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ollie1

Chapter 3. A Typology of Social Forms for Learning - 5 views

  • In brief, the evolved form illustrates three kinds of aggregation of learners in either formal or informal learning: groups, networks, and sets. We originally conflated sets with a further emergent entity that is not a social form as such, which we have referred to as the collective
  • the tutor can respond directly to questions, adapt teaching to the learner’s stated or implied reactions, and the learner can choose whether to intervene in the course of his or her own tuition without contest with others (Dron, 2007
  • one-to-one dialogue represents an “ideal” form of guided learning, at least where there is a teacher who knows more than the learner and is able to apply methods and techniques to help that learner to learn
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  • t continues to play an important role in network forms of sociality because of the essentially one-to-one edges between nodes that lead to what Rainie and Wellman (2012) refer to as “networked individualism”—
  • However, one of their defining characteristics is that their members are, in principle and often in practice, listable.
    • djplaner
       
      For me, this category is where all of Riel and Polin's (2004) types of community fit. The notion of community (as per Riel and Polin) doesn't capture the full set of possibilities that are observable on in netgl
  • People may be unaware that they are part of a set (e.g., people with a particular genetic marker), or they may identify with it (e.g., people who are fans of football or constructivist teaching methods).
    • djplaner
       
      In my context "as teacher" - helping other academics learn how to learn online - the Set may be one of the missing considerations in staff development. i.e. all of those people teaching huge first year university courses could be said to belong to a set. Yet there is - at least at my institution - very little sharing/engagement/learning within this set. Most of it occurs within their group (e.g. the school of education) even though chances are that someone teaching a large first year education course has more to learn from someone teaching a large first year accounting course than from someone teaching a Master of Education course with 12 people in it.
  • Group-oriented systems tend to provide features like variable roles, restricted membership, and role-based permissions. Network-oriented systems tend to provide features like friending, linking, and commenting. Set-oriented systems tend to provide tools like topic- or location-based selections, tags, and categories.
    • djplaner
       
      The design of the technology you use can be very important. Trying to create network learning with a group learning tool (e.g. Moodle) can be difficult. One of the reasons why this course has moved to using an open blog, rather than Moodle.
  •  
    Chapter from the Dron and Anderson book that expands upon the "group, networks and collectives" paper (by Dron and Anderson) from week 3
ollie1

The Power of networks: Knowledge in an age of infinite interconnectedness - 1 views

shared by ollie1 on 20 Aug 16 - No Cached
  •  
    A fascinating and original look at networks, and how networking has become almost a movement, which is helping the world re-examine and understand science and art.
paul_size

The Challenges (and Future) of Networked Learning ~ Stephen's Web - 2 views

  •  
    Presentation from Stephen Downes (slides and audio) - the abstract A conversation about challenges (and future?) of networked learning. A broad understanding of the meaning and potential of networked learning can help educational institutions to rethink their role beyond the provision of LMS and centralized information systems. What skills are needed? What happens if we don't develop them? What kind of technology supports the development of said skills? What's the relation between this and issues of information property and citizenship in a digital context (POSSE models, Indie web movement)?
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    The future of networked learning
ozangel4

Technological, Pedagogical and Content Knowledge - ICTEvangelist - 1 views

    • ozangel4
       
      I found this wonderful to know that there has been a model to help us make sense of how we can coordinate and stimulate learning with the use of ict in the classroom
djplaner

ABC: 10 reasons NOT to create a course and 10 other options « Learning in the Social Workplace - 2 views

  •  
    Suport for embedding PD in BIM and perhaps some ideas about how to do it.
  •  
    Short blog post that might be especially relevant to those of you who working in roles where you are helping other employees perform a job. Gives 10 reasons why you shouldn't create a course and some options for doing something different.
Charmian LORD

Critical Theories on Education and Technology - PhD Wiki - 0 views

  • Feenberg and other critical theorists such as Ellul, Ihde and Irrgang maintain that technology is neither neutral nor autonomous but ambivalent. Ambivalent technology is distinguished from neutrality by the role it attributes to social values in the use and the development of technical systems.
  • technology is not a thing in itself but is inherently a process of social, historical and political cultures.
  • technology mediates experience, and through this mediation, it alters the experience of the phenomena.
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  • Arisaka (2001)
  • The future development of educational technology will not be determined by the technology itself, states Feenberg, but rather the politics within the educational community and national political trends. In taking a dialogic approach, he stresses educational technology of an advanced society should be shaped by educational dialogue rather than the production-oriented logic of automation.
    • Charmian LORD
       
