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Tarmo Toikkanen

What is the Future of Teaching? - 0 views

  • According to the New York Times Bits blog, a recent study funded by the US Department of Education (PDF) found that on the whole, online learning environments actually led to higher tested performance than face-to-face learning environments.
  • “In many of the studies showing an advantage for online learning, the online and classroom conditions differed in terms of time spent, curriculum and pedagogy. It was the combination of elements in the treatment conditions (which was likely to have included additional learning time and materials as well as additional opportunities for collaboration) that produced the observed learning advantages,” writes the authors of the report (emphasis theirs). “At the same time, one should note that online learning is much more conducive to the expansion of learning time than is face-to-face instruction.”
  • We can conclude that those in online learning environments tested better, but not necessarily why.
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  • Researchers warned that “various online learning implementation practices may have differing effectiveness for K–12 learners than they do for older students,” which seems plausible.
  • The word education, after all, comes from the Latin educare, which means, “to lead out.” I.e., think Socrates. Anyone can absorb information from a book or video, but good teachers will always be necessary to draw out that knowledge and help students develop the skills needed to think critically about the information they consume. In other words, online learning tools are just like any other tools in a teacher’s bag of tricks: what matters is how they’re applied. The instruction of good teachers will be made better by the proper application of web tools, while bad teachers won’t necessarily be made better by utilizing online education methods.
  • It comes down to knowing how to best use the tools at your disposal to maximize the impact of education for students, which has always been what separates good teachers from bad ones. The major difference between teachers of today and teachers of the future is that in the future educators will have better online tools and will require better specialized training to learn how to utilize them properly.
    • Tarmo Toikkanen
      Exactly. The tools are not the point, it's the learning results that matter. And they stem from the learning activities, which in turn are supported by the tools that are employed.
  • Teachers will certainly need to adapt in order to use new tools and methods, but that’s nothing new. Online education may never completely replace face-to-face learning, though as the Department of Education study shows, with enough time and under the guidance of a good teacher, online learning environments can produce results that are just as good or better than classroom learning. Online learning is likely to be used more often to enhance face-to-face learning in the future, however, and in communities where classroom learning is infeasible due to lack of funds, online learning is an adequate stand-in.
    Hyvin tiivistettyä ajatusta opetuksen tulevaisuudesta.
    Good analysis on the impact of new tools, and the need for great teachers.
Tarmo Toikkanen

Networked Learning Design - Occasional rants - I was wrong: games ARE an alte... - 0 views

  • E-learning designers believe that people learn through "content". They assume that encountering content will lead people to change their behaviour. Games designers believe that people learn through "experience". They assume that having experiences - doing and feeling things - leads to change in behaviour. E-learning designers believe we must be "nice" to our learners in case they go away. They assume that the relationship between the course and the learner is a weak one so that if there's any significant challenge, the learner will give up. Games designers believe that we can challenge people and they'll stick with it. Indeed, it is progressive challenges that form much of the motivation for gamers. E-learning designers believe that we learn step by step (hence linearity, page-turning etc.). Game designers believe we absorb lots of things all at once (hence HUDs, complex information screens etc.). E-learning designers believe that learning experiences are emotionally neutral (in spite of all that's written about the importance of emotion in learning). Games designers always seek an "angle", an attitude.
    "games are an utterly different vision of learning, separated from e-learning by a huge and uncrossable chasm"
    Miten pelit ja eOpetus eroavat toisistaan.
Tarmo Toikkanen

Transfer of learning - Wikipedia, the free encyclopedia - 0 views

  • Type Characteristics Near Overlap between situations, original and transfer contexts are similar Far Little overlap between situations, original and transfer settings are dissimilar Positive What is learned in one context enhances learning in a different setting (+) Negative What is learned in one context hinders or delays learning in a different setting (+) Vertical Knowledge of a previous topic is essential to acquire new knowledge (++) Horizontal Knowledge of a previous topic is not essential but helpful to learn a new topic (++) Literal Intact knowledge transfers to new task Figural Use some aspect of general knowledge to think or learn about a problem Low Road Transfer of well-established skills in almost automatic fashion High Road Transfer involves abstraction so conscious formulations of connections between contexts High Road /Forward Reaching Abstracting situations from a learning context to a potential transfer context High Road / Backward Reaching Abstracting in the transfer context features of a previous situation where new skills and knowledge were learned
    "Transfer (of learning) research can be loosely framed as the study of the dependency of human conduct, learning or performance on prior experience."
    Siirtovaikutus, eli kuinka yhdessä kontekstissa opittu siirtyy käytettäväksi toisiin konteksteihin. Klassinen opetuksen ongelma, kuinka siirtovaikutus saadaan syntymään.
Tarmo Toikkanen

