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Adrienne Michetti

AJET 19(1) Boyle (2003) - design principles for authoring dynamic, reusable learning ob... - 1 views

  • delineate a coherent framework for the authoring of re-purposable learning objects
  • significant changes in the creation of learning objects
  • nternational work directed at developing learning object standards
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  • a learning object is defined as any entity, digital or non-digital, that may be used for learning, education or training. IEEE
  • ork on metadata and learning object packaging
  • cohesion
  • ke any learning object and provide a 'wrapper' around this object
  • learning object is thus 'packaged' in a standard container format
  • learning objects must be developed with potential reuse, and especially repurposing in mind. The principal aim of this paper is to explore and delineate principles underlying authoring for reuse and repurposing.
  • taxonomy
  • This mapping suggests that each learning object should be based on one learning objective or clear learning goal.
  • The principle of cohesion, however, indicates that there should be a separate learning object for each type of loop. An immediate advantage is that the tutor can select the order in which these learning objects are combined. A tutor dealing with experienced student may wish to deal with these in sequence; another tutor with a different group of students may intersperse these learning objects with object dealing with other features of the language.
    • Adrienne Michetti
       
      This would, then, make them easier to edit and manipulate in the future. I can follow this article.
  • the principle of 'de-coupling', or more accurately minimised coupling.
  • unit (software module/learning object) should have minimal bindings to other units.
  • independently of the other (
    • Adrienne Michetti
       
      Right - and the goal is complete independence so as to be able to manipulate and change later.
  • The learning object should, as far as possible, be free standing.
    • Adrienne Michetti
       
      YES! Can we please apply this to items as simple as Word documents and HTML? It would make things so much easier. This also reminds me of good pedagogical design principles BEFORE we had digital learning -- the same should be true for worksheets, handouts, textbooks, etc. It needs to be able to be changed.
  • adaptation
  • The challenge is to maintain this richness in a system composed of reusable components.
  • We must face the challenge of creating learning objects that are cohesive, decoupled and pedagogically rich. This design challenge is associated with the issue of 'repurposability' as we might expect rich learning objects to provide further options for adaptation by local tutors.
    • Adrienne Michetti
       
      Yes, yes, and yes. We need to think beyond our own immediate purposes.
  • n the Java language
    • Adrienne Michetti
       
      quite honestly, I would have preferred a non-computer programming example. These principles apply to all technology design, not just programming. Something more accessible would have made this paper stronger.
  • The project involves intervention in syllabus development, the social organisation of learning and the introduction of new eLearning materials. The eLearning resources are being based on the authoring of rich, reusable learning objects. This development provides the focus for the present discussion.
  • The learning objects are being developed both to meet immediate pedagogical needs and to serve this larger goal. This produces extra pressure initially. However, it provides the potential to divide the eventual task among a number of contributing partners, exploiting considerable advantages of scale.
  • A key challenge for the project is to resolve the tensions in a creative and productive way.
    • Adrienne Michetti
       
      Basically, you have to take it all apart and put it back together again. This is fundamental to learning a new way to design anything, really.
  • A compound object consists of two or more independent learning objects that are linked to create the compound.
  • A further important feature is that each simple component object can be reused independently.
  • They thus provide a basis for pedagogical richness that fully exploits the opportunities offered by the technology.
    • Adrienne Michetti
       
      YES! use the tech to its best.
  • manage the bindings between one object and others
  • they should be able to reconfigure this to shape their own compound object.
    • Adrienne Michetti
       
      This is so crucial. Each educator must be able to restructure it, use to his/her advantage within context.
  • main types of binding: navigational bindings through URLs and non-URL based content bindings. This design pattern deals with the issue of URL based bindings.
  • we must have a design mechanism for managing these bindings.
  • learning object consists of a core and zero or more expansions. A default object is presented with the core with certain expansions added. These expansions aim to provide added pedagogical value to help in attaining the learning objective.
  • the relationship between learning objects and the syllabus, course or other higher organising structure in which they are delivered.
  • the syllabus navigation structure operates at a different layer of organisation for the learning object resources
  • . These syllabi objects operate at a different layer from that of main content objects
  • The key message is the need to establish distinct layers of organisation in eLearning
  • The central challenge is to design for reuse and repurposing.
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    painful reading with the example of Java - but the point remains that all learning objects should be managed and designed with the purpose of being able to use them in the future in ways that are dynamic and reusable. This means de-coupling them and ensuring they are made of distinct pedagogical units.
Maggie Verster

