Skip to main content

Home/ educators/ Group items tagged framework

Rss Feed Group items tagged

Filter: All | Bookmarks | Topics Simple Middle
Dave Truss

21st Century Learning: 9 Principles for Implementation: The Big Shift - 0 views

21stcenturylearning.typepad.com/...10-principles-f.html

admin blc08 future leadership learningconversations learningteams school 2.0

shared by Dave Truss on 30 Mar 08 - Cached
  • Some would argue that the tension and irritation between "why" and "how" is by design. That these shifts are creating a permissive framework in education where there are no clear answers (Turner, 2004). And that in a changing educational environment the needed changes in education should be negotiated from a why approach rather than a how approach.
  • It is no longer about information management and prescriptive outcomes, but rather about building capacity- in ourselves, our faculty, our staff and in our students and then being able to contextualize the collective wisdom we gain through those relationships to making the world a better place.
    • Dave Truss
      Dave Truss on 30 Mar 08
       
      It is about building capacity! That is where leadership on all levels is needed! It needs to happen across districts, in schools, and even 'one teacher at a time'!
  • Dave Truss on 30 Mar 08
     
    It is about building capacity! That is where leadership on all levels is needed! It needs to happen across districts, in schools, and even 'one teacher at a time'!
Ryan Lanham

The Partnership for 21st Century Skills - Framework for 21st Century Learning - 0 views

21stcenturyskills.org/index.php

competencies skills

shared by Ryan Lanham on 30 May 08 - Cached
  • Ryan Lanham on 30 May 08
     
    Interesting view of the future of education...
Clif Mims

Making the Shift Happen - 0 views

mscofino.edublogs.org/...making-the-shift-happen

curriculum curriculum-integration education educational technology future learning reform teacher-education teaching technology-integration

shared by Clif Mims on 31 Mar 08 - Cached
  • shift from the “computer class” mindset to an “integrated” technology program
  • very similar problems, very similar history
  • very similar ideas
  • ...4 more annotations...
  • same fears, concerns and questions
  • why isn’t there a common process or framework to work through
  • why isn’t there a common understanding of what needs to be done to move forward?
  • why aren’t more teachers arriving at schools with some background in this model of teaching and learning
Dean Mantz

TPCK - Technological Pedagogical Content Knowledge - TPCK - 0 views

www.tpck.org/...index.php

wiki tpck research education technology pedagogy content resources

shared by Dean Mantz on 25 Aug 08 - Cached
  • Anne Bubnic on 25 Aug 08
     
    Technological Pedagogical Content Knowledge (TPCK) attempts to capture some of the essential qualities of knowledge required by teachers for technology integration in their teaching, while addressing the complex, multifaceted and situated nature of teacher knowledge. At the heart of the TPCK framework, is the complex interplay of three primary forms of knowledge: Content (CK), Pedagogy (PK), and Technology (TK).
Christopher Brown

Route 21 - 0 views

www.21stcenturyskills.org/...index.php

shared by Christopher Brown on 30 Mar 08 - Cached
  • Welcome to Route 21
  • Welcome to Route 21 The Partnership for 21st Century Skills is pleased to offer Route 21, a one-stop-shop for 21st century skills-related information, resources and community tools. To get started, take a tour or explore the P21
  • Welcome to Route 21 The Partnership for 21st Century Skills is pleased to offer Route 21, a one-stop-shop for 21st century skills-related information, resources and community tools. To get started, take a tour or explore the P21 framework.
Zhang Luke

