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braz2010vance [licensed for non-commercial use only] / PLN - 4 views

braz2010vance.pbworks.com/PLN autonomy braz2010vance education educational technology learning paradigms paradigm shift teacher development teaching technology
shared by Paul Beaufait on 23 Aug 10 - Cached
  • Etienne Wenger (2007) asked Cristina Costa when she knew she was in a community of practice and she said, when she noticed her practice had changed. And this is the correct answer.  When your practice changes, you know you have truly learned. The next step as a teacher is to model what you did for your students so that some will follow in your footsteps. So how can you do it?  Your change in practice probably won't be from this one encounter, unless I can convince you or nudge you, if you were heading that way already, into taking the next step in your journey.  The goal is to move from being just a consumer of networked content, which you in essence hoard, to a creator of content, which you share with the network that shares with you.
  • language teachers need to look beyond what it appears on the surface is happening between them and the learner and consider the bigger picture, such as ways in which technology fosters connections with communities and networks that humanize rather than isolate to strengthen individuals as an integral part of modern society and how that society acculturates, or learns together.
  • I encourage colleagues to think SMALL because in my view the computer is no longer the salient aspect of technology. The salient aspect is the use to which technology is put, and the salient use is to re-wire and expand how we are able to learn by enabling us to nurture and participate in always-on PLNs, or Personal Learning Networks.
  • ...2 more annotations...
  • In order for teachers to grasp the fundamentals of applying technology to transformative learning outcomes, practice with peers is necessary, where teachers themselves become mentors for one another while sharing with one another their discoveries and experiences with their own learning.
  • Teachers who drive their own professional development through participation in PLNs constantly express and assess each other's needs, and promote professional development on an as-needed basis, from where it is only a short leap to applying it to students.
  • Paul Beaufait on 23 Aug 10
     
    PLN: The paradigm shift in teacher and learner autonomy
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Is Google Making Us Stupid? - 0 views

www.theatlantic.com/...google article brain google learningwithcomputers magazine neurology reading technology theatlantic
shared by Carla Arena on 10 Jul 08 - Cached
  • hyperlinks don’t merely point to related works; they propel you toward them.)
  • They supply the stuff of thought, but they also shape the process of thought. And what the Net seems to be doing is chipping away my capacity for concentration and contemplation. My mind now expects to take in information the way the Net distributes it: in a swiftly moving stream of particles. Once I was a scuba diver in the sea of words. Now I zip along the surface like a guy on a Jet Ski.
  • “power browse” horizontally through titles, contents pages and abstracts going for quick wins
  • ...15 more annotations...
  • We are not only what we read
  • We are how we read
  • Wolf worries that the style of reading promoted by the Net, a style that puts “efficiency” and “immediacy” above all else, may be weakening our capacity for the kind of deep reading that emerged when an earlier technology, the printing press, made long and complex works of prose commonplace
  • Our ability to interpret text, to make the rich mental connections that form when we read deeply and without distraction, remains largely disengaged.
    • Carla Arena
      Carla Arena on 10 Jul 08
       
      So, how can we still use "power browsing" and teach our students to interpret, analyze, think.
  • The human brain is almost infinitely malleable. People used to think that our mental meshwork, the dense connections formed among the 100 billion or so neurons inside our skulls, was largely fixed by the time we reached adulthood. But brain researchers have discovered that that’s not the case
    • Carla Arena
      Carla Arena on 10 Jul 08
       
      That's what a student of mine, who is a neurologist, calls neuroplasticity.
  • Still, their easy assumption that we’d all “be better off” if our brains were supplemented, or even replaced, by an artificial intelligence is unsettling. It suggests a belief that intelligence is the output of a mechanical process, a series of discrete steps that can be isolated, measured, and optimized. In Google’s world, the world we enter when we go online, there’s little place for the fuzziness of contemplation. Ambiguity is not an opening for insight but a bug to be fixed. The human brain is just an outdated computer that needs a faster processor and a bigger hard drive.
    • Carla Arena
      Carla Arena on 10 Jul 08
       
