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Blair Peterson

Should Coding be the "New Foreign Language" Requirement? | Edutopia - 0 views

www.edutopia.org/...guage-requirement-helen-mowers

coding 21stcentury Graded21c programming StudentCenteredLearning language

shared by Blair Peterson on 01 Nov 13 - No Cached
  • Coding, likewise, involves understanding and working within structures.
  • Memorizing rules and vocabulary strengthens mental muscles and improves overall memory. That's why multilingual people are better at remembering lists or sequences. Coding similarly involves very specific rules and vocabulary.
  • Likewise, programming necessitates being able to focus on what works while eliminating bugs. Foreign language instruction today emphasizes practical communication -- what students can do with the language. Similarly, coding is practical, empowering and critical to the daily life of everyone living in the 21st century.
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  • Currently Code.org is launching a campaign to provide a one-hour introduction to computer science for 10 million people "ages 6 to 106" during Computer Science Education Week (6).
Blair Peterson

More interaction in online courses isn't always better | Clayton Christensen - 0 views

disruptingclass.mhprofessional.com/...ine-courses-isnt-always-better

OngoingProfessionalDevelopment Graded21c 21stcentury StudentCenteredLearning

shared by Blair Peterson on 17 Dec 10 - No Cached
  • First, it is consistent with other findings that the more discussions students have to pay attention to, the less satisfied they were with the learning environment.
  • so perhaps they do not need higher levels of interaction because the content may not need interpretation or further analysis.
    • Blair Peterson
      Blair Peterson on 17 Dec 10
       
      This is kind of sad.
  • ...4 more annotations...
  • when one is a novice in a field, you have limited working memory about the topic. This means there is little space to do hard, unfamiliar work. It’s quite possible that working with others,
  • dmit that time alone is a problematic measure for any study because “what takes one student ten minutes to complete may take another student twenty”), three of which I have included here.
  • Third, “requiring student interaction just for the sake of interaction may lead to diminished completion rates. Again, standards for online teaching should not contain arbitrary thresholds for required interaction.”
  • This doesn’t mean we should discourage interaction, but it does mean we should not measure the quality of a program based on inputs like seat time.
  • Blair Peterson on 17 Dec 10
     
    This is an interesting study on online learning. The results are counterintuitive to our thinking.
Blair Peterson

AALF Articles - Re-Thinking Every Assumption - 0 views

www.aalf.org/...view.php

AALF StudentCenteredLearning ProjectBasedLearning

shared by Blair Peterson on 20 Sep 11 - No Cached
  • course modules focused on developing students' understanding of big ideas and global concepts,
  • have a daily learning practice that involves myriad social media platforms, a whole range of devices and connectivities, lots of interest in learning about new platforms and means of expression, and an intense inclination to be a learner around technology.
  • instructors who
  • ...9 more annotations...
  • myriad ways in which technology allows students to connect with other students, field experts, and other teachers around the world,
  • learning is deeply pleasurable, if not always fun (doing hard things is not always fun, but worth it)
  • that students are good at deciding for themselves what kinds of remediation they may need and how best to get it (in consultation with an advisor or other students)
  • assumption that everyone has a stake in their own learning, that
  • to prepare for the New York State Regents exam, students do all the memorization and content-cramming with teacher-created, web-based products so that instructional time does not have to be spent on this
  • strategically using online course learning and other web-based experiences as foundational content, students at the iSchool this past year worked with the designers of the National September 11th Memorial and Museum to get a more global perspective on the ways teens think about the events leading up to 9-11, interviewing kids in Pakistan and Australia about terrorism and victimization; designed a website to develop environmental awareness on the pros and cons of fracking called, thinkbeforeyoufrack; and created cultural ethnographic films about being sixteen all around the world, probing concepts like dating, what being in a relationship means, what you eat says about you culturally and socially.
  • Many of the conventional school environments I'm in are distinctly flat, arid, uninteresting places, physically and intellectually. Bulletin boards that could date from my own elementary school line classroom walls, with publisher's slogans about trying harder or doing your best. Adults choose what goes on the walls , and the aesthetics of learning spaces seem almost deliberately ignored.
  • What can we learn about these new "entrepreneurial" learning environments, where technology is central but not at the center? The medium that extends, defines, and mediates learning, but is not the thing? Collaboration is at the center, we are still learning how to do this, making "little bets" on changes in school culture which allow us to fail early and adapt, is part of establishing these transformative learning cultures
  • "It's not about the technology, it's about rethinking how learning happens."
  • smenegh Meneghini on 20 Sep 11
     
    If you wanted to rethink every assumption about conventional high school--with multi-media technology at the center, combined with an intense conviction about adolescents ' desire to do meaningful and important work--what would it look like? "This is the NYC iSchool
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