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Ed Webb

Why hard work and specialising early is not a recipe for success - The Correspondent - 0 views

thecorrespondent.com/...5432867990-073c5173

education LiberalArts psychology training

shared by Ed Webb on 09 Mar 20 - Cached
  • dispelling nonsense is much harder than spreading nonsense.
  • a worldwide cult of the head start – a fetish for precociousness. The intuitive opinion that dedicated, focused specialists are superior to doubting, daydreaming Jacks-of-all-trades is winning
  • astonishing sacrifices made in the quest for efficiency, specialisation and excellence
  • ...20 more annotations...
  • Most things that people want to learn do not resemble language, golf or chess, but rather a game in which the generalist has an advantage. A hostile learning environment
  • Seemingly inefficient things are productive: expanding your horizons, giving yourself time, switching professions. 
  • early specialisation is a good idea if you want to become successful in certain fields, sports or professions. In fact, in some cases, it’s the only option. Take chess, for example: if you don’t start early, you won’t stand a chance at glory.
  • learning chess is not a good model for learning other things. Epstein explains this using the work of psychologist Robin Hogarth, who makes the distinction between friendly (kind) and unfriendly or hostile (wicked) learning environments.
  • In a friendly learning environment, such as chess, the rules are clear, the information is complete (all pieces are visible on the board), and you can (ultimately) determine the quality of every move. In other words, the feedback loop
  • friendly learning environments are the exception. The world is not as clear-cut as golf or chess. So early specialisation is often a bad idea. 
  • In hostile learning environments without repetitive patterns, mastery is much harder to achieve. The feedback loop is insidious. Unlike chess, experience does not necessarily make you better. You may stick with the wrong approach because you’re convinced it’s the right one. 
  • The better a teacher scored on their own subject (i.e., the higher the grades their students got in that subject), the more mediocre students’ scores were across the complete programme (all modules). The explanation? Those teachers gave their students rigidly defined education, purely focused on passing exams. The students passed their tests with high marks – and rated their teachers highly in surveys – but would fail later on. 
  • In learning environments without repetitive patterns, where cause and effect are not always clear, early specialisation and spending countless hours does not guarantee success. Quite the opposite, Epstein argues. Generalists have the advantage: they have a wider range of experiences and a greater ability to associate and improvise. (The world has more in common with jazz than classical music, Epstein explains in a chapter on music.)
  • Many modern professions aren’t so much about applying specific solutions than they are about recognising the nature of a problem, and only then coming up with an approach. That becomes possible when you learn to see analogies with other fields, according to psychologist Dedre Gentner, who has made this subject her life’s work.
  • Another advantage generalists and late specialists have is more concrete: you are more likely to pick a suitable study, sport or profession if you first orient yourself broadly before you make a choice.
  • Greater enjoyment of the game is one of the benefits associated with late specialisation, along with fewer injuries and more creativity.
  • which child, teenager or person in their 20s knows what they will be doing for the rest of their lives?
  • Persevering along a chosen path can also lead to other problems: frustrations about failure. If practice makes perfect, why am I not a genius? In a critical review,
  • The tricky thing about generalist long-term thinking versus specialist short-term thinking is that the latter produces faster and more visible results.
  • specialising in short-term success gets in the way of long-term success. This also applies to education.
  • (Another example: the on-going worry about whether or not students’ degree choices are "labour market relevant".)
  • Teachers who taught more broadly – who did not teach students readymade "prescribed lessons” but instilled "principles" – were not rated as highly in their own subject, but had the most sustainable effect on learning. However, this was not reflected in the results. These teachers were awarded – logically but tragically – lower ratings by their students.
  • the 10,000 hour gang has considerable power with their message "quitters never win, winners never quit".Epstein’s more wholesome message seems weak and boring in comparison. Some things are simply not meant for everyone, doubt is understandable and even meaningful, you can give up and change your choice of work, sports or hobby, and an early lead can actually be a structural disadvantage. 
  • "Don’t feel behind." Don’t worry if others seem to be moving faster, harder or better. Winners often quit.
Dave Truss

Recipe for a Disruptive Keynote : Stager-to-Go - 0 views

stager.tv/blog

Garystager newliteracy digitalclassroom

shared by Dave Truss on 01 Jul 09 - Cached
  • Much of what is called virtual education is really just bad teaching done on the cheap. Most of what I have seen offered as online courses for students doesn’t rise to the level of a mail-order correspondence course. There may be no lectures, but there is no deep learning to be found either. Teachers don’t know their students and the pedagogical emphasis is on product over process.
  • Don’t tell me that online education delivers individualization. The concept of delivery is itself the enemy of learning. Individualization is not customizing the pace of the multiple choice tests, but knowing the
  • strive to create learner-centered, project-based, collaborative, non-coercive environments in which students learn through a community of practice
  • ...2 more annotations...
  • decentralize knowledge
  • Our network policies treat teachers and children as either imbeciles or felons. How many of you are unable to use your classroom computers in educationally sound ways because of a network policy created without your input? We install iPod labs so that children can be marched down the hall once a week for iPod lessons. We chain laptop computers to desks and don’t allow children to take them home. That’s the point of a laptop. You cannot blame such stupidity on four walls of brick and mortar. The blame lies within the bankruptcy of our imaginations.
  • Dave Truss on 01 Jul 09
     
