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Tony Searl

elearnspace › web 3.0/xWeb - 2 views

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    Web 2.0 is about participation. Web 3.0 is about linked data and the semantic web. The xweb will have a far greater impact on individuals than web 2.0/3.0. Not everyone is a blogger or contributes videos to youtube or edits wikipedia. However, a growing percentage of the population uses the mobile web. Web 2.0/3.0 are a promise of change. The xweb is an instantiation of change, an expression of how technology can alter how people relate to each other, to information, and how the physical world becomes yet another domain for technology to dominate.
Tony Searl

Turning Children into Data - 4 views

  • The teachers understood that learning doesn’t have to be measured in order to be assessed. 
  • It focused on teachers’ personal “connection[s] with our subject area” as the basis for helping students to think “like mathematicians or historians or writers or scientists, instead of drilling them in the vocabulary of those subject areas or breaking down the skills.”  In a word, the teachers put kids before data.
  • All that does is corrupt the measure (unless it’s a test score, in which case it’s already misleading), undermine collaboration among teachers, and make teaching less joyful and therefore less effective by meaningful criteria.
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  • kids should have a lot to say about their assessment.
  • we want to create an environment where students can “experience success and failure not as reward and punishment but as information."  
  • students’ desire to learn?
  • The more that students are led to focus on how well they're doing, the less engaged they tend to become with what they're doing. 
  • A school that’s all about achievement and performance is a school that’s not really about discovery and understanding.
  • teachers’ isolation, fatalism, and fear (of demands by clueless officials to raise test scores at any cost).
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    "While some education conferences are genuinely inspiring, others serve mostly to demonstrate how even intelligent educators can be remarkably credulous, nodding agreeably at descriptions of programs that ought to elicit fury or laughter, avidly copying down hollow phrases from a consultant's PowerPoint presentation, awed by anything that's borrowed from the business world or involves digital technology. Many companies and consultants thrive on this credulity, and also on teachers' isolation, fatalism, and fear (of demands by clueless officials to raise test scores at any cost). With a good dose of critical thinking and courage, a willingness to say "This is bad for kids and we won't have any part of it," we could drive these outfits out of business -- and begin to take back our schools."
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.
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    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.
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