      Scary...
  • It’s in their economic interest to drive us to distraction.
    • Carla Arena
      Carla Arena on 10 Jul 08
       
      more hyperlinking, more possibilites for ads, more commercial value to others...
  • The kind of deep reading that a sequence of printed pages promotes is valuable not just for the knowledge we acquire from the author’s words but for the intellectual vibrations those words set off within our own minds. In the quiet spaces opened up by the sustained, undistracted reading of a book, or by any other act of contemplation, for that matter, we make our own associations, draw our own inferences and analogies, foster our own ideas. Deep reading, as Maryanne Wolf argues, is indistinguishable from deep thinking.
    • Carla Arena
      Carla Arena on 10 Jul 08
       
      we really need those quiet spaces, the white spaces on a page to breathe and see what's really out there.
    • Carla Arena
      Carla Arena on 10 Jul 08
       
      we really need those quiet spaces, the white spaces on a page to breathe and see what's really out there.
    • Carla Arena
      Carla Arena on 10 Jul 08
       
      we really need those quiet spaces, the white spaces on a page to breathe and see what's really out there.
  • If we lose those quiet spaces, or fill them up with “content,” we will sacrifice something important not only in our selves but in our culture.
  • I come from a tradition of Western culture, in which the ideal (my ideal) was the complex, dense and “cathedral-like” structure of the highly educated and articulate personality—a man or woman who carried inside themselves a personally constructed and unique version of the entire heritage of the West. [But now] I see within us all (myself included) the replacement of complex inner density with a new kind of self—evolving under the pressure of information overload and the technology of the “instantly available.”
  • As we are drained of our “inner repertory of dense cultural inheritance,” Foreman concluded, we risk turning into “‘pancake people’—spread wide and thin as we connect with that vast network of information accessed by the mere touch of a button.”
  • Carla Arena on 10 Jul 08
     
    I bought the Atlantic just because of this article and just loved it. It has an interesting analysis of what is happening to our reading, questions what might be happening to our brains, and it inquires on the future of our relationship with technology. Are we just going to become "pancake people"? Would love to hear what you think.
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Nine Notable Uses for Social Bookmarking - 0 views

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shared by IN PI on 22 Jun 08 - Cached
    • IN PI
      IN PI on 22 Jun 08
       
      "Therefore, if you can attach an URL to a document, then you could use social bookmarking to organize any kind of document. This change of thinking can provide almost limitless opportunities for information management."
    • IN PI
      IN PI on 22 Jun 08
       
      Nine uses - A use Information for yourself 1. Create a calendar of upcoming events 2. use bookmarks as a people data base 3. Maintain an on-line folder of research materials and reference sites 4. Create a file indexing system - images, video, audio - for items that are on line: organize them and also graphics and written documents: any kind of file on the Web can be classified and stored. 5. Determine the popularity or a website or a link: if certain bookmarks are being saved by many users, it may be an indication that the material is worth while. B - Share information with other people 6. Create a public on-line portfolio: you can use bookmarks to create a tagged index of your on-line creative work. These groupings of your content may be shared with others in social bookmarking sites. 7. use bookmarks to make new contacts: discover the profile IDs or those who created the bookmarks: you may contact a person that bookmarks a lot of sites that you are looking for too. 8. Become an expert in giving opinions about specific websites. 9. Bookmarks may organize documents by multiple criteria within a single application; but you may use several different bookmarking applications: 9.1. Delicious - large number of users - great sharing. 9.2. Magnoia - with social features making it easier to share ideas. 9.3. Netvouz - powerful search and tagging
  • IN PI on 22 Jun 08
     
    first Web2.0 Wednesday Using social bookmarking to share and organize information; to manage an on-line portfolio
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A look at the technology culture divide | eSchoolNews.com - 11 views

