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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.
Tarmo Toikkanen

Laptops in lectures | Tony Bates - 0 views

  • f most students have laptops, why are they still having physically to come to a lecture hall? Why can’t they get a podcast of the lecture? Second, if they are coming, why are the lecturers not requiring them to use their laptops for study?
  • So, yes, there are occasions when lectures work very well. But they should not be the default model for regular teaching in higher education. There are much better ways to teach that will result in better learning over the length of a course or program.
    Luennolla läppäriä käyttävät opiskelijat pärjäävät opinnoissaan muita huonommin. Miksi? Tässä artikkelissa on pohdintaa aiheesta.
    An article about students bringing lap-tops to lectures, with research indicating that students who use laptops in class do less well than students without laptops.
Tarmo Toikkanen

Teach Web 2.0: The Networked Student Revision B - 0 views

    Diagram of the networked student, including contacts, feeds, activities and some services.
    Tällainen on verkostoitunut opiskelija.
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.
Tero Toivanen

Jim Klein :: Weblog :: Netbooks and Open Source: Rethinking Laptops and Learning - 1 views

  • Netbooks are essentially mini-laptops that combine the physical characteristics of a cell phone with the capabilities of a traditional laptop, overcoming nearly all of the hardware obstacles to continuous student technology use in the classroom.
  • But hardware is only half of the picture. Open-source software is the answer to achieving cell phone reliability and ease of use on a device. With Linux and open-source software on netbooks, all the complexities of typical proprietary operating systems can be stripped away, leaving elegant, cell-phone like interfaces of simple icons, with reliable and secure underpinnings that are not prone to failure, malware, or general instability.
  • Through the use of free, open-source applications, students gain access to a diverse set of tools and resources for content creation, and teachers are empowered to challenge students to demonstrate subject area mastery using any one of a variety of tools and contexts. Since the software is free to distribute, students can install the same programs on any computer they have access to, creating an environment in which teachers can have a reasonable expectation that technology-based activities and assignments can be completed regardless of the student's location. And free classroom management tools enable teachers to monitor student activity, communicate privately or with groups, take control of a workstation, start a demonstration from theirs or any student's machine, and garner the attention of the class at a moment's notice, all through an easy to use interface on the teacher's workstation.
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  • Absolutely yes, we've seen tremendous success in our district through the SUSD SWATTEC program. We've done nearly zero training on the laptops themselves, yet students are using them for amazing things on a daily basis, and teachers have embraced them to the degree that they are regularly used all day, every day in the learning environment. Is it replicable? Absolutely. All the software and every detail is available in true open-source fashion on the SUSD SWATTEC web site. Six school districts in four states (that we know of) are doing it now, with great success.
    Löytyisikö Netbookeista vastaus sosiaalisen median tuomiseen koulumaailmaan? Tässä artikkelissa on painavia argumentteja tämän puolesta.
Tarmo Toikkanen

Education | Diigo - 2 views

  • You can create student accounts for an entire class with just a few clicks (and student email addresses are optional for account creation) Students of the same class are automatically set up as a Diigo group so they can start using all the benefits that a Diigo group provides, such as group bookmarks and annotations, and group forums. Privacy settings of student accounts are pre-set so that only teachers and classmates can communicate with them. Ads presented to student account users are limited to education-related sponsors.
    These are special premium accounts provided specifically to K-12 & higher-ed educators.
    Diigo tarjoaa opettajille ilmaisia erityistilejä. Ominaisuuksiin kuuluu mm. oppilaiden kutsuminen palveluun ja suojatut ryhmät luokille.
Tarmo Toikkanen

Teach Web 2.0: The Networked Student with Transcript - 0 views

    Hyvä CommonCraft-tyylinen lyhyt video, joka kertoo mistä Konnektivismissa on kyse ja esittelee sosiaalisen median välineitä oikeassa kontekstissaan oppimisen tukena.
    This 5 minute video by Wendy Drexler paints a descriptive picture of how students can learn in a connectivist style, and the role of the teacher in this new learning landscape.
Tarmo Toikkanen

Epäeettistä mainontaa Edublogs-palvelussa? - 0 views

  • I checked my other student learning logs in Edublogs and found a similar pattern. It then dawned on me that these links were being added to their content without their notice.
  • For example one student mentioned the word "energy" in her blog entry and I found a pop-up link directing me to Exxon/Mobile. Hmmm? I thought and I read on. This same student also mentioned "college" in her entry wherein a hyperlink associated with the University of Phoenix popped up. I found this rather odd, since the student was currently enrolled here at the University of Florida.
  • While Mr. Farmer offers a cogent explanation for the need for revenue to support free, online hosting of Edublogs, he never says anything about embedding advertisements in user created content. I am not opposed to advertisements on free online applications. However, there is a big difference between placing an advertisement on a free site and placing an advertisement in the user's content.
    Ilmeisesti Edublogs-palvelussa opiskelijoiden blogeihiinsa kirjoittamia sanoja muutetaan mainoslinkeiksi. Sessums raportoi englanniksi
Tarmo Toikkanen