Overview of Social Learning - 0 views

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    What is Social Learning? An Overview social Here are some introductory presentations about organisational social learning, social learning platforms and the new role of social learning professionals.
Claude Almansi

Network theories for technology-enabled learning and social change: Connectivism and ac... - 1 views

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    "Bell, F 2010, Network theories for technology-enabled learning and social change: Connectivism and actor network theory , in: Networked Learning Conference 2010: Seventh International Conference on Networked Learning, 3-4 May 2010, Aalborg, Denmark. PDF - Published Version Download (236Kb) http://usir.salford.ac.uk/9270/1/Bell.pdf Official URL: http://www.networkedlearningconference.org.uk/ Abstract Learning never was confined to classrooms. We all learn in, out of, before, during and after episodes of formal education. The changing sociotechnical context offers a promise of new opportunities, and the sense that somehow things may be different. Use of the Internet and other emerging technologies is spreading in frequency, time and space. People and organizations wish to use technology to support learning seek theories to frame their understanding and their innovations. In this article we explore Connectivism, that is positioned as a theory for the digital age, in use on a Massive Open Online Course (MOOC), Connectivism and Connective Knowledge, in 2008. We then compare Connectivism with another network theory, Actor Network Theory, to explore possible synergies. We found that Connectivism enables educators and learners to legitimise their use of technology to support teaching and learning. Connectivism, a relatively new theory, can benefit from a richer empirical base as it develops. Since the scope of educational change can vary from a specific learning setting through organisational and societal settings, we can develop theories through empirical exploration of cases across the range of settings to support our understanding and actions."
Ted Sakshaug

Social Learning Academy - 7 views

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    The Social Learning Academy is intended for learning professionals  - in Workplace Learning and Education - who are new to social media and would like to find out more about the different social technologies and their application to learning.
Ruth Howard

Future of Learning Institutions in a Digital Age | HASTAC - 0 views

  • Forms and models of learning have evolved quickly and in fundamentally new directions.
  • All these acts are collaborative and democratic, and all occur amid a worldwide community of voices.
  • Self-learning: Today’s learners are self-learners.
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  • Today’s learning is interactive and without walls. Individuals learn anywhere, anytime, and with greater ease than ever before. Learning today blurs lines of expertise and tears down barriers to admission. While it has never been confined solely to the academy, today’s opportunities for independent learning have never been easier nor more diverse.
  • with participatory learning and digital media, these conventional modes of authority break down.
  • They create their own paths to understanding.
  • learning to judge reliable information.
  • finding reliable sources.
  • learning how.
  • collective pedagogy
  • fostering and managing levels of trust.
  • collective checking, inquisitive skepticism, and group assessment.
  • growing complexities of collaborative and interdisciplinary learning
  • Networked learning
  • in contrast, is committed to
  • cooperation, interactivity, mutual benefit, and social engagement
  • The power of ten working interactively will invariably outstrip the power of one looking to beat out the other nine.
  • contrastingly, is an “open source” culture that seeks to share openly and freely in both creating and distributing knowledge and products.
  • Networking through file-sharing, data sharing, and seamless, instant communication is now possible.
  • Learning never ends. How we know has changed radically.
  • new institutions must begin to think of themselves as mobilizing networks.
  • mobilize flexibility, interactivity, and outcomes. Issues of consideration in these institutions are ones of reliability and predictability alongside flexibility and innovation.
  • Students may work in small groups on a specific topic or together in an open-ended and open-sourced contribution.
  • These ten principles, the authors argue, are the first steps in redesigning learning institutions to fit the new digital world.
Maggie Verster

Study on the Effective Use of Social Software to Support Student Learning & Engagement - 0 views

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    "Our investigations have shown that social software tools support a variety of ways of learning: sharing of resources (eg bookmarks, photographs), collaborative learning, problem-based and inquiry-based learning, reflective learning, and peer-to-peer learning. Students gain transferable skills of team working, online collaboration, negotiation, and communication, individual and group reflection, and managing digital identities."
Vicki Davis

K-12 Teachers Uncertain About How to Connect with Students and Parents via Social Media... - 6 views

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    So, teachers think it would help but are afraid to connect to their students and parents via social media. "The survey finds nearly half (47 percent) of all K-12 teachers and 58 percent of high school teachers believe that participation in social media with their teachers can enhance a student's educational experience. Despite the perceived benefits, only 17 percent of K-12 teachers encourage their students to connect with them via social media and only 18 percent have integrated it into their classrooms. Adoption is only slightly greater for high school teachers, with 21 percent encouraging their students to connect with them via social media and 19 percent incorporating it into classroom learning."
Dave Truss

ePortfolios & Learning Management Systems: Setting our default to social - Ewan McIntos... - 16 views

