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Dean Mantz

Technology Changes Brains| The Committed Sardine - 8 views

www.committedsardine.com/blogpost.cfm

technology changes brains learning learningstyles brain

shared by Dean Mantz on 25 Jun 10 - Cached
  • Dean Mantz on 25 Jun 10
     
    From Ian Jukes website: video interview on CNN Dr. Gary Small discusses his book iBrain and how technology changes the brain.
Vicki Davis

LA Class 2013: Teaching An Old Student New Tricks? - 3 views

creativewriting40s.blogspot.com/...ng-old-student-new-tricks.html

education news geniushour genius

shared by Vicki Davis on 22 Apr 13 - No Cached
  • Vicki Davis on 22 Apr 13
     
    Do you want to know what a student thinks about genius learning? Read Melina's thoughts about this practice in 12th grad english. ""What are the projects on?"-you might ask. The topic and the project is completely up to us to decide. If we are interested in how to make a good documentary or how to play an instrument, teaching ourselves and researching that topic can be our project. This new way of learning is very peculiar to me, but also very intriguing. For so long I have been told what to know and taught how to know it, but never once did I really felt in control of my learning. It felt like the knowledge went into my brain, stayed their until after my exams, and then was thrown away like a smooth stone into a lake, out of my reach forever. But when you are passionate about something and can lear"
Megan Black

Coping Skills for Kids - 8 views

www.copingskills4kids.net

kids skills brain socialemotional coping

shared by Megan Black on 23 Sep 10 - Cached
  • Megan Black on 23 Sep 10
     
    This site provides resources including checklists for students with conflict and/or coping issues that affect learning in the classroom. Brain Based.
Vicki Davis

Blogger: Cool Cat Teacher Blog - Post a Comment - 0 views

www.blogger.com/comment.g

shared by Vicki Davis on 12 Apr 08 - No Cached
  • I don't feel that any of the names mentioned act or feel like they are better than me and have even included me on many conversations
    • Vicki Davis
      Vicki Davis on 12 Apr 08
       
      This blogger is a good example of someone who has jumped in with all 10 fingers and gotten to know a lot of neat people. As a relative newcomer, loonyhiker knows a lot of people. Newcomers just need to "jump in!"
  • I do love when you say, "if one person reads our blog and get something out of it.. it is important." I try to keep that in mind all the time. Numbers don't matter..people do.
    • Vicki Davis
      Vicki Davis on 12 Apr 08
       
      Remembering each reader as an invidual is a vital thing about blogging.
  • Lisa Parisi
  • ...66 more annotations...
  • As far as the ego thing goes who cares. Your blog's this mine is that. Whoopdy do! If you're learning and growing your PLN that is what counts.
    • Vicki Davis
      Vicki Davis on 12 Apr 08
       
      I love Charlie's perspective on this.
  • Charlie A. Roy said.
  • I feel similar frustration. If the point is about learning than reading and commenting is a great way to add to our own creative potential.
  • Tennessee
  • Great response to a burning question/statement that most of us (well probably all of us)feel at one time or another.
    • Vicki Davis
      Vicki Davis on 12 Apr 08
       
      I find tennessee's comment interesting. What is the "burning" question? Do we matter? Is anyone else really out there? Is Internet realilty -- REAL reality. We are grappling with this and just now realizing that there is an emotional thing going on with it all!
  • Many of the people that I have learned the most from are not the ones involved in the "cocktail party" but rather those in the trenches doing what I love to do each and every day, just like you!
    • Vicki Davis
      Vicki Davis on 12 Apr 08
       
      He has an important point -- if you're only reading the uber-popular bloggers -- you're missing the point of the blogosphere. I make it a point to find some newcomers. To me, it is like a game, I want to find new people doing great things and encourage them like so many greats like David Warlick, Darren Kuropatwa, Ewan McIntosh, and more did for me when I started.
  • agree that developing a readership takes time.
    • Vicki Davis
      Vicki Davis on 12 Apr 08
       
