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Technologically Externalized Knowledge and Learning « Connectivism - 2 views

www.connectivism.ca/?p=181 connectivism learning reform change PD
shared by Tony Searl on 21 Oct 09 - Cached
  • Tony Searl on 21 Oct 09
     
    Reformers have largely worked within, rather than on, the system of education. Working within the system has resulted in status-quo preservation, even when reformists felt they were being radical. Illich failed to account for how educational institutions are integrated into society. Freire spoke with a humanity and hope that was largely overlooked by a comfortable developed world incapable of seeing the structure and impact of its system. To create and nurture change, a message must not only be true for an era, but it must also resonate with the needs, passions, interests, realities, and hopes of the audience to whom the message is directed.
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Social Media Prank shows Danger of Public Status Posting | UKEdChat.com - Supporting th... - 6 views

ukedchat.com/...anger-of-public-status-posting social media prank danger public
shared by C CC on 18 Feb 14 - No Cached
  • C CC on 18 Feb 14
     
    Video worth watching. Great for a discussion point with students.
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The intervention programme that claims to lessen the achievement gap - 0 views

ukedchat.com/...intervention-achievement research
shared by Martin Burrett on 02 Sep 19 - No Cached
  • Martin Burrett on 02 Sep 19
     
    "A multi-national European study, looking at over 5,500 students, has found that a novel school intervention programme can not only improve the mathematics scores of primary school children from disadvantaged areas, but can also lessen the achievement gap caused by socioeconomic status. Known as the Dynamic Approach to School Improvement (DASI), the programme is based on the latest findings in educational research. Rather than a one-size-fits-all, top-down approach, DASI works by first assessing a school to identify the specific teaching areas that could be improved and then implementing targeted measures to improve them. This process involves all members of the school community, including teachers, pupils and parents, with support from a specialized Advisory and Research Team."
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Retaining older teachers for secondary education - Lessons from Holland? - 2 views

ukedchat.com/...ining-older-teachers-secondary retention Holland
shared by Martin Burrett on 18 Sep 17 - No Cached
  • Martin Burrett on 18 Sep 17
     
    "Not all teachers succeed in staying happy with their work until the end of their career. Dissatisfied older teachers will tend to quit before reaching retirement age. Work overload, low status of the profession, disruptive student behaviour, and a poor relationship with students are reasons often mentioned for the declining job satisfaction of older teachers."
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Book Review: Living Contradiction by @Sean_S_Warren & @StephenBigger - 0 views

ukedchat.com/...living-contradiction books review
shared by Martin Burrett on 27 Nov 17 - No Cached
  • Martin Burrett on 27 Nov 17
     
    PROS: An important book that questions an authoritarian school culture. The book grapples with both the philosophical and the pragmatic aspects of school culture. A resonatory self-examination of teacher identity and a significant contribution to the debate about how schools and classrooms are run. A survey of a wide range of related research that challenges the status quo on the effectiveness of punishment and authoritarianism as approaches to behaviour management."
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The Atlantic Online | January/February 2010 | What Makes a Great Teacher? | Amanda Ripley - 14 views

www.theatlantic.com/...good-teaching what makes a good teacher good article read
shared by Tony Richards on 04 Feb 10 - Cached
  • Tony Richards on 04 Feb 10
     
    "What Makes a Great Teacher? Image credit: Veronika Lukasova Also in our Special Report: National: "How America Can Rise Again" Is the nation in terminal decline? Not necessarily. But securing the future will require fixing a system that has become a joke. Video: "One Nation, On Edge" James Fallows talks to Atlantic editor James Bennet about a uniquely American tradition-cycles of despair followed by triumphant rebirths. Interactive Graphic: "The State of the Union Is ..." ... thrifty, overextended, admired, twitchy, filthy, and clean: the nation in numbers. By Rachael Brown Chart: "The Happiness Index" Times were tough in 2009. But according to a cool Facebook app, people were happier. By Justin Miller On August 25, 2008, two little boys walked into public elementary schools in Southeast Washington, D.C. Both boys were African American fifth-graders. The previous spring, both had tested below grade level in math. One walked into Kimball Elementary School and climbed the stairs to Mr. William Taylor's math classroom, a tidy, powder-blue space in which neither the clocks nor most of the electrical outlets worked. The other walked into a very similar classroom a mile away at Plummer Elementary School. In both schools, more than 80 percent of the children received free or reduced-price lunches. At night, all the children went home to the same urban ecosystem, a zip code in which almost a quarter of the families lived below the poverty line and a police district in which somebody was murdered every week or so. Video: Four teachers in Four different classrooms demonstrate methods that work (Courtesy of Teach for America's video archive, available in February at teachingasleadership.org) At the end of the school year, both little boys took the same standardized test given at all D.C. public schools-not a perfect test of their learning, to be sure, but a relatively objective one (and, it's worth noting, not a very hard one). After a year in Mr. Taylo
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Fair use and transformativeness: It may shake your world - NeverEndingSearch - Blog on ... - 0 views

