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Kristin Frizzell

http://coe.ksu.edu/pbl/Artifacts.pdf - 1 views

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    This article tries to answer the questions "What kinds of products should we consider having our students construct as a result of PBL and what factors should we consider as we design project tasks. " Some examples of artifacts would be: physical model, theory, multimedia project, Web site, video or radio program, lesson for younger learners, computer program, robot, or hypermedia. Whatever the end product, it is in the process of construction that their knowledge is forming and it is in the design phase that "learners construct their initial understandings." The product should come about through these 4 things: * an extended time frame (a few weeks to an entire year), the goal is deeper understanding and this takes time * collaboration, this will enhance the learning process * inquiry/investigation/research, this an active search for explanations * and a consequential task. The end task is considered by the article as just a ploy to trap students into thinking deeply. The article also gives examples of successful artefacts. One was a geometry project where students had to design a case to carry 18 cans. They needed to use their school mascot in the design (cowboys) and consider marketing, geometric factors, as well as write a persuasive letter to sell the product. They also talked about a web page where women were interviewed about their experiences during the second world war. They learned not only about that time in history, but about interviewing and listening skills.
Laura Beal

A Brief History of Knowledge Building | Scardamalia | Canadian Journal of Learning and ... - 0 views

    • Laura Beal
       
      ARGH! I cannot highlight in this format; this is my favourite tool in Diigo. Will have to use notes throughout instead.
    • Laura Beal
       
      Constructivism vs. knowledge building. Knowledge building as variation of constructivism. Inconsistent use of the term (no clear definition).
    • Laura Beal
       
      "constructivism that recognizes all  kinds of intellectual products as human constructions: theories, algorithms, proofs, designs, plans, analogies, and on and on." (pg 4). This really jives with my thinking: I have concluded (over time and much learning, observation) that EVERYTHING is a construct. I firmly believe in nurture over nature as a determinant in so many aspects of human development. 
Lori Turk

Learning and Knowing inNetworks: Changing rolesfor Educators andDesigners - 0 views

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    This article begins with a discussion of "connectivism" as a learning theory and it's acceptance by the educational community. It extends beyond the traditional theories of behaviorism, congnitivism, and contructivism to describe learning within a network. Connectivism is a theory in which complex learning occurs through recognition and adaptation of patterns in social, technologically enhanced networks. He explores the overlay vs. transformation paradigm now occurring in education and provides an interesting historical perspective, the introduction of electricity to factories. Originally factories were designed to take advantage of a single power source. Electricity was introduced and replaced the original power source but was simply overlaid - used to power the original device on which the entire factory was dependent. If a problem occurred with this device, the entire factory was incapacitated. It took a complete redesign of the factories, utilizing multiple power sources, to fully realize the improvement brought by the new technology. Next, Siemens examines the various metaphors for educators in recent literature. The first is of the master artist, as in the atelier or studio model, in which the students learn from each other and are guided by the more knowledgeable and experienced teacher. Another is of the network administrator who assists students in forming connections and creating learning networks. Next is the concierge who acts as a tour guide, assisting with resource acquisition and permitting student exploration. Finally, he settles on his preferred metaphor of the educator as curator who creates learning spaces and allows learners the freedom to explore and make connections. Siemens proposes that we should consider the change caused by our networked society and rethink and reconsider our view of learning and knowledge, as well as our approach to teaching.
Laura Beal

Educational Leadership:Technology-Rich Learning:Students First, Not Stuff - 3 views

  • the place where kids came to get information, where, at the end of the day, we were responsible for disseminating the knowledge, we assessed whether our students got it, and we stamped it "an education."
    • Laura Beal
       
      Challenge for I/S teachers: many trained as content experts, pedagogy 2nd.  How do we help with this shift in thinking? 
  • Resistance, as they say, is futile.
  • ...6 more annotations...
  • 21st century literacies as including "proficiency with the tools of technology," an ability to "manage, analyze, and synthesize multiple streams of simultaneous information," an ability to "design and share information for global communities to meet a variety of purposes," and more.
  • attention literacy
  • the ability to exert some degree of mental control over our use of technology rather than simply being distracted by it—for users to be productive. P
  • r transmedia literacy, which includes networking and performance skills that take advantage of this connected, audience-rich moment.
  • if we're not "proficient with the tools of technology," how can we make sound decisions about the technologies that will support this kind of literacy development in our students?
  • power to create our own education in any number of ways
Laura Beal

Tech2Learn - Project-Based Learning - 3 views

    • Lori Turk
       
      Challenges: Assessment
    • Laura Beal
       
      Challenges: -assessment  -how do you design a project that will meet all of the expectations of a strand in the curriculum -teacher comfort level with tools -authentic? what does it mean to each person? -collaboration: skills need to be taught Benefits: -authentic makes it meaningful and relevant to the students -collaboration key to learning -- sharing ideas with others important parts
    • Brenda Sherry
       
      In elementary we are often focused on the overall expectations - is that true for you too?
  • Tips for creating authentic tasks
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