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Clif Mims

Making the Shift Happen - 0 views

mscofino.edublogs.org/...making-the-shift-happen

curriculum curriculum-integration education educational-technology future learning reform teacher-education teaching technology-integration

shared by Clif Mims on 31 Mar 08 - Cached
  • shift from the “computer class” mindset to an “integrated” technology program
  • very similar problems, very similar history
  • very similar ideas
  • ...4 more annotations...
  • same fears, concerns and questions
  • why isn’t there a common process or framework to work through
  • why isn’t there a common understanding of what needs to be done to move forward?
  • why aren’t more teachers arriving at schools with some background in this model of teaching and learning
Jeff Johnson

The Network is Social (Todd Watson) - 0 views

www.sfgate.com/...tech_web20

knowledge_economy networking social todd_watson

shared by Jeff Johnson on 19 Jul 08 - Cached
  • Jeff Johnson on 19 Jul 08
     
    Online, what's personal is increasingly becoming what's professional, and vice versa. Locking down the bits streaming in from Facebook and other social networks may seem like a good idea at the time, but it's likely shutting down one of your employees' most powerful networking tools. We're in a knowledge economy, people. And people and relationships and who knows what and who knows whom are an integral element of the knowledge economy value chain. And you want to shut that down? Really? Seriously?
Professional Learning Board

SLOAN PAPER - 0 views

209.85.165.104/search

cognition f2f online research

shared by Professional Learning Board on 09 May 07 - Cached
  • simulating traditional face-to-face classroom methods using asynchronous online learning simply misses the point that we are operating in a new medium with unique properties. 
  • have both interaction and independence. Not long ago it was impossible to have both; more of one meant less of the other.
  • we identify connectivity and asynchronicity as the core properties of online learning, and which have the potential to create a uniquely effective higher-order learning environment. 
  • ...13 more annotations...
  • focus must be on the cognitive aspects of the educational process if quality learning outcomes are to be the result.
  • integrate the interactive and reflective characteristics to enhance cognitive presence beyond that in even small face-to-face groups.
  • little progress has been made in understanding cognitive presence and higher-order learning effectiveness online
  • asynchronous online learning context, there are two properties– reflection and collaboration – that shape cognitive presence in ways unique to this medium. 
    • Professional Learning Board
      Professional Learning Board on 09 May 07
       
      If a deep and meaningful learning outcome is the goal of an educational experience, then an understanding of cognitive presence is a priority.

      In an asynchronous online learning context, there are two properties- reflection and collaboration - that shape cognitive presence in ways unique to this medium.

      In contrast to the spontaneous verbal communication of face-to-face learning contexts, asynchronous learning:
      Provides time to reflect,Permanent and precise nature of communication requires reflection,Reflection is used to interpret and construct meaning.
  • In contrast to the spontaneous verbal communication of face-to-face learning contexts, the asynchronous and largely written communication of asynchronous online learning would appear to provide the conditions that encourage if not require reflection.
  • reflection to interpret and construct meaning
  • It is important to understand the natural cycle of the learning process to effectively regulate the learning process.
    • Professional Learning Board
      Professional Learning Board on 09 May 07
       
      Dewey (1933)
      The natural cycle of the learning process:
      Perception of a need or problem. Exploration for relevant knowledge, (2.5?) constructing a meaningful explanation or solution. Resolving the dissonance through action.
  • Learning was inducing reflection through questions and actively monitoring this inquiry for the purpose of achieving understanding.
  • two dimensions that shape the practical inquiry model
  • deliberation-action and perception-conception
    • Professional Learning Board
      Professional Learning Board on 09 May 07
       
      The deliberation-action axis defines the reflection and collaboration properties of asynchronous learning.

      This process iterates between thought and action, and unifies the private and public worlds of inquiry.

      Perception-conception operates at the interface of these two worlds.
  • describes the process of creating meaning from experience and the process of creating cognitive presence. 
  • emphasis is on the generation of knowledge and less so on the control of learning activities
  • assume greater control of monitoring and managing the cognitive and contextual aspects of their learning.
    • Professional Learning Board
      Professional Learning Board on 09 May 07
       
      REFLECTIVE INQUIRY
      Constructive (internal) and collaborative (external) aspects of cognition. The perspective is inside out. -->

      SELF-DIRECTED LEARNING
      Learners have greater control of monitoring and managing cognitive and contextual aspects of their learning.
Clif Mims

Critique and Ideas for Squidoo.com - 0 views

clifmims.com/197

childhood curriculum design early education educational elementary free higher instructional integration k-12 middle moral music no_tag2.0 parenting presentations school sec technology

shared by Clif Mims on 12 Mar 08 - Cached
  • Clif Mims on 12 Mar 08
     
    Have you seen Squidoo? I would roughly describe it as a means of mashing up information from a variety of resources into a lens (as in the eye of a giant squid
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