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Tarmo Toikkanen

21st Century Skills: The Virtues of Ancient Greece | FLOSSE Posse - 0 views

flosse.blogging.fi/...-the-virtues-of-ancient-greece

teaching pedagogy virtues learning education sometu

shared by Tarmo Toikkanen on 28 Sep 09 - Cached
  • Tarmo Toikkanen on 28 Sep 09
     
    Bridging the four virtues of antiquity with 21st century skills
  • Tarmo Toikkanen on 28 Sep 09
     
    Teemu Leinonen yhdistää antiikin neljä hyvettä moderniin koulutuspolitiikkaan.
Tarmo Toikkanen

Technology Skills We Should Be Teaching in College - 4 views

teachingcollegemath.com/?p=1498

skills technology teaching web2.0

shared by Tarmo Toikkanen on 04 Oct 09 - Cached
  • Tarmo Toikkanen on 04 Oct 09
     
    List of 60 skills that most people should learn to effectively operate in the digital domain.
  • Tarmo Toikkanen on 04 Oct 09
     
    60 taitoa, jotka pitäisi opettaa. Vai oppia?
Eija Kalliala

The 10 Skills Modern Teachers Must Have | Edudemic - 0 views

edudemic.com/...ills-modern-teachers-must-have

teachers education skills learning opettaja vuorovaikutus verkostot teknologia tvt ict tiedonhaku mediataito hidastaminen reflektio

shared by Eija Kalliala on 17 Mar 13 - No Cached
  • Eija Kalliala on 17 Mar 13
     
    Modernin opettajan 10 välttämätöntä taitoa
Tero Toivanen

Languages smarten up your brain - Guardian Weekly - 1 views

www.guardianweekly.co.uk/?page=editorial&id=1418&catID=18

languages brain research linguistic skills language learning English

shared by Tero Toivanen on 14 Feb 10 - Cached
  • 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.
  • ...7 more annotations...
  • 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.
  • Tero Toivanen on 14 Feb 10
     
    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
Tarmo Toikkanen

Listen and Write - Dictation - 0 views

www.listen-and-write.com

english audio listening writing typing education language learning dictation

shared by Tarmo Toikkanen on 25 Sep 09 - Cached
  • Tarmo Toikkanen on 25 Sep 09
     
    Improve your listening skills and hear about the news. Listen-and-write.com is free listening practice.
Tarmo Toikkanen

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

blog.learnlets.com/?p=1189

sometu in english pohdintaa formal informal learning

shared by Tarmo Toikkanen on 20 Oct 09 - Cached
  • 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.
  • Tarmo Toikkanen on 20 Oct 09
     
    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.
Tarmo Toikkanen

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

en.wikipedia.org/...Transfer_of_learning

transfer siirtovaikutus learning

shared by Tarmo Toikkanen on 23 Nov 09 - Cached
  • 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
  • Tarmo Toikkanen on 23 Nov 09
     
    "Transfer (of learning) research can be loosely framed as the study of the dependency of human conduct, learning or performance on prior experience."
  • Tarmo Toikkanen on 23 Nov 09
     
    Siirtovaikutus, eli kuinka yhdessä kontekstissa opittu siirtyy käytettäväksi toisiin konteksteihin. Klassinen opetuksen ongelma, kuinka siirtovaikutus saadaan syntymään.
Tarmo Toikkanen

Learnlets » Beyond the course - 0 views

blog.learnlets.com/?p=574

2008 sosmedop pedagogiikka

shared by Tarmo Toikkanen on 02 Dec 08 - Cached
  • the point is that supporting people in performance includes not just courses, but content and job aids, and connections to people.
  • The interesting thing for me is that this provides a strong justification for using social networks in learning: wikis can be places where people can store the information about problems they’ve solved, discussion boards and profiles fill the need of finding expertise, blogs may support people in their problem-solving as well, serving as a way to share questions and get feedback.  The social network provides the rest of the support around the courses which really only serve the situation where a major skill-shift change is needed.
  • Tarmo Toikkanen on 02 Dec 08
     
    Clark Quinn pohtii epävirallisen oppimisen vaiheita ja miten sosiaalinen media nivoutuu siihen. Havainnollistava kuva, jossa näkyy muiden ihmisten tärkeä merkitys oppimisessa.
Tero Toivanen

NetFamilyNews - 0 views

www.netfamilynews.org/...freedom-for-studentslower.html

online freedom media literacy Online Safety

shared by Tero Toivanen on 14 Feb 10 - Cached
  • Students who are "given a greater degree of freedom to surf the Internet at school are less vulnerable to online dangers in the long-term,"
  • What Ofsted seems to be saying is that teaching students the critical thinking skills of media literacy ultimately lowers risk.
  • "Who wrote the material on this site?" "Is the information on it likely to be accurate or could it be altered by anybody?" "If others click onto the site, can I be sure that they are who they saythey are?", and "What information about myself should I not give out on the site?"
  • Tero Toivanen on 14 Feb 10
     
