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Gina Hall

Executive Function, Arts Integration and Joyful Learning (Part 6 of 7) | Edutopia - 0 views

www.edutopia.org/...joyful-learning-judy-willis-md

joyful+learning museums education creativity growth+mindset neuroscience arts NHM CAMLF

shared by Gina Hall on 28 Mar 12 - No Cached
  • Children's brains need to acquire memory associations that link pleasure with learning
  • learning,
  • creating.
  • ...11 more annotations...
  • discovering
  • Carol Dweck
  • fixed mindset to those of a growth mindset
  • Learning that incorporates the arts, movement or physical enactment offers students opportunities to engage their academic subjects through talents and abilities which they have not previously recognized as being relevant to their scholastic and cognitive potentials
  • artistic activities should be authentic and meaningful; they should not be perceived by students as "add-on fluff" to academic subjects.
  • reduces mistake anxiety by removing expectations for a single correct response or product
  • ability to delay immediate gratification and to apply effort toward goals that are not immediate
  • positive learning and assessment experiences continue and students begin to build confidence
  • apply more effort, collaborate successfully, ask questions, revise work and review foundational knowledge
  • increased attention span in general and improved critical thinking
  • experience in symbolic representation of academic learning with the neural activity seen when the brain processes information using the highest forms of cognition, creative problem solving, critical analysis and innovation.
  • Gina Hall on 28 Mar 12
     
    the arts and the neuroscience of joyful leaning
Sasha Thackaberry

Taking Serious Games Seriously in Education (EDUCAUSE Review) | EDUCAUSE.edu - 0 views

www.educause.edu/...ious-games-seriously-education

games education educause review gamification

shared by Sasha Thackaberry on 23 Jul 15 - No Cached
  • Sasha Thackaberry on 23 Jul 15
     
    "About Learning and Literacy.1 In this early book, Gee drew most of his examples from entertainment games, rather than education-specific games. At the time, many learning games consisted of drill-and-practice activity that promoted skill automaticity, but far fewer sought to promote conceptual understanding. Since then, concentrated work has created serious games - games with more than just entertainment as a goal - that embody the principles of deeper learning. At the same time, the fields of cognitive psychology, educational psychology, and computer science have come together to create the interdisciplinary field of learning science. Many people in the field have turned their attention to games, along with other digital learning environments like intelligent tutors and simulations"
Garry Golden

You can increase your intelligence: 5 ways to maximize your cognitive potential | Guest... - 0 views

blogs.scientificamerican.com/...imize-your-cognitive-potential

creativity intelligence guide 101 sciam

shared by Garry Golden on 29 Aug 11 - No Cached
  • Garry Golden on 29 Aug 11
     
    "One should not pursue goals that are easily achieved. One must develop an instinct for what one can just barely achieve through one's greatest efforts." -Albert Einstein
anonymous

EBSCOhost: The trouble with competence - 0 views

web.ebscohost.com/...detail

competence PLA Badging

shared by anonymous on 01 Oct 13 - No Cached
  • Wood & Power go on to say that a successful conceptualisation of competence would show "how specific competencies are integrated at a higher level and would also accommodate changing patterns of salience among these skills and abilities at different ages and in different contexts" (pp. 414-415). These authors emphasise the importance of a developmental approach to competence that is not fixated by operational definitions such that what we can measure is taken to be what develops.
  • Typically competencies are described in terms of observable behaviour and explicit criteria. Like its forerunner behavioural objectives, the language of competence invites a spurious precision and elaboration in the definition of good or effective practice. The specification of competence is assessment led in that it is usually associated with a statement which defines performance criteria and expected levels of performance. Like the objectives model, competency-based approaches to professional education and training attempt to improve educational practice by increasing clarity about ends.
  • Such models can be highly reductive, providing atomised lists of tasks and functions, or they can be highly generalised, offering descriptions of motivational dispositions or cognitive abilities such as problem-solving. In the case of the former the sum of the parts rarely if ever represents the totality of good practice; paradoxically the role is under-determined by the specification. In the case of the latter it is difficult if not impossible to provide an operational account of a disposition or ability that does not rest solely on situational judgement. A more significant feature of models of competence is that in their tidiness and precision, far from preserving the essential features of expertise, they distort and understate the very things they are trying to represent.
  • ...8 more annotations...
  • Glass (1977) identifies six techniques for determining the criterion score or point in criterion-referenced assessment: (i) the performance of others, (ii) counting backwards from 100%, (iii) bootstrapping on other criterion scores, (iv) judging minimal competence, (v) decision-theoretic approaches, (vi) operations research methods [ 3]. He argues that educational movements in the USA like accountability, mastery learning, competency-based education and the like rest on the common notion that a minimal acceptable level of performance on a task can be specified.
  • To put it bluntly there is a massive mismatch between the appealing language of precision that surrounds competency or performance-based programmes and the imprecise, approximate and often arbitrary character of testing when applied to human capabilities.
  • If competence is about what people can do then at first sight it appears to circumvent the issue of what people need to know-it shifts the balance of power firmly in the direction of practice and away from theory. It focuses attention on questions of relevance: knowledge for what purpose? By making education and training more practical, by emphasising what a person can do rather than what they know, competency-based approaches supposedly make access more open.
  • What is needed are standards of criticism and principles of professional judgement that can inform action in the context of uncertainty and change.
  • actions cannot in themselves be seen as competent. Rather, competence is to be located in the accounts used to license or warrant actions. In this analysis the mark of a competent practitioner, in this instance police officers, is one who can choose the right account for the right audience. The approach recognises that what is good practice cannot be defined simply by reference to the function of the organisation or its aims and objectives. There are, Fielding would argue, a plurality of audiences who may or may not judge competence in similar ways.
  • locates the definition of competence firmly within the interaction between values and situational decision-making
  • there is nothing new about competency-based approaches to education and training
  • Cambridge Journal of Education. Nov91, Vol. 21 Issue 3, p331. 11
anonymous

Three Critical Elements to Ensure Online Learning Programs Remain Fresh | Edudemic - 2 views

www.edudemic.com/e-online-learning-remain-fresh

future online learning

shared by anonymous on 22 Jun 15 - No Cached
  • While instructional design was one of the catalysts for increasing student performance and overall degree completion, to date, we have not figured out how to truly leverage technology for learning and how to invent new instructional practices.
  • we have done a good job at translating pedagogical and anagogical models into the online environment, but we have not developed new instructional strategies that are germane to teaching and learning, required in remote and asynchronous learning environments
  • Instead, we have, for the most part, stuck with the ‘one to many’ model of instruction.  We have not developed models for technology-driven self-determined and directed learning
  • ...2 more annotations...
  • we have not been consistent and mindful in imbuing non-cognitive and behavioral elements directly into courses and programs to increase student success (i.e. elements for first generation, high-poverty, and high-minority students), and we have not fundamentally challenged the structure of the traditional degree (i.e. vs. stackable credentials with pathways to multiple degree options).
  • heutagogy
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