They see the broad difference between the two as being the amount
of self-determination or self-direction; with cooperative learning
being very much teacher-controlled and collaborative learning being
learner-controlled.
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Collaboration and Community Constituents: An investigation into the key elements that b... - 0 views
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However, experientially I believe that what distinguishes collaboration from cooperation comes down to exactly what is shared. When cooperating, it is only physical resources (objects, time, money) or intellectual resources (knowledge, expertise) that are shared. Whereas when collaborating, in addition to these shared physical and intellectual resources, are shared goals, responsibilities, values, beliefs and attitudes. Some of these intellectual resources (both cognitive and affective) may become shared through the practice of cooperation but with collaboration they are factored in from the start. From this collaborative sharing comes synergy which adds value by producing something new and unique.
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There is another important area that needs to be addressed with collaborative learning software which is related to communication; namely knowledge construction. It has been noted by researches that threaded discourse, of the type found in Lotus Notes and the majority Web-based conferencing software, actually works against convergent thinking processes over time (Hiltz, 1986; Harassim, 1990; Eastmond, 1994). It is found that this can have "a negative effect both on the learner's efforts to synthesize ideas, and on collaborative processes which become increasingly fragmented as discussion threads and individual interests diverge." (Hewitt, 1997).
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shared by Dave Truss on 15 May 08
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The New Face of Learning: The Internet Breaks School Walls Down | Edutopia - 0 views
www.edutopia.org/new-face-learning
future learningconversations pedagogy techintegrator technology web 2.0
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I can say without hesitation that all my traditional educational experiences combined, everything from grade school to grad school, have not taught me as much about learning and being a learner as blogging has. My ability to easily consume other people's ideas, share my own in return, and communicate with other educators around the world has led me to dozens of smart, passionate teachers from whom I learn every day. It's also led me to technologies and techniques that leverage this newfound network in ways that look nothing like what's happening in traditional classrooms.
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In many schools and even states, it's been, rather, a movement to block and bust: no blogs, no cell phones, no IM. We take away the powerful social technologies our kids are already using to learn and, in doing so, tell them their own tools are irrelevant. Or, instead of using the complex and challenging phenomenon of a site such as Wikipedia to teach the realities of navigating information in this new world, we prohibit its use. In fact, at this writing, the U.S. legislature is in the process of deciding whether schools and libraries should have access to any of the potential of the Read/Write Web at all. When you read this, blogs and wikis and podcasts (and much more) may be things that students (and teachers) can access and create only from off-campus.
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I wonder whether, twenty-five or fifty years from now, when four or five billion people are connecting online, the real story of these times won't be the more global tests and transformations these technologies offered. How, as educators and learners, did we respond? Did we embrace the potentials of a connected, collaborative world and put our creative imaginations to work to reenvision our classrooms? Did we use these new tools to develop passionate, fearless, lifelong learners? Did we ourselves become those learners?
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I can say without hesitation that all my traditional educational experiences combined, everything from grade school to grad school, have not taught me as much about learning and being a learner as blogging has. My ability to easily consume other people's ideas, share my own in return, and communicate with other educators around the world has led me to dozens of smart, passionate teachers from whom I learn every day. It's also led me to technologies and techniques that leverage this newfound network in ways that look nothing like what's happening in traditional classrooms.
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shared by Ben W on 01 Apr 08
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Purposeful Networking | Reflection 2.0 - 0 views
googtweetblog.edublogs.org/...purposeful-networking
21st century skills networking social networking technology web 2.0
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Aaron describes how he’s fine with seeing the real side of prospective employees on Facebook profiles and twitterstreams because it gives him a better picture of who people are, but in our opinion and experience, networking is much more than simply posting information about yourself on various sites
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the education profession historically has been a profession of “isolationism” despite recent efforts to establish Professional Learning Communities within schools.
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Networking is extremely powerful for connecting educators and students to professionals outside of education - the challenge in education today is breaking down barriers and allowing students and teachers access to the sites and time in the school day and curriculum
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Teacher Training Videos created by Russell Stannard - 0 views
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These videos were created for teachers to help them to incorporate technology into their teaching. Just click and a video will open and take you through how to use that technology. If you want to start straight away, just click on any of the links on the left.My own background is in teaching English, so if you scroll down you will see a special section of ELT videos which are grouped separatetely. There is also a special page of videos for students interested in multimedia, where you can learn Flash, Director and Photoshop Click here for Multimedia.
