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Professional Learning Board

BackUp your PC! - 0 views

www.carbonite.com/...lp3.aspx

back-up cooltools tech web

shared by Professional Learning Board on 13 Sep 07 - Cached
  • Professional Learning Board on 13 Sep 07
     
    As a Diigo user, you know the value of accessing, backing up, and archiving data. Carbonite is the AUTOMATIC backup solution for your PC. Get a FREE 15 day trial here. And then ONLY $50/year unlimited (REALLY!) storage space.
Professional Learning Board

Education Week: Let's Abolish High School - 0 views

www.edweek.org/...31epstein.h26.html

shared by Professional Learning Board on 28 Jul 07 - Cached
  • The first compulsory education law in the United States wasn’t enacted until 1852. This Massachusetts law required that all young people between the ages of 8 and 14 attend school three months a year—unless, that is, they could demonstrate that they already knew the material; in other words, this law was competency-based. It took 15 years before any other states followed Massachusetts’ lead and 66 years before all states did. Along the way, some powerful segments of society staunchly opposed the mandatory education trend. In 1892, for example, the Democratic Party stated as part of its national platform, “We are opposed to state interference with parental rights and rights of conscience in the education of children.”
  • It wasn’t until the late 1800s that laws restricting the work opportunities of young people began to take hold. Those laws, too, were fiercely opposed, and in fact the first federal laws restricting youth labor—enacted in 1916, 1918, and 1933—were all swiftly struck down by the U.S. Supreme Court.
  • the idea that there should be limits on youth labor, or that young people shouldn’t be allowed to do any work, seemed outrageous to many people.
  • ...6 more annotations...
  • , multiple forces—the desire to “Americanize” the tens of millions of immigrants streaming into the United States to get jobs in the land of opportunity, the effort to rescue millions of young laborers from horrendous working conditions in the factories and mines, the extreme determination of America’s growing labor unions to protect adult jobs, and, most especially, the extremely high unemployment rate (27 percent or so) during the Great Depression—created the systems we have today:
  • the dramatic changes
  • obliterated from modern consciousness the true abilities of young people, leaving adults with the faulty belief that teenagers were inherently irresponsible and incompetent.
  • after the 1930s, and increased dramatically after the social turmoil of the 1960s.
  • teenagers today are subject to 10 times as many restrictions as are mainstream adults, to twice as many restrictions as are active-duty U.S. Marines, and even to twice as many restrictions as are incarcerated felons.
  • When adults see young people misbehaving or underperforming, they often respond by infantilizing young people even more, and the new restrictions often cause even more distress among our young.
Professional Learning Board

New Horizons for Learning: News from the Neurosciences - 0 views

www.newhorizons.org/...zull.htm

shared by Professional Learning Board on 28 Jul 07 - Cached
  • Practice and meaning are the most important parts of this art
  • When our students find the right connections, they will learn. They won't be able to help themselves. It is just what the brain does. And having that faith in learning is part of the "Art."
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.
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