    Much of what is called virtual education is really just bad teaching done on the cheap. Most of what I have seen offered as online courses for students doesn't rise to the level of a mail-order correspondence course. There may be no lectures, but there is no deep learning to be found either. Teachers don't know their students and the pedagogical emphasis is on product over process.
Dave Truss

Teaching in Social and Technological Networks « Connectivism - 17 views

www.connectivism.ca/?p=220

teachers networks networkedteaching newliteracy

shared by Dave Truss on 20 Feb 10 - Cached
    • Dave Truss
      Dave Truss on 20 Feb 10
       
      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.
  • Dave Truss on 20 Feb 10
     
    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
Ed Webb

The Rise of the SuperProfessor | World Future Society - 1 views

www.wfs.org/...rise-superprofessor

education future

shared by Ed Webb on 14 May 12 - No Cached
  • Professors are also being left out of marketing decisions, personal branding campaigns, and how the intellectual capital of their life’s work get’s disseminated.
  • In addition to academic prowess, future SuperProfessors will be ranked according to attributes like influence, fame, clout, and name recognition. Future criteria for winning the FacultyRow SuperProfessor designation will likely include benchmarks for the size of social networks, industry influencer rankings, and gauges for measuring effectiveness of personal branding campaigns.
  • Currently we are seeing a tremendous duplication of effort. Entry-level courses such as psychology 101, economics 101, and accounting 101 are being taught simultaneously by thousands of professors around the globe. Once a high profile SuperProfessor and brand name University produces one of these courses, what’s the value of a mid-tier school and little-known teacher also creating the same course? As Ball Corporation executive, Drew Crouch puts it, “Education is definitely moving from a history of scarcity to a future of abundance. Just like Gutenberg freed the written word, the Internet has freed information.”
  • Ed Webb on 14 May 12
     
    This seems stuck in the notion of the 'course' as a transferrable, replicable unit of education, without acknowledging all kinds of educational interactions that happen around courses, in one-on-one conversation etc. If a course is a knowledge dump, then it can be replaced with recorded equivalents, it seems to me. But if it is an interactive experience, a conversation among learners with the instructor as lead/expert learner, then reproducing it on a mass scale simply won't work.
Mark Gillingham

The Great Books Foundation | Book Notes Plus - 5 views

booknotesplus.wordpress.com/...the-great-books-foundation

great books bestpractices elementary middleschool literature

shared by Mark Gillingham on 28 Aug 13 - No Cached
  • Another project for the common folks that Adler shepherded was the formation of the Great Books Foundation.  The purpose of the Foundation was to produce a series of inexpensive paperback books that contained works that Adler thought were important.  Since the sets were inexpensive, everyone in a book group would be able to buy a set, and then get together to discuss the diverse selections therein.
  • Regardless of where you live, there is probably a Great Books Discussion Group nearby.  Here in Baton Rouge, Louisiana there has been a Group for over 40 years, and I have been in it, off and on, for many of those years.  When our son was in elementary school he was in a Junior Great Books Discussion Group for a while, and my wife was the leader.  You will even find Great Books Discussion Groups in prisons.  A friend of mine led a group at a state prison for a time, and said that the discussions were among the best he ever took part in.
  • Mark Gillingham on 28 Aug 13
     
    The Great Books Foundation is a nonprofit educational organization based in Chicago, IL. 
Ruth Howard

Free Learning ~ Stephen's Web - 12 views

www.downes.ca/freelearning.htm

free learning stephen web Downes all_teachers bestpractices edu_trends edublog

shared by Ruth Howard on 28 Jun 10 - Cached
  • We support free learning and have posted the Free Learning badge.
  • If you support free learning, use the code in the box above to post the badge on your website and then send me an email to let me know, and I'll post your website link on this page.
Ed Webb

Mind - Research Upends Traditional Thinking on Study Habits - NYTimes.com - 3 views

