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Jeffrey Siegel

Mobiles For Teaching And Learning: Translating Theory into Practice " Educational Techn... - 1 views

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    Supporting Teachers With Mobile Content And Methods For Reading Instruction
Hannah Lesk

Project Envisions Teaching Fractions by Touch, Movement - Digital Education - Education... - 0 views

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    "A new, federally funded project will test students' ability to learn fractions on mobile apps through the theory of "embodied cognition"-or, to put it in non-science speak, manipulating and moving images and information on screens with their fingers."
Harvey Shaw

nasty, brutish, and short | theory.cribchronicles.com - 2 views

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    Been reading about constructivist MOOCs lately (like the T561 virtual community), and ran across this essay from October on the nature of the social contract in a network-connected, physically-disconnected community.
Chris Dede

Polyphonic Teaching with Digital Learning Tools | Edutopia - 4 views

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    This is an unsuccessful attempt to reinvent learning theories. Shows how the field is not good at building on established knowledge.
Natalie Hebshie

The Attention-Span Myth - NYTimes.com - 4 views

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    Heffernan argues against the theory that technology is to blame for short attention spans.
Stephen Bresnick

MOOC: Massive Open Online Course | - 2 views

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    MOOCs, or "Massive Open Online Courses", are a relatively new model of distance e-learning where hundreds and sometimes thousands of participants all take an online course together. The instructional mode of the courses is fairly decentralized; since there are so many participants in the course, the individual students cannot typically expect to have much individual interaction with the professors running the course. As a result, individual members of the MOOCs take on roles of peer teachers, and these roles are assumed organically (i.e. nobody invites them to become teachers in the course, they simply step up and take the reins). The assessment of MOOCs is extremely flexible; there are no grades and people only participate in what they want to participate in. The theory is that the MOOC creators put the learning environment into place, and the participants learn what they want to learn; less participation simply means that they will not learn as much. Thought this was a though-provoking model of eLearning and the changing role of the instructor in an eLearning environment.
Chris Dede

Live Report from the first iPad Summit - 3 views

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    Thoughtful post about technology integration for tablets
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    Yes, very interesting indeed. We've discussed a lot about the lack of professional development for implementation of iPads in the classroom, but not too much about the SAMR model (substitution, augmentation, modification, redefinition), developed by Ruben R. Puentendura. He is spot on in saying "For technology to be truly innovative and impactful on students, we must get to the stage of Redefinition, in which we use technology to create and perform tasks that - prior to the existence of the technology - were inconceivable" I think this is going to be tough to overcome with the iPad. Schools are so caught up in their fad. It seems as though it's hard for anyone, even smart creative people, to use their ipads in truly creative, richer, deeper, redefining ways.
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    Thank you for sharing this post Prof Chris. I agree that we cannot 'throw the iPad in, mix and stir' to develop a new program. However, where I disagree with the approach is that it does not start with the learner. The author began with pedagogy and then technology, but I feel that there should be learning theory first and then pedagogy and technology to support both.
Mary Jo Madda

Using Media to Teach Kids About Financial Prowess - 1 views

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    BizKids -- same producers as Bill Nye, using media to develop kids into young businessmen and women. Media fosters entrepreneurship and financial responsibility. Interesting conceptual approach to using theories of motivation and engagement.
Cole Shaw

Does ed tech need its own Consumer Reports? - 2 views

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    A new proposal calls for a Consumer Reports-like rating body to evaluate new digital learning tools. Ed tech innovators like the idea in theory but they worry that it won't work in practice.
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    Talks about different groups that are trying to help classify and rate the various ed tech products out there--more and more are released every day!! So how do teachers know what is useful and what is not? Discusses initiatives and some possible con's--so many are released and so many are updated that it may be impossible to keep up the evaluation pace.
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    Funny, I was just talking with someone about this very idea the other day. We absolutely need something like this and my guess is that we will have a few competitors, at least early on, for the top ed tech review site. I think there is space for both an organization that specializes and for a yelp like site that essentially crowd sources the reviews. It will be tough to keep up, but think of how many products and areas Consumer Reports deals with- we can do this, and need to do this, for ed tech to get used wisely in our schools.
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    With regards to e-learning, I think inevitably some company or organization will provide ratings of the quality of online degree programs and learning tools. Whether this is Consumer Reports or US World & News Report or some new player (investment opportunity?), the need for objective assessments of digital learning tools is definitely needed. The Benchmarking e-learning wiki is interesting http://en.wikipedia.org/wiki/Benchmarking_e-learning
Jeffrey Siegel

