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Vicki Davis

» The fallacy of community - Marketing Conversation - New Marketing and Socia... - 0 views

marketingconversation.com/...the-fallacy-of-community

edu_trends education researcher_thoughtleader

shared by Vicki Davis on 24 Jul 08 - Cached
  • Vicki Davis on 24 Jul 08
     
    Jonathan Trenn writes an article on the "fallacy of community" that many of the vendors at NECC should read. Edubloggers / educators/ educational groups of people emerge because we want to. We create a community when we need to and have the passionate desire for a common purpose. However, the word community and social network was so overused at NECC this year as to become a curse word. Used by people told it was important but who may not understand it themselves. This is a great article and strikes a cord with me.
  • Vicki Davis on 24 Jul 08
     
    An articlea bout the fallacy of community.
Steve Ransom

Talentism: My Son Won't Do His Homework - 9 views

www.talentism.com/...my_son_wont_do_.html

homework talent creativity discipline gr8

shared by Steve Ransom on 03 Jun 13 - No Cached
  • Every employer I know of (and I would assume that you are no exception Colin) wants engaged employees who are passionate about their jobs. Most employers do not want employees who hate their work but persist through it anyway. It is a fallacy to believe that we are teaching our kids that the heart of innovative capability (and therefore their future job prospects) is best served by doing something you hate for an extended period of time no matter the consequences.
  • But I have to focus on what will get them work, even if that will hurt them, society, the companies that hire them and everyone around them.
  • "Why are you so convinced that my son is going to be an academic or an investment banker?" Because as far as I can tell, those are the only two things that schools prepare kids to be.
  • ...2 more annotations...
  • and that the stuff that he loves (art and music and video games) will be a great future for him and the stuff he hates (math and science) is something he will never compete in, never have a chance at.
  • But school doesn’t care, because school does not have the objective of helping my son produce the maximum amount of value in the future that he will probably encounter. School cares about ensuring that he knows how to take tests, follow directions and can do math that he will never have to care about for the rest of his life.
  • Steve Ransom on 03 Jun 13
     
    Most employers do not want employees who hate their work but persist through it anyway. It is a fallacy to believe that we are teaching our kids that the heart of innovative capability (and therefore their future job prospects) is best served by doing something you hate for an extended period of time no matter the consequences.
Ed Webb

BBC - h2g2 - Logical Fallacies in Everyday Use - 3 views

www.bbc.co.uk/A3816795

logic fallacies argument

shared by Ed Webb on 17 Aug 10 - Cached
  • Ruth Howard on 22 Aug 10
     
    #CritLit2010 Thanks Ed
Dave Truss

Pearson Presents: Learning to Change - Practical Theory - 0 views

practicaltheory.org/...index.php

shared by Dave Truss on 18 May 08 - Cached
  • I remain very, very concerned with the notion that all we have to do is let the kids connect with the world -- just like they do on Facebook or MySpace -- and the kids will learn. There's a fallacy there, and my experience with how much really deep teaching of digital ethics we've had to do at SLA to counter all that the kids come in the door thinking about the digital world.
  • is there much of an honest discussion of just how hard implementation of these ideas actually is.
  • And the problem is that our entire structure has to change to make it easier. You can't teach 150 kids a day this way... you can't have traditional credit hours... you have to find new ways to look at your classroom. Everything from school design to teacher contracts to class size and teacher load to curriculum and assessment -- everything we do in schools -- has to be on the table for change if we are to achieve the kind of schools that video is speaking about. The only thing that shouldn't be on the table, and that the video actually hints that it should be, is the need for teachers in their day to day lives-- the adults who can make a deep profound impact in kids' lives.
  • ...3 more annotations...
  • Because nowhere in that talk
  • "If we just change it all up, the kids will all suddenly just start learning like crazy" when that misses several points -- 1) we still have an insanely anti-intellectual culture that is so much more powerful than schools. 2) Deep learning is still hard, and our culture is moving away from valuing things that are hard to do. 3) We still need teachers to teach kids thoughtfulness, wisdom, care, compassion, and there's an anti-teacher rhetoric that, to me, undermines that video's message.
  • We cannot pretend these ideas "save" our schools, they create different schools -- better ones, I believe -- but very, very different ones, and that's the piece I see missing.
  • Dave Truss on 18 May 08
     