www.nytimes.com/...07mind.html

learning cognition neuroscience education testing psychology

shared by Ed Webb on 06 Sep 10 - No Cached
  • instead of sticking to one study location, simply alternating the room where a person studies improves retention. So does studying distinct but related skills or concepts in one sitting, rather than focusing intensely on a single thing. “We have known these principles for some time, and it’s intriguing that schools don’t pick them up, or that people don’t learn them by trial and error,” said Robert A. Bjork, a psychologist at the University of California, Los Angeles. “Instead, we walk around with all sorts of unexamined beliefs about what works that are mistaken.”
  • The brain makes subtle associations between what it is studying and the background sensations it has at the time, the authors say, regardless of whether those perceptions are conscious. It colors the terms of the Versailles Treaty with the wasted fluorescent glow of the dorm study room, say; or the elements of the Marshall Plan with the jade-curtain shade of the willow tree in the backyard. Forcing the brain to make multiple associations with the same material may, in effect, give that information more neural scaffolding.
  • Cognitive scientists do not deny that honest-to-goodness cramming can lead to a better grade on a given exam. But hurriedly jam-packing a brain is akin to speed-packing a cheap suitcase, as most students quickly learn — it holds its new load for a while, then most everything falls out. “With many students, it’s not like they can’t remember the material” when they move to a more advanced class, said Henry L. Roediger III, a psychologist at Washington University in St. Louis. “It’s like they’ve never seen it before.”
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  • cognitive scientists see testing itself — or practice tests and quizzes — as a powerful tool of learning, rather than merely assessment. The process of retrieving an idea is not like pulling a book from a shelf; it seems to fundamentally alter the way the information is subsequently stored, making it far more accessible in the future.
  • “The idea is that forgetting is the friend of learning,” said Dr. Kornell. “When you forget something, it allows you to relearn, and do so effectively, the next time you see it.”
  • An hour of study tonight, an hour on the weekend, another session a week from now: such so-called spacing improves later recall, without requiring students to put in more overall study effort or pay more attention, dozens of studies have found.
  • “Testing not only measures knowledge but changes it,” he says — and, happily, in the direction of more certainty, not less.
  • “Testing has such bad connotation; people think of standardized testing or teaching to the test,” Dr. Roediger said. “Maybe we need to call it something else, but this is one of the most powerful learning tools we have.”
  • The harder it is to remember something, the harder it is to later forget. This effect, which researchers call “desirable difficulty,”
Marisa P

John Dewey: School and Society: Chapter 4: The Psychology of Elementary Education - 0 views

www.brocku.ca/...Dewey_1915a.html

shared by Marisa P on 16 May 08 - Cached
  • To refuse to try, to stick (97) blindly to tradition, because the search for the truth involves experimentation in the region of the unknown, is to refuse the only step which can introduce rational conviction into education.
    • Marisa P
      Marisa P on 16 May 08
       
      great quote
  • It should also be stated that practically it has not as yet been possible, in many cases, to act adequately upon the best ideas obtained, because of administrative difficulties, due to lack of funds —difficulties centering in the lack of a proper building and appliances, and in inability to pay the amounts necessary to secure the complete time of teachers in some important lines. Indeed, with the growth of the school in numbers, and in the age and maturity of pupils, it is becoming a grave question how long it is fair to the experiment to carry it on without more adequate facilities.
  • The aim, then, is not for the child to go to school as a place apart, but rather in the school so to recapitulate typical phases of his experience outside of school, as to enlarge, enrich, and gradually formulate it.
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  • Since the aim is not "covering the ground," but knowledge of social processes used to secure social results, no attempt is made to go over the entire history, in chronological order, of America
  • His experiments are modes of active doing—almost as much so as his play and games. Later he tries to find out how various materials or agencies are manipulated in order to give certain results. It is thus clearly distinguished from experimentation in the scientific sense—such as is appropriate to the secondary period —where the aim is the discovery of facts and verification of principles.
  • means to ends
  • These subjects are social in a double sense. They represent the tools which society has evolved in the past as the instruments of its intellectual pursuits. They represent the keys which will unlock to the child the wealth of social capital which lies beyond the possible range of his limited individual experience. While these two points of view must always give these arts a highly important place in education, they also make it necessary that certain conditions should be observed in their introduction and use. In a wholesale and direct application of the studies no account is taken of these conditions. The chief problem at present relating to the three R's is recognition of these conditions and the adaptation of work to them.
  • 1) The need that the child shall have in his own personal (105) and vital experience a varied background of contact and acquaintance with realities, social and physical. This is necessary to prevent symbols from becoming a purely second-hand and conventional substitute for reality.
  • The need that the more ordinary, direct, and personal experience of the child shall furnish problems, motives, and interests that necessitate recourse to books for their solution, satisfaction, and pursuit. Otherwise, the child approaches the book without intellectual hunger, without alertness, without a questioning attitude, and the result is the one so deplorably common: such abject dependence upon books as weakens and cripples vigor of thought and inquiry, combined with reading for mere random stimulation of fancy, emotional indulgence, and flight from the world of reality into a make-belief land.
  • The final use of the symbols, whether in reading, calculation, or composition, is more intelligent, less mechanical; more active, less passively receptive; more an increase of power, less a mere mode of enjoyment.
  • third period of elementary education
  • the second period
Dean Loberg

Education Week's Digital Directions: Building Gaming Into Science Education - 0 views

www.edweek.org/...04sciencegames_web.h01.html

gaming science

shared by Dean Loberg on 13 May 08 - Cached
  • "I've had teachers tell me,” says Eklund, “that after they introduced the game to their students, the classroom went completely silent because all of the kids were just reading." "You just don't get that kind of engagement and involvement with the story" with a textbook, he says.
    • Brian C. Smith
      Brian C. Smith on 13 May 08
       
      Is this because of the visual appeal or the storyline? I can see this happening, but does silence mean high levels of engagement?
    • Dean Loberg
      Dean Loberg on 13 May 08
       
