Group items tagged

"the "active" in "active use of technology" we are referring to is what is happening in the mind of the child. Active use for young children occurs when they use technologies in generative ways, that is, when they are generating insights, associations between new and existing knowledge, or creating their own content. This encourages more active cognitive processing that leads to deeper, longer lasting learning."

" a web application to select video quotes from a video, to embed in a article. it uses Spoken data API to generate a transcription of the video. The user can then search, and select a quote. This can be exported, and the application trims the video, and generates the HTML code to embed it with the corresponding part of the video associated as a dropdown."

" Virtually overnight, Reddit had created the world's largest two-way dialogue between scientists and the general public."

As current and future student populations-made up of Millennials and Gen Zs, a generation collectively now referred to as Generation C-become even more digitally reliant, we'll see more students flock in record breaking numbers to flexible learning environments.

What's contributing to this growth? "Flex-classes," a preferred learning style among Gen Cs that offers "flex-attendance" options to join classes "in-person" or "online" throughout the duration of a course, allowing students to more efficiently, and affordably, learn anytime, anywhere.

In fact, if the current enrollment growth rate continues, nearly half of all college students will be enrolled in a flexible online learning course by 2020.

Several parents and academics I interviewed think Minecraft servers offer children a crucial "third place" to mature, where they can gather together outside the scrutiny and authority at home and school,

""We recommend that the assistant secretary require the Higher Learning Commission to reevaluate competency-based education programs previously proposed by schools to determine whether interaction between faculty and students will be regular and substantive," the report said, "and, if not, determine whether the programs should have been classified as correspondence programs.""

"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."

"But we also need to think and question and explore and understand, so that we can take up our particular responsibilities as educators as well as our general responsibilities as human beings. I might be wrong in my thinking, but I'm not going to stop thinking and putting it out there because that too, is an act of resistance."

This could be a checklist for ALL professional development across education and, I suspect, other fields as well. Personalized, customized, sustained.

""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 no accident that many of the most-read New York Times articles of the last few years have been complex takes on serious subjects in a form other than a traditional article: an explainer of the Ebola crisis, a photo essay on aging, a video on ISIS and, from us, the rent-vs.-buy calculator, a graphic on nonemployed men, a map on poverty and an interactive on generational politics."

"Think of yourself as someone who sells aspirin. And realize that the best customer for your aspirin is someone who is in pain. Not a lot of pain. Not a migraine. Just a little. Piaget called that pain "disequilibrium." Neo-Piagetians call it "cognitive conflict." Guershon Harel calls it "intellectual need." I'm calling it a headache. I'm obviously not originating this idea but I'd like to advance it some more. One of the worst things you can do is force people who don't feel pain to take your aspirin. They may oblige you if you have some particular kind of authority in their lives but that aspirin will feel pointless. It'll undermine their respect for medicine in general."

"When I suggest sketching as a visual thinking tool, I often I hear "I'm not an artist" or "I can't draw." While I understand the hesitation, I'm here to tell you that the artistic quality of your sketches is not the point. The real goal of sketching is functional. It's about generating ideas, solving problems, and communicating ideas more effectively with others. "

"I cannot sit on the fence. I like twitter and what it offers. I have learned things I never would, built genuine relationships with international people who I would have perhaps have only met over a quick coffee at a conference. And I have changed the way I speak about science. It is interesting, and often funny. It can of course be a harsh and challenging space. I am genuinely horrified at what I have seen some colleagues endure online - particularly the women: but it is here to stay. I wish my female colleagues and women in general were always treated well, and as people, but the only thing I can personally do is contribute to a positive space. I believe twitter is a strong positive for science, and it is a worthwhile investment of your time. This short document has a few ill-considered ideas about what I like about it.   "

"Big data, while a term that is in common use, is a bit of a misnomer: big data is not simply a matter of size. The notion of big data comprises volume, size, and velocity, and also poses the questions of how to move large data sets around and define a vision that makes sense of them.3"

Derek Buff's next generation learning spaces summary

Do millenials like to read? That is my question. My nephew doesn't.

The original Pew study's worth a look; much more nuance, especially breaking down the Millennials into three distinct groups. And this interesting finding: "Millennials' lives are full of technology, but they are more likely than their elders to say that important information is not available on the internet."

No citation but worth looking at . . . "Claims about the success of brainstorming rest on easily tested assumptions. One assumption is that groups produce more ideas than individuals. Researchers in Minnesota tested this with scientists and advertising executives from the 3M Company. Half the subjects worked in groups of four. The other half worked alone, and then their results were randomly combined as if they had worked in a group, with duplicate ideas counted only once. In every case, four people working individually generated between 30 to 40 percent more ideas than four people working in a group. Their results were of a higher quality, too: independent judges assessed the work and found that the individuals produced better ideas than the groups. "

"Reducingstereotypethreat.org was created by two social psychologists as a resource for faculty, teachers, students, and the general public interested in the phenomenon of stereotype threat. This website offers summaries of research on stereotype threat and discusses unresolved issues and controversies in the research literature. Included are some research-based suggestions for reducing the negative consequences of stereotyping, particularly in academic settings."

"Intellectual skills, in contrast, have to do with a person's ways of reasoning, hypothesizing, exploring, understanding, and, in general, making sense of the world.  Every child is, by nature, an intellectual being--a curious, sense-making person, who is continuously seeking to understand his or her physical and social environments.  Each child is born with such skills and develops them further, in his or her own ways, through observing, exploring, playing, and questioning.  Attempts to teach intellectual skills directly inevitably fail, because each child must develop them in his or her own way, through his or her own self-initiated activities.  But adults can influence that development through the environments they provide.  "