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

blogs.edweek.org/...ect_envisions_teaching_fr.html mobile embodied cognition touch math
shared by Hannah Lesk on 02 Dec 12 - No Cached
  • Hannah Lesk on 02 Dec 12
     
    "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."
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Learning Digital Photography Improves Cognitive Function in Older Adults - 1 views

www.scilogs.com/...roves-cognitive-function-older life-wide_learning lifelong_learning
shared by Josh Tappan on 11 Nov 13 - No Cached
  • Josh Tappan on 11 Nov 13
     
    Digital photography classes improve cognitive function in the elderly.
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Content Matters | Wired Science | Wired.com - 1 views

www.wired.com/...content-matters
shared by Eric Kattwinkel on 07 Oct 10 - No Cached
  • Just as all those Baby Einstein DVDs backfired, we’re just beginning to learn that arcade video games seem to produce reliable and persistent cognitive benefits:
  • The brain, as always, is a category buster. It excels at shredding our neat preconceptions and abstract classifications. We like to speculate about technology in general, about the neural effects of television and computers and tablets, but these tools are only incidental
  • Eric Kattwinkel on 07 Oct 10
     
    Jonah Lehrer on surprising effects of tech on cognition
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Out of Our Brains - NYTimes.com - 2 views

opinionator.blogs.nytimes.com/...out-of-our-brains neuroscience learning
shared by Eric Kattwinkel on 13 Dec 10 - No Cached
  • There is no more reason, from the perspective of evolution or learning, to favor the use of a brain-only cognitive strategy than there is to favor the use of canny (but messy, complex, hard-to-understand) combinations of brain, body and world.
  • When information flows, some of the most important unities may emerge in integrated processing regimes that weave together activity in brain, body, and world.
  • Eric Kattwinkel on 13 Dec 10
     
    A professor of logic and metaphysics suggests that IPods, BlackBerrys, and laptops can be seen as extensions of our minds -- "bio-external elements in an extended cognitive process."
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API for Facial Analysis and Tagging - 1 views

web.media.mit.edu/...API.html
shared by Angela Nelson on 19 Dec 12 - No Cached
  • Angela Nelson on 19 Dec 12
     
    MindReader API enables the real time analysis, tagging and inference of cognitive-affective mental states from facial video. 
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Carnegie Learning - Cognitive Tutor Software Overview - 3 views

www.carnegielearning.com/...cognitive-tutor-overview technology learning t561 educational_technology
shared by Steve Henderson on 28 Oct 12 - No Cached
  • Steve Henderson on 28 Oct 12
     
    Yes, but would it work in the station rotation model (fig 6) of distributive learning and how much does it cost?
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Balancing your child's time spent with technology - Orlando Sentinel - 0 views

articles.orlandosentinel.com/...d-technology-yearbook-director t561 children technology
shared by Tomoko Matsukawa on 11 Sep 12 - No Cached
  • Tomoko Matsukawa on 11 Sep 12
     
    - as technology become more available everywhere, how to deal with its use among children in informal setting is a topic under discussion - for now, it seems like individual parents are providing their own guidance to their children (or no guidance) with no common understanding of what is best for the children of certain age - the pessimistic view in this article claims for the risk of ''the Nobody Scenario'' and seem to believe that there would be many negative cognitive consequences for the children if heavy-used (the definition of 'children' and 'technology' here is not clearly defined) Understanding and cooperation from children's parents would be very important in the process of implementing emerging technologies in school settings thus this type of controversy is interesting to watch.
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Cell Bound: Why It Is Hard to Ignore Public Mobile Phone Conversations: Scientific Amer... - 0 views

www.scientificamerican.com/article.cfm neuroscience sensory integration
shared by Eric Kattwinkel on 23 Sep 10 - No Cached
  • Eric Kattwinkel on 23 Sep 10
     
    Why is overhearing a "half-alogue" more annoying than overhearing a dialog? Study shows that it's not a question of volume: hearing a half-alogue causes the brain to work harder to make sense of it, hurting our performance other cognitive tasks. Could this phenomenon be exploited in a positive way in a learning environment? (e.g. make use of the brain's natural tendency to work on filling gaps?)
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IPhone and Android Apps Breach Privacy - WSJ.com - 7 views

online.wsj.com/...4694004576020083703574602.html privacy datalogs
shared by Chris Dede on 18 Dec 10 - No Cached
  • Chris Dede on 18 Dec 10
     
    no privacy with cognitive audit trains from phones
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Learning: Engage and Empower | U.S. Department of Education - 4 views

www.ed.gov/...learning-engage-and-empower
shared by James Glanville on 05 Sep 11 - No Cached
  • more flexible set of "educators," including teachers, parents, experts, and mentors outside the classroom.
    • Chris McEnroe
      Chris McEnroe on 05 Sep 11
       
