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Steven Kelly

Why You Learn More Effectively by Writing Than Typing - 10 views

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    • Kelsey Duck
       
      This is awesome. Do you have any sights where I can look this kind of "keyboard" up
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    Interesting article about the learning benefits of traditional writing vs. typing.
Mike Wesch

The New Atlantis » Is Stupid Making Us Google? - 0 views

  • “as we come to rely on computers to mediate our understanding of the world, it is our own intelligence that flattens into artificial intelligence.”
  • what we are witnessing is not just an educational breakdown but a deformation of the very idea of intelligence.
  • Even those who have come to the Web late in life are not so very different, then, from the fifth-graders who, as an elementary school principal told Bauerlein, proceed as follows when they are assigned a research project: “go to Google, type keywords, download three relevant sites, cut and paste passages into a new document, add transitions of their own, print it up, and turn it in.”
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  • even those who are most gung-ho about new ways of learning probably tend to cling to a belief that education has, or ought to have, at least something to do with making things lodge in the minds of students—this even though the disparagement of the role of memory in education by professional educators now goes back at least three generations, long before computers were ever thought of as educational tools.
  • adapting its understanding of what education is to the new realities of how the new generation of “netizens” actually learn (and don’t learn) rather than trying to adapt the kids to unchanging standards of scholarship and learning.
  • “lower-order skills” in comparison with the spatial, information-gathering, and pattern-recognition skills fostered by hours at the computer screen
  • can’t imagine a mathematician saying the same thing about math, or a biologist about biology, yet, sad to say, scholars, journalists, and other guardians of culture accept the deterioration of their province without much regret.
  • humanities stopped being, or even wanting to be, “guardians of culture” a long time ago.
  • In other words, the “mentors” have not only betrayed their pupils, they have denounced the very idea of mentorship in anything but the tools of deconstruction which allow them to set themselves up as superior to—rather than the humble acolytes of—the culture they study.
  • redefining education as the acquisition of information-retrieval skills
  • No one has ever taught them that books can be read for pleasure or enlightenment—or for any other purpose than to be exposed as the coded rationalization for the illegitimate powers of the ruling classes that they really are
  • But while Bauerlein takes Johnson to task on several points, he seems to suggest that all our educators have to do is expose their charges to some superior alternative to “the ordinary stuff of youth culture”
  • “Young people,” he rightly notes, “need mentors not to go with the youth flow, but to stand staunchly against it, to represent something smarter and finer than the cacophony of social life.” He’s also right that they need more time away from the computer in order to acquire the skills of “deep reading” recommended by Nicholas Carr.
  • But they are not likely to get either one so long as so many educators cling as they do now to the axiomatic belief not just that “learning can be fun” but that it must be fun, and the equally axiomatic rejection of that which may cause pain and humiliation, even if these are productive of real learning
    • Kevin Champion
       
      Well, learning certainly is fun! The process of learning can often times be difficult, terrifying, exciting, depressing, saddening etc. What's interesting is that there is no mention of relevance here. Learning is not always fun, but I think it is always fun when it is relevant. It also seems that the subjective experience of learning only occurs when it is fun. It doesn't feel like learning to me unless it is relevant to me; if it is relevant to me, it is fun! By extension, perhaps we benefit from thinking about learning from both subjective and objective perspectives, including both singular and collective objects (learning of an individual subjectively and objectively + learning of a group subjectively and objectively).
Mike Wesch

Measuring Classroom Progress: 21st Century Assessment Project Wants Your Inpu... - 8 views

