Skip to main content

Home/ EET Learns/ Group items tagged human

Rss Feed Group items tagged

Filter: All | Bookmarks | Topics Simple Middle
Kathy Schwarz

Healthline - 2 views

BodyMaps is an interactive visual search tool that allows users to explore the human body in 3-D. With easy-to-use navigation, users can search multiple layers of the human anatomy, view systems an...

teaching learning

started by Kathy Schwarz on 11 Jun 12 no follow-up yet
Chris Aitken

A pedagogy of abundance or a pedagogy to support human beings? Participant support on m... - 0 views

www.irrodl.org/...2025

pedagogy MOOC connectivism

shared by Chris Aitken on 05 Dec 11 - No Cached
  • This paper examines how emergent technologies could influence the design of learning environments. It will pay particular attention to the roles of educators and learners in creating networked learning experiences on massive open online courses (MOOCs). The research shows that it is possible to move from a pedagogy of abundance to a pedagogy that supports human beings in their learning through the active creation of resources and learning places by both learners and course facilitators.
  • Emergent technologies provide different models and structures to support learning. They disrupt the notion that learning should be controlled by educators and educational institutions as information and “knowledgeable others” are readily available on online networks through the press of a button for anyone interested in expanding his or her horizon.
  • Of course this puts the responsibility for information gathering, the validation of resources, and the learning process in the hands of learners themselves,
  • ...3 more annotations...
  • To manage this vast network of resources effectively requires learners to be autonomous in their learning and to have advanced analytic and synthesis skills to distill relevant information from the “noisy” network. Moreover, a high level of competency and interest in using a vast array of tools is required to do so effectively.
  • Barnett (2002)
  • pedagogy for human beings.
Tyler Wall

Human Body Maps | 3D Models of the Human Anatomy | Healthline - 0 views

www.healthline.com/human-body-maps

anatomy

shared by Tyler Wall on 11 May 11 - No Cached
  • Tyler Wall on 11 May 11
     
    Searhable anatomy 3d"ish" imagery
anonymous

Browse Our Free and Open Textbooks | Flat World Knowledge - 0 views

catalog.flatworldknowledge.com/...disciplines

etexts

shared by anonymous on 26 Mar 12 - No Cached
  • anonymous on 26 Mar 12
     
    free - open access textbooks in Business, Science, Math, Professional and Applied Sciences, and Humanities and Social Sciences
anonymous

What the Best College Students Do - Ken Bain | Harvard University Press - 0 views

www.hup.harvard.edu/catalog.php

teaching students

shared by anonymous on 23 Jul 12 - No Cached
  • anonymous on 23 Jul 12
     
    "The author of the best-selling What the Best College Teachers Do is back with more humane, doable, and inspiring help, this time for students who want to get the most out of college-and every other educational enterprise, too. The first thing they should do? Think beyond the transcript. The creative, successful people profiled in this book-college graduates who went on to change the world we live in-aimed higher than straight A's. They used their four years to cultivate habits of thought that would enable them to grow and adapt throughout their lives. Combining academic research on learning and motivation with insights drawn from interviews with people who have won Nobel Prizes, Emmys, fame, or the admiration of people in their field, Ken Bain identifies the key attitudes that distinguished the best college students from their peers. These individuals started out with the belief that intelligence and ability are expandable, not fixed. This led them to make connections across disciplines, to develop a "meta-cognitive" understanding of their own ways of thinking, and to find ways to negotiate ill-structured problems rather than simply looking for right answers. Intrinsically motivated by their own sense of purpose, they were not demoralized by failure nor overly impressed with conventional notions of success. These movers and shakers didn't achieve success by making success their goal. For them, it was a byproduct of following their intellectual curiosity, solving useful problems, and taking risks in order to learn and grow."
Jackie Doherty

