Group items tagged

paradigm of interaction that I call everyware.

and is delivered in a manner appropriate to our location and context.

videogames (arguably one of the most sophisticated forms of information technology to date)

five leading-edge thinkers in the field: James Paul Gee, J. C. Herz, Randy Hinrichs, Marc Prensky, and Ben Sawyer.

power-performanced learning

giving educators and students an unprecedented opportunity for easy self-expression and reflection that anyone can access--and to which anyone can respond.

There is an excitement that comes from writing for a real, authentic audience instead of a circular file seen only by the teacher,

So, what makes a good blog? The quality of its ideas is important, panelists said, and so is the personality of the blog and its writer. It's important for this personality to come through, so that "you really feel like you're having a human interaction,"

In the United States, Maine has led the way with its laptop program, which has made students more enthusiastic in the classroom, but not necessarily resulted in better test scores.

More than 80 percent of instructors say the laptops help them make lessons more personal to students, make it easier for students to study problems from the real world and to dig deeper into certain topics,

Many teachers who were surveyed also said that students using laptops are becoming better at combining information from multiple sources and expressing their thoughts. Students in the program report that they understand the material better.

“It didn’t cost a cent to do this,” he said.

This alignment is important because well-designed learning spaces and enabling technologies encourage students to spend more time on campus, increasing engagement and improving retention.

They appear to prefer learning-by-doing rather than learning-by-listening and often choose to study in groups. Much to the consternation of adults acculturated to lectures, they become impatient in situations where they don't feel engaged.

While many student attributes may be important to educators, five characteristics seem particularly applicable for learning spaces: Digital Mobile Independent Social Participatory

To innovate or wait: that is the question confronting IT managers on an almost weekly basis.

Perhaps the question instead should be how best to move in this direction yet avoid the faddish false starts that the Chronicle writer cautioned against.

In a nutshell, this theory holds that learning is strengthened, deepened, and made more effective when it is social, is engaged, provides formative assessment (as opposed to just summative), is relevant (tying content to students' concerns), and offers learners multiple paths. But perhaps the single most important component of constructivist learning theory is that learning happens best when students are active—not merely taking notes in lecture halls but writing, thinking, experimenting, creating, and devising.

And everyone involved seems quite happy with being unsure about why exactly it’s important.

The OCW resources, including video-taped labs, simulations, assignments and other hands-on material, have been categorized to match up with the requirements of high school Advanced Placement studies.

Blogging is an opportunity to exchange our point of view with the rest of the world not just people in our immediate environment

Today, the weblog is frequently characterized (and criticized) as (only) a set of personal comments and observations. A look at the history of weblogging shows that this isn’t the case.

Weblogs (so named in 1997 by Jorn Barger in his Robot Wisdom Web site)

identity production and socialization in contemporary American society.

youth - ages 14-24.

Moral panics are a common reaction to teenagers when they engage in practices not understood by adult culture.

Pitroda said the scale of such goals requires questioning basic assumptions about what education is and how it is accomplished

CAI (computer-assisted instruction) approach to education which was strictly content-based and driven by behavioral objectives.

Fifteen minutes per day on a machine should suffice for each of these programs, the machines being free for other students for the rest of each day. (It is probably because traditional methods are so inefficient that we have been led to suppose that education requires such a prodigious part of a young person's day).

I see that one rationale for the Commons is to "get the students to the library." In our case, it has been very effective in attracting students…our gate count was 110 percent higher…so, it will attract students. But that begs the question?once they are in the building, what do we do with them? How do we engage them? The rationale for the learning commons, in my view, is that, properly designed, implemented, and operated, it will enhance student learning and scholarship. That is the real challenge, and the real goal, of the learning commons.3

Information commons have drawn students by offering environments that address their needs,4 bringing together technology, content, and services in a physical space that results in an environment different from that of a typical library.

The technology in an information commons is intentionally more pervasive than in most traditional academic libraries.

This chapter focuses on a powerful context for learning: community. Community catalyzes deep learning and should be a critical consideration when planning physical and virtual learning spaces.

Research on learning theory, how the brain works, collaborative learning, and student engagement has taught us that people learn best in community.

The term community here refers to the social context of students and their environs. A community is a group of people with a common purpose, shared values, and agreement on goals. It has powerful qualities that shape learning. A community has the power to motivate its members to exceptional performance.

The graduate students are working with local area middle school science teachers to design interactive games that will help children grasp difficult science concepts.

"Students can conduct simulated science experiments or engage in team-learning activities in our engineering buildings from anywhere, anytime."

The special island is completely isolated and can be accessed only in school with a teacher's permission, not from home.

One of the things you do by podcasting is participate in student culture," Mr. Jackson says, arguing that college students are more likely to show up for class if they think a professor is speaking their language.

And perhaps the largest coursecasting project is at Purdue University at West Lafayette.

"We're trying to give people as many options as possible if they miss a course and need to catch up — or if they just want to review," he says.

For insights into where teaching and learning is headed, it is worth watching the evolution of iPod use at Duke University (NC), well known for its 2004 iPod initiative.