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Michelle Krill

Chapter 5. Student Practices and Their Impact on Learning Spaces | EDUCAUSE - 0 views

  • 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
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  • Students' comfort with the Internet means it isn't "technology" to them—it may be a way of life.
  • Comfort with technology does not guarantee proficiency.
  • They choose when to pay attention—and what to attend to.
  • Students are quite comfortable with group work and interactions. One of the traits of the Net Generation is the ease with which they can form and re-form working groups.
  • The DIY attitude extends to their creation and consumption of content on the Internet. Reputation, as well as recommendations and referrals, are of paramount importance. Curiosity, debate, and consensus are all valued traits in the blogging world. Many of today's students possess these traits.
  • Used effectively and thoughtfully, technology in the hands of the instructors can bring new dimensions to the class.
  • Other spaces are outfitted with movable tables, chairs, and whiteboards so that seating can be reconfigured to suit the activity.
  • Spaces that catalyze social interaction, serendipitous meetings, and impromptu conversations contribute to personal and professional growth.
  • The emergence of learning commons provides another example of how out-of-class time is being enriched with learning opportunities
  • Creating spaces for spontaneous meetings is particularly important. "Think stops" are places for individuals to stop, relax, and meet others. Often marked by a chalkboard or whiteboard, these locations encourage impromptu meetings and conversations.
    • Michelle Krill
       
      This is how the Google offices are set up. Neat place!
  • When considering the technologies to support, remember that students no longer just consume information, they construct it—in multiple media formats.
  • Learning is a social process. Often the most memorable college experiences involve connections with others, whether students or faculty.
  • Connections can be virtual as well, where students work with others who are not physically colocated (through videoconferencing, for example) or who are separated by time (through asynchronous communication).
  • This flexibility also allows customization, enhancing not only space utilization but also convenience.
  • Neither learning nor socializing is one-dimensional; the physical complements the virtual, and vice versa. Since learning can occur any place and at any time, there are few—if any—locations where wireless is not valuable.
  • Student mobility means that students, not just the institution, define the learning space.
  • Although students have little fear of technology, they are not necessarily proficient with technology, information retrieval, or cognitive skills—what many call information fluency
  • Some IT units locate technical support staff in classroom buildings. Learning commons create one-stop centers, incorporating services from the library, IT, and the writing center. Although they may look different or have a new name, help desks are probably here to stay.
Michelle Krill

Chapter 4. Community: The Hidden Context for Learning | EDUCAUSE - 0 views

  • 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.
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  • A real community, however, exists only when its members interact in a meaningful way that deepens their understanding of each other and leads to learning.
  • in a community, the learners—including faculty—are enriched by collective meaning-making, mentorship, encouragement, and an understanding of the perspectives and unique qualities of an increasingly diverse membership.
  • Despite multiple theories about how people learn, they agree on one point: the critical role of interaction.
  • Second, learning in community will have an important role in preparing students for their work-life to come.
  • ndeed, because of the volume and volatility of information today, as well as the proliferation of information-sharing mechanisms,12 knowledge may be seen as vested in a distributed network across communities of practice, not in individuals.
  • aculty don't expect much of students so that they can concentrate on the growing demands of research, and students don't demand rigorous instruction so that they can concentrate on their social lives.
    • Michelle Krill
       
      This is a sticky note.
  • Whether due to the absence of deep engagement between students and faculty or to their desire for peer interaction, students have begun to develop student-centered communities with their peers.21 While this trend satisfies the need for community, this interaction often lacks academic learning as the focal point.
Michelle Krill

Chapter 2. Challenging Traditional Assumptions and Rethinking Learning Spaces | EDUCAUSE - 0 views

  • Educators must create structures that support this learning. Space can have a powerful impact on learning; we cannot overlook space in our attempts to accomplish our goals.
  • A room with rows of tablet arm chairs facing an instructor's desk in front of chalkboards conveys the pedagogical approach "I talk or demonstrate; you listen or observe." A room of square tables with a chair on each side conveys the importance of teamwork and interaction to learning. (See Figures 1 and 2.)
  • A classroom always has a front.
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  • They cited research that links the physical attractiveness and lighting of a space to the motivation and task performance of those in the space.
  • The decor is sterile and unstimulating; the seating arrangements rarely allow for peer-to-peer exchange; and the technology does not allow individual access to information as needed.
  • Rather than appearing to be a co-learner, the faculty member is set apart. Similarly, computer labs that do not provide for multiple viewers of a monitor or libraries that do not permit talking convey a built pedagogy contrary to the ideas of social constructivism.
  • adult furniture over juvenile tablet arm desks.
  • Smaller places for debriefing, project work, discussion, and application of information become paramount. Outdoor spaces, lobby spaces, cafés, and residence halls all need to be considered in terms of how they can support learning.
  • t makes better sense to construct spaces capable of quick reconfiguration to support different kinds of activity—moveable tables and chairs, for example.
  • Human beings yearn for color, natural and task-appropriate lighting, and interesting room shapes.
  • As technology changes, smaller devices will probably travel with users, who will expect wireless environments, the capacity to network with other devices and display vehicles, and access to power. Rather than cumbersome rack systems and fixed ceiling-mounted projectors, learning spaces of the future will need more flexible plug-and-play capabilities.
  • Spaces should center on learning, not experts.
  • new advances in learning theory
  • that good space is not a luxury but a key determinant of good learning environments.
Michelle Krill

