8 hour self-paced online class devoted to Website Evaluation using investigative search methods. Course Ends August 31, 2009
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21CIF Self-Paced Website Evaluation Class: Join Now - 0 views
archive.constantcontact.com/...1102670410078.html
21cif information fluency website evaluation moodle
shared by Dennis OConnor on 14 Aug 09
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The End in Mind » An Open (Institutional) Learning Network - 0 views
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shared by Jackie Gerstein on 13 Aug 09
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Internet Search Challenge: More information, a smaller fraction - 0 views
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information fluency information literacy 21cif
shared by Dennis OConnor on 18 Aug 09
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The paradoxical thing about information and searching is that the more of it there is, the less of it we will see. The results we retrieve will be a smaller and smaller sample of what's actually available. And I don't see how this trend can be reversed.
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When I ask workshop participants if they've ever gone to the end of the list retrieved, I've never encountered anyone who has. Most searchers stop after the first page; the number who look at two pages is much smaller. For the 8 people in 100 who go beyond the third page, they have access to 0.1% of the information theoretically available. For the majority who never look beyond page one, that number falls to 0.025%.
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Half an Hour: An Operating System for the Mind - 0 views
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The reason I pose these questions in particular is that, while it is necessary (and possible) to teach facts to people, it comes with a price. And the price is this: facts learned in this way, and especially by rote, and especially at a younger age, take a direct route into the mind, and bypass a person's critical and reflective capacities, and indeed, become a part of those capacities in the future.When you teach children facts as facts, and when you do it through a process of study and drill, it doesn't occur to children to question whether or not those facts are true, or appropriate, or moral, or legal, or anything else. Rote learning is a short circuit into the brain. It's direct programming. People who study, and learn, that 2+2=4, know that 2+2=4, not because they understand the theory of mathematics, not because they have read Hilbert and understand formalism, or can refute Brouwer and reject intuitionism, but because they know (full stop) 2+2=4.
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And what we discover when we think about it this way is that it's not simple whether or not we need facts that is important, but also, what format the facts are in that is equally important, if not more important.
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They constitute the processes and capacities that make it possible for people to navigate a fact-filled landscape, a way to see, understand and acquire those facts in such a way as to be relevant and useful, and in the end, to be self-contained and autonomous agents capable of making their own decisions and directing their own lives, rather than people who need to learn ever larger piles of 'facts' in order to do even the most basic tasks.
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What we have learned - what we are understanding, uniquely, in the 21st century - is that the nature of facts is very different from anything we thought before:
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Today - surely we've seen enough evidence of this! - if you simply follow the rules, do what you're told, do your job and stay out of trouble, you will be led to ruin.
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And the price is this: facts learned in this way, and especially by rote, and especially at a younger age, take a direct route into the mind, and bypass a person's critical and reflective capacities, and indeed, become a part of those capacities in the future.
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while it is necessary (and possible) to teach facts to people, it comes with a price. And the price is this: facts learned in this way, and especially by rote, and especially at a younger age, take a direct root into the mind, and bypass a person's critical and reflective capacities, and indeed, become a part of those capacities in the future.\n\nWhen you teach children facts as facts, and when you do it through a process of study and drill, it doesn't occur to children to question whether or not those facts are true, or appropriate, or moral, or legal, or anything else. Rote learning is a short circuit into the brain. It's direct programming. People who study, and learn, that 2+2=4, know that 2+2=4, not because they understand the theory of mathematics, not because they have read Hilbert and understand formalism, or can refute Brouwer and reject intuitionism, but because they know (full stop) 2+2=4.\n\nI used the phrase "it's direct programming" deliberately. This is an analogy we can wrap our minds around. We can think of direct instruction as being similar to direct programming. It is, effectively, a mechanism of putting content into a learner's mind as effectively and efficiently as possible, so that when the time comes later (as it will) that the learner needs to use that fact, it is instantly and easily accessible.
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The Wired Campus - Do Students Cheat More in Online Classes? Maybe not. - The Chronicle... - 0 views
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If you are interested in this topic, look for the interesting edited book called Student Plagiarism in an Online World: http://www.igi-global.com/reference/details.asp?ID=7031&v=tableOfContentsI wrote a chapter called, "Expect Originality! Using Taxonomies to Structure Assignments that Support Original Work." In it I discuss the complexities of plagiarism in the context of a digital culture of sharing and suggest that it is rarely black and white. I propose a continuum with intentional academic dishonesty on one end and original work on the other, with gradations in between. Based on my own research and teaching experience, I believe the instructional design and style of teaching can either make it easy-- or very difficult-- to cheat.
