - Gold Mines - 0 views
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