      If this is the case, I may be "won over" by Feenberg's dialogic approach.  Let's see :)
  • According to Feenberg (1991), critical theory explains how technology is embedded in society through ‘technological code’ that is dialectical, contextual, aesthetic, and humanly, socially, and ecologically responsible.
  • In summary, Feenberg (2002; 5) calls for a profound democratic transformation of technologies, asking “can we conceive an industrial society based on democratic participation in which individual freedom is not market freedom and in which social responsibility is not exercised through coercive regulation?” He argues a good society should support the personal freedom of its members enabling them to participate effectively in a range of public activities. This can be manifest in democratizing technological design; pursuing a ‘democratic rationalization’ where actors participate in the technological design processes. For Illich (1973), ‘tools of conviviality’ produce a democratic and convivial society in which individuals communicate, debate, participate in social and political life, and help make decisions. Convivial tools free individuals from dependency and cultivate autonomy and sociality.
  • Don Ihde (1990)
    • Charmian LORD
       
      I think he missed the idea that some people like to learn online.  It may have come about for (mostly) financial reasons but has been put to good use by many.
  • E-learning literature increasingly perceives the role of the tutor as facilitator (Salmon, 2004), whilst in a connectivist learning environment, it may become further marginalised or even obsolesced (Siemens, 2004). This emphasis on informal and autonomous learning and student engagement with experts outside their formal educational institutions also recalls Illich’s (1970) community webs. Critical educators such as Freire and Feenberg are critical of the diminishing of critical engagement by the tutor and believe it is essential that teachers continue to have a directive role.
  • Friesen (2008) explores three myths pertinent to current e-learning literature: Knowledge Economy Anyone, Anywhere, Anytime Learning Technology drives Educational Change
  • Kellner stresses that multiple literacies, such as media, computer, and information literacies are required in response to emergent technologies and cultural conditions to empower students to participate in the expanding high-tech culture and networked society.
  • Karlsson (2002) however, suggests so called web literacies should be recognised and studied merely as print literacies that appear on the web. Feenberg (2002) reminds us arguments emerging around new educational technologies are nothing new. He suggests writing was one of the first (narrow bandwidth) educational technologies, and describes how Plato denounced writing as destructive to the dialogic relationship between teacher and student evident in spoken discourse. (Noble (1997) points out the irony in Plato using written text to critique writing, suggesting that similarly, the majority of current attacks on web-based media circulate online.)
  • What originated as a hastily-conceived title for a conference presentation has since become a catch-all term for a range of ‘ontologically non–compatible’ elements (Allen, 2008). In an attempt to conceptualize the meaning of Web 2.0, Allen identifies four key components: Technological implementations that prioritise the manipulation and presentation of data through the interaction of both human and computer agents. An Economic model. Using the Web to put people and data together in meaningful exchanges for financial gain. Users are perceived as active participants, engaged in creating, maintaining and expanding Web content. The politics of Web 2.0 are expressed in traditional democratic terms, which emphasises freedom of choice and the empowerment of individuals.
  • Under a critical perspective, the democratic forms of media consumption and production of Web 2.0 are challenged by the underlying “dictates of a neo-liberal socio–political hegemony” (Jarrett, 2008), as evidenced in the exploitation of user–generated content by major corporations (Petersen, 2008). As Silver (2008) reminds us, “when corporations say community they mean commerce, and when they say aggregation they mean advertising.” Scholz (2008) contends the Web remains largely the domain of “professional elites that define what enters the public discourse,” In addition, social conditions inherent in Web 2.0 practices such as personalization (Zimmer, 2008) and participatory surveillance (Albrechtslund, 2008) require a rethinking of traditional notions of identity, privacy and social hierarchies. As educationalists demonstrate an increasing determination to tap into the apparent technological and sociological affordances of Web 2.0, these are issues that cannot be ignored.
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    PhD students article summarising critical theories.
thaleia66

The Global Search for Education: Can Tech Help Students Learn? | C. M. Rubin - 0 views

