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Randy Ziegenfuss

Learning 2.0 - 0 views

learningjournal.wordpress.com/...learning-20

learning 2.0 skills comparison

shared by Randy Ziegenfuss on 28 Mar 09 - Cached
  • Randy Ziegenfuss on 28 Mar 09
     
    This is a very good blog article that compares skills of the past to what are typically referred to as "21st century skills."
Randy Ziegenfuss

21 Things for the 21st Century Educator - Home - 0 views

21things.weebly.com/index.html

technology education web2.0 PD 21things 21stcenturyeducation educator 21stcenturyeducator

shared by Randy Ziegenfuss on 05 Jul 09 - Cached
  • Randy Ziegenfuss on 05 Jul 09
     
    The purpose of this course is to provide "Just in Time" training through an online interface for K-12 educators based on the National Educational Technology Standards for Teachers (NETS-T). These standards are the basic technology skills every educator should possess. In the process, educators will develop their own skills and discover what students need in order to meet the NETS for Students, as well as the new MMC Online Experience requirement. Participants who fulfill all of the requirements have the opportunity to earn SBCEU's. To learn more about the session, look under the tab "The 21 Things". We hope you take advantage of this unique opportunity.
Randy Ziegenfuss

Intel Education: Assessing Projects - 0 views

educate.intel.com/...AssessingProjects

assessment intel projects assessing pbl education

shared by Randy Ziegenfuss on 28 Mar 09 - Cached
  • Assessing Projects helps teachers create assessments that address 21st century skills and provid
  • Randy Ziegenfuss on 28 Mar 09
     
    When assessment drives instruction, students learn more and become more confident, self-directed learners. Assessing Projects helps teachers create assessments that address 21st century skills and provides strategies to make assessment an integral part of their teaching and help students understand content more deeply, think at higher levels, and become self-directed learners.
Randy Ziegenfuss

Dr. Alice Christie's GPS and Geocaching Guide for Educators - 0 views

alicechristie.org/...index.html

geocaching gps technology guide christie lessons

shared by Randy Ziegenfuss on 15 Jan 10 - Cached
  • Randy Ziegenfuss on 15 Jan 10
     
    "Technology is an integral and growing part of daily living in the twenty-first century. The challenge, then, for teachers, is to use technology effectively in classrooms to help students take ownership for learning and develop the practical and critical thinking skills necessary to better understand the world around them."
Randy Ziegenfuss

Industry Pitching Cellphones as a Teaching Tool - NYTimes.com - 0 views

www.nytimes.com/...16phone.html

cellphone education

shared by Randy Ziegenfuss on 28 Mar 09 - Cached
  • Randy Ziegenfuss on 28 Mar 09
     
    The cellphone industry has a suggestion for improving the math skills of American students: spend more time on cellphones in the classroom.
Randy Ziegenfuss

Minds on Fire: Open Education, the Long Tail, and Learning 2.0 (EDUCAUSE Review) | EDUC... - 0 views

www.educause.edu/...162420

john seely brown social networking social learning learning2.0

shared by Randy Ziegenfuss on 03 May 09 - Cached
  • virtually any place on earth can be connected to markets anywhere else on earth and can become globally competitive.
  • continuous learning and for the ongoing creation of new ideas and skills.
  • f access to higher education is a necessary element in expanding economic prosperity and improving the quality of life,
  • ...21 more annotations...
  • much of what we will need to know will not be what we learned in school decades earlier
  • It is unlikely that sufficient resources will be available to build enough new campuses to meet the growing global demand for higher education—at least not the sort of campuses that we have traditionally built for colleges and universities.
  • created a series of building blocks that could provide the means for transforming the ways in which we provide education and support learning.
  • Open Educational Resources (OER) movement,
  • support and expand the various aspects of social learning.
  • based on the premise that our understanding of content is socially constructed through conversations about that content and through grounded interactions, especially with others, around problems or actions. The focus is not so much on what we are learning but on how we are learning.5
  • Light discovered that one of the strongest determinants of students’ success in higher education—more important than the details of their instructors’ teaching styles—was their ability to form or participate in small study groups.
  • The Cartesian perspective assumes that knowledge is a kind of substance and that pedagogy concerns the best way to transfer this substance from teachers to students.
  • Mastering a field of knowledge involves not only “learning about” the subject matter but also “learning to be” a full participant in the field.
  • networked communities of practice
  • its principles have been adopted by communities dedicated to the creation of other, more widely accessible types of resources
  • In a traditional Cartesian educational system, students may spend years learning about a subject; only after amassing sufficient (explicit) knowledge are they expected to start acquiring the (tacit) knowledge or practice of how to be an active practitioner/professional in a field.
  • change the game in education
  • using technology to enhance social learning within formal education, it also seems likely that a great deal of informal learning is taking place both on and off campus via the online social networks that have attracted millions of young people.
  • By enabling students to collaborate with working scientists, this movement provides a platform for the “learning to be” aspect of social learning.
  • what happened when his students were required to share their coursework publicly
  • As more of learning becomes Internet-based, a similar pattern seems to be occurring. Whereas traditional schools offer a finite number of courses of study, the “catalog” of subjects that can be learned online is almost unlimited. There are already several thousand sets of course materials and modules online, and more are being added regularly. Furthermore, for any topic that a student is passionate about, there is likely to be an online niche community of practice of others who share that passion.
  • We need to construct shared, distributed, reflective practicums in which experiences are collected, vetted, clustered, commented on, and tried out in new contexts.
  • We now need a new approach to learning—one characterized by a demand-pull rather than the traditional supply-push mode of building up an inventory of knowledge in students’ heads.
  • embedded in a community of practice
  • emergence of new kinds of open participatory learning ecosystems
  • Randy Ziegenfuss on 03 May 09
     
    The most profound impact of the Internet, an impact that has yet to be fully realized, is its ability to support and expand the various aspects of social learning. What do we mean by "social learning"? Perhaps the simplest way to explain this concept is to note that social learning is based on the premise that our understanding of content is socially constructed through conversations about that content and through grounded interactions, especially with others, around problems or actions. The focus is not so much on what we are learning but on how we are learning….
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