      This is an example of the promise of Tech in Teaching. It promotes the Psycho/Social pedogogical reality of the learner's sphere of influences into the vital center of our concept of school. To me, it transforms academic discourse into intentional design. Because school experience is so culturally endemic, this is a change in cultural self-concept.
  • The opportunity to harness this interest and access in the service of learning is huge.
    • Chris McEnroe
      Chris McEnroe on 08 Sep 11
       
      This sentence makes me think of an explorer who has discovered a vast mineral deposit and is looking for capital investment. To persuade teachers, parents, and school boards the explorer will need to show tangible evidence that ". . . our education system [can leverage] technology to create learning experiences that mirror students' daily lives and the reality of their futures." The sixth grade teacher will need to be able to demonstrate to the parent of a student the tangible benefits of a technology infused paradigm.
  • The challenge for our education system is to leverage technology to create relevant learning experiences that mirror students' daily lives and the reality of their futures.
  • ...8 more annotations...
  • large groups, small groups, and activities tailored to individual goals, needs, and interests.
  • What's worth knowing and being able to do?
  • English language arts, mathematics, sciences, social studies, history, art, or music, 21st-century competencies and expertise such as critical thinking, complex problem solving, collaboration, and multimedia communication should be woven into all content areas.
  • expert learners
  • "digital exclusion"
    • Chris McEnroe
      Chris McEnroe on 08 Sep 11
       
      Isn't this just another iteration of the general disparity in all kinds of resource allocation? This could just as well be articulated by debilitating student/teacher rations, or text book availability, or the availability of paper, or breakfast, or heat in the he building?
  • School of One uses technology to develop a unique learning path for each student and to provide a significant portion of the instruction that is both individualized and differentiated
  • Advances in the learning sciences, including cognitive science, neuroscience, education, and social sciences, give us greater understanding of three connected types of human learning—factual knowledge, procedural knowledge, and motivational engagement.
    • James Glanville
      James Glanville on 09 Sep 11
       
      I'm interested in how our current understanding of how learning works can inform best practices for teaching, curriculum design, and supports for learning afforded by technology.
    • Erin Sisk
      Erin Sisk on 12 Sep 11
       
      I found the neuroscience discussion to be the most interesting part of the Learning section. It seems to me that the 21st century learner needs more emphasis on the "learning how" and the "learning why" and less focus on the "learning that." I think teaching information literacy (as described in the Learning section) is one of the most important kinds of procedural knowledge (learning how) students should master so they can access facts as they need them, and worry less about memorizing them.
  • James Glanville on 09 Sep 11
     
    "School of One uses technology to develop a unique learning path for each student and to provide a significant portion of the instruction that is both individualized and differentiated." I liked the definitions of individualized (pacing), differentiated (learning preferences/methods), and personalized (pacing, preferences, and content/objectives).
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How video games are good for the brain - The Boston Globe - 4 views

www.boston.com/...o_games_are_good_for_the_brain videogames brain function learning
shared by Chris Dede on 12 Oct 09 - Cached
  • The games aren’t just hard - they’re adaptively hard. They tend to challenge people right at the edge of their abilities; as players get better and score more points, they move up to more demanding levels of play.
  • video games have been shown, in separate studies, to boost visual acuity, spatial perception, and the ability to pick out objects in a scene. Complex, strategy-based games can improve other cognitive skills, including working memory and reasoning
  • Jennifer Hern on 12 Oct 09
     
    Video games can improve cognition and foster positive behavior. (not that we didn't know that already...)
  • Chris Dede on 14 Oct 09
     
    Do videogames boot brain function?
  • Jennifer Hern on 15 Oct 09
     
    Ha ha. Booting brain function. Got it... I think. Maybe I need to go play a video game.
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The Chemistry of Information Addiction: Why We Want to Know the Answer - Scientific Ame... - 3 views

www.scientificamerican.com/article.cfm Mind Brain Information Technology
shared by Uly Lalunio on 20 Oct 09 - Cached
  • Uly Lalunio on 20 Oct 09
     
    This article scientifically explains why humans crave for information. Research suggests the notion that midbrain dopamine neurons are coding for both primitive and cognitive rewards. This sounds like section of our brain still prefers to be strongly wired as behaviorist and cognitivist over constructivist.
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Does Falling in Love Make Us More Creative?: Scientific American - 0 views

www.scientificamerican.com/article.cfm metacognition mind brain
shared by Uly Lalunio on 17 Oct 09 - Cached
  • Uly Lalunio on 17 Oct 09
     
