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Contents contributed and discussions participated by J Black

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J Black

Where's the Innovation? | always learning - 0 views

mscofino.edublogs.org/...wheres-the-innovation

innovation technology learning change

shared by J Black on 04 Jun 09 - Cached
  • Tom refers to this as the “Red Queen Effect” after a scene in Alice’s Adventures Through the Looking Glass, where Alice is shocked to be standing in the same place after running quite fast for an extended period of time and the Red Queen explains, “if you want to get somewhere else, you must run at least twice as fast as that.”
  • nother Hong Kong presenter, Stephen Heppell, was also careful to emphasize that the biggest challenge today is the pace of change: exponential. With this rapid pace of change there is no time for the “staircase mentality” (pilot, review etc).
  • what are we mistakenly not valuing now?
  • ...7 more annotations...
  • Tom explained that innovation falls squarely in quadrant 2 of Steven Covey’s matrix: it’s “Important”, but “Not Urgent”. For example, we absolutely have to have a new math/science/reading/social studies program. The teachers can’t teach without one, so picking a new one is going to fall in quadrant 1, and ultimately, innovation gets put off until tomorrow. However, innovation has an urgency all its own and those that don’t place innovation as a priority will find themselves displaced.
  • his is a good example of the difficulty people face in conceptually realizing the advantages of bold innovation: we naturally assume that slow steady progress will be best (as we are taught from an early age, when the tortoise wins the race).
  • The time for innovation is now, as Stephen described (and Marco Torres’ slide below emphasizes), “learning is at a crossroads:” we’re looking at a choice between productivity and new approaches, those new approaches being: student portfolios; making huge leaps in our model of education, not tiny steps forward; working to produce ingenious, engaged, inspired, surprising, collegiate students; and developing learning experiences that are open-ended, project-focused, multidisciplinary.
  • I can’t remember who said this first but, “technology is just an amplifier” - technology doesn’t change the quality of teaching or learning, it will only amplify it, either in a positive or negative way. What we need to be looking at is changing our approaches to learning, not modifying our curriculum to a “newer” version of what we’ve already had for the past 20 years.
  • bsolutely fabulous. This is great stuff. I just wrote a post on Thursday arguing that the “learning management system” paradigm prevents innovation and change. If we don’t break out of it, we’re destined to get out-innovated, as you suggest.
  • I came across a great quote from Frank Tibolt this morning: “We should be taught not to wait for inspiration to start a thing. Action always generates inspiration. Inspiration seldom generates action.”
  • “The best way to predict the future is to invent it.” - Alan Kay
  • J Black on 04 Jun 09
     
    Tom explained that innovation falls squarely in quadrant 2 of Steven Covey's matrix: it's "Important", but "Not Urgent".
J Black

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

www.jonmott.com/blog

Blackboard Moodle LMS Achievement

shared by J Black on 09 May 09 - Cached
    • J Black
      J Black on 09 May 09
       
      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?
  • J Black on 09 May 09
     
    A very insightful look into LMS use and student achievment. Highly recommended read for users of BB or Moodle.
J Black

GE | Plug Into the Smart Grid - 0 views

ge.ecomagination.com/smartgrid

hologram 3d grid flash reality

shared by J Black on 05 May 09 - Cached
  • J Black on 05 May 09
     
    With the use of a printed sheet and a web camera, make a hologram - courtesy of GE. Very Cool!!
J Black

Educational Leadership:Literacy 2.0:Orchestrating the Media Collage - 1 views

www.ascd.org/...trating_the_Media_Collage.aspx

literacy digitalliteracy medialiteracy

shared by J Black on 02 May 09 - Cached
  • New media demand new literacies. Because of inexpensive, easy-to-use, widely distributed new media tools, being literate now means being able to read and write a number of new media forms, including sound, graphics, and moving images in addition to text.
  • New media coalesce into a collage. Being literate also means being able to integrate emerging new media forms into a single narrative or "media collage," such as a Web page, blog, or digital story.
  • New media are largely participatory, social media. Digital literacy requires that students have command of the media collage within the context of a social Web, often referred to as Web 2.0. The social Web provides venues for individual and collaborative narrative construction and publication through blogs and such services as MySpace, Google Docs, and YouTube. As student participation goes public, the pressure to produce high-quality work increases.
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  • Historically, new media first appear to the vast majority of us in read-only form because they are controlled by a relatively few technicians, developers, and distributors who can understand or afford them. The rest of us only evolve into writers once the new media tools become easy to use, affordable, and widely available, whether these tools are cheap pencils and paper or inexpensive digital tools and shareware.
  • Thus, a new dimension of literacy is now in play—namely, the ability to adapt to new media forms and fit them into the overall media collage quickly and effectively.
  • n the mid 1960s, Marshall McLuhan explained that conventional literacy caused us to trade an ear for an eye, and in so doing, trade the social context of the oral tradition for the private point of view of reading and writing. To him, television was the first step in our "retribalization," providing a common social experience that could serve as the basis for dialogue in the global village.2  However, television told someone else's story, not ours. It was not until Web 2.0 that we had the tools to come full circle and produce and consume social narrative in equal measure. Much of the emerging nature of literacy is a result of inexpensive, widely available, flexible Web 2.0 tools that enable anyone, regardless of technical skill, to play some part in reinventing literacy.
  • What is new is that the tools of literacy, as well as their effects, are now a topic of literacy itself.
  • Students need to be media literate to understand how media technique influences perception and thinking. They also need to understand larger social issues that are inextricably linked to digital citizenship, such as security, environmental degradation, digital equity, and living in a multicultural, networked world. We want our students to use technology not only effectively and creatively, but also wisely, to be concerned with not just how to use digital tools, but also when to use them and why.
  • The fluent will lead, the literate will follow, and the rest will get left behind.
  • They need to be the guide on the side rather than the technician magician.
J Black