McElvaney - 1 views

www.cjlt.ca/...257

shared by Jackie Doherty on 28 May 11 - Cached
  • Free and easy-to-use technologies offer new ways to find, organize, create, and interact with information.
  • The 2009 Horizon Report defines personal webs as "customized, personal web-based environments . . . that explicitly support one's social, professional, [and] learning . . . activities via highly personalized windows to the networked world" (Johnson, Levine & Smith, 2009, p. 19), and heralds them as an emerging learning trend.
  • This paper explores personal web technologies (PWTs) and their learning applications. Examples are given of commonly used, customizable technologies such as: social bookmarking, personal publishing tools, aggregators, and metagators.
  • ...34 more annotations...
  • learning needs extend far beyond the culmination of a training session or degree program. Working adults must continually update their skills and behaviours to conform to the constantly changing demands of the workplace (Lewis & Romiszowski, 1996)
  • some needs may best be addressed by the individual him/herself.
  • PLE) to manage their own learning resources; whether these are wikis, news feeds, podcasts, or people.
  • The use of PWTs for learning directly supports several principles of connectivism, a learning theory outlined by Siemens (2006): (i) Knowledge rests in networks, (ii) Knowledge may reside in non-human appliances, and learning is enabled / facilitated by technology, and (iii) Currency (accurate, up-to-date knowledge) is the intent of all connectivist learning activities (p. 31).
  • If individuals can sufficiently develop their ability to find, organize, and manage these connections, their available knowledge does not have to be limited by the confines of their own skulls.
  • To navigate the Internet more efficiently, individuals can assemble a virtual toolbox from an ever-growing list of free, and often open-source, technologies to aid in aggregating, organizing, and publishing information online.
  • To create a personal web for learning, it is first necessary to explore what personal web technologies are, where to find them, and how to use them.
  • Social bookmarking and research tools allow users to save web pages, articles, and other media (usually to an online storage location) and organize them in personally meaningful ways.
  • n general, the length and full-featured capabilities of blogging offer learners the opportunity to explore topics in depth and reflect, while the speed and simplicity of micro-blogging lends itself more towards posing questions and collaborative brainstorming (King, 2009).
  • esides enriching and enlivening a post, these tools make it possible for an individual to publish artifacts that are ill-served by text-only displays.
  • Micro-blogs, such as Twitter (twitter.com), allow users to post short messages from their computer or mobile phone.
  • Users can also 'follow' other members to receive a stream of their posts.
  • asily "ask and answer questions, learn from experts, share resources, and react to events on the fly"
  • ndividuals who follow multiple blogs and/or regularly visit news or media sites may find juggling the disparate streams of information overwhelming. For this reason, it can be helpful to subscribe to these streams (or “feeds”) by using an aggregator.
  • Metagators, also called portals or start pages, can aggregate feeds, social networks, and widgets to create a central, personalized location for an individual's Internet usage
  • Netvibes and iGoogle
  • Widgets are small, adaptable, programmable, web-based gadgets that can be embedded into a variety of sites or used on mobile phones or desktops (
  • Due to the fact that they are user-created, there is no exact definition of a PLE (PLE, n.d.). In general, a PLE is the sum of websites and technologies that an individual makes use of to learn.
  • PLEs may range in complexity from a single blog to an inter-connected web of social bookmarking tools, personal publishing platforms, search engines, social networks, aggregators, etc.
  • http://ltc.umanitoba.ca/wiki/index.php?title=Ple
  • Once an individual creates a PLE or PLN, there is no need to sit in front of a computer to access it. The majority of PWTs have mobile-friendly versions available, allowing individuals to take their learning to go.
  • Instead of limiting learning to traditional environments, mobile versions of PWTs give learners more options on where and when to learn.
  • However, there is a catch: PWTs may clash with traditional, linear, teacher-centered instruction (see Figure 2)
  • Learners who use PWTs must learn to question sources, verify information, compare and contrast various perspectives and become more independent
  • need to focus on building critical media and information literacy skills, so that students can effectively navigate the online maze and avoid being fooled by false or misleading information.
  • students have already experimented with a personal web technology, such as social networking, but, "few of them are being taught how to leverage its potential and benefit from the deep learning that can ensue"
  • In higher education, PWTs could be of great use for researching, developing PLNs, and creating online portfolios.
  • An undergraduate student who uses a research tool such as Zotero will graduate with a searchable, organized collection of annotated resources that could be valuable in the workplace or in future academic undertakings.
  • As the individual becomes increasingly connected to their PLN, they may become increasingly disconnected to those who are physically around them, such as family and friends
  • Using PWTs to incessantly check for new articles, status updates, and activity may become a drain on one’s attention and productivity
  • Valuable or innovative ideas put forth by lesser-known individuals can easily become lost in the noise.
  • ndividuals who wish to learn from their personal network must strive to create a diverse PLN populated with voices that may dissent, challenge, or provoke. Otherwise, the PLN cannot foster critical and creative thinking,
  • anything they publish on the Internet may be found by supervisors, peers, teachers, a
  • uture hiring managers (Harris, 2007)
Kathy Schwarz

The Calgary Council for Advanced Technology (CCAT) website and events - 2 views

These are not specific to education, but the technologies they discuss are often interesting. The range of topics for 2011/2012 include, but are not limited to, BioMechanical Technologies, Mobile ...

web2.0

started by Kathy Schwarz on 30 Aug 11 no follow-up yet
Chris Aitken

elearnspace › Duplication theory of educational value - 1 views

www.elearnspace.org/...on-theory-of-educational-value

higher_education value economics

shared by Chris Aitken on 17 Sep 11 - No Cached
  • Let me posit a duplication theory of education value: if something can be duplicated with limited costs, it can’t serve as a value point for higher education. Content is easily duplicated and has no value. What is valuable, however, is that which can’t be duplicated without additional input costs: personal feedback and assessment, contextualized and personalized navigation through complex topics, encouragement, questioning by a faculty member to promote deeper thinking, and a context and infrastructure of learning.
  • The vast majority of universities that will educate humanity in the coming decades will be those that structure their value point on elements that cannot be easily duplicated and scaled, or at minimum, require input costs to do so
  • Most of the economic input costs of the university would (should) be directed to those areas that impact learners
Kathy Schwarz

Appropriations Bill May Strip Federal Funding for Open Educational Resources - 0 views

The House Appropriations Committee has just released the draft of the bill that would fund the Departments of Labor, Education and Health and Human Services for the 2012 fiscal year. There's a lot ...

started by Kathy Schwarz on 07 Oct 11 no follow-up yet
1 - 10 of 10
Showing 20▼ items per page