  • The elephant in the room, of course, is that most Learning Management Systems on the market these days and being developed by Education Ministries the world over have their defaults set to 'anti-social'
  • for students, teachers and parents to use; for showing the workings that led to a final product (it's time we stopped covering up our learning in English, showing our working in Maths - let's get the process of learning out there for all to see, contribute to and build upon);
  • ePortfolios for teachers should resemble those useful moments of sharing in the staffroom. For students, ePortfolios should be the messy learning log or journal de bord that, frankly, not enough of them keep on paper anyway;
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  • But the longer teachers put up with these attitudes, rather than challenging them and asking intelligent questions about the balance of risk in not having students share with the world wide web, the longer we do not have conversations with parents, and invite them to spectate and participate in what learning can look like now, then the longer we will continue to do a disservice to the digital footprints, competitiveness and understanding of otherness in our young people.
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    # for students, teachers and parents to use; # for showing the workings that led to a final product (it's time we stopped covering up our learning in English, showing our working in Maths - let's get the process of learning out there for all to see, contribute to and build upon);
Martin Burrett

Book: Wellbeing in the Primary Classroom by @AdrianBethune via @BloomsburyEd - 0 views

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    "In his new book, Adrian Bethune explores different angles of the life of children who are of primary-school age. For example, in a fascinating first chapter, Bethune examines our tribal roots, tapping into our pupils' primitive social instincts and their powerful effects on wellbeing and ability to learn. Citing the work of Louis Cozolino (Click here to view The Social Neuroscience of Education: Optimizing Attachment and Learning in the Classroom by Louis Cozolino on Amazon UK - worthy of a read itself) a tribal classroom embodies tribal qualities including a tribal leader, cooperation, teamwork, equality, fairness, trust and strong personal relationships. Such qualities enable everyone to feel valued and a feeling of a big family, helping secure positive relationships - the role of the teacher in this relationship is to help pupils feel like they belong, which is fundamental to learning. Developing this tribal theme, Bethune the proceeds to share ideas to be implemented in the primary classroom to help cultivate such positive relationships, including the design of a team flag, greetings and endings, teaching social skills, and building humour and games into the setting."
Dave Truss

Teaching in Social and Technological Networks « Connectivism - 17 views

    • Dave Truss
       
      Note my comment relating to this.
  • This model works well when we can centralize both the content (curriculum) and the teacher. The model falls apart when we distribute content and extend the activities of the teacher to include multiple educator inputs and peer-driven learning. Simply: social and technological networks subvert the classroom-based role of the teacher.
  • the role of the teacher. Given that coherence and lucidity are key to understanding our world, how do educators teach in networks? For educators, control is being replaced with influence. Instead of controlling a classroom, a teacher now influences or shapes a network. The following are roles teacher play in networked learning environments: 1. Amplifying 2. Curating 3. Wayfinding and socially-driven sensemaking 4. Aggregating 5. Filtering 6. Modelling 7. Persistent presence
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  • An interesting side-note, when you said, …The model falls apart when we distribute content and extend the activities of the teacher to include multiple educator inputs and peer-driven learning. Simply: social and technological networks subvert the classroom-based role of the teacher. It came to mind that what’s really being subverted is not so much the classroom-based role as it is the teacher-controlled learning.
  • We’re still early in many of these trends. Many questions remain unanswered about privacy, ethics in networks, and assessment. My view is that change in education needs to be systemic and substantial. Education is concerned with content and conversations. The tools for controlling both content and conversation have shifted from the educator to the learner. We require a system that acknowledges this reality.
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    The following are roles teacher play in networked learning environments: 1. Amplifying 2. Curating 3. Wayfinding and socially-driven sensemaking 4. Aggregating 5. Filtering 6. Modelling 7. Persistent presence
Vicki Davis

Sophia Founder to Showcase Free Online Social Teaching and Learning Platform at Educati... - 0 views

  • "Sophia connects people who want to learn with those willing to teach so that anyone, anywhere can create academically credible content and share it with the world."
  • social teaching and learning application that makes free, credible academic content available to anyone at anytime. It is a mission-driven organization that aims to break traditional cost and access barriers to post-secondary degree attainment. For more information, go to www.sophia.org.
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    This press release tells more about Sophia. "Sophia is a social teaching and learning application that makes free, credible academic content available to anyone at anytime. It is a mission-driven organization that aims to break traditional cost and access barriers to post-secondary degree attainment. For more information, go to www.sophia.org."
Deb Henkes