      Assuming that they are not sleeping I think it does mean engagement, but engagement does not equal education. It depends on the content as well.
  • A report written by researchers about The River City Project for a 2006 conference concluded "that students learned biology content, that students and teachers were highly engaged, that student attendance improved, that disruptive behavior dropped, that students were building 21st-century skills in virtual communication and expression, and importantly, that using this type of technology in the classroom can facilitate good inquiry learning."
    • Brian C. Smith
      Brian C. Smith on 13 May 08
       
      Is this limited to only the River City Project alone though? How does it promote more inquiry, problem and project-based learning in other content?
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  • "I'm in a unique situation where there's a computer at every lab table," he says, pointing out that many teachers do not have that ratio of students to computers.
  • when the games don't work properly, but most teachers don’t have that level of technical skill, she points out.
  • "There are little things you need to know," she says, to keep the games running smoothly. "[Otherwise], it's not going to work in the classroom, and teachers aren't going to use it."
  • "If [the game] doesn't have a focus or clear reason for what they're doing, it really doesn't work," says Pokrzywinski. Adapting games to the curriculum is possible, she says, but it takes time—something many teachers don't have.
  • Brian C. Smith on 13 May 08
     
    Science and gaming
  • Dean Loberg on 13 May 08
     
    Science and gaming
Jo Fothergill

IMPACT '08 - The Social, Cultural & Ethical Impact of ICT Innovation - 0 views

www.2020.org.nz/impact

shared by Jo Fothergill on 31 Mar 08 - Cached
  • Social Interaction August 18 How are innovations in ICT impacting on how people interact?  What is the impact of innovative ICTs eliminating the tyranny of distance and time?  Community Building September 15 What impact does ICT innovation have in building communities?  And, has the concept of community changed away from a geographic focus?  And what is the impact on the individual’s association with their multiple communities?
    • Jo Fothergill
      Jo Fothergill on 31 Mar 08
       
      could be of interest to educators
Dave Truss

The Tell-All Generation Learns When Not To, at Least Online - NYTimes.com - 10 views

www.nytimes.com/...09privacy.html

facebook socialmedia socialnetworking socialresponsibility presentation parents

shared by Dave Truss on 10 May 10 - Cached
  • Younger teenagers were not included in these studies, and they may not have the same privacy concerns. But anecdotal evidence suggests that many of them have not had enough experience to understand the downside to oversharing.
    • Dave Truss
      Dave Truss on 10 May 10
       
      This is why we need to have social networking sites at school, so that we can help teach about safety/security/privacy!
  • But in many cases, young adults are teaching one another about privacy.
  • Ms. Liu is not just policing her own behavior, but her sister’s, too. Ms. Liu sent a text message to her 17-year-old sibling warning her to take down a photo of a guy sitting on her sister’s lap. Why? Her sister wants to audition for “Glee” and Ms. Liu didn’t want the show’s producers to see it. Besides, what if her sister became a celebrity? “It conjures up an image where if you became famous anyone could pull up a picture and send it to TMZ,” Ms. Liu said. Andrew Klemperer, a 20-year-old at Georgetown University, said it was a classmate who warned him about the implications of the recent Facebook change — through a status update on (where else?) Facebook. Now he is more diligent in monitoring privacy settings and apt to warn others, too.
    • Dave Truss
      Dave Truss on 10 May 10
       
      Great examples of peers leading peers, but not the kind we usually read about when media describes social networking sites.
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  • He has learned to live out loud mostly by trial and error and has come up with his own theory: concentric layers of sharing.
    • Dave Truss
      Dave Truss on 10 May 10
       
      Like my "Worlds Collide" post: http://pairadimes.davidtruss.com/google-buzz-and-george-costanza-worlds-collide/ but I still think there is too much of a perception that you can have 'private' or 'hidden' digital lives (which you can't) rather than thinking about it as being appropriate to your audience, and always "appropriate" and thoughtful about your image.
  • The conventional wisdom suggests that everyone under 30 is comfortable revealing every facet of their lives online, from their favorite pizza to most frequent sexual partners. But many members of the tell-all generation are rethinking what it means to live out loud.
  • more than half the young adults questioned had become more concerned about privacy than they were five years ago — mirroring the number of people their parent’s age or older with that worry. They are more diligent than older adults, however, in trying to protect themselves.
  • In a new study to be released this month, the Pew Internet Project has found that people in their 20s exert more control over their digital reputations than older adults, more vigorously deleting unwanted posts and limiting information about themselves.
Ruth Howard