Presentation Zen: The power of the visual: Learning from Down Under promotion videos - 0 views
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More Google Products - 0 views
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Book Search Search the full text of books
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Desktop Search and personalize your computer
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Earth Explore the world from your compute
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Why do people dance? | Education | The Guardian - 3 views
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Lovatt says his own experience proves dance can provide confidence that spills into other areas of life. Suffering from profound reading difficulties at school, he left with no qualifications, and was unable to read until he was 23. "I taught myself to read while working as a dancer in theatres," he says. "I was surrounded by talent and thought it was ridiculous that I couldn't read, so I just sat down and, very slowly, learned."Next, Lovatt studied A-levels, then a degree in psychology and English at Roehampton Institute, ultimately gaining a PhD and taking a senior researcher post at Cambridge University. Now, he combines dancing "nearly every day" with dance research at Hertfordshire University, where he teaches the psychology of performing arts.
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"Dance lessons are a bit like plastic surgery," says Lovatt. "They mask the true expression of your genes."
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shared by Darren Kuropatwa on 06 Dec 09
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NASSP - Shifting Ground - 14 views
www.principals.org/...sec.asp
filter IWB Admin projectbasedlearning digitalfootprint chrislehmann newliteracy
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Moreover—and perhaps most damning—by blocking and banning many of the tools and Web sites that form the cornerstone of teenagers’ experiences, educators deny themselves access to the conversations that students are having about how to use these tools intelligently, ethically, and well. And given the overwhelming flow of information that students can access using such tools, it is essential that educators become part of those conversations.
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Districts have spent thousands of dollars installing interactive whiteboards—which are a more powerful, more engaging chalkboard. And yes, they are a tool with some very useful functions, and yes, we have them at the Science Leadership Academy in Philadelphia, where I am principal. But let me be clear: interactive whiteboards only enable a teacher-centric style of teaching to be more engaging than it would have been with a traditional chalkboard. Much of the prepackaged educational gaming similarly makes the same mistake.
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I've just never bought into these as a good way to spend money other than perhaps in Kindergarten and Grade 1 where students can interact and engage with text and shapes in front of their peers.
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I disagree with both you and Chris here. If you use an IWB to teach in a teacher centric way then *maybe* it'll be more engaging for students than it was before the IWB but I doubt it; I think kids are smarter than that. Teachers who teach in student centred ways find IWBs amplify not just engagement with the teacher, but with each other and the content they are wrestling with; they learn more deeply because we can bring a more multifaceted perspective to bear on every issue/problem discussed in class. When the full content of the internet can be brought to bear on every classroom discussion (including my twitter and skype networks) we are able to concretely illustrate the interconnectedness of all things. We don't have to tell kids this, they see it as it happens, every day. You might be able to do something like this without an IWB but it would be a little more clunky in execution.
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The single greatest challenge schools face is helping students make sense of the world today. Schools have gone from information scarcity to information overload. This is why classes must be inquiry driven. Merely providing content is not enough, nor is it enough to simply present students with a problem to solve. Schools must create ways for students to come together as a community to ask powerful questions and dare them to bring all of their talents to bear on real-world problems.
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Schools can and must be empowering—what held down the progressive school movements of the past 100 years was not that the ideas were wrong, but rather that it often just took too long to create the authentic examples of learning.
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The idea of community has changed dramatically in the past 10 years, and that idea should be reflected in classrooms.
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But it is not enough for educators to simply be aware of social networking; they have an obligation to teach students the difference between social networking and academic networking
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Educators can help them understand how to paint a digital portrait of themselves online that includes the work they do in school and help them network, both locally and globally, to enrich themselves as students.
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by blocking and banning many of the tools and Web sites that form the cornerstone of teenagers' experiences, educators deny themselves access to the conversations that students are having about how to use these tools intelligently, ethically, and well. And given the overwhelming flow of information that students can access using such tools, it is essential that educators become part of those conversations.
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by blocking and banning many of the tools and Web sites that form the cornerstone of teenagers' experiences, educators deny themselves access to the conversations that students are having about how to use these tools intelligently, ethically, and well. And given the overwhelming flow of information that students can access using such tools, it is essential that educators become part of those conversations.
Wikidot.com blog: Ning shutting down its free service, welcome to Wikidot ;-) - 22 views
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The Digital Down Low: 1:1 Learning and the iPad...a few thoughts - 13 views
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Even though most students who already own a laptop own a mac, we know that others are using a range of models running everything... Because our primaryacademic learning platforms (moodle and google apps education edition) run directly through the browser we're able to take a hardware and OS nuetral approach in our 1-1 learning model. @mjmontagne calls this "being device and OS agnostic"
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shared by Dave Truss on 10 May 10
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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
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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.
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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.
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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.
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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.
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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.
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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.
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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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Seth's Blog: The coming melt-down in higher education (as seen by a marketer) - 4 views
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Commentary - 10 views
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it is a powerful teaching and learning methodology.