40 Amazing iPad Apps for the Learning Disabled | MatchACollege.com - 18 views

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    Students with learning disabilities can enhance and develop their communication skills, learn how to adapt to situations, and develop social skills. Check out this collection of iPad apps that can make a difference in the life of a learning disabled child.
anonymous

100 Leaders You Can Learn From on Twitter - Learn-gasm - 1 views

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    Whether you're looking for motivational speakers, authors, social media experts, or politicians, you can find quite a few interesting personalities. Read on to learn about 100 leaders on Twitter that you can learn from.
David Wetzel

Top 10 Tips for Pursuing Lifelong Learning with an Informal Lens - 9 views

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    The top 10 tips for pursuing lifelong learning focus on ways you can continue education through informal learning experiences, as opposed to attending formal class settings. Why this approach? Enrolling in formal continuing education courses and classes is difficult at times, considering life's tugs and pulls by everyday commitments. These obligations are why informal learning methods offer a viable option for continuing your education.
Vicki Davis

DimensionU - Educational Video Game Technology for the 21st Century Student - 15 views

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    For parents who want fun things for their students to do over the summer that will help students learn more and move forward in math and literacy skills - this is a website to check out. "Students enter the tournament by going to www.DimensionU.com/SummerChallenge. Once registered (parental permission is required) they will compete in math- and literacy-based games for a chance to win gift cards and summer-related prizes like inline skates, inflatable pools, beach volleyball sets, or tents. Five lucky players will be randomly selected to win an iPod Nano each. New this year is a social networking component that encourages students to build online "learning communities" of friends, family, community members, or even teachers - basically anyone who wants to help support the child's academic efforts during the summer. Participants who earn the highest number of social network points in each tournament round will win prizes separate from those awarded for game play performance."
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    Suggest this to parents.
Kathy Benson

Free Social Teaching and Learning Network focused solely on education - 20 views

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    Sophia is a free social teaching and learning platform that offers academic content to anyone, anywhere, free of charge. The website, which has been described as a mashup of Facebook, Wikipedia, and YouTube that is focused solely on education, also lets educators supplement their instruction with tools to create a customized learning environment in a private or public setting. Sophia.org has enhanced its social teaching and learning platform to include more than 25,000 free tutorials on math, science, English, and more-all in an ad-free environment. What's more, the site has become a key destination for teachers who are looking to "flip" their classrooms, its makers say.
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    Mostly middle school and up, has a learning preferences survey, like Khan Academy
Ed Webb

The academy's neoliberal response to COVID-19: Why faculty should be wary and... - 1 views

