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Andi Vida

Education | Diigo - 0 views

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    These are special premium accounts provided specifically to K-12 & higher-ed educators. Once your Diigo Educator application is approved, your account will be upgraded to have these additional features: * You can create student accounts for an entire class with just a few clicks (and student email addresses are optional for account creation) * Students of the same class are automatically set up as a Diigo group so they can start using all the benefits that a Diigo group provides, such as group bookmarks and annotations, and group forums. * Privacy settings of student accounts are pre-set so that only teachers and classmates can communicate with them. * Ads presented to student account users are limited to education-related sponsors. * Learn More »
Andrea Vincze

The Global Education Collaborative - Helping Teachers and Students Reach the World - 0 views

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    This is a community for teachers and students interested in global education. Contribute by adding media, conversation, and collaborative project ideas. Make sure you post an intro in the forum!
Zsolt Kulcsár

Developing Online From Simplicity toward Complexity: Going with the Flow of Non-Linear ... - 0 views

  • non-linear systems and is essentially a formal attempt to question how coherent and purposive wholes emerge from the interactions of simple and sometimes non-purposive components
  • big consequences of little things
  • butterfly effect
  • ...12 more annotations...
  • a recognition that the world is irreducibly complex, not determinist and predictable, and that the task before us is no longer to identify the simple elements of reality underlying complex appearances, but to work out how to study complexity in its own right
    • Zsolt Kulcsár
       
      A tanulásra vonatkoztatva: Fel kell ismernünk, hogy a világról alkotott tudásunk redukálhatatlanul összetett; nem az a feladat, hogy egyes emlékeket elemezzünk, hanem az, hogy egységében képesek legyünk érteni és használni ezt a komplexitást. így juthatunk el a legmagasabb formájú megismeréshez: az intuícióhoz. A tudáshálónk nagy része implicit, azaz direkt módon nem hozzáférhető a tudat számára. Az intuíció az egyedüli kognitív apparátus, mely ebből a rendszerből átfogó, integratív megismerési élményt hoz létre.
  • Such a view leads to an emphasis on meaning rather than decontextalised content, an emphasis on creativity, a sense of connection to learners’ worlds and the development of a sense of ownership over what is learned
    • Zsolt Kulcsár
       
      minél inkább a figyelünk a tudás hálózati jellegére, annál inkább a szemantikai mélységet vizsgáljuk. Mindig a fogalmak/kijelentések közötti kapcsolatok jellege határozza meg azt, hogy milyen mélységű tudással rendelkezünk az adott területen. A redukcionista gondolkodásmódnak feltétlenül ki kell egészülnie egy integratív szemlélettel, mely a témák közötti átjárhatóságot biztosítja. Ezért helytelen a Polgár-féle zseninevelés redukcionizmusa: szükség van a sokszínűségre, ha a tudás gyarapítása a cél.
  • Complexity-based educationalists (for example, Doll, 1989a; 1989b; Iannone, 1995; Sawada & Caley, 1985) see the contemporary focus on objectives and learning outcomes as representative of an obsession with domination, control and reductionism and an undermining of emergent learning.
  • ‘Curriculum becomes a process of development rather than a body of knowledge to be covered or learned, ends become beacons guiding this process, and the course itself transforms the indeterminate into the determinate
    • Zsolt Kulcsár
       
      A curriculum egy fejlődési folyamat, nem pedig egy steril tudáshalmaz, melyet el kell sajátítani.
  • An explicit intention of the course described in this paper was to encourage these future teachers to become life-long computer learners and users – to assist them to develop computer learning attitudes, skills and learning strategies required to adapt to change.
    • Zsolt Kulcsár
       
      A jelen tanulmányban emlegetett kurzus deklarált célja az volt, hogy arra bíztassa a jövő pedagógusait, hogy megértsék és alkalmazzák az internet adta tanulási stratégiákat, attitűdöket és készségeket.
  • the desire to draw students away from expectations of directive-style teaching and instead to focus on them establishing self-directed and self-responsible approaches to their learning, including exploratory learning and ‘play’.
  • an emphasis on self-directed goal setting, but also on acknowledging and embracing ‘emergent’ learning – ‘you don’t always know what you don’t know’!
    • Zsolt Kulcsár
       
      A konnektivista tanuláshoz szükséges megtanulnunk célokat kitűzni, és megértenünk azt, hogy nem mindig vagyunk tisztában azzal, hogy mit nem tudunk! Ahhoz, hogy körvonalazódjon a terület, melyről tudásunkat bővíteni kívánjuk, megfelelő célokat kell tudnunk kitűzni.
    • Zsolt Kulcsár
       
