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Demetri Orlando

Searching the Brain for the Spark of Creative Problem-Solving - NYTimes.com - 0 views

www.nytimes.com/...07brain.html

spark

shared by Demetri Orlando on 08 Dec 10 - No Cached
  • people were more likely to solve word puzzles with sudden insight when they were amused, having just seen a short comedy routine.
  • the humor, this positive mood, is lowering the brain’s threshold for detecting weaker or more remote connections” to solve puzzles
  • Demetri Orlando on 08 Dec 10
     
    positive moods improve problem-solving! Possible moral of the story - hire happy people?
Demetri Orlando

More Medical Schools Are Screening Applicants Closely for People Skills - NYTimes.com - 5 views

www.nytimes.com/...11docs.html

teamwork collaboration problem-solving

shared by Demetri Orlando on 11 Jul 11 - No Cached
  • Demetri Orlando on 11 Jul 11
     
    Medical school entrance criteria include a "speed dating" style of interviewing to assess for teamwork and problem solving skills
Bill Campbell

Lessons Learned from the Hybrid Course Project at University of Wisconsin-Milwaukee - 0 views

www.wisconsin.edu/...garnham2.htm

vhsnotes1-5 vhs-bp-oet blendedlearning education onlinelearning

shared by Bill Campbell on 31 Jan 12 - No Cached
  • Lessons Learned from the Hybrid Course Project
  • Lesson #1: There is no standard approach to a hybrid course.
  • Lesson #2: Redesigning a traditional course into a hybrid takes time.
  • ...17 more annotations...
  • he broke his content presentations into less than ten minute streaming video clips, and he interspersed his mini-lectures with student-centered problem-solving activities.
    • Bill Campbell
      Bill Campbell on 31 Jan 12
       
      As I was reviewing information from Brain Rules to confirm my recollection about the 10 minute rule, I found the following quote from Medina that also seems signficant with regard to a possible hybrid course advantage. He says the most common communication mistake is "relating too much information with not enough time devoted to connecdting the dots. Lots of force feeding, very little digestion." Might this be an advantage of presenting information online in a content-heavy course? Maybe the logistics of breaking up a 45 minute period that don't work well face-to-face might work better by presenting some content online. My gut says yet, but I'd like to see real examples of this.
    • Bill Campbell
      Bill Campbell on 31 Jan 12
       
      This is interesting because it is consistent with the research report in the book Brain Rules by John Medina. Brain Rules reported that students attention in a class drops a significant amount after 10 minutes and that you need to change gears to get another 10 minutes. So breaking up a video lecture into 10 minutes segments seperated by releveant problem sovling fits right in with that.
  • Hybrid instructors should allow six months lead time for course development.
  • Lesson #3: Start small and keep it simple.
  • "Integrate online with face-to-face, so there aren't two separate courses."
  • "The emphasis is on pedagogy, not technology. Ask yourself what isn't working in your course that can be done differently or better online."
  • Lesson #4: Redesign is the key to effective hybrid courses to integrate the face-to-face and online learning.
  • , instructors need to make certain that the time and resources required to create a hybrid course are available before they commit to the process.
  • Students need to have strong time management skills in hybrid courses, and many need assistance developing this skill.
    • Bill Campbell
      Bill Campbell on 31 Jan 12
       
      Participation in an online course might be an authentic way to provide high-school (and maybe older middle-school) students the opportunity to practice time management skills in an authentic way. However, this would need to be handled carfully so students who are not successful at first are not completey lost or so far behind that they can't be successful later after learning from their mistakes.
  • Contrary to many instructors' initial concerns, the hybrid approach invariably increases student engagement and interactivity in a course.
  • Lesson #6: Students don't grasp the hybrid concept readily.
  • Lesson #5: Hybrid courses facilitate interaction among students, and between students and their instructor.
  • Surprisingly, many of the students don't perceive time spent in lectures as "work", but they definitely see time spent online as work, even if it is time they would have spent in class in a traditional course.
  • Lesson #7: Time flexibility in hybrid courses is universally popular.
  • Lesson #8: Technology was not a significant obstacle.
  • Lesson #9: Developing a hybrid course is a collegial process.
  • Lesson #10: Both the instructors and the students liked the hybrid course model.
  • They stated that the hybrid model improved their courses because Student interactivity increased, Student performance improved, and They could accomplish course goals that hadn't been possible in their traditional course.
  • Bill Campbell on 31 Jan 12
     
    Teaching with Technology Today: Volume 8, Number 6: March 20, 2002
  • Bill Campbell on 31 Jan 12
     
    This article about the lessons learned during a higher-ed blended learning project is a decade old but still interesting and relevant.
Scott Merrick

eSchoolNews - 0 views

www.eschoolnews.com/...index.cfm

21st century education learning teaching

shared by Scott Merrick on 10 Sep 08 - Cached
  • The report says every aspect of the U.S. education system--from pre-kindergarten to postsecondary and adult education, including after-school and teacher preparation programs--"must be aligned to prepare citizens with the 21st-century skills they need to compete." It encourages U.S. schools to do a better job of teaching and measuring advanced, 21st-century skills beyond simply assessing science, reading, and math. In addition, it outlines several actions at the national, state, and local levels that U.S. leaders must undertake to improve economic results and better prepare citizens to participate in the 21st-century economy. "All Americans, not just an elite few, need 21st-century skills that will increase their marketability, employability, and readiness for citizenship," the report says.  These skills include critical thinking and judgment, complex problem solving, creative thinking, and communication and collaboration.
  • Scott Merrick on 10 Sep 08
     
    new report from P21, Partnership for 21st Century Skills
Demetri Orlando

TEDxNYed: Jeff Jarvis: This is BS - 0 views

www.buzzmachine.com/...tedxnyed-this-is-bullshit

tedxnyed

shared by Demetri Orlando on 09 Mar 10 - Cached
  • Just as journalists must become more curator than creator, so must educators.
  • we need to move students up the education chain. They don’t always know what they need to know, but why don’t we start by finding out? Instead of giving tests to find out what they’ve learned, we should test to find out what they don’t know. Their wrong answers aren’t failures, they are needs and opportunities.
  • Google, he said, is looking for “non-routine problem-solving skills.
  • ...5 more annotations...
  • “In the real world,” he said, “the tests are all open book,
  • We must stop looking at education as a product – in which we turn out every student giving the same answer – to a process, in which every student looks for new answers.
  • Why shouldn’t every university – every school – copy Google’s 20% rule, encouraging and enabling creation and experimentation, every student expected to make a book or an opera or an algorithm or a company
  • Rather than showing our diplomas, shouldn’t we show our portfolios of work as a far better expression of our thinking and capability?
  • education serves a unique role in society of preparing individuals for the “vital combat for lucidity”.
  • Demetri Orlando on 09 Mar 10
     
    Jeff Jarvis's notes for his presentation at TEDxNYed in which he critiques the TED style as perpetuating the sage on the stage.
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