      Many educators don't know the number of readers they have b/c they don't use the right tools -- I recommend consolidating to ONE feedburner feed. It just makes sense.
  • Carolyn Foote
  • Scott McLeod
  • Re: the depressing aspects of 'comment intensity,' I actually meant it to be an affirming post rather than a depressing one
  • I think that the comment intensity idea is important in this respect: I often see laments from bloggers that they don't get many comments on their posts. What the table above shows is that even those of us who are fortunate enough to have large readerships often don't get many comments. My personal median over the past 20 posts, even WITH the big spike of 89, is still only 2.5. Ewan, your blog and Vicki Davis' are similar. The point is that many, many posts don't get a lot of comments, even those by the more widely read bloggers.
    • Vicki Davis
      Vicki Davis on 12 Apr 08
       
      It could be encouraging for some -- for me it made me feel like I had another thing to count! Although, I see Scott's point -- his article wasn't written for me!
  • tom said...
  • Thanks for bringing this up. This has been an issue for me personally as well. OK, so nobody's IN, but the (pseudo?) community nature of blogging makes it feel that way.
    • Vicki Davis
      Vicki Davis on 12 Apr 08
       
      Tom is right -- we all feel this way! I think the feeling of looking in on the blogosphere is one of feeling "out" looking in -- for all of us!
  • But, like other artists, we have to work a little every day whether we feel like it or not, and whether we get validation that day or not.
  • I think many of us are working at blogging because there's an element of self improvement, which implies self evaluation. Without feedback from others it's easy to be hard on ourselves.
  • Christopher D. Sessums
  • For me, the conversation is hardly closed; it is simply a matter of having something to say, something to share.The emotional commitment is another aspect of the conversation that is easily glossed over.
  • MIke Sansone
  • I've found (both with myself and those educators I've worked with in their blogging starts) that the edublogosphere is open and welcoming -- but as we engage in any cultural group (even offline), patience really is a key.Still, we sometimes measure our success by the interaction from those we look up to (esp. teachers - many of whom were probably the best students in their class, yes?)
  • Sometimes we don't see the comments -- because the talk happens offline.
    • Vicki Davis
      Vicki Davis on 12 Apr 08
       
      This is a very important point and one to remember -- the "quiet" audience online may be a very vocal audience offline.
  • Britt
  • I get very few comments on my blog but see through the clustermaps that I have readers each and every day, so continue to feel that the blog is benefiting me through reflection and may even be benefiting others as well.
    • Vicki Davis
      Vicki Davis on 12 Apr 08
       
      This is why having a statcounter or clustrmap is SO very important -- it helps you understand traffic and audience!
  • atruger
  • I NEVER get to share tools I discover because someone ALWAYS beats me to the punch...but I am ok with that.
    • Vicki Davis
      Vicki Davis on 12 Apr 08
       
      But you should share ANYWAY! -- we're not people breaking news -- we're talking about what we USE. So, talk and share!
  • I truly connect with what you write even though I am one of "those" people who reads but rarely comments. YOU do make a difference and so do I!
    • Vicki Davis
      Vicki Davis on 12 Apr 08
       
      These comments mean so much to me!
  • Bego said...
  • the whole cocktail party analogy is just a grown up version of the kickball line-up in elementary school.
    • Vicki Davis
      Vicki Davis on 12 Apr 08
       
      I was always picked last there -- whew this analogy hits me close to home. I was always picked last b/c I was the worst. Even the worst kickball player needs to feel encouraged and not destroyed for getting up and kicking the ball. Even the "worst" blogger - if there is such a thing -- needs to feel encouraged sometimes too just for blogging.
  • In the blog world, change is effected by good content, and while good content isn't always noticed at first, it does eventually get a respectable position--sometimes because the cocktail group points them out.
  • How could I think to be in the same boat as John Scalzi who started in 1998 if I've only been blogging since 2007?
    • Vicki Davis
      Vicki Davis on 12 Apr 08
       
      Remember this -- I've been blogging just over 2 years. Strange things can happen -- consistent creation of meaningful content is important.
  • I found your blog, Vicki, because a project you do for Atomic Learning mentioned you, and your name is on the movies they use.
    • Vicki Davis
      Vicki Davis on 12 Apr 08
       