Cool Cat Teacher Blog: Web 3D: Students using OpenSim Reflect on the Pressing Issues th... - 0 views

    Kokemuksia Second Lifen käytöstä opetuksessa, mukaanlukien oppilaiden omia videohaastatteluita. Käytössä on OpenSim, eli ei-kaupallinen virtuaalimaailma, joka toimii Second Lifen tavoin (ja samalla asiakasohjelmallakin tarvittaessa).
    Vicki Davis reflects on their students' use of Second Life (OpenSim), and related pedagogical concerns.
Tero Toivanen

NetFamilyNews - 0 views

  • 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?"
    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,"
Tarmo Toikkanen

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

  • 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.
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  • 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.
  • 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?
  • A second emergent field concerns social media literacy. An increasing amount of important communication occurs through Web 2.0 services.
  • Students can publish links to external objects, but can’t link back in.
    Discussion on how LMS and CMS are fading into the margins, and social media is taking the center stage.
    Tiukkaa analyysiä LMS:ien (oppimisen hallintajärjestelmien) auttamattomista rajoituksista nykyisessä viestintäyhteiskunnassa.
Tarmo Toikkanen

50 Ways to Use Wikis for a More Collaborative and Interactive Classroom | Smart Teaching - 1 views

    50 opettajien blogeista kerättyä vinkkiä wikien käyttöön luokkahuoneessa.
    Wikis are an exceptionally useful tool for getting students more involved in curriculum. They're often appealing and fun for students to use, while at the same time ideal for encouraging participation, collaboration, and interaction. Read on to see how you can put wikis to work in your classroom.
Tero Toivanen

TeachPaperless: Share the Globe - 0 views

  • The five students around the table will be able to plug in their handhelds to the table, slide open the tabletop to reveal keyboards, and work communally via the computer which is projecting both independent and shared aspects of a desktop into a large translucent globe in the center of the table. In the globe, the students can move things around to see their own work as well as the individual work of their peers and the communal site. The teacher, or any student in the room, or any expert anywhere in the world invited into the class, can also 'take over' each globe for whatever purpose of presenting ideas.
  • And most importantly, the key is to make the Web-based side of the learning literally transparent to everyone -- students and teachers alike.The Web after screens.I've even got a tagline: Why stare at a screen when you can share the globe?
    TeachPaperless -blogista tuli taas tulevaisuuden näkymä. Näyttää aika paljon myös yhteistoiminnalliselta oppimiselta. 
Tarmo Toikkanen

YouTube For Schools: A Safer Way For Students To Learn | Edudemic - 4 views

    If your school uses Google accounts, listen up. YouTube For Schools has just launched and it's an easy way for schools to manage YouTube access. It lets school administrators have a more granular way to oversee the type of content viewed in school. A typical way it'll be used is letting admins and teachers log in to watch any video while students are limited to only YouTube EDU videos.
    YouTube avasi uusia toimintoja kouluille, mm. sisällön suodatusta ja valvontaa.
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

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

The Ultimate Google Wave Guide for Students: 100 Tips, Tools, and Tricks - Online Degre... - 1 views

    Kattava linkkipaketti Google Wave:stä.
Tarmo Toikkanen

What Makes a Great Teacher? - Magazine - The Atlantic - 4 views

  • great teachers tended to set big goals for their students. They were also perpetually looking for ways to improve their effectiveness.
  • Superstar teachers had four other tendencies in common: they avidly recruited students and their families into the process; they maintained focus, ensuring that everything they did contributed to student learning; they planned exhaustively and purposefully—for the next day or the year ahead—by working backward from the desired outcome; and they worked relentlessly, refusing to surrender to the combined menaces of poverty, bureaucracy, and budgetary shortfalls.
  • Asking “Does anyone have any questions?” does not work, and it’s a classic rookie mistake.
    Todella mielenkiintoinen artikkeli siitä, miten hyvät opettajat eroavat muista. Ei ole ongelmallisia oppilaita vaan opettamisen ongelmia! Jos oppilaat eivät opi, ongelma ei ole oppilaissa, vaan opettajissa ja opetusmetodeissa.
    Hyvää tarinaa laadukkaasta opetuksesta.
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.
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