Learnlets » Engaging Learning - 0 views

  • At core was an alignment between what makes effective learning practice, and what makes engaging experiences.  Looking across educational theories, repeated elements emerge. Similarly with experience design.  It turns that they perfectly align.  If you recognize that, and can execute against it, your learning will be greater than the sum of the parts, and will both seriously engage and truly educate.  Learning can, and should, be hard fun!
  • Please, wherever you draw inspiration, however you figure it out, make more engaging learning. Align the elements of effective practice and the elements of engaging experiences, and make your learning rock. For your learners’ sake, please!
    "How do you systematically design learning experiences that effectively engage the learner?" Learning and engaging (like in games) have much in common, and learning can leverage engagement.
A Rongas

Book review: "Social Learning Handbook" by Jane Hart « Next Practices - 3 views

    With the use of social media in learning by learning professionals still relatively young, there are only a handful of books written on the subject. To be honest, several of them overlap somewhat in the content provided, leaving me to ask after reading the third one in the span of a month "Do I really need another book to tell me what a wiki or a blog is about?" My answer to that is a resounding "No!" It is, therefore, with pleasure that I recommend to you Jane Hart's Social Learning Handbook (©2011, Centre for Learning & Performance Technologies).
Tarmo Toikkanen

The Finnish Education System Rocks! Why? - 1 views

  • Finland don't rank students or schools, and they don't emphasize on standardized nationwide examinations that drive students, teachers and parents nuts.
  • Here are five reasons, why Finish people have been, and are successful: Quality education with equal opportunity High level of investments in R&D for technology development Good regulatory framework and efficient public service Open economy: competition has to prevail Social model: social market economy, welfare society
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  • Besides free and universal high-level education from comprehensive school to university (6% of GDP directed to public education), Finland stresses also equal opportunity for all, irrespective of domicile, sex, economic situation or mother tongue. Teachers are required to be trained in dealing with low-achieving students, as well as students with disabilities and learning difficulties.
  • The fact that education is free, including travel expenses, welfare services, accommodation, books and other school material, means that students can focus more of their time on learning, rather than all the other distractions that might come with it.
  • Interestingly, a teacher must have a master's degree to teach in Finland, and also have a lifelong learning program mapped out for them. They emphasize a lot on lifelong learning, and it is kind of embedded into the their learning culture.
  • In short, Singapore and Finland have become world renowned for their education systems, but interestingly they have achieved their success using quite different approaches (to say it mildly!).
  • I personally believe (based on my shallow understanding) the Finnish education system has managed to infuse discipline, hard work, and competitiveness, but at the same time also infuse the right balance to nurture critical skills required for the 21 century, which include communication, collaboration, creativity (innovativeness), critical thinking, problem solving, digital literacy, flexibility, adaptability, global care/awareness, and emotional intelligence.
  • In addition, the Finnish education system is rather decentralized and schools are given a degree of freedom (independence) to develop their own curriculum. The problem with having a centralized system and curriculum, is that if you get it wrong, the whole country will suffer. Also, with a top-down model, it is difficult to quickly innovate and spark changes to the curriculum that is needed to deal with the increasingly disruptive learning world that we are experiencing today. However, in a decentralized system, schools can easily change and adapt as they learn, and also they have more freedom to explore and try out new things, without needing to worry about ranking of this and that.
  • Finally, Finland emphasizes big time on research and development (around 4% of GDP), and have interlinked companies with the Universities to collaborate on new innovations. Whatever they do, their approach is very scientific, which of course includes how they are continuously improving their education systems.
  • Focus less on exams, and more on learning.
  • Focus more on teacher education, and less on centralized content/curriculum.
  • Focus less on investing on flowers and big buildings, and more on equipping educators and students with the learning tools needed to transform the way they learn.
    Analysis on why the Finnish education system gives good results.
    ZaidLearnin kirjoittaja pääsi kuuntelemaan Suomi-Malesia-konferenssiin opetuskulttuurien eroista. Tässä hän analysoi USAn näkökulmasta, mikä suomalaisessa koulutusjärjestelmässä häntä inspiroi.
Tarmo Toikkanen