  • teachers who are more inclined and better prepared for what are known as student-oriented teaching practices, such as group work, individualized learning, and project work, are more likely to use digital resources. But in many cases, teachers were not adequately prepared to use the kind of teaching methods that make the most of technology
  • Overall, the most successful plans were incremental and built on lessons learned from previous plans.
  • There is increasing recognition of the important role of teachers in education. But we need to go beyond the idea that teaching is an art that requires exceptional talent. There are exceptional teachers, but we need to support the professional development of all teachers, and we can do so if we invest in the scientific base of the teaching profession and empower those very exceptional teachers to become leaders who inspire other teachers.Technology offers great tools in this respect. I'm thinking of platforms for collaboration in knowledge creation, where teachers can share and enrich teaching materials; of the amount of data that can be collected to measure students' learning; or of the increasing use of blended learning models in teachers' training, in which online lectures are combined with individualized expert support and feedback from peers. Because they enable feedback loops between theory and everyday classroom practice and are supported by a network of like-minded peers, these models have been found to be much more effective than the traditional model of courses, workshops, conferences and seminars
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  • Integrating technology successfully in education is not so much a matter of choosing the right device, the right amount of time to spend with it, the best software or the right digital textbook. The key elements for success are the teachers, school leaders and other decision makers who have the vision, and the ability, to make the connection between students, computers and learning.I would encourage all educators to invest in their professional knowledge about how technology can improve their work practices.
djplaner

Student Data, Algorithms, Ideology, and Identity-less-ness - 0 views

  • These ideologies permeate new digital learning technologies. They reward the “roaming autodidact” while always judging others as inferior. (A lack of "intrinsic motivation," for example.)
  • We can help students understand their learning history without knowing their identity.”
  • What happens to bodies – particularly bodies of marginalized people – when they're submittted to a new knowledge regime that claims to be identity-less, that privileges identity-less-ness?
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    Picks up on some issues around MOOCs and other more recent implementations of NGL.
thaleia66

Success, personal learning plans, and multiple pathways in open courses | George Veletsianos - 0 views

  • So, the question becomes, how do you support all learners to achieve what they aspire to achieve?
  • the learner is given more of that control. The instructors write: ”This course will experiment with multiple learning pathways. It has been structured to allow learners to take various pathways through learning content – either in the existing edX format or in a social competency-based and self-directed format. Learners will have access to pathways that support both beginners, and more advanced students, with pointers to additional advanced resources. In addition to interactions within the edX platform, learners will be encouraged to engage in distributed conversations on social media such as blogs and Twitter.” I like this because of the recognition that learners come to courses with varying needs/wants and that recognition influenced the design of the course.
  • research has shown, that learners don’t know what they don’t know. A personal learning plan isn’t a panacea, which is why every course needs to include a diverse range of scaffolds and supports.
    • debliriges
       
      Argument for including diverse range of scaffolds and supports 
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  • I assume that individuals will enrol in this course to pursue a personal need/ambition
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    Canadian university professor shares some initial thoughts on how he intends scaffolding student learning in his open course through the use of Personal Learning Plans. While I'm not going to mandate this in NGL this time around (next offering is perhaps another question). It's something you might like to explore for your own purposes. I'm a little intrigued by the idea of some open courses making a decision to offer multiple pathways through an open course. Shouldn't it be the learner that (is helped to) create their own path?
  •  
    How do you support all learners to achieve what they aspire to achieve? 
djplaner

AJET 26(3) Drexler (2010) - The networked student model for construction of personal learning environments: Balancing teacher control and student autonomy - 7 views

  • Students engaging in networked learning research must be more self-directed
    • Anne Trethewey
       
      Raises the question - what about those students who do not possess these skills?
    • paul_size
       
      I agree, if they do not possess these skills then what?  And is that necessarily a bad thing?  How do we support those with the skills at the same time as those without the skills?
  • balance between structure and learner autonomy
    • Anne Trethewey
       
      Recognises that particular skills are require and may need to explicitly taught.
  • take an active role in the learning process by making decisions
    • Anne Trethewey
       
      Active participation = decision making
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  • If the learner has primary control, the teacher must consider alternative assessments (Pedersen & Liu, 2003)
  • The role of a teacher within a student-centered approach to instruction is that of a facilitator or coach (Wang, 2006)
  • The students in this study are in effect, networked learners in training.
    • Anne Trethewey
       
      Love this view of students working to acquire NGL skills - "networked learners in training"
  • A teacher is better equipped to facilitate networked learning if he or she has experienced the construction of such a model first hand
    • Anne Trethewey
       
      Just as well we are all taking this course! :)
  • Figure 2: The Networked Student
    • Anne Trethewey
       