    I remain very, very concerned with the notion that all we have to do is let the kids connect with the world.... There's a fallacy there, and my experience with how much really deep teaching of digital ethics we've had to do at SLA to counter all that the kids come in the door thinking about the digital world.
Dave Truss

ELT notes: IWBs and the Fallacy of Integration - 7 views

eltnotes.blogspot.com/...nd-fallacy-of-integration.html

learning technologyintegration leadership mycomments

shared by Dave Truss on 20 Apr 10 - Cached
  • motivation and control. One seems to need the other, apparently. Keep the students motivated and you are a great teacher in control of the learning process. But we miss the point. Motivation has a short-term effect. New things will be old again. If we equal motivation with learning we will cling too much to it and direct our best efforts (and school budget) to gaining back control. A useless cycle that can lead us to consider extremely double-edged ideas like paying students to keep them learning.
  • We need autonomous, self-motivated students in love with the process of how humanity has learnt.
  • There is a underlying idea in the framing of our questions that needs unlearning. The belief that there are "levels", layers of complexity, hierarchies that we can detect and... well, control. But wait! Isn't that the very old way we want to truly change with new technologies?
  • ...9 more annotations...
  • We already know it's about shifting power. Tight teacher control is a hindrance to foster empowered students who own their learning paths. We need to be aware of the old way finding its way to surface in what we question.
  • Tech is tech no matter what it does. It's innovative in its nature.
  • We can tell by the huge resistance to it. If there is no resistance in the process, we are probably facing improvements and weighing their gains in efficiency points. Good enough, only it is not an innovation. Innovation is not about "more or better", it's about "different".
  • What is the school picture today? What does my working context look like?I see an illusion that technology is to be bought, taught, used in class and then we can expect everyone to be happy. This false assumption seems to be guiding managerial decisions. This is the same old story behind the idea of technology "integration".
  • I doubt formal courses can make people adopt informal ways of learning. Courses could change teacher behaviour and leave their mindset untouched.
  • students are not digital natives. They know very little about educational uses of the technology they have been using for entertainment purposes only. They are quite ready to resist thoughtful, time consuming uses of the same technology. Particularly if they have had no part in choosing or deciding together with the teacher how we would use it.
  • First things first. Stay out of the tug-of-war. It is not a moment to think if the school is wrong in imposing it and teachers are right in resisting it. It's probably the moment to get together and go ahead purposefully. This is short-term thinking, though. Somehow teachers need to communicate to managers that the buy-don't-ask is an unhealthy approach from now on.
  • Ideally, we should envision a future where authorities engage teachers in conversations before buying.
  • Innovative teaching practices require innovative management practices. Let's think of adoption models that rely on having one-to-one conversations with teachers, experimenting together, asking them how far they feel they need mentoring, identifying what makes teachers happy at work.
  • Dave Truss on 20 Apr 10
     
    We need autonomous, self-motivated students in love with the process of how humanity has learnt.
Gary Bertoia

Khan Academy is an Indictment of Education | Action-Reaction - 0 views

fnoschese.wordpress.com/...-is-an-indictment-of-education

Khan education math

shared by Gary Bertoia on 30 Mar 11 - No Cached
  • Gary Bertoia on 30 Mar 11
     
    Khan Academy looks great because our country has reduced teaching and learning to preparing students to bubble in answer sheets for multiple choice tests. But if we shift the purpose of education from consuming knowledge  and stating answers to creating knowledge and exploring solutions, the fallacy of Khan Academy "reinventing education" is blatently apparent
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