Mashing up the Once and Future CMS - 0 views

  • 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.
    • Michelle Krill
       
      I agree that this is the important question. Start with curriculum and then choose a tool/technique.
  • 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.
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  • In short, the Web 2.0 models the very active engagement that is central to the learning paradigm.
    • Michelle Krill
       
      Well, that sums it up very nicely.
  • If one studies this table long enough, a gestalt emerges: the Web 1.0 looks uncannily like the teaching paradigm, whereas the Web 2.0 resembles the learning paradigm.
  • The opportunity lies in students being able to engage in activities and create content that lives outside the course site—in their own space, a space that is a resource and staging ground for their work across their entire academic career.
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    But how do we know that providing Web 2.0 features such as social bookmarking or Facebook-like functionality will actually improve learning?
Michelle Krill

Game-Based Learning: How to Delight and Instruct in the 21st Century (EDUCAUSE Review) ... - 0 views

  • 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
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  • In summary, up to this point, education has been based on a model of scarcity because it was very hard to get good academic material. It was hard to get the right kinds of books. It was hard to get access to the teachers. So naturally, school formed a solution, an economical way of delivering information, using the classroom model, using the teacher model. What you basically got is a really constrained environment. Today, it’s about abundance: what do the models for learning look like now?
  • But it’s not about the technology. It’s about the way that your culture is organized.
  • College is becoming, for many undergraduates, a social experience.
  • But absent a one-on-one tutorial, it’s very difficult to do that. You get into small groups, and you have active discussions, but once you scale the group up, it becomes very difficult because you can’t push sixty people individually to the limits of their knowledge.
  • you can create an online environment where those sixty people can push against the limits of their knowledge. And that becomes something different and very important. That’s what simulations are good for.
  • © 2004
  • Because one of the most effective uses of simulation is as a mechanism to surface assumptions. You put the simulation up there, and people play it out, and in the course of playing it out, they question the underlying rules of the game.
  • One of the hallmarks of a good game is that it creates a game community. In order to play this game, players have to get information from other sources. They have to explore. They have to communicate. They have to post.
  • They are handing off and reinforcing each other’s learning. You don’t get that in a classroom. Not often.
  • You really have to think in terms of how to bring learning to networks of people, to groups of people.
Michelle Krill

Designing Learning Spaces for Instruction, not Control - 0 views

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    Designing Learning Spaces for Instruction, not Control
Michelle Krill

Linking the Information Commons to Learning - 0 views

  • 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.
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  • In an information commons, the underlying philosophy is to provide users with a seamless work environment so that they may access, manage, and produce information all at the same workstation.
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    Chapter 7
Michelle Krill

Smart Classrooms - 0 views

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    Smart Classrooms are technology enhanced classrooms that foster opportunities for teaching and learning by integrating learning technology, such as computers, specialized software, audience response technology, networking, and audio/visual capabilities. These classrooms are available for faculty and require a reservation prior to use.
Michelle Krill

Chapter 3. Seriously Cool Places - 0 views

  • These spaces will be flexible and functional and pay greater attention to aesthetics than traditional 20th-century classrooms. This design concept extends beyond the places normally designated as "academic" such that the entire campus can become a learning space.
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    The Future of Learning-Centered Built Environments | EDUCAUSE
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    Chapter 3
karen sipe

WatchKnow - 0 views

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    This site provides thousands (currently 11,000) of videos to be used for learning. The videos are organized in categories. Free
Michelle Krill

shifthappens » home - 0 views

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    This wiki is designed to give you a little more background on the Did You Know? presentation. The wiki also will connect you with some resources to learn more about the shifts that are occurring in our world and their implications for K-12 and higher education.
Michelle Krill

http://www.robertedgar.com/RBEGrid/Articles/PC2PIAGET.HTM - 0 views

  • CAI (computer-assisted instruction) approach to education which was strictly content-based and driven by behavioral objectives.
    • Michelle Krill
       