Op-Ed Contributor - End the University as We Know It - NYTimes.com - 0 views
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All You Need To Know About Twitter - 0 views
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To the Internet hipsters who discovered Twitter in 2006, Oprah's inaugural tweet - FEELING REALLY 21st CENTURY, she typed - was the end of the era, the shark jump. But that's like saying the Beatles were over after they appeared on "The Ed Sullivan Show."\nTwittermania has only begun. In the days after Oprah's show, Twitter's traffic growth is accelerating. The ratings service HitWise now ranks twitter.com as America's No. 38 Web site. It's about to rocket past CNN and Wells Fargo.
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How to Land Your Kid in Therapy - Magazine - The Atlantic - 11 views
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Meanwhile, rates of anxiety and depression have also risen in tandem with self-esteem. Why is this? “Narcissists are happy when they’re younger, because they’re the center of the universe,” Twenge explains. “Their parents act like their servants, shuttling them to any activity they choose and catering to their every desire. Parents are constantly telling their children how special and talented they are. This gives them an inflated view of their specialness compared to other human beings. Instead of feeling good about themselves, they feel better than everyone else.” In early adulthood, this becomes a big problem. “People who feel like they’re unusually special end up alienating those around them,” Twenge says. “They don’t know how to work on teams as well or deal with limits. They get into the workplace and expect to be stimulated all the time, because their worlds were so structured with activities. They don’t like being told by a boss that their work might need improvement, and they feel insecure if they don’t get a constant stream of praise. They grew up in a culture where everyone gets a trophy just for participating, which is ludicrous and makes no sense when you apply it to actual sports games or work performance. Who would watch an NBA game with no winners or losers? Should everyone get paid the same amount, or get promoted, when some people have superior performance? They grew up in a bubble, so they get out into the real world and they start to feel lost and helpless. Kids who always have problems solved for them believe that they don’t know how to solve problems. And they’re right—they don’t.”
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I asked Wendy Mogel if this gentler approach really creates kids who are less self-involved, less “Me Generation.” No, she said. Just the opposite: parents who protect their kids from accurate feedback teach them that they deserve special treatment. “A principal at an elementary school told me that a parent asked a teacher not to use red pens for corrections,” she said, “because the parent felt it was upsetting to kids when they see so much red on the page. This is the kind of self-absorption we’re seeing, in the name of our children’s self-esteem.”
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research shows that much better predictors of life fulfillment and success are perseverance, resiliency, and reality-testing
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Jane told me that because parents are so sensitive to how every interaction is processed, sometimes she feels like she’s walking on eggshells while trying to do her job. If, for instance, a couple of kids are doing something they’re not supposed to—name-calling, climbing on a table, throwing sand—her instinct would be to say “Hey, knock it off, you two!” But, she says, she’d be fired for saying that, because you have to go talk with the kids, find out what they were feeling, explain what else they could do with that feeling other than call somebody a “poopy face” or put sand in somebody’s hair, and then help them mutually come up with a solution. “We try to be so correct in our language and our discipline that we forget the true message we’re trying to send—which is, don’t name-call and don’t throw the sand!” she said. “But by the time we’re done ‘talking it through,’ the kids don’t want to play anymore, a rote apology is made, and they’ll do it again five minutes later, because they kind of got a pass. ‘Knock it off’ works every time, because they already know why it’s wrong, and the message is concise and clear. But to keep my job, I have to go and explore their feelings.”
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“The ideology of our time is that choice is good and more choice is better,” he said. “But we’ve found that’s not true.”
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Kids feel safer and less anxious with fewer choices, Schwartz says; fewer options help them to commit to some things and let go of others, a skill they’ll need later in life.
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Most parents tell kids, ‘You can do anything you want, you can quit any time, you can try this other thing if you’re not 100 percent satisfied with the other.’ It’s no wonder they live their lives that way as adults, too.” He sees this in students who graduate from Swarthmore. “They can’t bear the thought that saying yes to one interest or opportunity means saying no to everything else, so they spend years hoping that the perfect answer will emerge. What they don’t understand is that they’re looking for the perfect answer when they should be looking for the good-enough answer.”
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what parents are creating with all this choice are anxious and entitled kids whom she describes as “handicapped royalty.”