  • In the neoliberal economy, workers are seen as commodities and are expected to be trained and “work-ready” before they are hired. The cost and responsibility for job-training fall predominantly on individual workers rather than on employers. This is evident in the expectation that work experience should be a condition of hiring. This is true of the academic hiring process, which no longer involves hiring those who show promise in their field and can be apprenticed on the tenure track, but rather those with the means, privilege, and grit to assemble a tenurable CV on their own dime and arrive to the tenure track work-ready.
  • The assumption that faculty are pre-trained, or able to train themselves without additional time and support, underpins university directives that faculty move classes online without investing in training to support faculty in this shift. For context, at the University of Waterloo, the normal supports for developing an online course include one to two course releases, 12-18 months of preparation time, and the help of three staff members—one of whom is an online learning consultant, and each of whom supports only about two other courses. Instead, at universities across Canada, the move online under COVID-19 is not called “online teaching” but “remote teaching”, which universities seem to think absolves them of the responsibility to give faculty sufficient technological training, pedagogical consultation, and preparation time.
  • A guiding principle of neoliberal thought is that citizens should interact as formal equals, without regard for the substantive inequalities between us. This formal equality makes it difficult to articulate needs that arise from historical injustices, for instance, as marginalized groups are seen merely as stakeholders with views equally valuable to those of other stakeholders. In the neoliberal university, this notion of formal equality can be seen, among other things, in the use of standards and assessments, such as teaching evaluations, that have been shown to be biased against instructors from marginalized groups, and in the disproportionate amount of care and service work that falls to these faculty members.
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  • remote teaching directives are rooted in the assumption that faculty are equally positioned to carry them out
  • The dual delivery model—in which some students in a course come to class and others work remotely using pre-recorded or other asynchronous course material—is already part of a number of university plans for the fall, even though it requires vastly more work than either in-person or remote courses alone. The failure to accommodate faculty who are not well positioned to transform their courses from in-person to remote teaching—or some combination of the two— will actively exacerbate existing inequalities, marking a step backward for equity.
  • Neoliberal democracy is characterized by competitive individualism and centres on the individual advocacy of ostensibly equal citizens through their vote with no common social or political goals. By extension, group identity and collective advocacy are delegitimized as undemocratic attempts to gain more of a say than those involved would otherwise have as individuals.
  • Portraying people as atomized individuals allows social problems to be framed as individual failures
  • faculty are increasingly encouraged to see themselves as competitors who must maintain a constant level of productivity and act as entrepreneurs to sell ideas to potential investors in the form of external funding agencies or private commercial interests. Rather than freedom of enquiry, faculty research is increasingly monitored through performance metrics. Academic governance is being replaced by corporate governance models while faculty and faculty associations are no longer being respected for the integral role they play in the governance process, but are instead considered to be a stakeholder akin to alumni associations or capital investors.
  • treats structural and pedagogical barriers as minor individual technical or administrative problems that the instructor can overcome simply by watching more Zoom webinars and practising better self-care.
  • In neoliberal thought, education is merely pursued by individuals who want to invest in skills and credentials that will increase their value in the labour market.
  • faculty are encouraged to strip away the transformative pedagogical work that has long been part of their profession and to merely administer a course or deliver course material
  • The notion that faculty can simply move their courses online—or teach them simultaneously online and in person—is rooted in the assumption that educating involves merely delivering information to students, which can be done just as easily online as it can be in person. There are many well-developed online courses, yet all but the most ardent enthusiasts concede that the format works better for some subjects and some students
  • while there are still some advocates for the democratic potential of online teaching, there are strong criticisms that pedagogies rooted in well-established understandings of education as a collective, immersive, and empowering experience, through which students learn how to deliberate, collaborate, and interrogate established norms, cannot simply be transferred online
  • Humans learn through narrative, context, empathy, debate, and shared experiences. We are able to open ourselves up enough to ask difficult questions and allow ourselves to be challenged only when we are able to see the humanity in others and when our own humanity is recognized by others. This kind of active learning (as opposed to the passive reception of information) requires the trust, collectivity, and understanding of divergent experiences built through regular synchronous meetings in a shared physical space. This is hindered when classroom interaction is mediated through disembodied video images and temporally delayed chat functions.
  • When teaching is reduced to content delivery, faculty become interchangeable, which raises additional questions about academic freedom. Suggestions have already been made that the workload problem brought on by remote teaching would be mitigated if faculty simply taught existing online courses designed by others. It does not take complex modelling to imagine a new normal in which an undergraduate degree consists solely of downloading and memorizing cookie-cutter course material uploaded by people with no expertise in the area who are administering ten other courses simultaneously. 
  • when teaching is reduced to content delivery, intellectual property takes on additional importance. It is illegal to record and distribute lectures or other course material without the instructor’s permission, but universities seem reluctant to confirm that they will not have the right to use the content faculty post online. For instance, if a contract faculty member spends countless hours designing a remote course for the summer semester and then is laid off in the fall, can the university still use their recorded lectures and other material in the fall? Can the university use this recorded lecture material to continue teaching these courses if faculty are on strike (as happened in the UK in 2018)? What precedents are being set? 
  • Students’ exposure to a range of rigorous thought is also endangered, since it is much easier for students to record and distribute course content when faculty post it online. Some websites are already using the move to remote teaching as an opportunity to urge students to call out and shame faculty they deem to be “liberal” or “left” by reposting their course material. To avoid this, faculty are likely to self-censor, choosing material they feel is safer. Course material will become more generic, which will diminish the quality of students’ education.
  • In neoliberal thought, the public sphere is severely diminished, and the role of the university in the public sphere—and as a public sphere unto itself—is treated as unnecessary. The principle that enquiry and debate are public goods in and of themselves, regardless of their outcome or impact, is devalued, as is the notion that a society’s self-knowledge and self-criticism are crucial to democracy, societal improvement, and the pursuit of the good life. Expert opinion is devalued, and research is desirable only when it translates into gains for the private sector, essentially treating universities as vehicles to channel public funding into private research and development. 
  • The free and broad pursuit—and critique—of knowledge is arguably even more important in times of crisis and rapid social change.
  • Policies that advance neoliberal ideals have long been justified—and opposition to them discredited—using Margaret Thatcher’s famous line that “there is no alternative.” This notion is reproduced in universities framing their responses to COVID-19 as a fait accompli—the inevitable result of unfortunate circumstances. Yet the neoliberal assumptions that underpin these responses illustrate that choices are being made and force us to ask whether the emergency we face necessitates this exact response.
  • Instead of discussing better Zoom learning techniques, we should collectively ask what teaching in the COVID-19 era would look like if universities valued education and research as essential public goods.
  • Emergencies matter. Far from occasions that justify suspending our principles, the way that we handle the extra-ordinary, the unexpected, sends a message about what we truly value. While COVID-19 may seem exceptional, university responses to this crisis are hardly a departure from the neoliberal norm, and university administrations are already making plans to extend online teaching after it dissipates. We must be careful not to send the message that the neoliberal university and the worldview that underpins it are acceptable.
yc c