      Sharing this highlight with group. Can you see it?
  • 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).
    • Michelle Krill
       
      Interesting!
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    Specific examples of these correspondences between learning pedagogies and dominant computer platforms.
Michelle Krill

An Introduction To Tcp/Ip : Learn-Networking.com - 0 views

  • A network is simply a collection of computers or similar devices that can communicate over a transmission medium.
  • To actually send any data from one computer to another we need to make use of a network protocol. A network protocol is a set of common rules that defines how data should be sent.
  • Without a common suite like TCP/IP, the internet would not be possible.
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  • The goal was to create a network that didn’t depend on other parts of the network to operate- one of the key features of TCP/IP.
  • Instead of one computer having authority over others, computers generally operate as equals.
  • This ambitious project was initially named ARPANET after the Defense Department’s Advanced Research Projects Agency (ARPA).
  • How does the computer know where to send each packet of data if multiple applications are running?
  • UDP is great for broadcasting data- such as streaming radio music.
  • ach card has a unique physical address that is set at the factory, and can’t be changed. Essentially this is an identifier for the computer it is installed on.
  • Instead of looking at every bit of data on the internet, logical addressing allows for computers to just look at data on a home network or subnet.
  • A router is a device used to read logical addressing information, and to direct the data to the appropriate destination.
  • TCP/IP includes protocols that tell routers how to find a path through the network.
  • Instead of having to remember an IP address, name resolution allows you to remember Google’s name.
  • This handy service is accomplished on name servers, which are just computers that store tables that translate domain names to and from IP addresses.
  • just ask them why ARPANET designers pressed for a decentralized protocol suite!
    • Michelle Krill
       
      For a decentralized network
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    for assignment #2
Michelle Krill

If You Can't Beat 'Em, Join 'Em : August 2007 : THE Journal - 0 views

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    Educators who recognize how much social networking engages and informs kids are creating their own sites as learning tools that foster collaboration among students, teachers, and parents.
Michelle Krill

Apple Learning Interchange - iBook Transforms "Old School" Learning - 0 views

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    page 2/2 - of course this article is on the Apple website:) and Eric Erb now works for Apple.
Michelle Krill

Apple Learning Interchange - iBook Transforms "Old School" Learning - 0 views

  • Plus, the 1 to 1 solution that Apple proposed included comprehensive professional development. We knew this would be critical to the success of our program, and would otherwise have been an additional, major expense.
  • They’re especially excited because they know we’re behind them all the way.”
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    For Assignment 1 - Moodle Discussion 1:1
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    Page 1/2
Michelle Krill

Apple Learning Interchange - Kutztown Area High School - 0 views

  • This technology initiative provided every student with a district-owned laptop computer for use during the school year, both in the classroom and at home. In addition, all six district buildings are wireless environments.
  • The second phase of the program implementation included intensive and ongoing training of the faculty with the goal of integrating technology into all curricular areas. As a result of the faculty cross-curricular training, students receive instruction in the use of applications and resources in the context of the learning environment, rather than in isolation. In addition to content instruction, students simultaneously are able to expand their digital literacy, further develop curiosity and creativity, and benefit from the experience of teaming and collaboration with peers, both locally and internationally.
  • Community support for the initiative has been an important part of the successful implementation.
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    For Assignment 1 - Moodle Discussion 1:1
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    For Assignment 1 - Moodle Discussion 1:1
Jeremy Bischoff

Seeing No Progress, Some Schools Drop Laptops - New York Times - 0 views

  • Such disappointments are the latest example of how technology is often embraced by philanthropists and political leaders as a quick fix, only to leave teachers flummoxed about how best to integrate the new gadgets into curriculums.
    • Michelle Krill
       
      Dumping laptops into schools without a plan on how to use them will obviously meet with failure. IMHO.
  • Last month, the United States Department of Education released a study showing no difference in academic achievement between students who used educational software programs for math and reading and those who did not.
    • Michelle Krill
       
      Learning is not going to happen with software and hardware alone.
  • a survey of district teachers and parents found that one-fifth of Matoaca students rarely or never used their laptops for learning.
    • Michelle Krill
       
      Not the fault of the hardware or software, most likely.
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  • the school board president
    • Jeremy Bischoff
       
      First off, why are they talking to the school board president?
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    For Assignment 1 - Moodle Discussion on 1:1
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    For Assignment 1 - 1:1 Moodle Discussion
karen sipe

TypeRacer - Test your typing speed and learn to type faster. Free typing game and compe... - 0 views

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    Type racer is a gloabl typing competition
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