eMee's social gamification for students, parents and teachers. - 1 views

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    A company that uses game theories to drive desired behavior - e.g. points, levels and badges based are awarded on courses you take, comments, & contributions you make. See the Value Proposition PDF for details
William Vitale

Startups are about to blow up the textbook - 3 views

A question for anyone from an economics background in the class: are there theories yet about what kind of economic effects we would expect to see as a result of a rapid transition to digital forma...

started by William Vitale on 15 Oct 13 no follow-up yet
Kasthuri Gopalaratnam

Mooc rival OERu puts accreditation on menu - 0 views

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    Students who complete an Open Educational Resources University course will be able to pay a fee to have their work assessed for academic credit, which would then be recognised by all the universities participating in the OERu. In theory, the students could approach any of the partner institutions with evidence of the credits they have amassed and apply for degrees.
kshapton

The Web Is Dead. Long Live the Internet | Magazine - 2 views

  • a good metaphor for the Web itself, broad not deep, dependent on the connections between sites rather than any one, autonomous property.
  • According to Compete, a Web analytics company, the top 10 Web sites accounted for 31 percent of US pageviews in 2001, 40 percent in 2006, and about 75 percent in 2010. “Big sucks the traffic out of small,” Milner says. “In theory you can have a few very successful individuals controlling hundreds of millions of people. You can become big fast, and that favors the domination of strong people.”
  • Google was the endpoint of this process: It may represent open systems and leveled architecture, but with superb irony and strategic brilliance it came to almost completely control that openness. It’s difficult to imagine another industry so thoroughly subservient to one player. In the Google model, there is one distributor of movies, which also owns all the theaters. Google, by managing both traffic and sales (advertising), created a condition in which it was impossible for anyone else doing business in the traditional Web to be bigger than or even competitive with Google. It was the imperial master over the world’s most distributed systems. A kind of Rome.
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  • This was all inevitable. It is the cycle of capitalism. The story of industrial revolutions, after all, is a story of battles over control. A technology is invented, it spreads, a thousand flowers bloom, and then someone finds a way to own it, locking out others. It happens every time.
  • Enter Facebook. The site began as a free but closed system. It required not just registration but an acceptable email address (from a university, or later, from any school). Google was forbidden to search through its servers. By the time it opened to the general public in 2006, its clublike, ritualistic, highly regulated foundation was already in place. Its very attraction was that it was a closed system. Indeed, Facebook’s organization of information and relationships became, in a remarkably short period of time, a redoubt from the Web — a simpler, more habit-forming place. The company invited developers to create games and applications specifically for use on Facebook, turning the site into a full-fledged platform. And then, at some critical-mass point, not just in terms of registration numbers but of sheer time spent, of habituation and loyalty, Facebook became a parallel world to the Web, an experience that was vastly different and arguably more fulfilling and compelling and that consumed the time previously spent idly drifting from site to site. Even more to the point, Facebook founder Mark Zuckerberg possessed a clear vision of empire: one in which the developers who built applications on top of the platform that his company owned and controlled would always be subservient to the platform itself. It was, all of a sudden, not just a radical displacement but also an extraordinary concentration of power. The Web of countless entrepreneurs was being overshadowed by the single entrepreneur-mogul-visionary model, a ruthless paragon of everything the Web was not: rigid standards, high design, centralized control.
  • Blame human nature. As much as we intellectually appreciate openness, at the end of the day we favor the easiest path. We’ll pay for convenience and reliability, which is why iTunes can sell songs for 99 cents despite the fact that they are out there, somewhere, in some form, for free. When you are young, you have more time than money, and LimeWire is worth the hassle. As you get older, you have more money than time. The iTunes toll is a small price to pay for the simplicity of just getting what you want. The more Facebook becomes part of your life, the more locked in you become. Artificial scarcity is the natural goal of the profit-seeking.
  • Web audiences have grown ever larger even as the quality of those audiences has shriveled, leading advertisers to pay less and less to reach them. That, in turn, has meant the rise of junk-shop content providers — like Demand Media — which have determined that the only way to make money online is to spend even less on content than advertisers are willing to pay to advertise against it. This further cheapens online content, makes visitors even less valuable, and continues to diminish the credibility of the medium.
Garron Hillaire

