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J Black

The End in Mind » A Post-LMS Manifesto - 0 views

    • J Black
       
      This is a very profound statement that we should closely look at. Do LMS do nothing more than perpetuate the traditional classroom model?
  • Technology has and always will be an integral part of what we do to help our students “become.” But helping someone improve, to become a better, more skilled, more knowledgeable, more confident person is not fundamentally a technology problem. It’s a people problem. Or rather, it’s a people opportunity.
  • The problem with one-to-one instruction is that is simply doesn’t scale. Historically, there simply haven’t been enough tutors to go around if our goal is to educate the masses, to help every learner “become.”
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  • Through experimental investigation, Bloom found that “the average student under tutoring was about two standard deviations above the average” of students who studied in a traditional classroom setting with 30 other students
  • We can extend, expand, enhance, magnify, and amplify the reach and effectiveness of human interaction with technology and communication tools, but the underlying reality is that real people must converse with each other in the process of “becoming.”
  • Because the LMS is primarily a traditional classroom support tool, it is ill-suited to bridge the 2-sigma gap between classroom instruction and personal tutoring.
  • undamentally human endeavor that requires personal interaction and communication, person to person.
  • here is, at its very core, a problem with the LMS paradigm. The “M” in “LMS” stands for “management.” This is not insignificant. The word heavily implies that the provider of the LMS, the educational institution, is “managing” student learning. Since the dawn of public education and the praiseworthy societal undertaking “educate the masses,” management has become an integral part of the learning. And this is exactly what we have designed and used LMSs to do—to manage the flow of students through traditional, semester-based courses more efficiently than ever before. The LMS has done exactly what we hired it to do: it has reinforced, facilitated, and perpetuated the traditional classroom model, the same model that Bloom found woefully less effective than one-on-one learning.
  • n the post-LMS world, we need to worry less about “managing” learners and focus more on helping them connect with other like-minded learners both inside and outside of our institutions.
  • We need to foster in them greater personal accountability, responsibility and autonomy in their pursuit of learning in the broader community of learners. We need to use the communication tools available to us today and the tools that will be invented tomorrow to enable anytime, anywhere, any-scale learning conversations between our students and other learners
  • However, instead of that tutor appearing in the form of an individual human being or in the form of a virtual AI tutor, the tutor will be the crowd.
  • The paradigm—not the technology—is the problem.
  • Building a better, more feature-rich LMS won’t close the 2-sigma gap. We need to utilize technology to better connect people, content, and learning communities to facilitate authentic, personal, individualized learning. What are we waiting for?
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    A very insightful look into LMS use and student achievment. Highly recommended read for users of BB or Moodle.
J Black

Self-Education Resource List - 0 views

  • The internet is an invaluable resource to self-educated learners. Below is a list of some of the most helpful sites out there including opencourseware materials, free libraries, learning communities, educational tools, and more.
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    The internet is an invaluable resource to self-educated learners. Below is a list of some of the most helpful sites out there including opencourseware materials, free libraries, learning communities, educational tools, and more.
J Black

ed4wb » Blog Archive » The New Bottom-up Authority - 0 views

  • It appears that most teachers today underestimate the amount of learning that is happening among youth outside of schools.  Since this informal learning sometimes dubbed “hanging out”, “messing around” or “geeking out”  happens outside of the classroom and doesn’t look like traditional learning, it’s easy for educators to miss. The quality and quantity of learning, the process by which it occurs, and the way authority is established in these informal environments, should be something that teachers become familiar with. Will Richardson, who writes extensively on these matters, believes that, “One of the biggest challenges educators face right now is figuring out how to help students create, navigate, and grow the powerful, individualized networks of learning that bloom on the Web and helping them do this effectively, ethically, and safely.” (see article)
  • It appears that most teachers today underestimate the amount of learning that is happening among youth outside of schools.  Since this informal learning sometimes dubbed “hanging out”, “messing around” or “geeking out”  happens outside of the classroom and doesn’t look like traditional learning, it’s easy for educators to miss. The quality and quantity of learning, the process by which it occurs, and the way authority is established in these informal environments, should be something that teachers become familiar with. Will Richardson, who writes extensively on these matters, believes that, “One of the biggest challenges educators face right now is figuring out how to help students create, navigate, and grow the powerful, individualized networks of learning that bloom on the Web and helping them do this effectively, ethically, and safely.” (see article)
  • It appears that most teachers today underestimate the amount of learning that is happening among youth outside of schools.  Since this informal learning sometimes dubbed “hanging out”, “messing around” or “geeking out”  happens outside of the classroom and doesn’t look like traditional learning, it’s easy for educators to miss. The quality and quantity of learning, the process by which it occurs, and the way authority is established in these informal environments, should be something that teachers become familiar with. Will Richardson, who writes extensively on these matters, believes that, “One of the biggest challenges educators face right now is figuring out how to help students create, navigate, and grow the powerful, individualized networks of learning that bloom on the Web and helping them do this effectively, ethically, and safely.” (see article)
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  • Schools, in general, are not taking advantage of the power of peer-based learning or the benefits of a more decentralized type of expertise which lies outside of its ivory walls.
  • The same study later describes a writer’s heightened sense of authenticity that comes from peer feedback as opposed to school evaluations: “It’s something I can do in my spare time, be creative and write and not have to be graded,” because, “you know how in school you’re creative, but you’re doing it for a grade so it doesn’t really count?”
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    The top-down, authoritarian model found in most classrooms today looks very different from the model many students experience when they learn online. The classroom's hierarchical approach, with the sage on the stage, requires, (and, ultimately demands) passivity and deference on the part of the learner. Informal, interest-driven networked learning, with its access to large stores of information and variety of opinion, on the other hand, takes a much different view of authority. It's usually peer based, largely democratic, meritocratic, often creates dissonance due to variety and demands evaluation. Knowing what we do about active learning, one would seem clearly superior to the other.
Donna Hebert