www.eschoolnews.com/...-the-technology-culture-divide vision digital divide digital immigrants digital natives technology culture divide teaching learning
shared by Noelle Kreider on 14 Apr 10 - Cached
  • Today’s students represent the first generation to grow up with this new technology.
  • While educators may see students every day, they do not necessarily understand their students’ habits, expectations, or learning preferences–this has resulted in a technology cultural divide.
  • Students are very comfortable with technology and generally become frustrated when policy, rules, and restrictions prevent them from using technology. 
  • ...5 more annotations...
  • Educators must relinquish the idea of being all-knowing and replace that concept with an attitude of being a facilitator, knowing that the world of information is just a “click” away.
  • Traditional schools, generally staffed primarily with Digital Immigrants, often provide very little technology interaction compared to the digital world in which students are actually living.  Digital Natives can pay attention in class, but they choose not to pay attention, because in reality, they are bored with instructional methods that Digital Immigrants use.
  • Today’s Digital Native students have developed new attitudes and aptitudes as a result of their technology environment.  Although these characteristics provide great advantages in areas such as the students’ abilities to use information technology and to work collaboratively, they have created an imbalance between students’ learning environment expectations and Digital Immigrants’ teaching strategies and policies, which students find in schools today.
  • Teacher training programs in the area of technology will be paramount in the success of the Digital Native.
  • Twenty-first century educators must begin to answer these questions: Do the educational resources provided fit the needs and preferences of today’s learners?  Will linear content give way to simulations, games, and collaboration?  Do students’ desires for group learning and activities imply rethinking the configuration and use of space in classrooms and libraries?  What is the material basis of digital literacy? What is different in a digital age?  What are kids doing already and what could they be doing better, and more responsibly, if we learned how to teach them differently? Addressing these questions will contribute toward bridging the gap of the technology cultural divide and result in schools where all students have greater potential to achieve academically.
  • Noelle Kreider on 14 Apr 10
     
    Article discussing the technology culture divide between students and their teachers and its implications for rethinking how we teach.
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Introduction to Creative Thinking - 0 views

www.virtualsalt.com/crebook1.htm
shared by Maryanne Burgos on 27 Apr 10 - Cached
    • Maryanne Burgos
      Maryanne Burgos on 27 Apr 10
       
      This is the viewpoint of the authors of Disrupting Class who believe that "innovation does not take root through a direct attach on the existing system.  Instead it must go around and underneath the system.  This is how disruption drives affordability, accessibility, capability and responsiveness." (p. 225)
  • Reapplication.
  • general purpose spray cleaners can be used to kill ants.
  • ...22 more annotations...
  • Changing Direction
  • the goal is to solve the problem, not to implement a particular solution.
  • Motivation--a willingness to expend the effort--is more important than laboratory apparatus. And remember that you can always do something. Even if you cannot totally eradicate the problem from the face of the earth, you can always do something to make the situation better.
  • Mistakes aren't fun, but they sure are educational.
  • Positive Attitudes for Creativity
  • Curiosity. Creative people want to know things--all kinds of things-- just to know them. Knowledge does not require a reason. The question, "Why do you want to know that?" seems strange to the creative person, who is likely to respond, "Because I don't know the answer." Knowledge is enjoyable and often useful in strange and unexpected ways
  • halleng
  • Challenge. Curious people like to identify and challenge the assumptions behind ideas, proposals, problems, beliefs, and statements. Many assumptions, of course, turn out to be quite necessary and solid, but many others have been assumed unnecessarily, and in breaking out of those assumptions often comes a new idea, a new path, a new solution.
  • Constructive discontent. This is not a whining, griping kind of discontent, but the ability to see a need for improvement and to propose a method of making that improvement. Constructive discontent is a positive, enthusiastic discontent, reflecting the thought, "Hey, I know a way to make that better."
  • 4. A belief that most problems can be solved.
  • 5. The ability to suspend judgment and criticism.
  • Remember then that (1) an idea may begin to look good only after it becomes a bit more familiar or is seen in a slightly different context or clothing or circumstance
  • 6. Seeing the good in the bad. Creative thinkers, when faced with poor solutions, don't cast them away. Instead, they ask, "What's good about it?" because there may be something useful even in the worst ideas. And however little that good may be, it might be turned to good effect or made greater.
  • 7. Problems lead to improvements.
  • 8. A problem can also be a solution
  • 9. Problems are interesting and emotionally acceptable.
  • Miscellaneous Good Attitudes
  • 1. Perseverance.
  • 2. A flexible imagination
  • 3. A belief that mistakes are welcome. Modern society has for some reason conceived the idea that the only unforgivable thing is to fail or make a mistake. Actually failure is an opportunity; mistakes show that something is being done. So creative people have come to realize and accept emotionally that making mistakes is no negative biggie. One chief executive of a big American corporation warns all his newly hired managers, "Make sure you make a reasonable number of mistakes." Mistakes are educational and can lead to success--because they mean you are doing something.
  • Robert Harris Version Date: July 1, 1998
    • Maryanne Burgos
      Maryanne Burgos on 27 Apr 10
       