      I did the Web 2.0 workshop for atomic learning and many have found my blog -- actually I had to use a source that I had permission to use!!! ;-)
  • jeanette tranberg
  • 2005 - you were the only ones out there to follow
    • Vicki Davis
      Vicki Davis on 12 Apr 08
       
      lol -- I started blogging in December of 2005 and had about 7 followers until mid 2006 -- but there are many who think I've been around forever!
  • Oh yes, I have felt the cocktail chill at times. I'm a norwegian edublogger, that have been following your brunks (blogdrunks) for a while. To start with - in
  • Wes told me once I twittered, that nobody should twitter alone and I could not agree more - so I don't.
  • So, from the outer side looking in: Anybody stopping by in Second Life tonight (which is today for you) for a virtual edu cocktail?I'm aka Kita Coage at Eduisland II, waiting to cocktail connect with you c",)
  • Paul Hamilton
  • For most of us, blogging is very much a personal venture.
  • I suspect that we all have a deep desire to be heard and to be accepted. The longer I'm involved in the edublogosphere, however, the more impressed and encouraged I am by the level of acceptance that there is here. It is a good thing that we don't always agree with each other. Disagreement is often at the heart of constructive conversation
  • At the same time, we are no different than the kids in our classrooms. We educators need to know that we will be accepted, no matter what we have to say and no matter how well we are able to express it. I think we help to make the edublogosphere a "safe place" for each other as we try to keep it positive and as we take advantage of the numerous opportunities to be affirming.
  • Jim Dornberg said.
  • I don't at all feel excluded from the blog "cocktail party", because just like a real cocktail party, I am drawn to the people who have something important, and engaging to say and I am content to listen and learn from them. I have seen a few of the "big names" at conferences, and even met a few of them in person. I have emailed several of them and others, or left an occasional comment, and I have been very pleasantly surprised at the thoughtful responses I have received.
  • I read many blogs, but comment rarely, and I suspect that those who read my blog do the same. So I don't feel at all excluded. I'm just happy to occasionally be part of the conversation.
    • Vicki Davis
      Vicki Davis on 12 Apr 08
       
      Many people feel this way -- just happy to be a part of the occasional conversation.
  • Alfred Thompson
  • When I was at EduBloggerCon last spring I felt quite the outsider. There were famous people there and I was unknown. I still feel that way in the broad edublogsphere. But honestly the broad sphere is not who I am blogging for. I blog for a niche - computer science teachers. The event for that niche is SIGCSE and there I (blush) feel a bit like a star. Few of the people there know the edubloggers with much larger readership or Technorati ranks. And really reaching the CS teachers is my goal not reaching everyone who teaches general subjects.
    • Vicki Davis
      Vicki Davis on 12 Apr 08
       
      Knowing your audience is very important.
  • There is, I believe, room for more at the top if only because the number of teachers reading blogs is still very small but we all hope it is growing. We are still at the ground floor. That makes edublogging different from tech blogging I think.
    • Vicki Davis
      Vicki Davis on 12 Apr 08
       
      Alfred thompson is right on the money!
  • Jason Bengs
  • I think we need to all remember our focus for blogging. Mine is for reflection. I use my blog as a tool to improve my teaching. If others start to read and can learn from it, great. To my knowledge I am the only one seeing my blog right now. Which is fine with me. I don't think blogging should be a popularity contest and having a large number of readers is great, it must mean that you, and others, have something to offer that others want to emulate.
  • prof v said
  • I think you could have added three additional points. First, a suggestion on how to increase readership. I think new bloggers (myself included) are still trying to figure out how to make the connections that allow for conversations within blogs. I go back to your list of 10 tips for successful blogging, and still find things I never noticed before
  • would love to see an updated list that perhaps would include how to make sure your blog is part of an RSS feed and how to set up subscriptions for potential readers to make it easy for them to subscribe to your blog.
    • Vicki Davis
      Vicki Davis on 12 Apr 08
       
      If you go to my blog and search for feedburner -- that is what I use -- I've written several posts on that. I'll have to update the original 10 habits. perhaps I'll do that soon!
  • I think even you have realized that it is more difficult to break into the edublogger field as there is now so many new bloggers (just in the last two years).
    • Vicki Davis
      Vicki Davis on 12 Apr 08
       
