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Shabbi Luthra

SIGGS Webinar: EcoMUVE - 0 views

iste.acrobat.com/p20008510

virtualfieldtrips virtual worlds

shared by Shabbi Luthra on 08 Dec 10 - No Cached
  • Shabbi Luthra on 08 Dec 10
     
    Great webinar on virtual worlds and ecosystems
Blair Peterson

Learning in Virtual Worlds - not a Child's Play | Disrupt Education | Big Think - 0 views

bigthink.com/37891

21stcentury Graded21c virtual StudentCenteredLearning learning language

shared by Blair Peterson on 18 Apr 11 - No Cached
  • Blair Peterson on 18 Apr 11
     
    Second life and English language learning.
Blair Peterson

Innovation in K12 Education: Project Based Learning and Play « Compassion in ... - 1 views

compassioninpolitics.wordpress.com/...roject-based-learning-and-play

21stcentury Graded21c tools StudentCenteredLearning Scratch LifelongKindergarden innovation

shared by Blair Peterson on 08 Apr 11 - No Cached
  • 1) focus on project based learning 2) focus on play 3) focus on student-centric learning & passion (applied in both kindergarden and graduate school) 4) focus on practical problem solving 5) focus on the spirit of kindergarden 6) some outside the classroom learning 7) support activities & support structures for facilitating student passions 8] Everyone likes the physical world & experience (not just kids) 9) Can do media & virtual words too, in conjunction with physical world (particularly for modeling of complex systems) 10) Challenge to integrate individual/personal passion into group projects & collaboration (connect similar interests or complementary skills in an “organic way”) 11) There is a distinction between emergent collaboration and the order of “you 3 work together” 12) Scratch can change education–mirroring the use of Logo before it. Also, scratch mirrors snapping Legos together to create “media rich projects and share in an online community” Its programming for novices. Its accessible & tinkerable. Its about meaningful projects (not just generating list of prime #s). Resnick also points to the interesting program of Alice at Carnegie Mellon which is 3-D, but it unfortunately isn’t as meaningful & personal & social as Scratch. They’ve had 1 million projects in 3 years from kids around the world
smenegh Meneghini

The Knowledge Building Paradigm - 6 views

docs.google.com/...pub

shared by smenegh Meneghini on 03 Feb 11 - No Cached
  • Computers and the attendant technology can no longer be considered desirable adjuncts to education. Instead, they have to be regarded as essential—as thinking prosthetics (Johnson 2001) or mind tools (Jonassen 1996). But, like any other tool, thinking prosthetics must be used properly to be effective
  • The sociocultural perspective focuses on the manner in which human intelligence is augmented by artifacts designed to facilitate cognition. Our intelligence is distributed over the tools we use (diSessa 2000; Hutchins 1995). The old saying, "To a man with a hammer, every problem looks like a nail" is very true
    • smenegh Meneghini
      smenegh Meneghini on 03 Feb 11
       
      This is a quite interesting perspective.
    • Derrel Fincher
      Derrel Fincher on 03 Feb 11
       
      It's similar to activity theory, which arose from the idea that artifacts help mediate our interactions (activity) with our surroundings.
  • Pierre Lévy (1998) notes that one of the principal characteristics of the knowledge age, in which the Net Generation is growing up, is virtualization, a process in which "[an] event is detached from a specific time and place, becomes public, undergoes heterogenesis"
  • ...3 more annotations...
  • many businesses are now finding that the pace of change demanded by the global economy and facilitated by various technologies is requiring them to rethink how they are organized. Many are restructuring themselves as learning organizations—organizations in which new learning and innovation are the engines that drive the company.
    • smenegh Meneghini
      smenegh Meneghini on 03 Feb 11
       
      How do you think that should impact formal education?
  • Knowledge Forum is, of course, not the only online learning environment available. Others of note include FirstClass, WebCT, and Blackboard. Palloff and Pratt (2001) note that, whatever online environment is used, "attention needs to be paid to developing a sense of community in the group of participants in order for the learning process to be successful"
    • smenegh Meneghini
      smenegh Meneghini on 03 Feb 11
       
      How can we develop a sense of community in those knowledge-building groups?
  • How does it work? In practice, the teacher presents students with a problem of understanding relevant to the real world. It could be a question such as What is the nature of light? or What makes a society a civilization? The focus here is to make student ideas, rather than predetermined activities or units of knowledge, the center of the classroom work. The next step is to get the students to generate ideas about the topic and write notes about their ideas in the Knowledge Forum (KF) database, an online environment with metacognitive enhancements to support the growth of the knowledge-building process. In generating these ideas, the students form work groups around similar interests and topics they wish to explore. These groups are  self-organized and dynamic; the teacher does not select the members, and members can join or leave as they choose. Idea generation can take place during these group sessions, during which all students are given the chance to express their ideas, or in individual notes posted directly to the KF database. While in a typical classroom setting ideas or comments generated in discussion are usually lost, the KF database preserves these ephemeral resources so that students can return to them for comment and reflection. Students are then encouraged to read the notes of other students and soon find that there are differing schools of opinion about the problem. The teacher's job is to ensure that students remain on task and work towards the solution of the problem under study by reading each other's notes and contributing new information or theories to the database
    • smenegh Meneghini
      smenegh Meneghini on 03 Feb 11
       
      What types of teacher moderation strategies this type of collaborative group work requires?
  • Derrel Fincher on 03 Feb 11
     
    A couple of key quotes: * The statement that the computer is "part of my brain" should resonate with everyone involved in education today. * How does it work? In practice, the teacher presents students with a problem of understanding relevant to the real world. It could be a question such as What is the nature of light? or What makes a society a civilization? The focus here is to make student ideas, rather than predetermined activities or units of knowledge, the center of the classroom work.
  • smenegh Meneghini on 03 Feb 11
     
    Thanks for your comments Derrel .. almost real time ...
Blair Peterson

30 years ago, MTV rewired our brains for learning | SignOnSanDiego.com - 0 views

www.signonsandiego.com/...ewired-our-brains-for-learning

21stcentury brains StudentCenteredLearning sharedvision

shared by Blair Peterson on 08 Aug 11 - No Cached
  • With online games, users hear and see the virtual world around them, but also directly control the narrative. They are able to see the outcome of their actions in real time. If they make a mistake, they reflect on other approaches and try again. The reward center of the brain fires when they achieve the micro-goal, encouraging them to tackle the next challenge.
  • Gaming technology offers many other advantages over traditional methods, including the ability to compress time, augment reality, pace yourself, collaborate with others and obtain instant feedback. Because the environment is served from a computer, we can track every choice the individual makes, both correct and incorrect. Remediation is immediately available.
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