The Ed Techie: Using learning environments as a metaphor for educational change - 0 views

  • In examining the current physical space Wesch (2008) asked students what a lecture hall ‘said’ about learning, in essence what were the affordances (Gibson 1979; Norman 1988) of the standard learning environment. They listed the following: To learn is to acquire information Information is scare and hard to find Trust authority for good information Authorized information is beyond discussion Obey the authority Follow along
  • These are obviously at odds with what most educators regard as key components in learning, such as dialogue, reflection, critical analysis, etc. They are also at distinct odds with the type of experience students have in the online world they inhabit regularly, particularly the social network, read/write web. These environments are characterised by User-generated content Power of the crowd Data on an epic scale Architecture of participation Network effects Openness
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  • When it was necessary for education to be performed face to face, a number of services were bundled together. When it becomes digital and online, this may no longer be the case, as we have seen in most content industries, such as music and newspapers (education has some similarities with content and also some significant differences). The first round of learning tools replicated the centralised model, but as the tools have become easier to use, and the methods for integrating them simpler, so this centralised approach seems less applicable. Clay Shirky (2008) argues that the ‘cost’ of organising people has collapsed, which makes informal groupings more likely to occur and often more successful:"By making it easier for groups to self-assemble and for individuals to contribute to group effort without requiring formal management, these tools have radically altered the old limits on the size, sophistication, and scope of unsupervised effort"Part of the function of universities is to provide this organisation, for example by grouping individuals together to form a student cohort who are interested in the same subject. But as this grouping becomes easier to do online, it becomes less of a valued function of the university - ie you don’t need to go to a university to find like minded people. Education then faces the same challenges regarding the cost of organisation that, say, the Encyclopedia Brittanica faced from wikipedia. Returning to the theme of this paper, Shirky’s argument can also be applied to technology, namely that the ‘cost’ of integrating technology has drastically reduced, meaning it is now feasible for individuals to do this, thus alleviating the need for centrally provided pre-integrated solutions. For example, we could reword the above quote to read:By making it easier for tools to (self) assemble and for applications to contribute to the environment without requiring integration, these approaches have radically altered the old limits on the size, sophistication, and scope of any individual to create their own environmentProjects such as SocialLearn, illustrate that the conceptualisation of a learning environment goes beyond technical, or even pedagogical considerations. In a digital society it comes to represent the institutional response to changes in the nature of knowledge creation, sharing, and participation, in short to the nature of education itself. Shirky argues that ‘when we change the way we communicate, we change society’, and the new socially based technologies we have today are doing this in fundamental ways. It is only by exploring their potential that universities can remain relevant to the society they are helping to shape.
    The central theme of this article is that the online learning environment can be seen as the means by which higher education can explores the challenges and opportunities raised by online and digital society.
Tero Toivanen

An expanding ecology of learning options: Visible and Invisible Learning - 0 views

    Is this the Future of Learning?
Tarmo Toikkanen

What educational question is Second Life the answer to? - 0 views

  • In another session Shailey Minocha and Rita Tingle discussed the importance of a sense of presence and a sense of place which are harder to achieve in a 2D environment. They also suggest from their research that activities in Second Life don’t actually enhance learning in themselves but by creating a sense of community and common purpose they can build motivation in learners which then leads to better learning.
  • it’s amazing how included you feel…I would never have been able to take part in the activities offered by the OU if they hadn’t been in Second Life…everyone joins in and really helps me learn
  • The avatar becomes an extension of the self and people in her Glasgow evening classes call each other by their avatar names. Kath feels that people’s identity is more real in Second Life somehow than in their Facebook presence.
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  • Maggie Savin-Baden from Coventry reports that students think play is important but perceive that staff think it’s a distraction from learning.
  • There is no doubt that virtual worlds are enhancing social contact and quickly become as real to their participants as “real” communication. If you don’t believe this think how much we believe we’re hearing someone’s voice when we pick up the telephone. It’s just a reproduction of their voice transported in multiple ways through complex communication networks but we con ourselves into thinking we’re actually hearing their voice.
  • Edward Castranova quotes Gartner’s prediction that by 2011 80% of web users will use an avatar and have a “second life”.
    Analyysia Second Lifen hyödyistä opetuksessa.
    Research shows that activities in Second Life don't actually enhance learning in themselves but by creating a sense of community and common purpose they can build motivation in learners which then leads to better learning.
Tarmo Toikkanen

