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Nigel Coutts

Girls in Tech - Reflections from VIVID Ideas - The Learner's Way - 0 views

    Sydney has become a beacon that brings people together and sparks conversations. Most recently the conversation centred on the topic of girls in tech and what might be done to re-dress the gender balance in STEAM subjects and related career pathways. Sponsored by INTEL this Vivid Ideas event drew a mix of entrepreneurs, educators and tech luminaries to the Museum of Contemporary Art on a Saturday afternoon to share their ideas on what might be done.

Illuminations - 0 views

    The Critical Theory Website is a WWW research resource for those interested in the Critical Theory project. Firmly based in Frankfurt School thought, this site maintains a collection of articles, excerpts, and chapters from many contemporary writers of and about Critical Theory.
Amanda Rablin

Learning Spaces Framework - 0 views

    April 2008 publication from MCEETYA as part of the Learning in an Online World series. This one focuses on Learning Spaces for contemporary learning.
Andrew Jeppesen

Home : Inform - 4 views

    Inform is a design system for interactive fiction based on natural language. It is a radical reinvention of the way interactive fiction is designed, guided by contemporary work in semantics and by the practical experience of some of the world's best-known writers of IF.
Roland Gesthuizen

Top five ways to avoid death by email | The Thesis Whisperer - 4 views

    "Email is one of contemporary life's contradictions: at the same time a wonderful invention and a sure and steady productivity killer. A lot of people say the trick with email is to only do it at specific times, but I disagree. If, like me, you are a full blown email addict and need your hit, time management strategies simply aren't going to cut it. "
Nigel Coutts

Towards a pedagogy for life-worthy learning - The Learner's Way - 0 views

    In the contemporary classroom, there is much greater consideration of what the learner does in partnership with their teacher so that they develop the capacity to learn. Classroom routines and structures are designed to engage the learner in a rich process of dialogical learning. 
Nigel Coutts

Realising the benefits of reflective practice - The Learner's Way - 0 views

    It is generally accepted that learning is enhanced by the inclusion of deliberate, reflective practice. Indeed the act of reflecting on the impact that our actions have towards the achievement of any goal (learning oriented or other) is shown to have a positive impact. Reflective practice is defined as the praxis (interdependent and integrated theory, practice, research, thought and action) of individuals or groups to move from 'better thinking to better action' as a result of reflection for, in and on learning (Harvey et al. 2010 p140). With this in mind, it is worth considering what reflective practice might look like and to consider it in a range of contemporary contexts. 
Nigel Coutts

Modern Spaces for Contemporary Learning - The Learner's Way - 0 views

    Think back to how you felt after the last day you spent at a conference or course. If things went well you probably came out feeling enthused by new ideas but also exhausted and fatigued in ways that you don't after a regular day at work. If the presenters have done their job well and you choose your workshops wisely, the day should have been full of learning that resulted from you having to think. Days like this should work our brains hard and it should be no surprise when we are fatigued by such an experience. - So how might our students be coping?
Andrew Williamson

What should students do once they can read? - Richard Olsen's Blog - 1 views

  • the only evidence presented to support the assertion that Victoria’s education outcomes are not improving is the report “Challenges in Australian Education: results from PISA 2009: the PISA 2009 assessment of students’ reading, mathematical and scientific literacy”
  • While it doesn’t seem unreasonable to want our students to be able to accurately perform these kind of tasks, these tests are not a true or accurate representation of the skills and competencies our students need in today’s technology driven world.
  • We need to understand the new social world that both our students and our teachers live and learn in.
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  • A world where the experts are no longer in charge, a world where autonomous self-directed learners are skilled at co-constructing new knowledge in unknown and uncertain environments
  • A world where knowledge is complex and is changing.
  • Our students need to be immersed in the modern learning, made possible by modern technology and free of the compromises that up til now our education system has been based on.
    Looking at the New Directions for school leadership and the teaching profession discussion paper, the only evidence presented to support the assertion that Victoria's education outcomes are not improving is the report "Challenges in Australian Education: results from PISA 2009: the PISA 2009 assessment of students' reading, mathematical and scientific literacy" Specifically the New Directions paper focuses on reading literacy, where in 2009, 14,251 students were given a two-hour pen and paper comprehension test. To get an idea of what types of competencies the reading test is assessing we can look at the sample test , with questions range from comprehension about a letter in a newspaper, the ability to interpret a receipt, comprehension around a short story, an informational text, and interpreting a table. While it doesn't seem unreasonable to want our students to be able to accurately perform these kind of tasks, these tests are not a true or accurate representation of the skills and competencies our students need in today's technology driven world.
Tania Sheko

AJET 27(1) Southcott and Crawford (2011) - The intersections of curriculum development:... - 0 views

  • Recently, in Australia both the National Review of School Music Education and The Australian Curriculum identify the importance of technology in school music education. However, the understanding of music technology, as demonstrated by state and territory curricular guidelines, is limited with technology mostly recognised as a tool. In comparison, contemporary Australian information and computer technology (ICT) curricula appear to have a very different understanding of how technology can enhance learning in the arts, specifically music. Through a comparison of the Australian States and Territories Years 7-10 curricular guidelines this article compares understandings in the two domains - ICT and the arts (particularly music). The different perspectives on the use of technology in music education can be seen as either using technology as a tool to support instruction in drill-like programs or as a platform for collaborative and creative learning that resonates with students in Australian music classrooms.
    The intersections of curriculum development: music, ICT and Australian music education

Portable Electric Trimmer Painless Hair Removal - 0 views

Feature: 3-in-1 multifunctional tool, contains 3 replaceable head, used to trim nose hair, ear hair, sideburns, eyebrows. Body using ABS and aluminum alloy material. Stainless steel sharp blade and...

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