ALPS Publishing -Autonomous Learner Model - 0 views

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    PDF and PowerPoint downloads for autonomous learner model for both high school and GT programs.
Donna Hebert

Reading Instruction for thePrimary Gifted Learner - 0 views

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    This article identifies appropriate reading strategies for advanced learners.
J Black

Ways to use Wordle | SoulCradler - 0 views

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    So, educators, I am interested to know how you have used Wordle in your classrooms or as part of your work. I must favour visual learning, as I find visualisation tools such as Wordle, as well as SearchMe, Search Cube, Tag Galaxy and Many Eyes very useful. If they suit me as a learner, they must suit some of my students as well. I'll acknowledge the flipside of my argument and point you to Dy/Dan's post on Wordle as nothing more than eye-candy and time-filler. Maybe it is no more than engagement-on-the-cheap, but if it works, why discount it? You can decide for yourself. Here are some ways that I have utilised Wordle:
Gia DeSelm

The Best Teacher Resources For "Foldables" | Larry Ferlazzo's Websites of the Day... - 0 views

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    Foldables are basically 3 D graphic organizers. Graphic organizers are great tools to help English Language Learners (and all students) categorize content in
J Black

More Tuition-Free Education Courses for Teachers - 0 views

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    In a recent post about Tuition-Free Education Courses for Teachers, I pointed out a number of online education courses that are free to self-learners around the world. Most of these courses are provided through well-known colleges and universities. While these courses are an excellent way to broaden your knowledge of specific topics, they aren't the only sources of free teacher education on the web. There are many other organizations that provide tuition-free education courses to teachers. A few more worth checking out include:
Michael Wacker

Google's Lead Learners (LeadLearners) - 2 views

  • Google's Lead Learners Uses for Google forms...
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    Uses for Google forms...Admin and Classroom
Michael Wacker

Teach Digital: Curriculum by Wes Fryer / digitalstorytelling - 0 views

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    # Celebrate Oklahoma Voices - Empowering learners to become digital witnesses # Cell Phone Digital Storytelling # Continuum of Digital Storytelling Options # Copyright, Fair Use, Intellectual Property & Podcasting # Digital Music Creation: Engage, Inspire, Have Fun! # Digital Storytelling: Listen deeply. Tell stories. Engage students! # Digital Storytelling on a Shoestring: Get started with minimal resources! # Digital Storytelling With Minimal Clicks: Improving Reading and Writing Skills # Geo-StoryChasing: Mobile digital storytelling # Podcasting: Communicate safely with a global audience! # Podcasting2: Intermediate/Advanced Topics in Podcasting # Storychasing: Empowering Students as Digital Witnesses # VoiceThread: Powerful digital storytelling with a minimum of clicks!
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    Wes Fryer Collection of Resources
Gia DeSelm

isb21 - home - 0 views

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    So, here at ISB, we've decided to adapt and revise the ISTE Learner Profiles so that they reflect specific examples of units being done here at school.
Donna Hebert

Promising Curriculum and Instructional Practices for High Ability Learners - 0 views

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    This manuel is published by the Nebraska Department of Education
Donna Hebert

Mr. Lewis' World Learners: Reflection on Blogs in Education - 0 views

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    This Commerce City teacher's blog post presents a VoiceThread with five questions about blogging with students.
summitchess

Chess Academy, Chess Academy Near Me, Chess Kids Academy - 0 views

shared by summitchess on 24 Jul 20 - No Cached
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    National Master Jesse Cohen is very passionate about coaching young chess enthusiasts of today so that they can turn into chess masters of tomorrow. Through this website, he has made a sincere effort to offer invaluable Chess Lessons for budding learners to raise their chess playing skills to a whole new level. The primary purpose of these lessons is to develop a sound understanding of the strategies involved in the game, and how to execute them in real time during a live game of chess.
J Black

Lesson planning tool: Learning Score - Lesson planning tool: Learning Score - 27 views

shared by J Black on 07 Jul 10 - Cached
  • Learning Score is a new and imaginative take on lesson-planning. Using the metaphor of a music score, Learning Score shows the planned activities for a lesson, and any multimedia attachments, as a graphical time line. Whole lesson plans can be saved, along with all the embedded resources and annotations, to be used again at a later date, or to be shared with colleagues.Learning Score was invented by John Davitt and grew out of a desire to provide teachers and learners with a modern, flexible, technology-friendly and pedagogically rigorous approach to lesson-planning that is suitable for the 21st-century classroom.
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