  • “21st Century Literacies” compiled by Cathy N. Davidson Media theorist and practitioner Howard Rheingold has talked about four “Twenty-first Century Literacies”—attention, participation, collaboration, and network awareness—that must to be addressed, understood and cultivated in the digital age. (see, http://www.sfgate.com/cgi-bin/blogs/rheingold/category?blogid=108&cat=2538). Futurist Alvin Toffler argues that, in the 21st century, we need to know not only the three R’s, but also how to learn, unlearn, and relearn.  Expanding on these, here are ten “literacies” that seem crucial for our discussion of “This Is Your Brain on the Internet.” •  Attention:  What are the new ways that we pay attention in a digital era?  How do we need to change our concepts and practices of attention for a new era?  How do we learn and practice new forms of attention in a digital age? •  Participation:  Only a small percentage of those who use new “participatory” media really contribute.  How do we encourage meaningful interaction and participation?  What is its purpose on a cultural, social, or civic level? •  Collaboration:  How do we encourage meaningful and innovative forms of collaboration?  Studies show that collaboration can simply reconfirm consensus, acting more as peer pressure than a lever to truly original thinking.  HASTAC has cultivated the methodology of “collaboration by difference” to address the most meaningful and effective way that disparate groups can contribute. •  Network awareness:  What can we do to understand how we both thrive as creative individuals and understand our contribution within a network of others?  How do you gain a sense of what that extended network is and what it can do? •  Design:  How is information conveyed differently in diverse digital forms?  How do we understand and practice the elements of good design as part of our communication and interactive practices? •  Narrative, Storytelling:  How do narrative elements shape the information we wish to convey, helping it to have force in a world of competing information? •  Critical consumption of information:  Without a filter (such as editors, experts, and professionals), much information on the Internet can be inaccurate, deceptive, or inadequate.  Old media, of course, share these faults that are exacerbated by digital dissemination.  How do we learn to be critical?  What are the standards of credibility? •  Digital Divides, Digital Participation:  What divisions still remain in digital culture?  Who is included and who is excluded and how do basic aspects of economics, culture, and literacy levels dictate not only who participates in the digital age but how we participate? •  Ethics and Advocacy:  What responsibilities and possibilities exist to move from participation, interchange, collaboration, and communication to actually working towards the greater good of society by digital means in an ethical and responsible manner? •  Learning, Unlearning, and Relearning:  Alvin Toffler has said that, in the rapidly changing world of the twenty-first century, the most important skill anyone can have is the ability to stop in one’s tracks, see what isn’t working, and then find ways to unlearn old patterns and relearn how to learn.  This requires all of the other skills in this program but is perhaps the most important single skill we will teach.  It means that, whenever one thinks nostalgically, wondering if the “good old days” will ever return, that one’s “unlearning” reflex kicks in to force us to think about what we really mean with such a comparison, what good it does us, and what good it does to reverse it.  What can the “good new days” bring?  Even as a thought experiment—gedanken experiment—trying to unlearn one’s reflexive responses to change situation is the only way to become reflective about one’s habits of resistance.
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    ""21st Century Literacies" compiled by Cathy N. Davidson Media theorist and practitioner Howard Rheingold has talked about four "Twenty-first Century Literacies"-attention, participation, collaboration, and network awareness-that must to be addressed, understood and cultivated in the digital age. (see, http://www.sfgate.com/cgi-bin/blogs/rheingold/category?blogid=108&cat=2538). Futurist Alvin Toffler argues that, in the 21st century, we need to know not only the three R's, but also how to learn, unlearn, and relearn. Expanding on these, here are ten "literacies" that seem crucial for our discussion of "This Is Your Brain on the Internet." * Attention: What are the new ways that we pay attention in a digital era? How do we need to change our concepts and practices of attention for a new era? How do we learn and practice new forms of attention in a digital age? * Participation: Only a small percentage of those who use new "participatory" media really contribute. How do we encourage meaningful interaction and participation? What is its purpose on a cultural, social, or civic level? * Collaboration: How do we encourage meaningful and innovative forms of collaboration? Studies show that collaboration can simply reconfirm consensus, acting more as peer pressure than a lever to truly original thinking. HASTAC has cultivated the methodology of "collaboration by difference" to address the most meaningful and effective way that disparate groups can contribute. * Network awareness: What can we do to understand how we both thrive as creative individuals and understand our contribution within a network of others? How do you gain a sense of what that extended network is and what it can do? * Design: How is information conveyed differently in diverse digital forms? How do we understand and practice the elements of good design as part of our communication and interactive practices? * Narrative, Storytelling: How do na
ajinkyak