      A model of the networked student.  Like how it incorporates all aspects of a students life, not just online!
  • He or she constructs knowledge based on experiences and social interactions (Jonassen et al., 2003)
  • He asserts that learning and knowledge rest in diversity of opinions, and learning is a process of connecting nodes or information sources (Siemens, 2004).
    • Anne Trethewey
       
      Constructivism influences.
    • paul_size
       
      This is a really nice line.  I like the idea that through collaboration we can leverage off diversity.  
  • Technology supports this appropriation as a collection of tools that promote knowledge construction, an information vehicle for exploring knowledge, an active learning tool, a social medium to promote conversing, and an intellectual partner to facilitate reflection (Jonassen et al., 2003). Each of these components is present in the
    • Anne Trethewey
       
      Technology SUPPORTS the learning.
  • The networked student constructs a personal learning environment one node at a time. Once these connections are formed, they must be revisited and built upon to facilitate further learning. The personal learning environment lives beyond time spent in a classroom, especially if the learner chooses to activate it. Yet even in the situation where one learner abandons the personal learning environment, if created as an open resource, it becomes a strong node from which others can learn.
    • Anne Trethewey
       
      A nice example of how constructivism works in students construction of knowledge both inside and outside the confines of the classroom.
  • The teacher is necessary to help the students navigate the breadth of content, apply the tools properly, and offer support in the form of digital literacy skills and subject matter expertise.
    • Anne Trethewey
       
      To achieve depth of understanding, students still require teacher assistance and guidance. 
    • paul_size
       
      I guess this links in nicely with assignment 1 and our posts on how NGL can inform our roles as teachers.
  • Teacher beliefs about the value of technology as a teaching tool may determine effective integration more than traditional forms of professional development (Mueller et al., 2008).
    • Anne Trethewey
       
      Teacher beliefs about the value of technology = successful integration.
    • paul_size
       
      I agree.  The teacher plays such an important role in all of this.
  • Table 1: Patterns for networked learning (Goodyear, 2005, p. 1
  • The personal learning environment can take the place of a traditional textbook
    • Anne Trethewey
       
      Interesting concept given Brendon's current textbook debate!
    • paul_size
       
      I like the idea of empowering networked students and by enabling them to transcend the traditional concept of the classroom by user friendly web applications.  What about the implications for the work environment?  As David talked about earlier in once of his posts about his experience and finding, I think it was, USQs tools not as useful as the ones outside of work.  How do we empower ourselves in a limited environment?
  • Traditional, lecture-based classrooms are designed as passive learning environments in which the teacher conveys knowledge and the student responds (Chen, 2009).
    • paul_size
       
      I liked this line - for me it really sums up my work environment at present. It's a passive, top down culture where you are lucky if you are the recipient of knowledge rather than a partaker in the journey.
    • paul_size
       
      I think that using Diigo for me is a great example of were learning moves beyond the passive to an integrated environment.  
  • "He or she supports the students in their search and supply of relevant material, coordinates the students' presentations of individual milestones of their projects, moderates discussions, consults in all kinds of problem-solving and seeking for solutions, lectures on topics that are selected in plenary discussions with the students and conforms to the curriculum" (Motschnig-Pitrik & Holzinger, 2002, p. 166).
  • scaffold the learning process
  • Examples of emerging web applications for each of these categories are highlighted. The Networked Student Model establishes a baseline that begins to address what level of structure is needed to facilitate networked learning while providing a foundation for greater student control over the personal learning environment.
    • paul_size
       
      scaffold the learning process... what level of structure is needed to facilitate networked learning while providing a foundation of learner control. For me this is the reality at the moment with NGL. What structure do I need to support my knowledge development? It's about my PKM as well and already that has changed since my initial blog.
  • Networked learning, constructivism, and principles of connectivism inform the instructional design and provide a foundation on which future studies can explore the impact of networked learning on K-12 students and teachers.
  • It is the combination of these connections, especially in concert with human to human contact, that provide the most powerful learning potential (Goodyear, 2005).
  • The significant connections in Couros' view of the network include colleagues, popular media, print and digital resources, the local community, blogs, wikis, video conferencing, chat/IRC, social networking services, online communities, social bookmarking, digital photo sharing, and content development communities (Couros, 2008).
  • The networked student follows a constructivist approach to learning.
  • The Networked Student Model of constructing personal learning environments is reflected in many connectivist principles.
  • Conversely, in the networked learning environment, blogging is a key component of the personal learning environment through which students respond to and collect the opinions of others. Students identify blogs that target a specific unit of study, and they have the option to respond with opinions of their own. They are taught to discern between fact and opinion and appreciate the value of both.
    • paul_size
       