    Students who are "given a greater degree of freedom to surf the Internet at school are less vulnerable to online dangers in the long-term,"
Tero Toivanen

sociedad del aprendizaje (invisible) « e-rgonomic - 1 views

ergonomic.wordpress.com/...sociedad-aprendizaj

harppaus ergonomic aprendizaje Invisible aprendizaje informal e-skills innovación Cristóbal Cobo prezi

shared by Tero Toivanen on 15 Dec 09 - Cached
  • Tero Toivanen on 15 Dec 09
     
    Cristóbal Cobon uskomaton prezi esitys näkymättömästä oppimisesta.
Tarmo Toikkanen

The Finnish Education System Rocks! Why? - 1 views

zaidlearn.blogspot.com/...ducation-system-rocks-why.html

education school finland analysis

shared by Tarmo Toikkanen on 27 Sep 09 - Cached
  • 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!).
  • 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
  • ...10 more annotations...
  • 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.
  • Finland don't rank students or schools, and they don't emphasize on standardized nationwide examinations that drive students, teachers and parents nuts.
  • 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.
  • Tarmo Toikkanen on 27 Sep 09
     
    Analysis on why the Finnish education system gives good results.
  • Tarmo Toikkanen on 27 Sep 09
     
    ZaidLearnin kirjoittaja pääsi kuuntelemaan Suomi-Malesia-konferenssiin opetuskulttuurien eroista. Tässä hän analysoi USAn näkökulmasta, mikä suomalaisessa koulutusjärjestelmässä häntä inspiroi.
Tarmo Toikkanen

Social Media is Killing the LMS Star - A Bootleg of Bryan Alexander's Lost Presentation... - 0 views

openedconference.org/...1037

Web2.0 socialmedia education lms CMS social media

shared by Tarmo Toikkanen on 30 Aug 09 - Cached
  • Hence the title of my talk. CMSes lumber along like radio, still playing into the air as they continue to gradually shift ever farther away on the margins. In comparison, Web 2.0 is like movies and tv combined, plus printed books and magazines. That’s where the sheer scale, creative ferment, and wife-ranging influence reside. This is the necessary background for discussing how to integrate learning and the digital world.
  • Moreover, unless we consider the CMS environment to be a sort of corporate intranet simulation, the CMS set of community skills is unusual, rarely applicable to post-graduation examples. In other words, while a CMS might help privacy concerns, it is at best a partial, not sufficient solution, and can even be inappropriate for already online students.
  • Think of a professor bringing a newspaper to class, carrying a report about the very subject under discussion. How can this be utilized practically? Faculty members can pick a Web service (Google News, Facebook, Twitter) and search themselves, sharing results; or students can run such queries themselves.
  • ...4 more annotations...
  • A second emergent field concerns social media literacy. An increasing amount of important communication occurs through Web 2.0 services.
  • Can the practice of using a CMS prepare either teacher or student to think critically about this new shape for information literacy? Moreover, can we use the traditional CMS to share thoughts and practices about this topic?
  • And so we can think of the CMS. What is it best used for? We have said little about its integration with campus information systems, but these are critical for class (not learning) management, from attendance to grading. Web 2.0 has yet to replace this function. So imagine the CMS function of every class much like class email, a necessary feature, but not by any means the broadest technological element. Similarly the e-reserves function is of immense practical value. There may be no better way to share copyrighted academic materials with a class, at this point. These logistical functions could well play on.
  • Students can publish links to external objects, but can’t link back in.
  • Tarmo Toikkanen on 30 Aug 09
     
    Discussion on how LMS and CMS are fading into the margins, and social media is taking the center stage.
  • Tarmo Toikkanen on 30 Aug 09
     
    Tiukkaa analyysiä LMS:ien (oppimisen hallintajärjestelmien) auttamattomista rajoituksista nykyisessä viestintäyhteiskunnassa.
Tarmo Toikkanen

What is the Future of Teaching? - 0 views

mashable.com/...online-education-teachers

education teaching e-learning future trends sometu futurelearning online learning onlinelearning

shared by Tarmo Toikkanen on 10 Sep 09 - Cached
  • 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.
  • ...5 more annotations...
  • 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
      Tarmo Toikkanen on 10 Sep 09
       
      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.
  • Tarmo Toikkanen on 10 Sep 09
     
    Hyvin tiivistettyä ajatusta opetuksen tulevaisuudesta.
  • Tarmo Toikkanen on 10 Sep 09
     
    Good analysis on the impact of new tools, and the need for great teachers.
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