Christopher D. Sessums :: Blog :: Driven to Distraction: Notes on Young Adults Living a... - 0 views

  • This quote struck me on many levels. Specifically, the notion of being distracted in the "other features" seemed to be a loaded statement. Do students consider exploring outside the realm of what is defined as "learning" as a distraction? Isn't exploring different facets of an application just as important as using it for its intended purpose? This led me to consider how many educators have so poisoned students thinking that being "off-task" is even considered to be a bad thing. Have we so stymied students that they believe if they are not formally "learning," if they become "sidetracked," that they are wasting their time? When did curiosity become a negative thing? (When it killed the proverbial cat, I suppose.) As I think about it, if young adults find new media a distraction, then perhaps "learning" has become too narrowly defined. This then led me to wonder how we can "measure" self-directed learning in this new media context? In other words, how can we show the different levels of learning that takes place in these new contexts?
    Christopher Sessums pohtii, ovatko sosiaalisen median tarjoamat seikkailumahdollisuudet todella haitallisia oppimiselle, vai ovatko ne oppimisen ydintä.
    Do students consider exploring outside the realm of what is defined as "learning" as a distraction? Isn't exploring different facets of an application just as important as using it for its intended purpose? This led me to consider how many educators have so poisoned students thinking that being "off-task" is even considered to be a bad thing.
Tero Toivanen

Languages smarten up your brain - Guardian Weekly - 1 views

  • Now a study published by the European Commission reveals that learning an additional language such as English may bring benefits that go beyond the ability to use the language itself. This report has implications for why, when and how we teach and learn English as a second or foreign ­language.
  • One of the significant findings for English language teaching is that changes in the brain’s electrical activity may occur much earlier than previously thought.
  • this study suggests that changes in the brain may start even in the earlier stages of language learning.
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  • Most of the advantages ­described support overall competence-building for life and work in modern, information-rich, internet environments.
  • The benefits reported include enhanced capacity for learning whereby knowledge of languages can lead to superior memory function, especially short-term “working” memory.
  • Another cluster concerns enhanced mental flexibility.
  • Enhanced problem-solving capability is also reported.
  • Greater understanding of how language functions and is used to achieve specific goals in life acts as the fourth cluster.
  • Finally the study reports on research that links knowledge of languages to a slowdown of age-related mental diminishment such as certain forms of dementia.
  • The cognitive neurosciences stress the need for powerful learning environments, and yet not enough of our language education is spent encouraging learners to engage in higher-order thinking about meaningful content that fires up the brain.
    Most people learn languages to help them communicate. Now a study of recent research into brain function reveals that students could be gaining a lot more from their pursuit of linguistic skills, says David Marsh
Tero Toivanen

The Innovative Educator: Don't force your child to fit in at school. Find a school to f... - 0 views

  • Get your child to a school that fits him or her…however you can.
  • Personalize each student’s learning experience to meet their diverse and individual needs to the maximum feasible extent.
  • Optimize a match between individual student learning needs, learning modalities, content and instructional resources through an algorithmic engine
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  • Quest to Learn
  • The school believe that students today can and do learn in different ways, often through interaction with digital media and games.
  • iSchool
  • The NYC iSchool has taken a problem-based learning approach to education.
  • The mission of School of One is to provide students with personalized, effective, and dynamic classroom instruction so that teachers have more time to focus on the quality of their instruction.
  • investigating what schools will suit the needs of their 21st century learning and teaching styles and then figuring out how to attend or work in such environments.
    Blogikirjoitus mielenkiintoisesta lähtökohdasta. Oppilaan ei tarvitsekaan muuttua koululle sopivaksi, vaan koulun oppilaan tarpeita vastaavaksi. Inklusiivista ajattelua!
Tero Toivanen

Weblogg-ed » Teachers as Master Learners - 0 views

  • What I want are master learners, not master teachers, learners who see my kids as their apprentices for learning.
    • Tero Toivanen
      This is what teachers should be!
  • My sense is that we need to rethink the role of those adults once again, and that we’re coming full circle.
  • social and technological networks subvert the classroom-based role of the teacher.
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  • When learners have control of the tools of conversation, they also control the conversations in which they choose to engage.
  • instead of controlling a classroom, a teacher now influences or shapes a network.
  • Apprenticeship learning models are among the most effective in attending to the full breadth of learning. Apprenticeship is concerned with more than cognition and knowledge (to know about) – it also addresses the process of becoming a carpenter, plumber, or physician.
  • We can’t teach kids to learn unless we are learners ourselves, and our understanding of learning has to encompass the rich, passion-based interactions that take place in these social learning spaces online.
    Teachers should be master learners not master teachers!
Tarmo Toikkanen