Learning Management System - 0 views

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    learning management system (LMS) may be a software application for the administration, documentation, tracking, reporting, automation and delivery of educational courses, training programs, or learning and development programs.The learning management system concept emerged directly from e-Learning
Adam Bohannon

Social Capital in Virtual Learning Communities and Distributed Communities of Practice - 0 views

  • Researchers in the social sciences and humanities consider social ties to be a social resource. Such a resource is referred to as social capital.
  • Narayan and Pritchett (1997) suggested that communities with high social capital have frequent interaction, which in turn cultivates norms of reciprocity through which learners become more willing to help one another, and which improve coordination and dissemination of information and knowledge sharing. Social capital has been used as a framework for understanding a wide range of social issues in temporal communities. It has been used for the investigation of issues such as trust, participation, and cooperation.
  • In one of the earliest definitions of social capital, Hanifan (1916) stated that social capital included "those intangible substances [that] count for most in the daily lives of people - namely goodwill, fellowship, sympathy and social intercourse among the individuals and families who make up a social unit." Many years later, Coleman (1988) followed a similar line of thinking when he suggested that social capital refers to supportive relationships among adults and children that promote the sharing of norms and values.
  • ...7 more annotations...
  • Woolcock (1998) argues that social capital `encompasses the norms and networks facilitating collective action for mutual benefit.'
  • Fountain (1998) defines social capital as the institutional effectiveness of inter-organizational relationships and cooperation—horizontally among similar firms in associations, vertically in supply chains, and multidirectional links to sources of technical knowledge, human resources, and public agencies.
  • Nahapiet and Ghoshal (1998) defined social capital as the sum of actual and potential resources embedded within, available through and derived from the network of relationships possessed by an individual or social unit.
  • And Fukuyama (1999) included informal norms that promote cooperation between two or more individuals. The norms that constitute social capital can range from a norm of reciprocity between two friends, all the way up to complex and elaborately articulated doctrines like Christianity, Islamism or Confucianism. And so by definition, trust, networks, civil society, and the like which have been associated with social capital are all epiphenomenal, arising as a result of social capital but not constituting social capital itself.
  • A meta-societal definition of social capital was offered by the World Bank (1999), which referred to the institutions, relationships, and norms that shape the quality and quantity of a society's social interactions. In this view, social capital is seen not merely as the sum of the institutions that underpin a society _ it is the glue that holds them together.
  • Cohen and Prusak (2001) extend Putnam's definition to define social capital as a stock of active connections among people, which covers the trust, mutual understanding, and shared values and behaviours that bind people as members of human networks and communities.
  • As a working definition, we define social capital in virtual learning communities as . common social resource that facilitates information exchange, knowledge sharing, and knowledge construction through continuous interaction, built on trust and maintained through shared understanding.
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    Social capital has recently emerged as an important interdisciplinary research area. It is frequently used as a framework for understanding various social issues in temporal communities, neighbourhoods and groups. In particular, researchers in the social sciences and the humanities have used social capital to understand trust, shared understanding, reciprocal relationships, social network structures, common norms and cooperation, and the roles these entities play in various aspects of temporal communities. Despite proliferation of research in this area, little work has been done to extend this effort to technology-driven learning communities (also known as virtual learning communities). This paper surveys key interdisciplinary research areas in social capital. It also explores how the notions of social capital and trust can be extended to virtual communities, including virtual learning communities and distributed communities of practice. Research issues surrounding social capital and trust as they relate to technology-driven learning communities are identified.
Bill Genereux

Opinion: Papert led revolution in learning - 26 views

  • I think he would protest the extent to which schooling — assisted by computers or not — continues to be largely dominated by a mindset presupposing young people will not learn unless they are taught, and how few freedoms are offered students to self-direct their own learning.
  • I am convinced that the best learning takes place when the learner takes charge.
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    I think he would protest the extent to which schooling - assisted by computers or not - continues to be largely dominated by a mindset presupposing young people will not learn unless they are taught, and how few freedoms are offered students to self-direct their own learning.
  • ...3 more comments...
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ensydeout