      I don't know -- I've seen some newcomers like Darren Draper jump into the blogosphere pretty quickly -- it is about getting involved in the conversation, which is easier now with twitter and webcasts at edtechtalk. Good conversationalists rise to the top.
  • Finally, I am surprised that you did not point out how you have helped new bloggers by both asking for new voices and then publishing them in your own blog. I think this is an indication that you are trying to open up the "party".
    • Vicki Davis
      Vicki Davis on 12 Apr 08
       
      I always let my readers defend me. I'm not perfect, none of us. We also don't have unlimited time... so I have to do the best I can.
  • Dean Shareski
  • Isn't the whole point of web 2.0 is that it exudes democracy and equality? Those that get all concerned about rankings and ratings are, as you've suggested missing the point.
    • Vicki Davis
      Vicki Davis on 12 Apr 08
       
      Dean has got it right here.
  • We often quickly want to find ways of ranking. Reminds me of the evils of current assessment practices. We tell kids to do their best and work on improving performance and yet continue to use ranking systems that is clearly a mixed message.
  • Anonymous said.
  • I'm new to this world as of Monday...yes, 4 days of immersing myself in as much ed. tech, web 2.0, online collaboration "stuff" that I can. (thanks to Lisa Thumman at Rutgers U.) Cocktail party or not, your blog and the comments people have left have increased my list of people to follow. Even a discussion about "being on the outside" has led me to the "inside". I'm thrilled to be in the company of such great minds and promise to start contributing once I wrap my brain around it all! Thanks to everyone for sharing! cmtvarok
    • Vicki Davis
      Vicki Davis on 12 Apr 08
       
      A 4 day old newcomer to the edublogosphere comments.. what an amazing linkage of conversation! Wow! Older, newer, very new. Wow!
  • Mrs. V.
  • thanks for coaxing me out of my blogger drought!
    • Vicki Davis
      Vicki Davis on 12 Apr 08
       
      She wrote a great post!
  • Vicki A. Davis
  • I believe that this "post" has been made stronger by the comments, which have added to the post greater depth of meaning.
  • All over this conversation I see the change in society. We are all going through the emotions of becoming accustomed to something new... kind of like I first experienced when the Internet first came out.
  • And while, when I began blogging, I didn't really set my sights or aim for a large readership... now that it is here, I will seriously consider and appreciate each individual reader and take my job seriously
  • @tennessee -- Those in the trenches are my most important reads... I just wish there were more of us. It seems as if many teachers view blogging as a way out of the classroom when they should see it as a way to improve the classroom!
  • @scottmcleod - I believe the comment intensity is highly correlated to controversiality AND immediacy. If a lot of people SAW someone recently, they want to interact and comment (immediacy.) If someone says something very emotional or controversial, people want to comment and interact (controversiality.) While I guess looking at these stats are fine, I've found in my very short time blogging that looking too much at numbers of any kind removes my focus from what is important. When I focus intently on conversation, my blog traffic and numbers just grow. I always say "whatever is watered, grows." If I water my investigation of stats, I become a good statistician... if I water my blog but also commenting and participating in the blogosphere as a WHOLE, I become a good blogger. I'd rather be the latter. And while the post was meant to be encouraging... I have to admit I'm a competitive perfectionist and always have to reign in that aspect of my nature.
  • @christophersessums - I think the emotional nature of something is like the proverbial elephant in the Net -- it is there. It always stuns me the number of people who discuss their feelings on this when it comes up... it means that many of us are experiencing the same thing.
Vicki Davis

Anatomy Arcade - 10 views

anatomyarcade.com

education eduapp edu_newapp anatomy science stem

shared by Vicki Davis on 15 Apr 13 - Cached
  • Vicki Davis on 15 Apr 13
     
    Anatomy arcade is such a great website. I love whack-a-bone for learning the bones in the body. They also have Poke a muscle, and match a brain and a new digestive jigsaw. They have apps now as well with whackabone for the ipad. Great games for learning anatomy - share with your favorite teacher.
Claude Almansi