Technology Integration Matrix - 0 views

fcit.usf.edu/matrix

Technology Integration matrix education tech_integration pedagogy edtech technologyintegration

shared by Ruth Howard on 21 Apr 09 - Cached
  • What is the history behind the tool? The Technology Integration Matrix (TIM) was developed to help guide the complex task of evaluating technology integration in the classroom. Basic technology skills and integration of technology into the curriculum go hand-in-hand to form teacher technology literacy. Encouraging the seamless use of technology in all curriculum areas and promoting technology literacy are both key NCLB:Title II-D/EETT program purposes. The Inventory for Teacher Technology Skills (ITTS) companion tool is designed to help districts evaluate teachers’ current levels of proficiency with technology and is also used as a professional development planning and needs assessment resource. The TIM is envisioned as an EETT program resource which can help support the full integration of technology in Florida schools. What is in each cell? Each cell in the matrix will have a video (or several videos) which illustrate the integration of technology in classrooms where only a few computers are available and/or classrooms where every student has access to a laptop computer.
  • Transformation  The teacher creates a rich learning environment in which students regularly engage in activities that would have been impossible to achieve without technology.
  • Active
  • ...10 more annotations...
  • Indicator: Given ongoing access to online resources, students actively select and pursue topics beyond the limitations of even the best school library.
  • Collaborative
  • Indicator: Technology enables students to collaborate with peers and experts irrespective of time zone or physical distances.
  • Constructive
  • Indicator: Students use technology to construct, share, and publish knowledge to a worldwide audience.
  • Authentic
  • Indicator: By means of technology tools, students participate in outside-of-school projects and problem-solving activities that have meaning for the students and the community.
  • Goal Directed
  • Indicator: Students engage in ongoing metacognative activities at a level that would be unattainable without the support of technology tools.
  • You can download the Technology Integration Matrix for printing as a PDF.
Ed Webb

How to Land Your Kid in Therapy - Magazine - The Atlantic - 11 views

www.theatlantic.com/...8555

happiness psychology education parenting

shared by Ed Webb on 21 Jun 11 - No Cached
  • Meanwhile, rates of anxiety and depression have also risen in tandem with self-esteem. Why is this? “Narcissists are happy when they’re younger, because they’re the center of the universe,” Twenge explains. “Their parents act like their servants, shuttling them to any activity they choose and catering to their every desire. Parents are constantly telling their children how special and talented they are. This gives them an inflated view of their specialness compared to other human beings. Instead of feeling good about themselves, they feel better than everyone else.” In early adulthood, this becomes a big problem. “People who feel like they’re unusually special end up alienating those around them,” Twenge says. “They don’t know how to work on teams as well or deal with limits. They get into the workplace and expect to be stimulated all the time, because their worlds were so structured with activities. They don’t like being told by a boss that their work might need improvement, and they feel insecure if they don’t get a constant stream of praise. They grew up in a culture where everyone gets a trophy just for participating, which is ludicrous and makes no sense when you apply it to actual sports games or work performance. Who would watch an NBA game with no winners or losers? Should everyone get paid the same amount, or get promoted, when some people have superior performance? They grew up in a bubble, so they get out into the real world and they start to feel lost and helpless. Kids who always have problems solved for them believe that they don’t know how to solve problems. And they’re right—they don’t.”
  • I asked Wendy Mogel if this gentler approach really creates kids who are less self-involved, less “Me Generation.” No, she said. Just the opposite: parents who protect their kids from accurate feedback teach them that they deserve special treatment. “A principal at an elementary school told me that a parent asked a teacher not to use red pens for corrections,” she said, “because the parent felt it was upsetting to kids when they see so much red on the page. This is the kind of self-absorption we’re seeing, in the name of our children’s self-esteem.”
  • research shows that much better predictors of life fulfillment and success are perseverance, resiliency, and reality-testing
  • ...8 more annotations...
  • “They believe that ‘average’ is bad for self-esteem.”
  • Jane told me that because parents are so sensitive to how every interaction is processed, sometimes she feels like she’s walking on eggshells while trying to do her job. If, for instance, a couple of kids are doing something they’re not supposed to—name-calling, climbing on a table, throwing sand—her instinct would be to say “Hey, knock it off, you two!” But, she says, she’d be fired for saying that, because you have to go talk with the kids, find out what they were feeling, explain what else they could do with that feeling other than call somebody a “poopy face” or put sand in somebody’s hair, and then help them mutually come up with a solution. “We try to be so correct in our language and our discipline that we forget the true message we’re trying to send—which is, don’t name-call and don’t throw the sand!” she said. “But by the time we’re done ‘talking it through,’ the kids don’t want to play anymore, a rote apology is made, and they’ll do it again five minutes later, because they kind of got a pass. ‘Knock it off’ works every time, because they already know why it’s wrong, and the message is concise and clear. But to keep my job, I have to go and explore their feelings.”
  • “The ideology of our time is that choice is good and more choice is better,” he said. “But we’ve found that’s not true.”
  • Kids feel safer and less anxious with fewer choices, Schwartz says; fewer options help them to commit to some things and let go of others, a skill they’ll need later in life.
  • Most parents tell kids, ‘You can do anything you want, you can quit any time, you can try this other thing if you’re not 100 percent satisfied with the other.’ It’s no wonder they live their lives that way as adults, too.” He sees this in students who graduate from Swarthmore. “They can’t bear the thought that saying yes to one interest or opportunity means saying no to everything else, so they spend years hoping that the perfect answer will emerge. What they don’t understand is that they’re looking for the perfect answer when they should be looking for the good-enough answer.”
  • what parents are creating with all this choice are anxious and entitled kids whom she describes as “handicapped royalty.”
  • When I was my son’s age, I didn’t routinely get to choose my menu, or where to go on weekends—and the friends I asked say they didn’t, either. There was some negotiation, but not a lot, and we were content with that. We didn’t expect so much choice, so it didn’t bother us not to have it until we were older, when we were ready to handle the responsibility it requires. But today, Twenge says, “we treat our kids like adults when they’re children, and we infantilize them when they’re 18 years old.”
  • too much choice makes people more likely to feel depressed and out of control
Suzie Nestico