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When I was my son’s age, I didn’t routinely get to choose my menu, or where to go on weekends—and the friends I asked say they didn’t, either. There was some negotiation, but not a lot, and we were content with that. We didn’t expect so much choice, so it didn’t bother us not to have it until we were older, when we were ready to handle the responsibility it requires. But today, Twenge says, “we treat our kids like adults when they’re children, and we infantilize them when they’re 18 years old.”
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Five Myths About the Common Core - 8 views
hepg.org/513
commoncore CCSS Standards education Common Core Harvard administrator all_teachers bestpractices curriculum
shared by Suzie Nestico on 05 Nov 11
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Standards are not curriculum: standards spell out what students should know and be able to do at the end of a year; curriculum defines the specific course of study—the scope and sequence—that will enable students to meet standards.
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States are building the assessments, and once the assessments are in place, they will be administered and operated by states. They are not federal tests.
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In preparation for adoption of the Common Core standards, several states conducted analyses that found considerable alignment between them and their current standards
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And officials in 76 percent of districts in Common Core states said in a survey released in September 2011 by the Center on Education Policy that inadequate funds for implementation was a major challenge.
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But to have an effect on the day-to-day interaction between students and teachers, and thus improve learning, states and districts will have to implement the standards. That will require changes in curricula and assessments to align with the standards, professional development to ensure that teachers know what they are expected to teach, and ultimately, changes in teacher education so that all teachers have the capability to teach all students to the standards. The standards are only the first step on the road to higher levels of learning.
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What I've encountered most in dealing with colleagues is the fear and the notion that this is just another five to ten year fad in education. It is important first to help others understand CCSS are not a quick-fix or an answer. In some ways, CCSS take us back to what good teaching looks. Ultimately, aside from the budgetary concerns with implementation, perhaps the other greatest struggle here will be the state-level assessment of the CCSS. In order for states to get it right, there needs to adequate time devoted to determining adequate assessment, not drill-and-kill. Broad, interconnected, higher-order thinking cannot be bubbled-in. Period.
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Distracted to Learn? | Psych Central News - 6 views
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It was as if those who were denied the same degree of distraction during testing as they experienced during learning suffered a disadvantage.
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In the end it didn’t seem to matter what the distraction was during recall as long as subjects had had a distraction during learning. Everybody who had been distracted in both learning and recall performed better than those who were distracted while learning but undistracted during recall.
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Another task is to figure out what might be going on in the brain to allow divided attention to be a boost for recall, rather than a hindrance for learning
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Surprising new research may rewrite learning theory as Brown University scientists contend that distractions do not necessarily impede the learning process of a motor task. Investigators discovered that if attention was as divided during recall of a motor task as it was during learning the task, people performed as if there were no distractions at either stage. Thus, the real issue is that inconsistent distraction can impair our recollection of the task. As long as our attention is as divided when we have to recall a motor skill as it was when we learned it, we'll do just fine, say the researchers.
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Bill Maher vs. higher ed | Bryan Alexander - 1 views
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First, Maher gets certain things wrong, and many people share those errors, so addressing them might be beneficial. Second, several of his criticisms point to more broadly held American attitudes. Better understanding them can help higher ed as it tries to navigate an increasingly challenging battle for public support.
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Accurately, he points out that published prices have risen faster than inflation for a generation. However, setting aside the reasons for that inflation, this misses two key points. First, the tuition amounts cited are published prices, not what institutions actually charge most students. Widespread tuition discounting means only the richest tend to pay full price, which subsidizes everyone else, who pay less.
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Maher gets some points dead right, like the general – and especially Democratic – idea that everyone should get some post-secondary schooling. This is still the default American idea, with persistent popularity.
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Ignoring these swarms of campuses with low (sticker!) prices in favor of complaining about the most expensive slice of American academia is, alas, a popular mistake.
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He wants the college and university sector to shrink back in size and influence. He advises an end to college for all, wanting instead college for even fewer.
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Maher reminds us of the power of economic populism, and not just in the ways Trump mobilized it. Academia’s sometimes intention of mitigating inequality runs smack into our role in making inequality happen
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to whatever extent Bill Maher is representative, the public has woeful gaps in its understanding of how higher ed works. Our elite institutions stand in for the entire sector too often. Our high tuition, high discount strategy just looks like very high tuition. Adult learners are nowhere near visible enough.
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the cost of today’s education is likely to be somewhat higher than what I paid 30 years ago, but the price is definitely dramatically higher because today’s students aren’t enjoying the taxpayer support that I did. The price went up for sure. How much the cost went up is less clear