Group items tagged

interesting model - focus on a defined learning gap and have colleagues involved in analyzing the process

You are invited to join our new professional development blog; enter the conversation and write posts about important issues that focus your learning and help other CAIS colleagues. Think of our blog as a faculty lounge for all CAIS educators. It's our venue to share professional learning, ask questions, and give advice:  [ http://caisct.wordpress.com/ ]http://caisct.wordpress.com/ Just as an "unconference" moves forward with a participant driven spirit, the Commission of Professional Development created this blog to be a forum for CAIS educators to exchange thoughts, questions and insights about important issues in our learning communities. Email [ mailto:bsullivan@suffieldacademy.org ]bsullivan@suffieldacademy.org for a simple step to becoming a member of this blog. What do we hope this blog will become? An opportunity for CAIS educators to jettison inhibitions that they may have about "writing in the social media" world and break into the digital forum by sharing the wisdom we know exists among CAIS minds. Click on this Edutopia link for an example of a dynamic blog for educators:  [ http://www.edutopia.org/blog/balancing-work-and-life-teacher-elena-aguilar ]http://www.edutopia.org/blog/balancing-work-and-life-teacher-elena-aguilar Imagine that the above content of that post and comments were specific to CAIS educators-perhaps from a colleague! The content would be so useful. Moving forward, the CAIS blog will host interesting topics with comment threads that relate to the contexts of CAIS learning communities because CAIS educators know a great deal about teaching and learning. The blog will also be another lens to design professional development programs. The CPD wants to read your posts. Also sign up for updates by clicking on the "Follow Blog via Email" hyperlink so that you can follow your colleagues: [ http://caisct.wordpress.com/ ]http://caisct.wordpress.com/

The shift from 'sage on the stage' to 'guide on the side', while it has served an important function in shifting the focus from the teacher to the learner, does not capture the fullness of the implications of this shift. We have been hearing about the importance of 'lifelong learning' for some time now in formal education. If, as Bauman asserts, 'unlearning' will be as important to social success in the 21st millennium as learning has been in the 20th millennium, then the habit of 'lifelong learning' will need radical re-thinking in terms of the nature and purposes of pedagogical work. Put simply, we will need to see a further shift from sage-on-the-stage and guide-on-the-side to meddler-in-the-middle (McWilliam, 2005).

inability to focus helps ensure a richer mixture of thoughts in consciousness.

Free online book about focusing one's energy in this age of multi-tasking.

The focus of this guide is on emerging practice rather than emerging technology. The examples and case studies in the section, Exploring emerging practice, show different perspectives and different approaches that reflect the naturally different stages institutions and departments will be at in using technology to enhance learning and teaching. They describe a series of exploratory journeys using a range of technologies to address particular needs or ambitions.