www.schoollibraryjournal.com/...1420024142.html copyright fairuse transformativeness
shared by cory plough on 01 Apr 08 - Cached
  • I learned on Friday night that the critical test for fairness in terms of educational use of media is transformative use. When a user of copyrighted materials adds value to, or repurposes materials for a use different from that for which it was originally intended, it will likely be considered transformative use; it will also likely be considered fair use. Fair use embraces the modifying of existing media content, placing it in new context. 
  • Here's what I think I learned on Friday about fair use:
  • According to Jaszi, Copyright law is friendlier to good teaching than many teachers now realize. Fair use is like a muscle that needs to be exercised.  People can't exercise it in a climate of fear and uncertainty.
  • ...11 more annotations...
  • Permission is not necessary to satisfy fair use.
  • Fair use is a doctrine within copyright law that allows use of copyrighted material for educational purposes without permission from the the owners or creators. It is designed to balance rights of users with the rights of owners by encouraging widespread and flexible use of cultural products for the purposes of education and the advancement of knowledge.
  • My new understanding: I learned on Friday night that the critical test for fairness in terms of educational use of media is transformative use. When a user of copyrighted materials adds value to, or repurposes materials for a use different from that for which it was originally intended, it will likely be considered transformative use; it will also likely be considered fair use. Fair use embraces the modifying of existing media content, placing it in new context.  Examples of transformativeness might include: using campaign video in a lesson exploring media strategies or rhetoric, using music videos to explore such themes as urban violence, using commercial advertisements to explore messages relating to body image or the various different ways beer makers sell beer, remixing a popular song to create a new artistic expression.
  • Long ago, I learned that educational use of media had to pass four tests to be appropriate and fair according to U.S. Code Title 17 107: the purpose and character of the use, including whether the use is commercial or nonprofit the nature of the use the amount of the use the effect of the use on the potential market for the copyrighted work.
  • --A Conversation about Media Literacy, Copyright and Fair Use--stirred up more cognitive disonance than I've experienced in years
  • the discussion was one of several to be held around the country designed to clear up widespread confusion and to: develop a shared understanding of how copyright and fair use applies to the creative media work that our students create and our own use of copyrighted materials as educators, practitioners, advocates and curriculum developers.
  • national code of practice
  • Jaszi points to Bill Graham Archives vs.Dorling Kindersley (2006) as a clear example of how courts liberally interpret fair use even with a commercial publisher.
  • The publisher added value in its use of the posters. And such use was transformative.
  • Here's what I think I learned on Friday about fair use: The Multimedia Fair Use Guidelines describe minimum rules for fair use, but were never intended as specific rules or designed to exhaust the universe of educational practice.  They were meant as a dynamic, rather than static doctrine, supposed to expand with time, technology, changes in practice.  Arbitrary rules regarding proportion or time periods of use (for instance, 30-second or 45-day rules) have no legal status.  The fact that permission has been sought but not granted is irrelevant.  Permission is not necessary to satisfy fair use. Fair use is fair use without regard to program or platform. What is fair, because it is transformative, is fair regardless of place of use. If a student has repurposed and added value to copyrighted material, she should be able to use it beyond the classroom (on YouTube, for instance) as well as within it.  Not every student use of media is fair, but many uses are. One use not likely to be fair, is the use of a music soundtrack merely as an aesthetic addition to a student video project. Students need to somehow recreate to add value.  Is the music used simply a nice aesthetic addition or does the new use give the piece different meaning? Are students adding value, engaging the music, reflecting, somehow commenting on.the music? Not everything that is rationalized as educationally beneficial is necessarily fair use.  For instance, photocopying a text book because it is not affordable is still not fair use.
  • Copyright law is friendlier to good teaching than many teachers now realize. Fair use is like a muscle that needs to be exercised.  People can't exercise it in a climate of fear and uncertainty
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Clark-Kozma: Debate Reemerges - 0 views

