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John Reneski

The Impact Of Cooperative Learning - 1 views

  • What makes cooperative learning different from most instructional methods is that it is based on social interdependence theory and the related research. Social interdependence theory provides educators with a conceptual framework for understanding how cooperative learning may be (a) most fruitfully structured, (b) adapted to a wide variety of instructional situations, and (c) applied to a wide range of issues (such as achievement, ethnic integration, and prevention of drug abuse).
  • There are at least three general theoretical perspectives that have guided research on cooperation--cognitive-developmental, behavioral, and social interdependence. The cognitive developmental perspective is largely based on the theories of Piaget and Vygotsky. The work of Piaget and related theorists is based on the premise that when individuals co-operate on the environment, socio-cognitive conflict occurs that creates cognitive disequilibrium, which in turn stimulates perspective-taking ability and cognitive development. The work of Vygotsky and related theorists is based on the premise that knowledge is social, constructed from cooperative efforts to learn, understand, and solve problems.
  • Kurt Lewin
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  • the essence of a group is the interdependence among members (created by common goals)
  • drive for goal accomplishment that motivates cooperative and competitive behavior.
  • ocial interdependence exists when individuals share common goals and each individual's outcomes are affected by the actions of the others (Deutsch, 1949, 1962; Johnson & Johnson, 1989). It may be differentiated from social dependence (i.e., the outcomes of one person are affected by the actions of a second person but not vice versa) and social independence (i.e., individuals' outcomes are unaffected by each other's actions). There are two types of social interdependence: cooperative and competitive. The absence of social interdependence and dependence results in individualistic efforts.
  • 1. Working together cooperatively to accomplish shared learning goals. When a situation is structured cooperatively, individuals' goal achievements are positively correlated;
  • 2. Working against each other to achieve a goal that only one or a few can attain. When a situation is structured competitively, individuals work against each other to achieve a goal that only one or a few can attain.
  • 3. Working by oneself to accomplish goals unrelated to the goals of others. When a situation is structured individualistically, there is no correlation among participants' goal attainments.
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    Good source for information on collaborative grouping. Johnson and Johnson make an argument for collaborative learning so strong one would hesitate not to build group activities into a course curriculum 
Tereza Vieira

Audiotool 2.0 - Music-making on the Web just got serious - 0 views

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    "Audiotool is essentially a Web-based sequencer tool that lets you create music, remix and collaborate with others all from within a web browser."
Sue Bedard

How to Use Social-Networking Technology for Learning | Edutopia - 0 views

  • Why should schools encourage all this sharing and meeting? Schools should reflect the world we live in today. And we live in a social world. We need to teach students how to be effective collaborators in that world, how to interact with people around them, how to be engaged, informed twenty-first-century citizens.
  • academic networking
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    good information to bring to administration
Andrew Barras

5 Personal Learning Networks (PLNs) for Educators | MindShift - 1 views

  • Professional development and networking are vital in any field, and that’s especially true for educators.
  • That’s why working with other educators in personal learning networks (PLNs) has become as important in an educator’s day as the time he or she spends teaching in class. Below is a short list of PLNs that already exist, followed by some resources to help teachers build their own
  • The Educator’s PLN is a Ning site (or online platform for creating your own social network) that facilitates connections between educators.
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  • Powerful Learning Practice is a professional development program for progressive-minded educators. Its year-long curriculum provides cohorts of teachers with new ideas and hands-on practice in order to bolster their tech knowledge and aptitudes, rethink classroom activities to make them relevant for today’s students, find other teachers with similar goals, and build their own tech-rich learning tools.
  • Classroom 2.0 is designed for those interested in sharing ideas and resources about using Web 2.0 and new media in education.
  • These Edublog and WeConnect posts, both compiled by teacher and blogger Shelly Terrell, present a pretty exhaustive, multimedia-rich list that allows teachers to explore what a PLN is, why they should care, the research behind it, and step-by-step instructions on how to build one.
  • edWeb.net is a free online social network that lets educators connect with colleagues, collaborate on goals and projects, form their own professional learning communities, mentor one another, and practice using a slew of new technologies.
  • Resources for Building or Finding Your Own
  • EdChat began as a Twitter conversation for educators and has now expanded to a PBworks wiki that encourages the ideas spawned on Twitter that translate to practical advice. To get involved in EdChat on Twitter, search for the hashtag #edchat and join in the conversation.
  • For an even bigger list of online teacher networks, visit EducationalNetworking.com’s master list.
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    Great list for learning how to build your PLN
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    Check out the goodness!
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