      I think the key here is being able to discern between fact and opinion.  How is this taught to kids today?  I am not a teacher, on the ground with students so any thoughts on this would be great. 
  • The networked student constructs knowledge that can be built upon in other contexts. That knowledge resides within the network to be activated by the learner at any time in the future. There is always the capacity to add nodes to the network (Siemens, 2009).
    • paul_size
       
      I think this links in nicely with Communities of Practice the construction of knowledge.  The knowledge is held within the community and it is by participation that one moves towards mastery (Wenger, 1988).
  • Ultimately, meaningful learning occurs with knowledge construction, not reproduction; conversation, not reception; articulation, not repetition; collaboration, not competition; and reflection, not prescription (Jonassen et al., 2003).
    • paul_size
       
      So meaningful learning comes through knowledge construction.  Not cutting and pasting.  It's about getting out there and into the real world and feeling the experience.
  • Learning potential exists in what the student does with the compilation of content and how it is synthesised.
  • exploring problems, asking questions, making discoveries, achieving new understanding and fulfilling personal curiosity" (National Science Foundation, as quoted by Chang & Wang, 2009, p. 169)
  • The networked student test case follows a single iteration, design based research process (Ma & Harmon, 2009) for analysing a problem, developing a solution, testing a prototype, and reflecting on the results.
  • The students had never participated in networked learning, so a significant amount of time was allotted at the beginning of the project to address digital literacy as well as task and organisational skills that would be required in the online environment.
  • The process and tools are overwhelming to students if presented all at once.
    • paul_size
       
      Here here!
  • Achieving the delicate balance between teacher control and student autonomy is an ongoing challenge when facilitating student use of new technologies for self-regulated learning
  • While the Networked Student Model affords the learner more control and responsibility, the teacher must continually balance this freedom with enough structure to keep students on task and engaged in the learning process.
  • Adopting a networked learning approach would require considerable teacher professional development and a philosophy different from that of most current educators. The implications of the latter on the potential of networked learning are far reaching. They extend to school policy, hiring practice, and pre-service teacher education.
    • paul_size
       
      Makes you think about the future of NGL and implications.
  • cognitive apprenticeship model
  • The Networked Student Model is a work in progress. As web technologies evolve and personal learning management becomes easier, students will gain even greater access to knowledge and more learning control. The construction of personal learning environments has potential; however, extensive research is needed to document best practices, explore the changing role of teacher and student, apply evolving innovations, refine instructional design, and consider pedagogical implications. Social networking and sharing of personal learning environments between students holds further promise as more students participate in networked learning and post their results in an open forum.
  •  
    Journal paper from author also involved in the "networked student" video that appears in this list. "Principles of networked learning, constructivism, and connectivism inform the design of a test case through which secondary students construct personal learning environments for the purpose of independent inquiry. Emerging web applications and open educational resources are integrated to support a Networked Student Model that promotes inquiry-based learning and digital literacy, empowers the learner, and offers flexibility as new technologies emerge. The Networked Student Model and a test case are described in detail along with implications and considerations for additional research. The article is meant to facilitate further discussion about K-12 student construction of personal learning environments and offer the practitioner a foundation on which to facilitate a networked learning experience. It seeks to determine how a teacher can scaffold a networked learning approach while providing a foundation on which students take more control of the learning process. "
ozangel4

Diigolet | Diigo - 0 views

shared by ozangel4 on 10 Aug 15 - No Cached
    • ozangel4
       
      have been struggling to work out Diigo thankyou for reposting links has helped tremendously
ozangel4

The Pomodoro Technique® - Time Management Skills From MindTools.com - 1 views

    • ozangel4
       
      A very interesting technique picked up in my MOOC -Learning how to learn. Hopefully it may help us to learn and to understand as we teach our participants
paul_size

What is Networked Learning? - 0 views

  • Another colleague was explaining how they had found that holding tutorials in Second Life helped students to express themselves. If education is fundamentally conversational then conversations are useful to that end. However if education is fundamentally about collaboration (I think Andy Blunden makes this point but need to read more!) then evidently you need to be building something together, a conversation can certainly be supportive of that, wherever/however it happens but talking will only get you so far.
    • paul_size
       