Scoop.It! | Education and Training Solutions - 9 views

www.educationtrainingsolutions.com/...scoop-it

Scoop.It education education and training solutions Schwartz Almansi technology topic rescoop bookmarklet

shared by Claude Almansi on 04 Oct 11 - No Cached
  • Claude Almansi on 04 Oct 11
     
    By Claude Almansi and Jan Schwartz October 3rd, 2011 "Scoop.it is a new application that is still in beta, although it's fairly easy to get an invite to join. Claude Almansi found the app, sent an email about it to a list serv, which prompted Jan Schwartz to join. We've only been at it for a month or so, but already both of us have found some good information that we otherwise would have missed, and we are helping to spread the good work about education technology and change. First, some information about Scoop.it that Claude dug up. The web service was conceived in France, launched in December 2010 and its web site is in English. It's a social site for sharing news events and articles via subscription. Even if you don't subscribe, Scoop.it can be used to look for information items selected by others on a given theme via its public search engine. You do need to subscribe if you want to create and curate your own topic on a given theme or subject. For example, Jan was particularly excited to find a blog written as a result of a live chat sponsored by the Chronicle of Higher Education, which talked about the topic of Cathy Davidson's recent book, Now You See It: How the Brain Science of Attention Will Transform the Way We Live, Work and Learn. There were four panelists and 1500 participants on the chat and one of them, David Palumbo-Liu, wrote a blog about his experience, which was very different than Jan's and so an interesting read for perspective. She would not have found that blog if not for Scoop.it. Claude curates a site for Multimedia Accessibility. Currently Jan is 'scooping' under the title Technology for Teaching and Learning . You can curate as many different topics as you like."
Martin Burrett

Building Students Thoughts by @ApraRalli - 1 views

ukedchat.com/...thoughts-%ef%bb%bfby-apraralli

thinking thinking skills

shared by Martin Burrett on 11 Mar 19 - No Cached
  • Martin Burrett on 11 Mar 19
     
    "When we set out to create and encourage critical thinkers and problem solvers. We need to look at various aspects. How people will respond and adapt to the change. We need to further establish what our students need, do they need constant attention or space? Decoding a teenage brain, is it really difficult to understand teenagers?  I took workshops this year to enhance my understanding and sharing my know how with others.  I have realised that I always look for what's going to push the student, egg them on to ask questions, to look at themselves as stakeholders in their learning process and something that adds value to their existing experience of learning. "
Martin Burrett

Book Review: Neuroscience for Teachers by @teacherled_RCTs @EllieJane1980 & @idevonshire - 0 views

ukedchat.com/...neuroscience-for-teachers

Neuroscience review book review

shared by Martin Burrett on 13 Dec 17 - No Cached
  • Martin Burrett on 13 Dec 17
     
    "Gradually, an important and growing evidence of the impact of understanding neuroscience in terms of learning and education has started to inform pedagogy, along with a better appreciation of how we learn. Yet, there is a lot of confusion and misunderstanding to what neuroscience science is, and many within the education sector would struggle to explain the principles, science and research to recognise how the brain processes information. Fundamentally, neuroscience literally means the 'science of the nervous system', making use of the principles and many techniques from the main science disciplines of physics, chemistry and biology."
Ed Webb

Flip This: Bloom's Taxonomy Should Start with Creating | MindShift - 7 views

blogs.kqed.org/...omy-should-start-with-creating

education creativity BloomsTaxonomy opinion

shared by Ed Webb on 18 Jul 12 - No Cached
  • The pyramid creates the impression that there is a scarcity of creativity — only those who can traverse the bottom levels and reach the summit can be creative. And while this may be how it plays out in many schools, it’s not due to any shortage of creative potential on the part of our students.
  • Here’s what I propose: we flip Bloom’s taxonomy. Rather than starting with knowledge, we start with creating, and eventually discern the knowledge that we need from it.
  • I’ve come to realize that it’s very important for my students to encounter a concept before fully understanding what’s going on. It makes their brain try to fill in the gaps, and the more churn a brain experiences, the more likely it’s going to retain information
  • ...1 more annotation...
  • I think the best flipped classrooms work because they spend most of their time creating, evaluating and analyzing. In a sense we’re creating the churn, the friction for the brain, rather than solely focusing on acquiring rote knowledge. The flipped classroom approach is not about watching videos. It’s about students being actively involved in their own learning and creating content in the structure that is most meaningful for them.
Maggie Verster