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National Youth Leadership Council
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Essential Elements of Service Learning
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Practitioners that utilize service-learning understand that the process of identifying community needs, giving students an active role in designing, implementing, and evaluating the project and encouraging students to reflect on their learning allows young people to develop new understandings and applications beyond what they would gain from typical classroom instruction.
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Cleaning up a river is service.Sitting in a science classroom, looking at water samples under a microscope is learning.Students taking samples from local water sources, analyzing the samples, documenting the results and presenting scientific findings to a local pollution control agency is service-learning.
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Are Students College Prepared? - 4 views
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In today's world of advanced technology, preparation for employment after completing High School often means pursuing an additional course of study for a minimum of one to two years. Be this in a Technical School, Junior College, College or University, the bottom line is that our students generally need to further their education in order to secure employment. Readiness for college therefore is an important issue facing our schools. College preparation takes foresight and planning and involves more than college preparatory courses. How can we insure that our students are college prepared?
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The Department o Labor reports that Formal Education Beyond High School Is Not Required for 66% of the 2008-2018 Job Openings . See page 15 of http://www.bls.gov/opub/ooq/2009/winter/art02.pdf . Who will fill these jobs? The report also states that 22% require a four-year degree or more. Won't the over supply just od degree holders continue to push down the real wages of college graduates as it has for over ten years?
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What Do School Tests Measure? - Room for Debate Blog - NYTimes.com - 1 views
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According to a New York Times analysis, New York City students have steadily improved their performance on statewide tests since Mayor Michael Bloomberg took control of the public schools seven years ago.
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Critics say the results are proof only that it is possible to “teach to the test.” What do the results mean? Are tests a good way to prepare students for future success?
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Tests covering what students were expected to learn (guided by an agreed-upon curriculum) serve a useful purpose — to provide evidence of student effort, of student learning, of what teachers taught, and of what teachers may have failed to teach.
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More serious questions arise about “teaching to the test.” If the test requires students to do something academically valuable — to demonstrate comprehension of high quality reading passages at an appropriate level of complexity and difficulty for the students’ grade, for example — then, of course, “teaching to the test” is appropriate.
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An almost exclusive focus on raising test scores usually leads to teaching to the test, denies rich academic content and fails to promote the pleasure in learning, and to motivate students to take responsibility for their own learning, behavior, discipline and perseverance to succeed in school and in life.
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Test driven, or force-fed, learning can not enrich and promote the traits necessary for life success. Indeed, it is dangerous to focus on raising test scores without reducing school drop out, crime and dependency rates, or improving the quality of the workforce and community life.
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Students, families and groups that have been marginalized in the past are hurt most when the true purposes of education are not addressed.
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lein. Mayor Bloomberg claims that more than two-thirds of the city’s students are now proficient readers. But, according to federal education officials, only 25 percent cleared the proficient-achievement hurdle after taking the National Assessment of Education Progress, a more reliable and secure test in 2007.
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The major lesson is that officials in all states — from New York to Mississippi — have succumbed to heavy political pressure to somehow show progress. They lower the proficiency bar, dumb down tests and distribute curricular guides to teachers filled with study questions that mirror state exams.
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This is why the Obama administration has nudged 47 states to come around the table to define what a proficient student truly knows.
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Test score gains among New York City students are important because research finds that how well one performs on cognitive tests matters more to one’s life chances than ever before. Mastery of reading and math, in particular, are significant because they provide the gateway to higher learning and critical thinking.
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First, just because students are trained to do well on a particular test doesn’t mean they’ve mastered certain skills.
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Second, whatever the test score results, children in high poverty schools like the Promise Academy are still cut off from networks of students, and students’ parents, who can ease access to employment.
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Reliable and valid standardized tests can be one way to measure what some students have learned. Although they may be indicators of future academic success, they don’t “prepare” students for future success.
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Since standardized testing can accurately assess the “whole” student, low test scores can be a real indicator of student knowledge and deficiencies.
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Many teachers at high-performing, high-poverty schools have said they use student test scores as diagnostic tools to address student weaknesses and raise achievement.
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The bigger problem with standardized tests is their emphasis on the achievement of only minimal proficiency.
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While it is imperative that even the least accomplished students have sufficient reading and calculating skills to become self-supporting, these are nonetheless the students with, overall, the fewest opportunities in the working world.
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Regardless of how high or low we choose to set the proficiency bar, standardized test scores are the most objective and best way of measuring it.
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The gap between proficiency and true comprehension would be especially wide in the case of the brightest students. These would be the ones least well-served by high-stakes testing.
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Recipe for a Disruptive Keynote : Stager-to-Go - 0 views
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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.
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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
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strive to create learner-centered, project-based, collaborative, non-coercive environments in which students learn through a community of practice
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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.
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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.