Learnlets » Driving formal & informal from the same place - 0 views

  • There’s been such a division between formal and informal; the fight for resources, mindspace, and the ability for people to get their mind around making informal concrete.  However, I’ve been preparing a presentation from another way of looking at it, and I want to suggest that, at core, both are being driven from the same point: how humans learn.
  • Don’t assume self-learning skills, but support both task-oriented behaviors, and the development of self-monitoring, self learning.
  • The goal is to remove the artificial divide between formal and informal, and recognize the continuum of developing skills from foundational abilities into new areas, developing learners from novices to experts in both domains, and in learning.
    There's been such a division between formal and informal; the fight for resources, mindspace, and the ability for people to get their mind around making informal concrete. However, I've been preparing a presentation from another way of looking at it, and I want to suggest that, at core, both are being driven from the same point: how humans learn.
Tero Toivanen

Education Futures - November agenda: Boundless conversations - 0 views

  • Finally, I head to Helsinki on November 20 for a visit with a seminar at Haaga-Helia University of Applied Science on Boundless Learning. With both virtual and in-person components, the seminar is developing into a real treat to participate in. For a sample of the ideas we will explore, view the videos posted on the Boundless Learning blog.
    John Moravec will come to Helsinki on November 20 for a visit with a seminar at Haaga-Helia University of Applied Science on Boundless Learning. With both virtual and in-person components, the seminar is developing into a real treat to participate in. For a sample of the ideas we will explore, view the videos posted on the Boundless Learning blog.
Tero Toivanen

Your Favorite Rapid E-Learning Posts of 2009 » The Rapid eLearning Blog - 0 views

    Hyödyllisiä linkkejä Your Favorite E-Learning Posts -blogeista vuodelta 2009. Blogin lopussa PowerPoint pohjia edelleen kehiteltäviksi.
Tero Toivanen

Studio Classroom: Designing Collaborative Learning Spaces -- Campus Technology - 2 views

  • In contrast to the traditional lecture-oriented room, this increasingly popular kind of space, known as a "studio classroom," emphasizes group learning and collaboration.
  • These new kinds of spaces will not and should not replace all traditional classrooms, as both configurations are necessary to meet the wide range of learning activities.
  • They have multiple electronic display surfaces oriented on different walls. Some are large projected images, using dedicated ceiling mounted projectors. The images projected onto these screens are used to engage larger groups of students or the entire class.
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  • A good portion of the perimeter walls are made up of writing surfaces.
  • In some cases, the furniture is lightweight, movable, and reconfigurable to accommodate workgroups of various sizes.
    Sosiaalisen median myötä ei muutu vain opetus, vaan koko oppimisympäristö. Tässä hahmotelmaa tulevaisuuden luokkahuoneesta.
Tero Toivanen

WikiEducator's Wayne Mackintosh: Open Education and Policy - Creative Commons - 0 views