The Impact of Quantum Learning - 0 views

www.newhorizons.org/...deporter2.htm

Quantum-Learning learning

shared by Zhang Luke on 20 May 08 - Cached
  • The FADE model—Foundation, Atmosphere, Design, Environment—creates the context of Quantum Learning. We know when the context is strong, it 'fades' into the background and creates the structure for learning to occur.
  • The Quantum Learning framework for student learning is expressed in 5 Tenets of Learning: Everything Speaks: Everything, from surroundings and tone of voice to distribution of materials, conveys an important message about learning. Everything is On Purpose: Everything we do has an intended purpose. Experience Before Label: Students make meaning and transfer new content into long-term memory by connecting to existing schema. Learning is best facilitated when students experience the information in some aspect before they acquire labels for what is being learned. Acknowledge Every Effort: Acknowledgment of each student's effort encourages learning and experimentation. If It's Worth Learning, It's Worth Celebrating!: Celebration provides feedback regarding progress and increases positive emotional associations with the learning.
  • Quantum Learning
  • ...2 more annotations...
  • Quantum Learning
  • Enroll—Use teacher moves that capture the interest, curiosity and attention of the students. Experience—Create or elicit a common experience, or tap into common knowledge to which all learners can relate. Experience before Label creates schema on which to build new content. Learn & Label—Present, sequence and define the main content. Students learn labels, thinking skills and academic strategies. Students add new content to their existing schema. Demonstrate—Give students an opportunity to demonstrate and apply their new learning. Review and Reflect—Use a variety of effective, multi-sensory review strategies and empower students to process their new content through reflection. Celebration—Acknowledge the learning. It cements the content and adds a sense of completion.
Paul Wray

Australian Flexible Learning Framework - Home - 0 views

www.flexiblelearning.net.au/...go

shared by Paul Wray on 04 Jun 08 - Cached
  • Preview the latest Toolboxes - a collection of high quality, cost effective, interactive e-learning and assessment resources to support the delivery of VET programs. A Toolbox Champion Support Service operates in every state and territory to support the implementation of Toolboxes
    • Paul Wray
      Paul Wray on 04 Jun 08
       
      trhtth
  • Paul Wray on 04 Jun 08
     
    fff
Dean Mantz

The Partnership for 21st Century Skills - Home - 0 views

www.21stcenturyskills.org/index.php

21st century skills curriculum education literacy standards teaching technology

shared by Dean Mantz on 23 Sep 08 - Cached
  • Dean Mantz on 23 Sep 08
     
    This site is for the development and improvement in technology implementation. It provides a wide range of resources including framework, state initiatives, events, etc.
Adrienne Michetti

The Lexile Framework for Reading | Lexile.com - 10 views

www.lexile.com/findabook

reading lexile books teaching literacy literature LiteratureResources language elementary middleschool highschool

shared by Adrienne Michetti on 12 Jan 10 - Cached
  • Adrienne Michetti on 12 Jan 10
     
    Use this page to match readers to books based on their Lexile score. Truly amazing, adjustable and wonderful - highly recommended.
Adrienne Michetti

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

www.ascilite.org.au/...boyle.html

education programming elearning pedagogy design learning

shared by Adrienne Michetti on 01 Feb 10 - Cached
  • 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
  • ...33 more annotations...
  • 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
      Adrienne Michetti on 01 Feb 10
       
      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
      Adrienne Michetti on 01 Feb 10
       
      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
      Adrienne Michetti on 01 Feb 10
       
      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
      Adrienne Michetti on 01 Feb 10
       
      Yes, yes, and yes. We need to think beyond our own immediate purposes.
  • n the Java language
    • Adrienne Michetti
      Adrienne Michetti on 01 Feb 10
       
      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
      Adrienne Michetti on 01 Feb 10
       
      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
      Adrienne Michetti on 01 Feb 10
       
      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
      Adrienne Michetti on 01 Feb 10
       
      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.
  • Adrienne Michetti on 01 Feb 10
     
    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.
Ruth Howard

Hole-in-the-Wall - 19 views

www.hole-in-the-wall.com

education learning india holeinthewall hole-in-the-wall ict self-organising

shared by Ruth Howard on 13 Mar 10 - Cached
  • Slumdog Millionaire inspired by Hole-in-the-Wall
  • Now, more than ever before, it is critical to look at solutions that complement the framework of traditional schooling. Minimally Invasive Education™ is one such solution – a solution that uses the power of collaboration and the natural curiosity of children to catalyze learning.
  • Ruth Howard on 13 Mar 10
     
    Dr Sugata Mitra on how children teach themselves. I've not been able to stop thinking about his ideas since seeing a video lecture a few days ago...shocking in a provocatively inspiring way.
Ben Rimes

A Call for Technology Leadership - 16 views

www.districtadministration.com/viewarticle.aspx

shared by Ben Rimes on 10 Jan 11 - No Cached
  • (1) modeling the use of new technologies in communicating to students, teachers and the general public; (2) ensuring that technology becomes integral to teaching 21st-century skills from critical thinking and problem solving to collaboration and information literacy in the classroom; (3) boosting Web 2.0 applications and tools as key components of student learning; (4) offering professional development in these technologies and deploying the online tools that help teachers create learning communities among themselves; and (5) requiring better balanced assessments of student work—including project-based learning enhanced by technology tools—in an age driven by NCLB-oriented testing and better use of data from the assessments to help students improve their performance.
    • Ben Rimes
      Ben Rimes on 10 Jan 11
       