Assessment Tools Needed in Every Classroom | edtechdigest.com - 15 views

edtechdigest.wordpress.com/...ools-needed-in-every-classroom

assessment edtech education LMS SMS

shared by Suzie Nestico on 05 Nov 11 - No Cached
  • n ideal classroom to me would be one where teachers were all given tablets in a wi-fi or, ideally, a satellite-based classroom where that tablet was connected to the school intranet and Internet. From there, an app would connect me to the school’s Student Management System (SMS) where I could see vital student info
  • What I talk about is not science fiction. I could mention countless products that do at least one part of what I have described. The technology exists today for all of this to become a reality. We can make it a reality—we only need more educators involved in productive discussions stating what they really need, and helping those in industry to create these products for us. Keeping track of data and sharing it with others should not be such a tedious task. Let us together build the next big learning management system, assessment tool, data dashboard and performance indicator all in one. We’re closer to achieving that reality than you might think.
Caroline Bucky-Beaver

Code of Best Practices in Fair Use for Media Literacy Education - 1 views

wwwdev.ncte.org/...fairusemedialiteracy

medialiteracy bestpractices copyright fairuse 5 principles 2008 digitalcitizenship

shared by Caroline Bucky-Beaver on 12 Nov 08 - Cached
  • Fair use is the right to use copyrighted material without permission or payment under some circumstances -- especially when the cultural or social benefits of the use are predominant. It is a general right that applies even in situations where the law provides no specific authorization for the use in question -- as it does for certain narrowly defined classroom activities.
  • guide identifies five principles that represent the media literacy education community’s current consensus about acceptable practices for the fair use of copyrighted materials
  • code of best practices does not tell you the limits of fair use rights. Instead, it describes how those rights should apply in certain recurrent situations.
  • ...30 more annotations...
  • Media literacy education distinctively features the analytical attitude that teachers and learners, working together, adopt toward the media objects they study. The foundation of effective media analysis is the recognition that: All media messages are constructed.Each medium has different characteristics and strengths and a unique language of construction.Media messages are produced for particular purposes.All media messages contain embedded values and points of view.People use their individual skills, beliefs and experiences to construct their own meanings from media messages.Media and media messages can influence beliefs, attitudes, values, behaviors, and the democratic process. Making media and sharing it with listeners, readers, and viewers is essential to the development of critical thinking and communication skills. Feedback deepens reflection on one’s own editorial and creative choices and helps students grasp the power of communication.
  • Lack of clarity reduces learning and limits the ability to use digital tools. Some educators close their classroom doors and hide what they fear is infringement; others hyper-comply with imagined rules that are far stricter than the law requires, limiting the effectiveness of their teaching and their students’ learning.
  • Educators and learners in media literacy often make uses of copyrighted materials that stand far outside the marketplace, for instance, in the classroom, at a conference, or within a school-wide or district-wide festival. Such uses, especially when they occur within a restricted-access network, do enjoy certain copyright advantages.
  • Law provides copyright protection to creative works in order to foster the creation of culture. Its best known feature is protection of owners’ rights. But copying, quoting, and generally re-using existing cultural material can be, under some circumstances, a critically important part of generating new culture.
  • In reviewing the history of fair use litigation, we find that judges return again and again to two key questions: Did the unlicensed use "transform" the material taken from the copyrighted work by using it for a different purpose than that of the original, or did it just repeat the work for the same intent and value as the original? Was the material taken appropriate in kind and amount, considering the nature of the copyrighted work and of the use? If the answers to these two questions are "yes," a court is likely to find a use fair. Because that is true, such a use is unlikely to be challenged in the first place.
  • Both key questions touch on, among other things, the question of whether the use will cause excessive economic harm to the copyright owner. Courts have told us that copyright owners aren’t entitled to an absolute monopoly over transformative uses of their works.
  • Another consideration underlies and influences the way in which these questions are analyzed: whether the user acted reasonably and in good faith, in light of general practice in his or her particular field.
  • Code of Best Practices in Fair Use for Media Literacy Education
  • Through its five principles, this code of best practices identifies five sets of current practices in the use of copyrighted materials in media literacy education to which the doctrine of fair use clearly applies. These practices are associated with K–12 education, higher education, and in classes given by nonprofit organizations. When students or educators use copyrighted materials in their own creative work outside of an educational context, they can rely on fair use guidelines created by other creator groups, including documentary filmmakers and online video producers.
  • These principles apply to all forms of media.
  • The principles apply in institutional settings and to non-school-based programs. 
  • The principles concern the unlicensed fair use of copyrighted materials for education, not the way those materials were acquired. 
  • where a use is fair, it is irrelevant whether the source of the content in question was a recorded over-the-air broadcast, a teacher’s personal copy of a newspaper or a DVD, or a rented or borrowed piece of media. Labels on commercial media products proclaiming that they are “licensed for home [or private or educational or noncommercial] use only” do not affect in any way the educator’s ability to make fair use of the contents—in fact, such legends have no legal effect whatsoever. (If a teacher is using materials subject to a license agreement negotiated by the school or school system, however, she may bebound by the terms of that license.)
  • The principles are all subject to a “rule of proportionality.” 
  • fairness of a use depends, in part, on whether the user tookmore than was needed to accomplish his or her legitimate purpose.
  • PRINCIPLES
  • ONE:  Employing Copyrighted Material in Media Literacy Lessons
  • TWO:  Employing Copyrighted Materials in Preparing Curriculum Materials
  • THREE:  Sharing Media Literacy Curriculum Materials
  • In materials they wish to share, curriculum developers should beespecially careful to choose illustrations from copyrighted media that are necessaryto meet the educational objectives of the lesson, using only what furthers theeducational goal or purpose for which it is being made.
  • FOUR:  Student Use of Copyrighted Materials in Their Own Academic and Creative Work
  • Students should be able to understand and demonstrate, in a mannerappropriate to their developmental level, how their use of a copyrighted workrepurposes or transforms the original. For example, students may use copyrightedmusic for a variety of purposes, but cannot rely on fair use when their goal is simplyto establish a mood or convey an emotional tone, or when they employ popular songssimply to exploit their appeal and popularity.
  • FIVE:  Developing Audiences for Student Work
  • If student work that incorporates, modifies, and re-presents existingmedia content meets the transformativeness standard, it can be distributed to wideaudiences under the doctrine of fair use.
  • Educators and learners in media literacy often make uses of copyrighted works outside the marketplace, for instance in the classroom, a conference, or within a school-wide or district-wide festival. When sharing is confined to a delimited network, such uses are more likely to receive special consideration under the fair use doctrine.
  • Especially in situations where students wish to share their work more broadly (by distributing it to the public, for example, or including it as part of a personal portfolio), educators should take the opportunity to model the real-world permissions process, with explicit emphasis not only on how that process works, but also on how it affects media making.
  • The ethical obligation to provide proper attribution also should be examined.
  • This code of best practices, by contrast, is shaped by educators for educators and the learners they serve, with the help of legal advisors. As an important first step in reclaiming their fair use rights, educators should employ this document to inform their own practices in the classroom and beyond
  • MYTH:  Fair Use Is Just for Critiques, Commentaries, or Parodies. Truth:  Transformativeness, a key value in fair use law, can involve modifying material or putting material in a new context, or both. Fair use applies to a wide variety of purposes, not just critical ones. Using an appropriate excerpt from copyrighted material to illustrate a key idea in the course of teaching is likely to be a fair use, for example. Indeed, the Copyright Act itself makes it clear that educational uses will often be considered fair because they add important pedagogical value to referenced media objects.
  • So if work is going to be shared widely, it is good to be able to rely on transformativeness. As the cases show, a transformative new work can be highly commercial in intent and effect and qualify under the fair use doctrine.
  • Caroline Bucky-Beaver on 12 Nov 08
     