      Biographical info on Robert A. Harris http://www.virtualsalt.com/lit/bioblurb.htm
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Tips for Learning Foreign Languages - 0 views

fluent-language.blogspot.com learningwithcomputers online learning vocabulary language languages grammar
shared by Miss Language on 19 Aug 11 - No Cached
  • Miss Language on 19 Aug 11
     
    Learn Foreign Languages faster thanks to these tips. More tips published every other day. Improve your vocabulary, your grammar, your pronunciation, and have fun becoming fluent in a new language!
24More

rre : Message: [RRE]The Social Life of Information - 0 views

tech.groups.yahoo.com/...1235 networksofpractice
shared by Benjamin Jörissen on 04 Jun 09 - Cached
  • The importance of people as creators and carriers of knowledge is forcing organizations to realize that knowledge lies less in its databases than in its people.
  • Learning to be requires more than just information. It requires the ability to engage in the practice in question. Indeed, Bruner's distinction highlights another, made by the philosopher Gilbert Ryle. He distinguishes "know that" from "know how".
  • This claim of Polanyi's resembles Ryle's argument that "know that" doesn't produce "know how," and Bruner's that learning about doesn't, on its own, allow you to learn to be. Information, all these arguments suggest, is on its own not enough to produce actionable knowledge. Practice too is required.
  • ...20 more annotations...
  • Despite the tendency to shut ourselves away and sit in Rodinesque isolation when we have to learn, learning is a remarkably social process. Social groups provide the resources for their members to learn.
  • Learning and Identity Shape One Another
  • Bruner, with his idea of learning to be, and Lave and Wenger, in their discussion of communities of practice, both stress how learning needs to be understood in relation to the development of human identity.
  • In learning to be, in becoming a member of a community of practice, an individual is developing a social identity.
  • So, even when people are learning about, in Bruner's terms, the identity they are developing determines what they pay attention to and what they learn. What people learn about, then, is always refracted through who they are and what they are learning to be.
  • In either case, the result, as the anthropologist Gregory Bateson puts it neatly, is "a difference that makes a difference". 29 The importance of disturbance or change makes it almost inevitable that we focus on these.
  • So to understand the whole interaction, it is as important to ask how the lake is formed as to ask how the pebble got there. It's this formation rather than information that we want to draw attention to, though the development is almost imperceptible and the forces invisible in comparison to the drama and immediacy of the pebble. It's not, to repeat once more, the information that creates that background. The background has to be in place for the information to register.
  • The forces that shape the background are, rather, the tectonic social forces, always at work, within which and against which individuals configure their identity. These create not only grounds for reception, but grounds for interpretation, judgment, and understanding.
    • Benjamin Jörissen
      Benjamin Jörissen on 04 Jun 09
       