BBC News - How good software makes us stupid - 1 views

  • "No problem - let me just enter that into my sat-nav…"
  • unless drivers pass a formidable test - called "The Knowledge" - they are not allowed to head out onto the roads in one of the iconic vehicles
  • "The particular part of our brain that stores mental images of space is actually quite enlarged in London cab drivers," explained Nicholas Carr, author of The Shallows: What the Internet is Doing to Our Brains
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  • The key to making us concentrate, Mr Carr suggests, is perhaps to make tasks difficult - a theory which flies in the face of software designers the world over who constantly strive to make their programs easier to use than the competition.
  • Mr Carr says that this simple experiment could suggest that as computer software becomes easier to use, making complicated tasks easier, we risk losing the ability to properly learn something - in effect "short-circuiting" the brain
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    An argument that Good Software design is bad for learning
Ellen Loudermilk

People Spend 927 Million Hours Per Month Playing Facebook Games - 1 views

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    Hi Ellen, I think this is an interesting topic. You may be interested in Piskorski's work at HBS. Professor Piskorski's current research examines why and how people use on-line social networks, both in the US and abroad. Using extensive fieldwork and large scale empirical analyses, he constructed theories of social failures and networks as covers which allow us to understand numerous facets of people's on-line behaviors. http://drfd.hbs.edu/fit/public/facultyInfo.do?facInfo=ovr&facId=10663
Margaret O'Connell

Another platform for teaching programming to our students - 0 views

  • Learn computer programming the easy way with Processing, a simple language that lets you use code to create drawings, animation, and interactive graphics. Programming courses usually start with theory, but this book lets you jump right into creative and fun projects. It's ideal for anyone who wants to learn basic programming, and serves as a simple introduction to graphics for people with some programming skills.
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    Scratch isn't the only game in town :-) Note that I've already posted about App Inventor here (which is another "dive right in" programming environ)
Jennifer Hern

Augmented Reality: Not That Real Yet - BusinessWeek - 1 views

  • In theory, a service should be able to take your latitude, longitude, and orientation and tell you exactly what you are looking at. Alas, the data aren't nearly accurate enough for that.
  • There's an even bigger conceptual problem with augmented reality as it is used today by a variety of search apps such as the Layar Reality Browser, Wikitude World Browser, or Presselite's Bionic Eye.
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    AR not ready for prime time because of inaccurate GPS data and apps that only provide information about locations within the user's line of sight.
James Glanville

Brainscape: Learn Faster - Research - 2 views

  • Confidence-Based Repetition These combined concepts of Repetition, Active Recall, and Metacognition work together to create Brainscape’s unique process of Confidence-Based Repetition (CBR). CBR acts essentially as your personalized knowledge stream, where bite-sized concepts are repeated one after another, in Question/Answer pairs, and then re-entered into the repetition queue in intervals based on your confidence in how well you know them. Low-confidence items (e.g. the 1’s and 2’s) are repeated more often until you upgrade your confidence to higher levels.
    • James Glanville
       
      "Confidence-based repitition" looks like the direct application of current thinking in neuroscience about how we learn.   I wonder how well it really works?  It's theory based but not truly field tested.....Not quite iterative research-design-field test-tweak loop Dock's Design course prescribes.
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    Interesting startup.  Building a learning tool based on the neuroscience concept of "confidence-based repetition."  
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