    Great article outlining copyright, fair use and explaning the 5 principles of fair use in education.
Dave Truss

Teaching as transparent learning « Connectivism - 0 views

www.connectivism.ca/?p=122

newliteracy learning learningconversations

shared by Dave Truss on 28 Apr 09 - Cached
  • My argument is this: when we make our learning transparent, we become teachers. Even if we are new to a field and don’t have the confidence to dialogue with experts, we can still provide important learning opportunities to others.
  • Prominent and transparent learners I can’t speak for them, but from reading prominent educational technology bloggers - Will Richardson, Terry Anderson, Stephen Downes, Grainne Conole - I’m left with the impression that they too seek not to proclaim what they know, but rather to engage and share with others as they explore and come to understand technology and related trends. Watching others learn is an act of learning.
  • Dave Truss on 28 Apr 09
     
    Prominent and transparent learners I can't speak for them, but from reading prominent educational technology bloggers - Will Richardson, Terry Anderson, Stephen Downes, Grainne Conole - I'm left with the impression that they too seek not to proclaim what they know, but rather to engage and share with others as they explore and come to understand technology and related trends. Watching others learn is an act of learning.
Art Gelwicks

Comment on: Fluffy thinking in the edtech community…a waste of energy and time - 0 views

www.webedtech.com/...nitya-waste-of-energy-and-time

edtech edublogger implement operations planning strategy teaching

shared by Art Gelwicks on 15 Apr 08 - Cached
  • I’m not saying there isn’t a place and a time for strategic thinking, what I’m saying is that the edublogosphere is loaded to the freakin’ gills with it. How many ways can you discuss the innate digital skills of middle school students before realizing it’s worth more to talk about what works and doesn’t work with them. In this case the why is truly “academic”. We’ve twittered, blogged, bookmarked, tagged, forwarded, and flogged this horse to an amazing degree. What I don’t see is the same amount of energy in capturing what’s been done with the students, the successes and failures, in anything longer than 140 characters. If we want our teachers to learn to fish, we have to show them how to bait the hook and cast the line…not wonder if the fish are truly hungry.
  • voicethread.com used in first grade classroom so students are participating in asynchronous conversation and everyone gets to share on topic chosen by teacher. Combined with short recordings from audio enhancement classroom system help the teacher quickly post new content from class to the site.
    • Art Gelwicks
      Art Gelwicks on 17 Apr 08
       