      I like this about collaboration vs conversation and the notion of building something together.  This links nicely with communities of practice.
  • Where the academic practices of the given discipline or field are primarily text-based, that is really where the focus should be, around developing confidence, style and sophistication (even epistemic fluency!) with that mode of communication. When 'voice-to-voice', it is easy to enter into almost a therapeutic relationship with students and talk with them and to them for hours, whereby they may indeed reveal all manner of interesting details and walk away having had a lovely time.
    • paul_size
       
      Text based to develop confidence....voice-to-voice to develop therapeutic relationship with students.  Goes onto say how writing is very difficult and limiting students to writing may not be glamorous but cuts to heart of an apprenticeship in knowledge work.
debliriges

Readers absorb less on Kindles than on paper, study finds | Books | The Guardian - 0 views

  • The researchers suggest that "the haptic and tactile feedback of a Kindle does not provide the same support for mental reconstruction of a story as a print pocket book does".
  • She and her fellow researchers found that "students who read texts in print scored significantly better on the reading comprehension test than students who read the texts digitally".
  • a new European research network doing empirical research on the effects of digitisation on text reading. The network says that "research shows that the amount of time spent reading long-form texts is in decline, and due to digitisation, reading is becoming more intermittent and fragmented", with "empirical evidence indicat[ing] that affordances of screen devices might negatively impact cognitive and emotional aspects of reading". They hope their work will improve scientific understanding of the implications of digitisation, thus helping to cope with its impact.
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  • "We need to provide research and evidence-based knowledge to publishers on what kind of devices (iPad, Kindle, print) should be used for what kind of content; what kinds of texts are likely to be less hampered by being read digitally, and which might require the support of paper,"
  •  
    Some interesting research to consider about students learning
anonymous

Imagining Successful Schools - NYTimes.com - 0 views

  • This system has infuriated and shamed teachers, and is a lot of the reason that teacher turnover is so high, causing even many of the best teachers to abandon the ranks.
    • anonymous
       
      This was always a topical conversation and was the reason some of my colleagues left. I saw engineers go from somebody with pride in themselves to saying that they had to leave because they did not like what was happening to them.
  • in order to meet the demands of a global economy, our educational system needs to be re-engineered for much higher performance.
  • No other country believes that you can get to a high quality educational system simply by instituting an accountability system,” he says.
    • anonymous
       
      Accountability is not the answer because it creates an "tick and flick" control mechanism, meaning more of the same.
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  • test-based accountability is “doing untold damage to the profession of teaching.”
  • The main thing that works is treating teaching as a profession, and teachers as professionals.
    • anonymous
       
      Oh gosh, how I wished this was so when I was in there. You do sometimes feel like the proverbial "glorified baby sitter." 
  • That means that teachers are as well paid as other professionals, that they have a career ladder, that they go to elite schools where they learn their craft, and that they are among the top quartile of college graduates instead of the bottom quartile.
    • anonymous
       
      Wow, I'm so with this, as a professional tutor my rate is less than 25% of what a lawyer or accountant would get for the same time.
  • When I suggested that American cities couldn’t afford to pay teachers the way we pay engineers or lawyers, Tucker scoffed. With rare exception, he said, the cost per pupil in the places with the best educational systems is less than the American system, even though their teachers are far better paid. “They are not spending more money; they are spending money differently,” he said.
    • anonymous
       
      When an individual is treated like a professional they raise the bar. I have seen this in all my encounters with students. How they are treated is how they behave.
  • Tucker would not abolish tests, but he would have fewer of them.
    • anonymous
       
      This is great! I don't think we should do away with assessment completely but we should be using them as more of a tool for innovation.
  • And they would have a different purpose: In the high-performing countries, the tests exist to hold the students accountable, rather than the teachers.
    • anonymous
       
      This is what I thought would happen when wanting to become a teacher but then I felt that the teachers were criticised if students did not perform. As a senior English teacher this is definitely the prevailing discourse.
  • When a school falls short, instead of looking to fire teachers, the high-performing countries “use the data to decide which schools will receive visits from teams of expert school inspectors. These inspectors are highly regarded educators.”
    • anonymous
       
      Back to the inspectors, or I would rather say more like advisors who work with teachers improving their craft. I loved the idea of team teaching but a lot of teachers were not open to it, mostly I think due to the fear of being judged but for others it was a control issue too, "no one can teach like I do"mantra, which happens because of a perceived threat to ego that makes individuals more fearful.
  • Tucker envisions the same kind of accountability for teachers as exists for, say, lawyers in a firm — where it is peers holding each other accountable rather than some outside force. People who don’t pull their own weight are asked to leave. The ethos is that people help each other to become better for the good of the firm. Those who successfully rise through the ranks are rewarded with higher pay and status.
    • anonymous
       