    Not to worry, this article perhaps is still within the realms of meta-cognition. The author posits, "...because love activates a long-term perspective that elicits global processing, it should also promote creativity and impede analytic thinking." Interesting findings, though I have yet to buy them.
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Napster, Udacity, and the Academy - 4 views

www.shirky.com/...apster-udacity-and-the-academy t561 social online
shared by Jason Dillon on 14 Nov 12 - No Cached
Drew Nelson liked it
  • Jason Dillon on 14 Nov 12
     
    If you don't know Clay Shirky, you can find TED talks and books about technology and/or web 2.0. I recommend Cognitive Surplus if you want more.
  • Jason Dillon on 14 Nov 12
     
    "In the US, an undergraduate education used to be an option, one way to get into the middle class. Now it's a hostage situation, required to avoid falling out of it. And if some of the hostages having trouble coming up with the ransom conclude that our current system is a completely terrible idea, then learning will come unbundled from the pursuit of a degree just as as songs came unbundled from CDs."
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The Instructional Power of Digital Games, social networking, and simulations and how te... - 3 views

education.mit.edu/...GamesSimsSocNets_EdArcade.pdf Technology education learning social
shared by Andrea Bush on 21 Nov 12 - No Cached
  • Andrea Bush on 21 Nov 12
     
    Educational Arcade paper from MIT focusing on: "the background and affordances of Simulations, Digital Games, and Social Networking, the cognitive implications of these technologies, specific challenges with using these tools in the classroom, as well as strategies for overcoming these challenges in order to achieve successful learning experiences, and the future of these technologies and their impact and learning and teaching."
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Therapist-free therapy - 1 views

www.economist.com/...18276234
shared by Kate O'Donnell on 26 Mar 12 - No Cached
  • Kate O'Donnell on 26 Mar 12
     
    An interesting article about how new platforms such as computers and Blackberries are being used to help people manage anxiety through programs that provide training and practice in Cognitive-bias modification (CBM).
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IBM Projects It Will Have World's Most Powerful Supercomputer in Two Years, Artificial ... - 2 views

idealab.talkingpointsmemo.com/...-artificial-human-brain-in.php technology supercomputer 'artificial human brain'
shared by Kasthuri Gopalaratnam on 05 Dec 11 - No Cached
  • Kasthuri Gopalaratnam on 05 Dec 11
     
    "IBM is working with DARPA, the Defense Advanced Research Projects Agency, on a "cognitive computer" that would simulate the same number of neurons as the human brain, upwards of 100 billion". Wonder how 'human' it will be?
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The Fall of Multi-Tasking : Education Next - 0 views

educationnext.org/the-fall-of-multi-tasking multitasking tech generation cognitive change
shared by Nick Siewert on 09 Sep 09 - Cached
  • Nick Siewert on 09 Sep 09
     
    multi-tasking vs: serial tasking
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Education Week: Twitter Lessons in 140 Characters or Less - 0 views

www.edweek.org/...08twitter_ep.h29.html Web 2.0 instruction participation
shared by Shawn Mahoney on 24 Oct 09 - Cached
  • shared articles on the separation of church and state, pondered the persistence of racism, and commented on tobacco regulation in Virginia now and during the Colonial period—all in the required Twitter format of 140 or fewer characters
  • He and other teachers first found Twitter valuable for reaching out to colleagues and locating instructional resources
  • short-form communications may have for students’ thinking and learning are not known
  • ...6 more annotations...
  • Twitter has not caught on among school-age children as quickly or universally as other Web 2.0 tools, such as Facebook or MySpace: Only about 1 percent of the estimated 12 million users in the United States are between the ages of 3 and 17, although young adults are the fastest-growing group of users, according to recent reports.
  • get students engaged in the content and processes of school.
  • “It’s getting kids who aren’t necessarily engaged in class engaged in some sort of conversation.”
  • A recent study, however, renewed concerns about the potential negative impact of the latest technological applications. The study, published in the journal Proceedings of the National Academy of Sciences, found that adults who attempted multiple tasks while using a range of media simultaneously had difficulty processing the information or switching between tasks.
  • Mr. Willingham, who is the author of the new book, Why Don’t Students Like School?: A Cognitive Scientist Answers Questions About How the Mind Works and What It Means for the Classroom.
  • Somebody’s got to create something worth tweeting
  • Shawn Mahoney on 24 Oct 09
     
    Connected to a few class discussions (including one in HT 500 about multitasking)... *potential for greater/more diversity in discussion/participation than in person *what do we mean when we say "multi-task"? *weighty topics/140 characters Somebody's got to create something worth tweeting
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