      kulturelle Muster, die qua Sozialisation erworben werden, und die in Bildungsprozessen verändert werden.
  • A Brief Note on the "Social"
  • It took Karl Marx to point out, however, that Crusoe is not a universal. On his island (and in Defoe's mind), he is deeply rooted in the society from which he came
  • Jean-Paul Sartre
  • We need not watch long before we can explain it: he is playing at being a waiter in a cafe . . . . [T]he waiter plays with his condition in order to realize it
  • So while people do indeed learn alone, even when they are not stranded on desert islands or in small cafes, they are nonetheless always enmeshed in society, which saturates our environment, however much we might wish to escape it at times.
  • For the same reason, however, members of these networks are to some degree divided or separated from people with different practices. It is not the different information they have that divides them.
  • Rather, it is their different attitudes or dispositions toward that information -- attitudes and dispositions shaped by practice and identity -- that divide. Consequently, despite much in common, physicians are different from nurses, accountants from financial planners.
  • two types of work-related networks
  • First, there are the networks that link people to others whom they may never get to know but who work on similar practices. We call these "networks of practice"
  • Second, there are the more tight-knit groups formed, again through practice, by people working together on the same or similar tasks. These are what, following Lave and Wenger, we call "communities of practice".
  • Networks of Practice
  • The 25,000 reps working for Xerox make up, in theory, such a network.
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Satta Matka - Slashdot - 0 views

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shared by Satta Matka on 11 May 18 - No Cached
  • Satta Matka on 11 May 18
     
    Our target is to help you become the ultimate Satta Matka King. So let's play. The game is on!
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    Our target is to help you become the ultimate Satta Matka King. So let's play. The game is on!
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Satta Matka - 0 views

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shared by Satta Matka on 12 May 18 - No Cached
  • Satta Matka on 12 May 18
     
    our target is to help you become the ultimate Satta Matka King. So let's play. The game is on!
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Tech News - 1 views

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shared by Rakhi Roy on 28 Jul 14 - No Cached
  • Rakhi Roy on 28 Jul 14
     
    The mobile world of the best Smartphones 2015 continues to evolve at higher speed due to the high competition of technology around the world as we become more dependent on the use of the Smartphone phone in our daily lives between the people who purchase them with a useful purpose of the Smartphone.
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Selenium Training in Gurgaon | Automation Software Testing Training - 0 views

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shared by sana21 on 04 Oct 21 - No Cached
  • sana21 on 04 Oct 21
     
    Gyansetu is one of the most credible Software Testing training institutes in Gurgaon offering hands on Practical knowledge and full job assistance with basic as well as advanced level Software Testing training courses. At Gyansetu well-equipped Software Testing training center in Gurgaon aspirants learn the skills to become a software tester . Excel in Automation Test Industry Understand types of Testing catering by Selenium Configure JAVA and its Environment Learn All Components require to drive the Test Automation using Selenium Create Automation Test Scripts using Selenium WebDriver Implementation of TestNG framework in Selenium WebDriver Importance of Page Object Model and its purpose Parametrization Automation frameworks like Data-driven, Keyword-driven, and Hybrid Understand Functionalities of Third Party Tools such as Jenkins, Sikuli, & AutoIT Introduction of Web Service/ API Testing

Salesforce training in Gurgaon | Salesforce course in Gurgaon - 0 views

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Evidence increases for reading on paper instead of screens - 4 views

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shared by Paul Beaufait on 19 Aug 19 - No Cached
  • Paul Beaufait on 19 Aug 19
     
    "[S]tudies point to better reading comprehension from printed material..." (deck). "[R]esults from 33 high-quality studies that tested students' comprehension ... showed that students of all ages, from elementary school to college, tend to absorb more when they're reading on paper than on screens, particularly when it comes to nonfiction material" (Barshay, ¶¶ 3-4). That is, without the extra bells and whistles that digital texts can potentially offer" (¶10). "Still, there isn't yet convincing proof that the digital add-ons improve reading comprehension or even match the reading comprehension that students can achieve with text on paper" (¶12). Barshay, Jill. (2019.08.12). Evidence increases for reading on paper instead of screens [online news report]. https://hechingerreport.org/evidence-increases-for-reading-on-paper-instead-of-screens/
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Buy Yelp Elite Reviews - 0 views

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  • yelpeliterevie12 on 30 May 23
     
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  • nathanielcowan54 on 08 Nov 23
     
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