      Asking any leader to model effective strategies makes sense, but shouldn't the imperative of offering professional development in newer communications tools come first? Some district leader's I can see jupming into new tools and ways to communicate, but you can't expect all veteran leaders to adopt new tools without the development and support they'll need.
    • Ben Rimes
      Ben Rimes on 10 Jan 11
       
      I'm curious to know in how many districts does the Superintendent serve as the curriculum leader capable of making the sweeping changes to move a district towards project-based learning. I have an inkling that many superintendents find niches that make them valubale, whether it's focusing on assessment, community relations, curriculum, or something else.
  • The revised edition also includes a self-assessment for superintendents to evaluate how far their districts have come along the technological curve. CoSN’s CEO Keith Krueger explains that his organization’s research shows that many district leaders are behind that curve, and the new document opens with a letter:
    • Ben Rimes
      Ben Rimes on 10 Jan 11
       
      Not surprising at all...
  • e cautions that the large-scale changes CoSN is advocating are most likely to happen for district leaders who are not engaged in dozens of other initiatives. “Everybody wants the superintendent to be in the middle of everything,” Reeves explains. “The real acid test is whether you can execute the ‘not-to-do list,’” adding that superintendents need to resist establishing too many priorities. Each of the five areas featured in “Empowering the 21st Century Superintendent” includes a set of resources and a series of action steps for superintendents and district leadership teams. For instance, in the 21st-century skills section, leaders are urged to improve their own such skills, create a vision for integrating them into K12 instruction, audit the district’s strategic plan to see which might be missing and adjust professional development accordingly.
    • Ben Rimes
      Ben Rimes on 10 Jan 11
       
      Love the pragmatism in this quote. Good acknowledgement that district superintendents are engufed in far too much at times, and thus tech-integration may not realistically happen. Good to know that the framework provided by CoSn also includes some directions for district tech teams.
Anne Bubnic

PBS KIDS Raising Readers - 0 views

pbskids.org/teachers

education reading literacy framework K-2

shared by Anne Bubnic on 08 Jun 09 - No Cached
  • Anne Bubnic on 08 Jun 09
     
    Lesson Ideas and Literacy Curriculum from PBS. Site resources are also available in Spanish.
Jackie Gerstein

Educational Leadership:Revisiting Teacher Learning:A Framework for Learning to Teach - 0 views

www.ascd.org/...ork_for_Learning_to_Teach.aspx

teaching best_practices education teacher

shared by Jackie Gerstein on 04 Jul 09 - Cached
  • Jackie Gerstein on 04 Jul 09
     
    Teachers learn best by applying clear standards of practice and by engaging in active learning
Maggie Verster

The Partnership for 21st Century Skills - 2009 MILE Guide: Milestones for Improving Lea... - 9 views

www.21stcenturyskills.org/index.php

21st century skills education 21st century learning skills assessment school2.0

shared by Maggie Verster on 11 Nov 09 - Cached
  • Maggie Verster on 11 Nov 09
     
    "Nearly six years ago, the Partnership for 21st Century Skills released its signature toolkit, the MILE Guide for 21st Century Skills: Milestones for Improving Learning and Education. Today, this toolkit has been revised and updated to reflect new realities and the P21 Framework for Education. "
Martin Burrett

Ofsted's new inspection arrangements to focus on curriculum, behaviour and development - 0 views

ukedchat.com/...inspection-framework

inspection Ofsted

shared by Martin Burrett on 18 Jun 19 - No Cached
  • Martin Burrett on 18 Jun 19
     
    "From September 2019, Ofsted will refocus inspections of schools in England, early years settings and further education and skills providers, to make sure that learners are receiving a high-quality education that puts them on a path to future success. Ofsted inspectors will spend less time looking at exam results and test data, and more time considering how a nursery, school, college or other education provider has achieved their results. That is, whether they are the outcome of a broad, rich curriculum and real learning, or of teaching to the test and exam cramming."
« First ‹ Previous 41 - 57 of 57
Showing 20▼ items per page