      Az önvezérelt tanuláshoz elengedhetetlenül szükséges megtanulnunk célokat kitűzni. A helyes célkitűzéshez azonban ismernünk kell a területet, az azonban nem mindig adott. Nem mindig vagyunk tisztában azzal, hogy mit nem tudunk! Ahhoz, hogy körvonalazódjon a terület, melyről tudásunkat bővíteni kívánjuk, fel kell fedeznünk azt, játékra és nyitottságra van szükségünk. Ez nem egy célirányos, konvergens tanulási folyamat, hanem teljes mértékben kaotikus, divergens.
  • The non-linear online learning environment developed through the research was certainly found to not only guide but prompt such learning ‘discoveries’.
    • Zsolt Kulcsár
       
      A kutatás során kifejlesztett non-lineáris tanulmányi közeg célja pontosan ez a fajta kaotikus, felfedező, játékos tanulás szorgalmazása volt.
  • you will realise that the Web is exactly that – a big tangled spider’s web of information. Bits of it lead to other bits and there is no ‘start’ and ‘finish’. There is also so much information available on the Internet that we could never access even a small portion of it. Learning in such an environment can feel uncomfortable at first, particularly if you have been used to learning in a context where the ‘teacher’ told you exactly what you had to learn, and how you should learn it
    • Zsolt Kulcsár
       
      Rá fogsz jönni arra, hogy a Web egy óriási pók hálójához hasonlítható.Nincs benne kiindulási és befejezési pont. Annyira sok információ van jelen az Interneten, hogy nem lehet célunk mindet feldolgozni. Meg kell értenünk azt, hogy a legnagyobb igyekezettel is csak egy kis részletével találkozhatunk csupán. Egy ilyen környezetben való tanulás eleinte zavaró lehet, hiszen hozzászoktunk ahhoz, hogy a tanár pontosan megmondja azt, hogy honnan hová kell tartanunk.
  • … think about how we learn in contexts other than schools and universities. Lets think about one of the biggest challenges people experience in life – becoming a parent… There is no single course you can do on ‘how to become a good parent’. There is no single set of steps or guidelines or rules to follow. There is no ‘beginning’ or ‘end’, no structure or sequence to things that you need to learn. Yet many, many people parent, and parent well.  They do so because they are motivated to do the best for their child. They don’t know everything there is to know, but when issues or challenges arise they seek out information and advice, and adopt strategies that they feel are appropriate. Generally they reflect on whether their strategies are working or not and will seek other information, or adopt other strategies if they don’t. Sometimes parents turn to friends and family for advice, sometimes they go to courses, sometimes they will consult ‘self-help’ books and other times they will turn to professionals (such as doctors). Most of the time, however, they experiment with different approaches themselves. One further point here is that parents of new-borns will vary rarely read the chapter of the ‘self-help’ book on coping with adolescents, although it doesn’t hurt for them to have the book on the shelf, ready for the coming years!
  • Many students initially approached the course with a belief that computer learning entailed memorizing steps and computer processes.
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    The progression of the course from a linear and directive approach toward a non-linear and complexity-based based approach to learning and teaching thus represented a transition toward a more authentic learning approach.
Daniel Molnar

Walt Gardner: Rethink the value of college - 0 views

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    In a world where a degree no longer means a job, we need to prepare students for challenges ahead.
Andrea Vincze

YouTube - A Vision of Students Today - 0 views

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    a short video summarizing some of the most important characteristics of students today - how they learn, what they need to learn, their goals, hopes, dreams,...
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    A mai oktatással kapcsolatos kérdéseket feszegető videó.
Daniel Molnar

It's Time to End 'Courseocentrism' :: Inside Higher Ed :: Higher Education's Source for... - 0 views

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    Inside Higher Ed offers free online news and job information for college and university faculty, adjuncts, graduate students, and administrators, higher education jobs, faculty jobs, college jobs and university jobs
Andrea Vincze

NoteMesh   -   collaborate to graduate    - 0 views

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    NoteMesh is a free service that allows UT students in the same classes to share notes with each other. It works by creating a wiki for individual classes that users can edit. Users are free to post their own lecture notes or contribute to existing lecture notes. The idea is that users in the same class can collaboratively create a definitive source for lecture notes.
Zsolt Kulcsár

Twitter breaks down barriers in the classroom - Ars Technica - 0 views

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    Ars looks at how microblogging services are reshaping modern communications. One particularly intriguing example is the story of a college professor who found that Twitter got his students more engaged in his classes.
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