Brain Games & Brain Training - Lumosity - 11 views

www.lumosity.com

mind memory learning brain

shared by Maggie Verster on 01 Oct 09 - Cached
  • Maggie Verster on 01 Oct 09
     
    # Shown to improve memory and attention # Detailed feedback and improvement tracking # Fun and easy: full workout in less than 10 minutes/day # Start your training today
  • Maggie Verster on 01 Oct 09
     
    # Shown to improve memory and attention # Detailed feedback and improvement tracking # Fun and easy: full workout in less than 10 minutes/day # Start your training today
Dean Mantz

Inside the Brain: An Interactive Tour - 23 views

www.alz.org/alzheimers_disease_4719.asp

brain science alzheimers anatomy HumanBody biology education interactive

shared by Dean Mantz on 28 Aug 10 - Cached
  • Dean Mantz on 28 Aug 10
     
    Interactive tour of human brain via Tech & Learning.
Sandy Kendell

Brain Science and Cognitive Neuroscience for Children and Teachers - 10 views

i-a-e.org/...for-children-and-teachers.html

research brain learning

shared by Sandy Kendell on 03 Feb 11 - No Cached
  • Sandy Kendell on 03 Feb 11
     
    Links to resources for neuoroscience research and its implications for education.
Terry Elliott

World Without Walls: Learning Well with Others | Edutopia - 0 views

www.edutopia.org/age-technology-will-richardson

shared by Terry Elliott on 16 Dec 08 - Cached
  • We must also expand our ability to think critically about the deluge of information now being produced by millions of amateur authors without traditional editors and researchers as gatekeepers. In fact, we need to rely on trusted members of our personal networks to help sift through the sea of stuff, locating and sharing with us the most relevant, interesting, useful bits. And we have to work together to organize it all, as long-held taxonomies of knowledge give way to a highly personalized information environment.
    • Jeff Richardson
      Jeff Richardson on 16 Dec 08
       
      Good reason for teaching dig citizenship
    • Terry Elliott
      Terry Elliott on 28 Dec 08
       
      What Will suggests here is rising complexity, but for this to succeed we don't need to fight our genetic heritage. Put yourself on the Serengeti plains, a hunter-gatherer searching for food. You are thinking critically about a deluge of data coming through your senses (modern folk discount this idea, but any time in jobs that require observation in the 'wild' (farming comes to mind) will disabuse you rather quickly that the natural world is providing a clear channel.) You are not only relying upon your own 'amateur' abilities but those of your family and extended family to filter the noise of the world to get to the signal. This tribe is the original collaborative model and if we do not try to push too hard against this still controlling 'mean gene' then we will as a matter of course become a nation of collaborative learning tribes.
  • Collaboration in these times requires our students to be able to seek out and connect with learning partners, in the process perhaps navigating cultures, time zones, and technologies. It requires that they have a vetting process for those they come into contact with: Who is this person? What are her passions? What are her credentials? What can I learn from her?
    • Terry Elliott
      Terry Elliott on 28 Dec 08
       
      Aye, aye, captain. This is the classic problem of identity and authenticity. Can I trust this person on all the levels that are important for this particular collaboration? A hidden assumption here is that students have a passion themselves to learn something from these learning partners. What will be doing in this collaboration nation to value the ebb and flow of these learners' interests? How will we handle the idiosyncratic needs of the child who one moment wants to be J.K.Rowling and the next Madonna. Or both? What are the unintended consequences of creating an truly collaborative nation? Do we know? Would this be a 'worse' world for the corporations who seek our dollars and our workers? Probably. It might subvert the corporation while at the same moment create a new body of corporate cooperation. Isn't it pretty to think so.
  • Likewise, we must make sure that others can locate and vet us.
  • ...9 more annotations...
  • technical know-how is not enough. We must also be adept at negotiating, planning, and nurturing the conversation with others we may know little about -- not to mention maintaining a healthy balance between our face-to-face and virtual lives (another dance for which kids sorely need coaching).
    • Terry Elliott
      Terry Elliott on 28 Dec 08
       