Tech-savvy 'iGeneration' kids multi-task, connect - USATODAY.com - 5 views

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    I am getting the vibe that we're beyond iGeneration, as it seems they are a bit younger, but I found this section pertaining to learning that seemed relevant.  Because these kids are more immersed and at younger ages, Rosen says, the educational system has to change significantly. "The growth curve on the use of technology with children is exponential, and we run the risk of being out of step with this generation as far as how they learn and how they think," Rosen says. "We have to give them options because they want their world individualized." Verhaagen agrees. "They know almost every piece of information they want is at their disposal whenever they need it," Verhaagen says. "They're less interested in learning facts and learning data than in knowing how to gain access to it and synthesize it and integrate it into their life. We're talking about kids in elementary school and up and talking about much younger children who know how to get ahold of information. Their brains are developing in ways where they're taking in astronomical amounts of information, screening out unimportant details and focusing on the parts they need."
Theron DesRosier

Center for Teaching, Learning, & Technology: Case Studies of Electronic Portfolios for ... - 0 views

  • this Microsoft white paper for EDUCAUSE 2007,
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    This blog documents the day to day investigations of ePortfolios, assessment, and innovation in learning environments by Washington State University's Center for Teaching, Learning, and Technology.
Hiren Ydoodle

Asp.net learning website : Online Best Resource for Learning - 0 views

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    Are you Looking #Free #Websites for #Learning #Programming? Then you are at #Right #Place in this #Topic you will get some Best Websites which provides you free programming #Tutorial. Here you will learn #ASP.Net and many more.:- http://goo.gl/MZyg7L
Adam Bohannon

Games for Learning - The Future of Education Is Now - 0 views

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    I remember hearing Jonathan talk about how the educational materials that we (Sun Learning Services) create should be free to those who want to learn about our products and services. He believes that free and open access to education will lead to brand awareness and adoption.
masquebf

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Derek Schneweis

Learning styles research - 20 views

  • Though faculty may attempt to utilize the same teaching methods in a distance environment that they would employ in an equivalent on-campus class, the data from the current study suggest that faculty will encounter significantly different learning preferences as well as other different student characteristics.
edwin maicle

Applying for a Phlebotomy Job Online - 0 views

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    The next thing to do after graduating from phlebotomy training course is finding a job. And we have this excitement since we are finally going to apply what we have learned from the several hours we spent learning inside the classroom.
Pinhopes Job Site

Climb up the career ladder faster | Few useful tips for Interview | Pinhopes - 0 views

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    Reaching your work goals may look like a daunting task at first. With careful planning and implementation of right strategies, you can step up the career ladder quicker than you thought of. Here are few tips on how to get promoted at work quickly:



    Continue learning

    Learning is a lifelong process. To grow in your career, it is imperative that you keep accumulating knowledge across industries' trends, challenges and insights. Staying updated about your domain knowledge enables you to tackle challenges at work more efficiently and higher your chances of getting noticed by employers.

    Lead when required

    To take charge in a work environment doesn't always require you to be in a top position. You can assume a leadership role when circumstances demands at workplace. Exhibit your leadership skills while solving a critical problem at work by effectively communicating, motivating and working in coordination with other team members. Also start taking responsibilities a level in advance to show that you are ready for the next role.

    Give your best

    When you give your best in your work, you stay visible for your passion and performance. If you want to add more value to your work, then go t
Nate Bozarth

Are We Really Educated? - 3 views

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    My friend Tyler makes the observation that we think of the U.S. as a more developed country because of our standardized education system. He affirms that the ability and desire to ask questions is a mark of true learning. "Answering multiple choice questions does not show how much one has been learning; learning to ask multiple questions does!" Then he suggests a correlation between being passionate about a subject and the occurrence of true learning.
nazmamustafa1

SEO Tips to Rank Your Site - 0 views

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    As a beginner of SEO, it can feel like you have a lot of money to learn, especially when Google's algorithm uses more than 200 content placements. Focusing on the basics of SEO, however, can help you build a solid foundation that will transform you into an SEO expert. Get started by learning the basics of SEO with these SEO tips for beginners.
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