www.coe.tamu.edu/...CK-reemerges.htm
shared by Michael Stevenson on 07 Sep 08 - Cached
  • Assigning too much influence to media can lead to the design/ development of sloppy, ineffective instructional materials that are accepted by technologists and users simply because they utilize CBI, interactive video, or other 'high-status' delivery media. Assigning too little influence to media, on the other hand, may discourage reflective thinking by designers about which media can best convey the instructional strategies needed to achieve instructional objectives (p. 6).
    • Michael Stevenson
      Michael Stevenson on 07 Sep 08
       
      Ross (1994) provides a really good middle ground position between Clark and Kozma.
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StatusNet | Open Source microblogging service - 2 views

status.net/?source=laconica microbloggin omb download standard
shared by yc c on 11 Feb 10 - Cached
  • yc c on 11 Feb 10
     
    StatusNet is the open source micro messaging platform that helps you share and connect in real-time within your own domain
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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.
  • ...4 more annotations...
  • 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.
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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.
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Clive Thompson on the New Literacy - 0 views

www.wired.com/...st_thompson writing literacy education technology web2.0
shared by Ed Webb on 26 Aug 09 - Cached
  • The fact that students today almost always write for an audience (something virtually no one in my generation did) gives them a different sense of what constitutes good writing. In interviews, they defined good prose as something that had an effect on the world. For them, writing is about persuading and organizing and debating, even if it's over something as quotidian as what movie to go see. The Stanford students were almost always less enthusiastic about their in-class writing because it had no audience but the professor: It didn't serve any purpose other than to get them a grade.
  • The brevity of texting and status updating teaches young people to deploy haiku-like concision.
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A Different Leader: Leadership Day 09 Post | Metanoia - 0 views

www.ryanbretag.com/blog
shared by tee1962 Reagan on 17 Jul 09 - Cached
  • Education needs transformational learning architects that efficiently manage NOT quality managers that hope to maintain the elusive status quo - it simply is no longer acceptable or responsible to seek managers for instructional leadership roles. After all, organizations are either progressing or regressing.
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apophenia: Some thoughts on Twitter vs. Facebook Status Updates - 10 views

www.zephoria.org/...some_thoughts_o_2.html facebook twitter social web2.0 danahboyd sharing
shared by Adrienne Michetti on 28 Oct 09 - Cached
  • Adrienne Michetti on 28 Oct 09
     
    An interesting post about how people use the two sites differently, and why.
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Peter Thiel: We're in a Bubble and It's Not the Internet. It's Higher Education. - 4 views

techcrunch.com/...-internet-its-higher-education education future US USA
shared by Ed Webb on 11 Apr 11 - No Cached
  • Like the housing bubble, the education bubble is about security and insurance against the future. Both whisper a seductive promise into the ears of worried Americans: Do this and you will be safe. The excesses of both were always excused by a core national belief that no matter what happens in the world, these were the best investments you could make. Housing prices would always go up, and you will always make more money if you are college educated.
  • consumption masquerading as investment
  • The implicit promise is that you work hard to get there, and then you are set for life.  It can lead to an unhealthy sense of entitlement. “It’s what you’ve been told all your life, and it’s how schools rationalize a quarter of a million dollars in debt,”
  • ...2 more annotations...
  • It’s something about the scarcity and the status. In education your value depends on other people failing. Whenever Darwinism is invoked it’s usually a justification for doing something mean. It’s a way to ignore that people are falling through the cracks, because you pretend that if they could just go to Harvard, they’d be fine. Maybe that’s not true.”
  • he’s not advocating that stopping out of school is for everyone any more than he’s arguing everyone should be an entrepreneur
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