  • The act of teaching is fundamentally about sharing knowledge. OER embodies the purpose of teaching and is today’s most compelling manifestation of the core values of education in a digital world, that is, to share knowledge freely.
    • Tero Toivanen
      Opettaminen on tiedon jakamista. Siksi avoimet oppimisen resurssit edustavat opettamisen puhtainta arvomaailmaa digitaalisessa maailmassa.
  • WikiEducator is a flagship project of the OER Foundation
    • Tero Toivanen
      WikiEducator on avoimien oppimisen resurssien liikkeen lippulaivaprojekti.
  • Cape Town Open Education Declaration
    • Tero Toivanen
      Allekirjoitin jo tämän julistuksen.
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  • Creative Commons is the air that the OER movement breathes.
    • Tero Toivanen
      Creative Commons:in merkitys avoimien oppimisen resurssien liikkeelle.
  • Creative Commons could, for instance, leverage its networks to establish a global network of pro bono legal counseling services, or develop an array of draft intellectual property policies published as OER that can be reused and remixed by education institutions around the world. In this way, all projects benefit from the core expertise and tacit knowledge of our respective organisations.
    • Tero Toivanen
      Mitä CC voisi tehdä tulevaisuudessa OER:ia tukeakseen.
  • In responding to these needs, the OER Foundation has launched the CollabOERate project. CollabOERate is the OER equivalent of research and development (R & D) for new “product” design in open content and open education. CollabOERate is an “OER remix” of industry’s “co-opetition” model where individual OER projects agree to collaborate on areas that allow them to “compete” better for their own sustainability and attainment of their own strategic objectives.
    • Tero Toivanen
      Mikä on CollabOERate -projekti.
  • The uncharted territory, and arguably the biggest point of difference for OER lies in the remix.
  • At the OER Foundation we subscribe to free cultural works licensing.
  • . At the OER Foundation we believe in radical transparency and all our planning documents, projects and funding proposals are developed openly in WikiEducator, using Creative Commons licences.
  • WikiEducator believes learning materials should be free (read “libre”) for all students of the world.
    • Tero Toivanen
      Oppimateriaalien pitäisi olla ilmaisia kaikille maailman opiskelijoille!
  • By free digital resources, we mean educational materials which meet the requirements of the free cultural works definition that I mentioned before. That is, the freedom to reuse, revise, remix and redistribute education materials without restriction. This includes the freedom to use free software, and the freedom to earn a living. Consequently, we do not consider OER using the Non Commercial (NC) or No Derivatives (ND) restrictions to be free in all material aspects.
  • Sadly, in education circles the non-commercial restriction is widely used.
  • We believe that the restriction of commercial activity around OER is a material restriction of the freedom to earn a living, especially when the ShareAlike provision, if used in conjunction with free file formats, is sufficiently adequate to protect the future freedoms of digital materials against commercial exploitation.
  • Most national education systems are predominantly funded through taxpayer dollars. Why should taxpayers have to pay “twice” for education materials?
    • Tero Toivanen
      Miksi oppimateriaaleista pitää maksaa kahdesti?
  • Capability and community development using WikiEducator’s Learning4Content training model.
  • In Sub-Saharan Africa, 76% of the children of the school-going age for the last 3-years of the K-12 system will NOT have the privilege of attending school. The conventional education system that has evolved in the industrial world is unaffordable to the majority of our planet. Consider for example, that in many African countries, the cost of sending a child to secondary school is typically more than 20% of the per capita income.
  • “Access to learning and acquisition of knowledge should be freely available to all humanity. Any and every effort to realise this vision must be welcomed and enthusiastically supported by all.”
    • Tero Toivanen
      Tämän eteen kannattaa tehdä töitä!
  • We can make a difference in widening access to learning. While the skeptics and educational purists may argue that such systems may not meet the “quality” requirements of teaching provision compared with traditional face-to-face provision, these approaches have got to be better than no education at all. Our industrialised nations can help if they release materials as OER.
  • To paraphrase Mahatma Gandhi: “We can be the change we want to see in the OER world!” This is what we are doing and I hope that your readers can help us.
  • Many education institutions perceive that the sharing of education materials will potentially erode their student base, or even worse, their “competitive advantage.”
  • Any researcher worth their salt knows that a thorough literature review of existing knowledge is the natural starting point in resolving a research question.
  • “to have reached the stage where we are technically able to share knowledge and enhance education right across the world is a wonderful thing.”
  • OER is not a binary question of whether or not it is going to happen, it’s simply a question of how long it will take to have free digital resources in support of all national curricula in the world.
  • We only need a small minority of contributors to achieve the goal where learning materials will be free for all students of the world.
  • Good teaching is good teaching, irrespective of whether we are using open or closed resources.
Tarmo Toikkanen

Cognitive Daily: Does mentioning SEX help students learn about other stuff too? - 0 views

  • Sexy examples, it seems, distract from the learning task. The researchers aren't suggesting that teachers start using boring examples, either -- what's best is to present only information that's relevant to what's being learned. Adding in irrelevant examples, especially the juicy ones, only makes learning more difficult.
  • In the study, the irrelevant materials were about 30 percent of the total material presented. Maybe if attention-getting examples could be reduced to, say, 10 percent of the total, they'd serve their purpose without getting in the way of learning.
    Luennon höystäminen mielenkiintoisilla asiaan liittymättömillä tarinoilla voi jopa haitata oppimista.
    Spicing up a lecture with irrelevant examples and anecdotes: Students can apply information better if the irrelevant sections are boring. If they are very interesting or sexy, they do worse.
Tero Toivanen

Education Futures - A video invitation to join the Invisible Learning project - 0 views

    John Moravecin kutsu Invisible Learning -projektiin.
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