      All of these skills are technical know how. We differentiate between hard and soft skills when we should be showing how they are all of a piece. I am so far from being an adequate coach on all of these matters it appalls me. I feel like the teacher who is one day ahead of his students and fears any question that skips ahead to chapters I have not read yet.
  • The Collaboration Age comes with challenges that often cause concern and fear. How do we manage our digital footprints, or our identities, in a world where we are a Google search away from both partners and predators? What are the ethics of co-creation when the nuances of copyright and intellectual property become grayer each day? When connecting and publishing are so easy, and so much of what we see is amateurish and inane, how do we ensure that what we create with others is of high quality?
    • Terry Elliott
      Terry Elliott on 28 Dec 08
       
      Partners and predators? OK, let's not in any way go down this road. This is the road our mainstream media has trod to our great disadvantage as citizens. These are not co-equal. Human brains are not naturally probablistic computer. We read about a single instance of internet predation and we equate it with all the instances of non-predation. We all have zero tolerance policies against guns in the school, yet our chances of being injured by those guns are fewer than a lightning strike. We cannot ever have this collaborative universe if we insist on a zero probability of predation. That is why, for good and ill, schools will never cross that frontier. It is in our genes. "Better safe than sorry" vs. "Risks may be our safeties in disguise."
  • Students are growing networks without us, writing Harry Potter narratives together at FanFiction.net, or trading skateboarding videos on YouTube. At school, we disconnect them not only from the technology but also from their passion and those who share it.
  • The complexities of editing information online cannot be sequestered and taught in a six-week unit. This has to be the way we do our work each day.
  • The process of collaboration begins with our willingness to share our work and our passions publicly -- a frontier that traditional schools have rarely crossed.
  • Look no further than Wikipedia to see the potential; say what you will of its veracity, no one can deny that it represents the incredible potential of working with others online for a common purpose.
  • The technologies we block in their classrooms flourish in their bedrooms
  • Anyone with a passion for something can connect to others with that same passion -- and begin to co-create and colearn the same way many of our students already do.
  • I believe that is what educators must do now. We must engage with these new technologies and their potential to expand our own understanding and methods in this vastly different landscape. We must know for ourselves how to create, grow, and navigate these collaborative spaces in safe, effective, and ethical ways. And we must be able to model those shifts for our students and counsel them effectively when they run across problems with these tools.
  • Jeff Richardson on 16 Dec 08
     
    Article by Wil Richardson on Collaboration
Ed Webb

Hamlet and the Power of Beliefs to Shape Reality | Literally Psyched, Scientific Americ... - 9 views

blogs.scientificamerican.com/...er-of-beliefs-to-shape-reality

learning neuroscience psychology belief

shared by Ed Webb on 22 Feb 12 - No Cached
  • the more someone believes in improvement, the larger the amplitude of a brain signal that reflects a conscious allocation of attention to mistakes. And the larger that neural signal, the better subsequent performance. That mediation suggests that individuals with an incremental theory of intelligence may actually have better self-monitoring and control systems on a very basic neural level: their brains are better at monitoring their own, self-generated errors and at adjusting their behavior accordingly. It’s a story of improved on-line error awareness—of noticing mistakes as they happen, and correcting for them immediately.
  • If we think of ourselves as able to learn, learn we will—and if we think we are doomed to fail, we doom ourselves to do precisely that, not just behaviorally, but at the most fundamental level of the neuron.
Mireille Jansma

Daniel Willingham: Brain Based Education, Fad or Breakthrough? - 21 views

www.youtube.com/watch

neuroscience education brain learning psychology IBSAlert16

shared by Mireille Jansma on 27 Aug 10 - Cached
  • Patricia Cone on 28 Aug 10
     
    I really liked this discussion. Every educator being exposed to the latest "scientifically based learning strategy" should watch this first.
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