      I am wondering whether this only works in private organisations. In public institutions as there is a lack of the profit motif, there is much more of an inclination to remove individuals perceived as a threat to one's status or worldview rather than how they are performing for the company. 
  • Would the teachers’ unions go along with such a scheme? The unions would certainly have to shed some of the things they now have, such as control of work rules.
    • anonymous
       
      This points illustrates something fundamental - you never hear of lawyer or accountant unions, only teacher unions. Why?
  • fixation with test-based accountability
    • anonymous
       
      There is certainly this happening.
  • every other successful country has
    • anonymous
       
      Is this a blanket statement, or a the grass is greener on the other side of the fence or is it true? 
  •  
    There are quite a few of us who are thinking a lot about the future of schooling. What do you think of his recent article?
anonymous

FuturistSpeaker.com - A Study of Future Trends and Predictions by Futurist Thomas Frey » Blog Archive » Trimming the Fat - Introducing the Lean Micro-College Model for Education - 0 views

  • how much training should be required prior to taking a job, and whether the investment of time and money spent on training should be optimized around the company or the employee, knowing there will always be some in-house training required.
  • When we look at the bigger picture of retraining for this and many other professions, knowing that people will be rebooting their careers far more often in the future, with time being such a precious commodity, how do we create the leanest possible educational model for jobs in the future?
  • On the other side of the equation are people who go through all the work of getting bachelor and master degrees and still not having the skills necessary to gain employment. Traditional colleges, for the most part, do a great job, but they are all oriented around seat time. They also come with the overarching philosophy that nothing of value can be learned in less than four years, a timeframe woefully out of sync with someone needing to change career paths. So at what point is education “too lean,” and conversely, when is it “too fat?”
  • ...7 more annotations...
  • Micro-Colleges are any form of concentrated post-secondary education oriented around the minimum entry point into a particular profession. With literally millions of people needing to shift careers every year, and the long drawn out cycles of traditional colleges being a poor solution for time-crunched rank-and-file displaced workers, we are seeing a massive new opportunity arising for short-term, pre-apprenticeship training.  Many Micro-Colleges will fall into the category we often refer to as vocational training, a term poorly suited for the professional craftsmen, artisans, and technicians they will be producing. Since status and credentialing are critical elements of every career choice, any training producing specialized experts will need to come with industry-recognized certifications and titles.
    • anonymous
       
      We will always need some kind of industry-recognised certifications and titles. I think so as it would be ridiculous if someone could label themself as an engineer without showing that they have completed some kind of certificate outlining their skills. An individual could claim anything but would need social validation that they do indeed have the skills.
  • The Micro-College approach to training brewmasters would be an intense 2-4 month training program with a designated apprenticeship period learning on the job.
  • Since my coursework happened in the pre-computer era, most of the skills I needed after computers were introduced were primarily self-taught.
    • anonymous
       
      This is an example of situational learning. He is learning in other contexts, not just formally.
  • Perhaps the most valuable courses with long-term relevance were classes in writing, English, speech, art, design, and the special research projects that forced me to find my own answers and write a final report. The art helped me understand that engineering was a form of creative expression.
    • anonymous
       
      Creative expression is essential for understanding.
  • If the school were tied to an industry-specific apprenticeship program with a near-perfect handoff between academia and real-world work happening inside the industry, what would a super-lean engineering program like this look like?
    • anonymous
       
      I remember in my first year of teaching saying to myself "this is what I have spent four years training for." I though something is seriously wrong when I was trained to be more of an academic than someone to manage a classroom.
  • It’s easy to imagine that as traditional colleges see their student base decline, many will begin to partner, merge, and purchase fledgling Micro-Colleges and begin incorporating these new areas of study into their own catalog of course offerings. 
  • Since existing colleges bring with them credit-granting accreditation, along with status, credibility, and the ability to offer student loans, in-house Micro-Colleges will likely become a rapidly growing part of campus life. Many colleges will find the Micro-College niche they take on to be the key differentiator between them and other schools.  Using the school-within-a-school approach, core Micro-College programs will become feeder mechanisms for additional types of credentialing.
    • anonymous
       