Educational Leadership:Literacy 2.0:The World at Our Fingertips - 0 views

www.ascd.org/...e_World_at_Our_Fingertips.aspx

literacy2.0 media_literacy

shared by J Black on 02 May 09 - Cached
  • Teaching students to contribute and collaborate online in ways that are both safe and appropriate requires instruction and modeling, not simply crossing our fingers and hoping for the best when they go home and do it on their own.
  • "Now more than ever, students need teachers who can help them sort through choices, apply technology well, and tell their stories clearly and with humanity."
  • Among our authors' guidelines for promoting the skills crucial to using social media well: Value reading and writing more than ever; Blend digital, art, oral, and written literacies; and Teach students to search, evaluate, summarize, interpret, and think and write clearly.
  • ...1 more annotation...
  • As a result, the way we communicate, read, write, listen, persuade, learn from others, and accomplish community actions is changing. Or, as someone said when we were planning this issue of Educational Leadership, "Literacy—it's not just learning to read a book anymore."
J Black

Teaching as transparent learning « Connectivism - 0 views

www.connectivism.ca/?p=122

learning connectivism siemens transparency leadership

shared by J Black on 02 May 09 - Cached
  • Putting ideas out for discussion contrasts with formal “reach a conclusion and publish” model.
  • but it seems to me that individuals who share similar cognitive architectures (novices with novices and experts with experts) have greater capacity to communicate.
  • But the value of dialogue and discourse in learning can’t be subjugated to the view that all contributions should advance a field. Transparency in expressing our understanding, our frustrations, and our insights helps others who are at a similar stage.
  • ...1 more annotation...
  • progressive insights.
J Black

Mind42.com - 0 views

mind42.com/...mindmap

web2.0 mindmap teacher

shared by J Black on 19 Apr 09 - Cached
J Black

Top News - Survey shows barriers to Web 2.0 in schools - 0 views

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

shared by J Black on 17 Apr 09 - Cached
  • According to Lightspeed Systems, there is a persistent gap between how today's digital natives learn in schools and how they work and interact outside of school--a trend that underscores the need for districts to keep pace with technological advances and adapt to students' learning needs.
J Black

Yancey_final.pdf (application/pdf Object) - 0 views

www.ncte.org/...Yancey_final.pdf

21stcenturyskills writing education yancey_final

shared by J Black on 17 Apr 09 - No Cached
  • J Black on 17 Apr 09
     
    This is a call to action, a call to research and articulate new composition, a call to help our students compose often, compose well, and through these composings, become the citizen writers of our country, the citizen writers of our world, and the writers of our future.
J Black

Office of Library Information Services - 0 views

www.bcps.org/web2.0

web2.0

shared by J Black on 16 Apr 09 - Cached
  • J Black on 16 Apr 09
     
    Podcasting / Vodcasting * Podcasting in Education - great resource from a 5th grade teacher in Canada with definition, technical helps, ideas, curriculum links, and how-tos * Podcasting and Vodcasting: Flash Gordon meets iPod ... slideshare slideshow with general information, how to, and sites * Education Podca (EPNst Network) - site which houses podcasts as well as provides some tutorials * Audacity - free sound editing software * Audacity Wiki - Tutorials * Podcasting in the Classroom * Podcasts: a New Twist on Net Radio * Podcasting in Education Wiki * Podcasting Tools * Podcasting - Ann Bell * How to Podcast - nice tutorial with screenshots and graphics * Video Podcasting * Podcasting Software * How to register your podcast in iTunes * Smithsonian Podcasts * Teacher Tube * TitlepageTV * School Tube
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