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Eric Calvert

LRND 6820-UDL | mmieure's blog - 0 views

blogs.bgsu.edu/...lrnd-6820-udl

lrnd6820 udl mmieure

shared by Eric Calvert on 02 Nov 10 - No Cached
  • I have located a few more articles on the subject that I found relevant to the issue.
    • Eric Calvert
      Eric Calvert on 02 Nov 10
       
      If you've found any you think others would benefit from, please consider sharing them via the Diigo group for the course.
  • 3)Affective Networks-The “why” of learning. —How learners get engaged and stay motivated. How they are challenged, excited, or interested. These are affective dimensions.
    • Eric Calvert
      Eric Calvert on 02 Nov 10
       
      This is one of the elements I particularly like about the UDL framework.  We know from Hardre and others that motivation is so essential to learning, but we don't always think about it in designing curricula like we should. 
  • I do not believe that UDL is the answer to everything, however I would say it will be a great tool and measuring stick to allow us to proceed effectively in the future.
    • Eric Calvert
      Eric Calvert on 02 Nov 10
       
      I agree.  There will still be circumstances where specialized tools will be needed to help certain individuals.  However, it's far easier to adapt materials that are created with accessibility in mind "from the get-go" vs. creating something for a prototypical "average" person and trying to retrofit and differentiate it after the fact.
  • ...1 more annotation...
  • It seems that video game learning environments will spin from the “affective networks” of the brain, using these traits to tap into maximum learning.
    • Eric Calvert
      Eric Calvert on 02 Nov 10
       
      Good observation, Matt.  Learning design could learn a lot from game design about what motivates people to explore electronic content and persist in trying to overcome challenges.
Eric Calvert

mmieure's blog - 0 views

blogs.bgsu.edu/mmieure

shared by Eric Calvert on 15 Oct 10 - No Cached
  • We know the educational system has to change and be more effective, however if you are teaching a biology class of 40 students, and you are intorducing text books, smart boards, lab experiments and field trips, what more can you do?
    • Eric Calvert
      Eric Calvert on 15 Oct 10
       
      You're right.  The curriculum is getting very "crowded."  I think our tendency is to look at curriculum and ask, "what more needs to be added," when sometimes we could actually improve things but cutting things out -- especially where there's not currently time for students to think deeply enough about the content for it to "stick."
  • It would seem impossible to taylor the curriculum to each student.  As relative to this article, it makes the point that learning can come in a variety of packages depending on the individual, and this is true.  However,  I see it also as a difficult road to capitalize on these ideas when you have too many students, not enough time and not enough money.
  • It just brings me to another question, are the digital natives and their knack for being able to multi-task multiple technological devices at the same time really smarter than the rest of us because of it?  Or are they unknowingly being overwhelmed with too many distractions?
    • Eric Calvert
      Eric Calvert on 15 Oct 10
       
      We'll explore this question in great depth during the VoiceThread debate next week!
  • ...2 more annotations...
  • For instance, the non-interactive learning is more beneficial to basic skills whereas the interactive learning is more beneficial to high order skills.  Again, I believe studies such as this could benefit education enormously.
    • Eric Calvert
      Eric Calvert on 15 Oct 10
       
      Yes.  Going back to your earlier point, sometimes less really is more.
  • According to this model, it seems that in order to enhance the long term learning of a student we should consider a “learning how to learn” class
    • Eric Calvert
      Eric Calvert on 15 Oct 10
       
      You might be interested in some of Arthur Costa's work on explicitly teaching metacognitive skills to young students.  
Eric Calvert

LRND 6820-Voice Thread Debate | mmieure's blog - 1 views

blogs.bgsu.edu/...lrnd-6820-voice-thread-debate

shared by Eric Calvert on 25 Oct 10 - No Cached
  • It was very nice to get to know some of the other student better and more personally.
    • Eric Calvert
      Eric Calvert on 25 Oct 10
       
      A couple of other students have made similar comments to me.  Do you think it might have been helpful to have this activity closer to the start of the semester so it could do double duty both as a learning/critical thinking activity and as an ice-breaker/teambuilder?
  • I just think if my entire team could have sat down in the same room with a few notebooks we could have gotten a lot more done as everyone would have been focused on the project at the same time.
    • Eric Calvert
      Eric Calvert on 25 Oct 10
       
      Others have commented that at least one synchronous meeting with teammates would have been helpful at the beginning.  (Although "face to face" may not be practical since not everyone lives in the same area.)
  • Conducted by the Pew Internet and American Life Project and Elon University’s Imaging the Internet Center.
    • Eric Calvert
      Eric Calvert on 25 Oct 10
       
      I'm glad you stumbled on to this resource, Matt.  There's some fascinating work going on there, and it's ongoing, so we'll hopefully get to see some trends unfold over time.
Eric Calvert

LRND 6820-ON INTELLIGENCE | mmieure's blog - 1 views

blogs.bgsu.edu/...lrnd-6820-on-intelligence

shared by Eric Calvert on 08 Oct 10 - No Cached
  • If you examine this backwards, it would appear that the only way to change behaviors in an individual is to first alter the perceptions/predictions which are coming from the brain.
    • Eric Calvert
      Eric Calvert on 08 Oct 10
       
      Yes! (Although, to a certain extent, exerting control/influence on the behavior of others can change mental patterns as well.  The drawbacks of this approach are that it can be coercive and it takes some consistency and repetition.)  For example, think of people who pay personal trainers or diet counselors to essentially manipulate their behavior until they develop the habits they want.
  • Thus, if we couple expectations with predictions and perceptions, I believe that we can go a long way in changing behavior over time.  If a person is going to behave based on what the brain see’s as most logical, then behavior can be changed by changing the logic.  I am a true believer in congnitive therapy, for instance.  I believe that cognitive therapy is rather strong proof that the patterns of ones behaviors can be changed by retraining the brain to set up the resultant behaviors to the desired outcome.
    • Eric Calvert
      Eric Calvert on 08 Oct 10
       
      Good insight and example, Matt.
  • There needs to be more emphasis on “what” behaviors are resulting from technology.  If we can tangilby measure the behaviors resulting from technological innovation, would that not help us to understand what parts of technology are effective and what parts are ineffective?
    • Eric Calvert
      Eric Calvert on 08 Oct 10
       
      Another interesting point.  Remember, too, that Hawkins really views behavior as part of the thinking/learning process.  In his view, behavior is often driven by desire to collect data about the world to help us determine which mental patterns are applicable and to verify that our mental models of the world are correct.  There's no hard line between thought and behavior.
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