:: e-Learning for Kids :: - 25 views

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    E-learning for Kids isn't only for kids, though; it's also a site where:* Parents get more engaged in their kids' education  * Educators and experts champion e-learning and contribute their knowledge on how kids can learn better.* Commercial education and game developers contribute to the next generation.* Corporations and associations channel their social responsibility efforts.  * People with a passion for childhood education make a difference.
Gaby Richard-Harrington

Working Toward Student Self-Direction and Personal Efficacy as Educational Goals - 2 views

    • Gaby Richard-Harrington
       
      I think that this is worth listening to. It gives a really different reason for conferences.
  • she observes student-led parent/student conferences.
    • Gaby Richard-Harrington
       
      I think this is worth listening to. It gives a whole new perspective on conferences.
  • improvement of instruction and for evaluation,
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  • mutually-enhancing learning process.
  • In traditional classrooms the teacher is seen as the information giver; knowledge flows only one way from teacher to student. In contrast, the methods used in a collaborative classroom emphasize shared knowledge and decision making.
  • Teachers may have a great deal of difficulty learning how to share control of instruction with students.
  • helping students make their own decisions will conflict with some teachers' learned experiences as well as their feelings about being in charge.
  • For some teachers this is a most difficult challenge
  • Similarly, students who are used to relying on teachers to give them so much structure, direction and information will have to learn to start asking themselves
  • "What can I do before I ask an adult?"
  • Some psychologists point out that fostering self-determination and personal efficacy can conflict with our goals for collaborative work (Sigel) unless we find ways to mold both goals into our instructional programs
  • self-direction can refer not only to the individual but to a group, a class of students, that decides upon goals, designs strategies and collaboratively evaluates progress on a group basis. As Vygotsky (1978) notes,
  • learning to think occurs within a social context; group speech gradually becomes internalized as personal self-talk about confronting life's difficult, complex situations.
  • Finally, personal efficacy means taking control of one's destiny
  • school restructuring and change
  • Some critics (Apple, 1979) suggest that schools help students reproduce knowledge of a dominant social, economic class, and not engage in producing for their own knowledge.
  • Further, many parents are concerned that a reorientation toward student self-direction and personal efficacy will diminish the influence of home and school and inadequately prepare students for the work force.
Fabian Aguilar

American Cultures 2.0 - 0 views

  • If we want students to become citizens who understand their role as a citizen then we need to teach them to understand and respect the power of questions.
  • Without the freedom and courage to ask that paradigm shifting question then progress and innovation would cease to exist and we would become slaves to our past and out-dated solutions.
  • The power of just one word can totally change the meaning of something as intrinsic as national identity.
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  • The more students have an opportunity to read, speak and write the more they are going to understand the power of words.
  • The moment students craft words meant not just for the teacher and a few other peers, but for the wider world, is the moment students learn that a misplaced, mispronounced, or misspelled word has consequences far beyond a grade. These authentic learning opportunities are crucial to prepare students for the new realities of a more global and transparent world.
  • Students (and teachers) need to understand that everything they do communicates, whether they know what they are communicating or not.
  • Once students really figure out who they are and what they stand for then they can more comfortably be themselves. However, an important social skill that many students have difficulty grasping is knowing appropriate social norms in various settings.
  • Anyone can be a teacher... if you are alert and willing to learn from others. We need to teach students to be alert and willing to learn from sources other than textbooks. We need to teach students how to create and cultivate learning from a personal learning network, in order to extend the traditional capabilities of school from the limited hours of the school day to the unlimited hours beyond the school day. The informal classroom of life offers lessons far more valuable than the classroom if only we are open to learning from each other each and every day.
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