      Very interesting idea. Judging by what I have heard from students this would be preferable. 
  •  
    The concept of "micro colleges" - colleges that offer qualifications at a fraction of the time and cost. What do others think about this? I'm certainly interested as I think the teaching degree of four years is way to long.
mari marincowitz

Can a test measure your imagination skills? | ideas.ted.com - 0 views

  • there is growing evidence that the capacity for imagination is tied to something called the “default mode network,
  • the default mode network
  • springs to life
  • ...6 more annotations...
  • whenever you’re thinking about nothing in particular
  • our apparently mindless moments are actually humming with cognitive activity. Instead of letting moments of free time slip away, they say, our brains “capitalize on them to consolidate past experience in ways that are adaptive for our future needs.”
  • you have to think of intelligence — when defined as problem-solving ability — not as a singular quality but as a spectrum. On one end is deductive, rules-based reasoning and on the other is imaginative, possibilities-based improvisation
  • Universities, businesses and government agencies all compete for cognitive “talent,” and they frequently rely on intelligence testing to help them find it. Meanwhile, the evidence that intelligence testing may not work as advertised has been growing
  • Like any human performance metric — IQ, LSAT scores, batting averages — the imagination quotient is intended to predict a competitive advantage
  • “If you have an imaginative capability to envision future possibilities, alternatives and scenarios — that’s going to be predictive [of success] across the board,” he says.
  •  
    Albert Einstein said: "Imagination is more important than knowledge." Hopefully there would be more scope in future educational systems to measure those skills. Can imagination be measured in all subjects? In the visual arts, I certainly think it could. Even just from observation in my art classes, it doesn't take much to see which students can "think for themselves" and come up with intelligent solutions to creative problems.
ggdines

Week 3 Diigo activity: Where has NGL come from? | GG's Blog - 0 views

  • Greater scaffolding to allow people to get familiar with the setup process and tools being used – simpler and fewer tasks in the first couple of weeks. I think this would have helped and allowed time for participants to allocate greater time to connecting with each other. I feel overwhelmed by the number of tasks and readings and tool setup – that I haven’t really been able to concentrate on making meaningful connections. Goodyear talks about access barriers on page 34 in relation to better user interfaces – for me the barrier isn’t about the interfaces but about getting used to “how things work” in this course.
    • ggdines
       
      Uses NGL principles to understand participation and explain what happened. AND Draws on a range of NGL ideas that are linked together as part of the explanation.
  • I think what I am saying also ties in a little with Anne’s post for this activity – but I think that the lack of connection might be because there is too much to be done and not enough time to get to know our environment.
    • ggdines
       
      Something about building on work of other participants
  • Homophily phenomenon
  • ...3 more annotations...
  • mergence of Web 2.0
  • The e
  • It also confirms that to get the most out of them you need to develop “literacies” to navigate them effectively.
thaleia66

Learning by Design: TPACK in Action - EdITLib Digital Library - 0 views

shared by thaleia66 on 03 Nov 15 - No Cached
  • To help teachers develop TPACK, Learning by Design (LBD) is one promising instructional model for creating such a learning environment, addressing the situated nature and complex interplay of technology, pedagogy and content.
  •  
    "One criticism of skill-focused technology training, a common practice in teacher preparation, is that these experiences develop teachers' technological knowledge and skills, but fail to challenge their underlying beliefs about teaching and learning, which are more fundamental barriers to technology integration (Ertmer 1999). This criticism stems from the argument that technology knowledge and skills alone are insufficient for teachers to utilize technology and initiate educational change."
Charmian LORD

Lisa Nielsen: The Innovative Educator: #TLTechLive - What Worked + Conference Takeaways - 0 views

  • Teachers before students. When you roll out tech, ensure you give teachers an opportunity to learn about and use the tech, before you provide it to the students.  Don't require. Inspire. Do not require all teachers to accept and use the technology. Start with the teachers who are most excited. Ask teachers to write short and sensible proposals about how they want to use the tech. Empower those teachers to help guide others along.  If you deploy to grade levels, start with the older students. If you start with lower grades the upper grades will resent that they never had the opportunity to have access to the tech. If you start with the upper grades, the lower grades will be excited about what they have to look forward to. 
  • Follow him at @Mr_Casal to get great ideas about how social media can be used to build and strengthen the school community. For those concerned about getting administrators on board, he shared information on how to explain how social media meets the standards
    • Charmian LORD
       
      Lauren, you may like this part about social media being used to build and strengthen the school community :)
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