Group items tagged

To extend Friday's conversation even further . . . "The second type of busyness also results in health problems, but it is a sickness we bring on ourselves. Like voluntarily licking the door handle of a preschool bathroom or having a sweaty picnic in the Ball Pit at Chuck E. Cheese's. It's busyness we control. Self-created stress. Ever since my conversation a month ago, I realized that my busyness is this second type. Busyness we control. In fact, many times I create rush and worry where none exists. Any typical morning, you can find me riding my kids like a couple of three-dollar mules in a sea of marbles, begging them to move faster." h/t D'Arcy Norman

"Research and its potentially competitive nature also pose a challenge, in that it fosters an individualistic and protective attitude during the gestation of ideas. In contrast, for Borges, originality is a vain illusion: being original is simply impossible. Rather, instead of becoming obsessed about developing a unique voice, the writer should pay homage to his precursors, lose himself by imitating the writers he admires, seek and enjoy the connections between seemingly old and new ideas, reveal or interpret their transformation. In short, the writer should first be a passionate, insightful reader. Along the same lines, American composer George Perle, coined the expression "the listening composer," alluding precisely to the mandatory connection between the timeless continuum and the individual creative spirit, each nurturing the other. "

"Students presented their work. They had about 30 seconds. A few students served as a panel (if we're sticking with "Shark Tank", these are your Mark Cubans, your Mr. Wonderfuls, etc.). The teacher had prepared a few scripted questions, which the panel asked psuedo-randomly. The presenters knew these questions ahead of time and had to be prepared to answer them. Students responded to the questions that were selected. The panelists convened with their groupmates to discuss the presenters' responses and to develop deeper, more probing questions. The presenters also had a couple minutes to regroup and confer. After convening, the panelists return to their station and ask the questions that they and their group came up with. The presenters respond. From this point, it becomes semi-conversational as all the panelists are interested in getting their question answered.he presenters then answered those questions, which were generally more specific in nature and based on the initial responses of the presenters."

"I believe that words mean things and the names we attach to the things we care about serve as little icons that can tell a very brief story about the things themselves. I think flipped learning is at the point now where it's past the point of being the Next Big Thing in Education, and the first order of business, it seems to me, in moving the conversation about flipped learning forward is just figuring out what story we want to convey by way of the terminology we use."

Hmmm... "Discussions about the future of education should never undersell the social import of sitting side by side, of holding conversations with students vastly unlike oneself, and of students being able to see their peers respond to their newly acquired insights..."

""I think this next generation of systems is really going to be about data and analytics and relationship management," LeBlanc said. "The whole shift in conversation, it seems to me, is about student-centeredness."" How to reconcile those two statements?

It's a bit insane to me this was a conversation but it's one that ought to happen much more. Are we practicing what we preach? "One of my undergrads came up to me and said, 'You know, Professor, your ideas about games as models for learning environments are really interesting, but I'm curious, why don't you teach your class following those ideas?'" Mr. Fishman says. "And I thought, Well, that's a really excellent question."

"My course this past semester began like so many others: 14 students and I arrived every Tuesday and Thursday morning in an uninspiring space of concrete-block walls and fluorescent lighting, with few windows and fixed desks all facing forward, ill suited to the discussion-based, flipped format of the class. So, a couple of weeks into the semester, we decided to go nomadic."

Reducing someone to the number of languages he or she speaks trivializes the immense power that language imparts. After all, language is the living testament to a culture's history and world view, not a shiny trophy to be dusted off for someone's self-aggrandizement.

Language is a complex tapestry of trade, conquest and culture to which we each add our own unique piece - whether that be a Shakespearean sonnet or "Lol bae g2g ttyl." As my time in the media spotlight made me realize, saying you "speak" a language can mean a lot of different things: it can mean memorizing verb charts, knowing the slang, even passing for a native. But while I've come to realize I'll never be fluent in 20 languages, I've also understood that language is about being able to converse with people, to see beyond cultural boundaries and find a shared humanity. And that's a lesson well worth learning.

look at these studies more deeply for possible OLE inclusion around community/conversation

"A recent Twitter conversation that cast doubt on the conclusions of a genomics study has revived a debate about how best to publicly discuss possible errors in research. Yoav Gilad, a geneticist at the University of Chicago in Illinois, last month wrote on Twitter that fundamental errors in the design and data analysis of a December 2014 study2 led to an unfounded conclusion about the genetic similarities between mice and humans."

Remember to open with Kaizena in Google Drive

It's obviously not enough to throw animation at our web page elements and hope it improves our conversion rate. That would be silly. Like every other aspect of design, what kinds of animation you use, and when you use them, must be carefully considered.

" One of the space-related changes is the seeking of help. The demand for instruction must come from the student. We use our space at Vault as a perpetual conversation that moves from project to project never quite stopping even thought the participants move on to drum line or a traditional course in chemistry."

OER in MedEd. Thanks to Laura Gogia for pointing me to this via a Twitter conversation.

"The best performing teacher in the whole system was a woman named Zenaida Tan. Up until that report, she was completely unheralded. The skills she possessed were invisible. Meanwhile, less important traits were measured on her evaluations (three times she was late to pick up students from recess). In part, Lemov is talking about the skill of herding cats. The master of cat herding senses when attention is about to wander, knows how fast to move a diverse group, senses the rhythm between lecturing and class participation, varies the emotional tone. This is a performance skill that surely is relevant beyond education. This raises an important point. As the economy changes, the skills required to thrive in it change, too, and it takes a while before these new skills are defined and acknowledged. For example, in today's loosely networked world, people with social courage have amazing value. Everyone goes to conferences and meets people, but some people invite six people to lunch afterward and follow up with four carefully tended friendships forevermore. Then they spend their lives connecting people across networks. People with social courage are extroverted in issuing invitations but introverted in conversation - willing to listen 70 percent of the time"

Some added dimension to the presentation conversation