      This is the type of practical example I'm talking about. 30,000 ft. talk is great...only if you're able to land the plane too.
  • Art Gelwicks on 15 Apr 08
     
    Annotated comments about this blog posting.
Vicki Davis

Listening to the Audience (Twitter) at Web 2.0 Expo: The Balance of Value vs Entertainment - 0 views

www.web-strategist.com/...s-off-for-web-20-expo-speakers

shared by Vicki Davis on 24 Apr 08 - Cached
  • so I acknowledged them in twitter, and let everyone know we would quickly shift to questions, so the audience could drive the agenda. We received over a dozen questions, and I hope the audience was satisfied, lots of good hard questions from many folks on the ground that are trying to solve these problems: getting management to agree, measuring roi, dealing with detractors, etc. After which, I think we won him over: “Questions made the panel: Love hearing viewpoints from people with boots on the ground”
    • Vicki Davis
      Vicki Davis on 24 Apr 08
       
      This is the point, the audience (students) want the session to be relevant. They wan tto be part of it. That is WHY you should establish a backchannel. Then, the moderator of the panel should monitor the backchannel. I use a backchannel room on Chatzy. Jeremiah just used twitter. However, I agree that BACKCHANNELING is an essential best practice to a good presentation AND having a backchannel moderator. I would add that I like to also have "google jockey" dropping in links as well!
  • Now, the next panel (Greg Narain, Brian Solis, Stowe Boyd) wasn’t traditional by any sense, it was an experiment, where we crowd-sourced the agenda to the audience –they used Twitter. Greg Narain setup an application where members from the audience could message (@micromedia2) and their tweets (comments, questions, requests, answers, and sometimes jokes made at Scoble’s expense) were seen live on the screen.
    • Vicki Davis
      Vicki Davis on 24 Apr 08
       
      This is a cool idea and something we may do in our NECC presentation about viral professional development.
  • he was waiting for that breakthrough insight.
    • Vicki Davis
      Vicki Davis on 24 Apr 08
       
      This is an important point -- it is not just about being entertained -- people want MEAT and breakthroughs as well, especially if you're one of "those" people with a reputation for break through statements. Don't let backchannels become distracting -- keep focus and let them add to the presentation.
  • ...3 more annotations...
  • Later, I talked to the gentleman who thought the session was negative, and his reason was because he was left out, and didn’t know how to get twitter started.
    • Vicki Davis
      Vicki Davis on 24 Apr 08
       
      Another good point, people feel left out when they don't know what you're doing. How about some "suggested prerequisites" or links published prior to a panel so that people will "get it??" I think the rules are changing and we are reinventing PD.
  • we can tell as people actually took the time to blog about it
  • I think our culture is being overrun by big mouths & squeaky wheels. Not everyone wants to jump into the mosh pit or finds it boring to have useful information presented in a structured format.
Steve Dembo

A Connecticut Yankee in King Arthur's Court - Preface and Explanation - Mark Twain - Re... - 0 views

www.readprint.com/...Mark-Twain

shared by Steve Dembo on 29 Apr 08 - Cached
  • At the end of an hour we saw a far-away town sleeping in a valley by a winding river; and beyond it on a hill, a vast gray fortress, with towers and turrets, the first I had ever seen out of a picture. ``Bridgeport?'' said I, pointing. ``Camelot,'' said he.
  • Steve Dembo on 29 Apr 08
     
    Just imagine what sort of building it must have been like, to look equally like modern day Bridgeport as well as Camelot....
  • Steve Dembo on 29 Apr 08
     
    Save Bookmark
Fran Bullington

Exploratree - Exploratree by FutureLab - 0 views

exploratree.org.uk

graphicorganizers tool tools visualization web 2.0

shared by Fran Bullington on 05 Apr 08 - Cached
  • Use our free online library of thinking guides Print them out or fill in and complete your project on the exploratree website
  • Is / is not Futurelab Scope out the boundaries of a problem or analyse a situation by clearly stating what it is and what it is not Complete reversal Futurelab Assess a problem from a different perspective or stimulate new thinking when you are stuck in a rut Compass rose Futurelab For examining a phenomenon, object or issue from a variety of perspectives
  • Vicki Davis on 05 Apr 08
     
    This fascinating tool lets you map and flowchart things.
  • Vicki Davis on 05 Apr 08
     
    Fascinating tool to map out thinking and flow charts. This is a tool that I will come back to and spend some time with. This would be great for kicking off a major project -- I want to experiment with collaborative features.
  • Jeff Richardson on 07 Apr 08
     
    really cool 2.0 tool that allows you to create thinking guides for free, file them in, etc. great for teachers and students
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