Group items matching

in title, tags, annotations or url

"A group of almost 40 mathematicians wrote a 600 page textbook on Homotopy Type Theory in less than six months. They taught themselves git, and they used GitHub for hosting, pull requests, and discussions. The book simply wouldn't exist without GitHub. That. Is. Amazing. I subscribed to the project on GitHub and I receive email updates every single day. The book has been released, but they're still iterating constantly. I can't even begin to comprehend the complex mathematics racing through my inbox, but the fact that these brilliant mathematicians are collaborating like this, creating something that has never existed before, out in the open, and I have a front row seat... it just blows my mind."

"This week, the Connected Learning Research Network, a research group that I chair, released a report (PDF) that outlines how connected learning environments are designed and how they can benefit youth in networked society, especially the underprivileged and vulnerable. The report calls for several core changes in education, including: * Close the gap between the no-frills learning that too often happens in-school and the interactive, hands-on learning that usually takes place out of school; * Take advantage of the Internet's ability to help youth develop knowledge, expertise, skills and important new literacies; * Use the benefits of digital technology and social networking to combat the increasing reality of the haves and have-nots in education. "

An online focus group was used to investigate the experiences of nine individuals with cerebral palsy who use augmentative and alternative communication (AAC) and social media. Information was gathered related to (a) advantages of social media, (b) disadvantages of social media, (c) barriers to successful use, (d) supports to successful use, and (e) recommendations for other individuals using AAC, support personnel, policy makers, and technology developers. Participants primarily chose to focus on social media as a benef cial tool and viewed it as an important form of communication. The participants did describe barriers to social media use (e.g., technology). Despite barriers, all the participants in this study took an active role in learning to use social media. The results are discussed as they relate to themes and with reference to published literature.

"I had been invited out by a group of students to climb buildings-a risky endeavor in which you have to dodge campus security while doing a series of parkour moves up fire escapes, railings, ladders, and ledges to make your way to the top of campus buildings. I was amazed at how passionate and intensively these students were pursuing this goal. And I realized that if we could somehow nurture that same kind of passion in the classroom, grades would be irrelevant. The students were, in fact, testing themselves. They were testing their courage, their skill, and their determination. And they will continue to test themselves-over and over again. If we could somehow create learning outcomes worth pursuing, we might get the same kind of engagement."

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

This is old and I certainly don't agree with all of it but I think it's one of the most sober looks at the range of issues VCU needs to consider. Besides, I needed to test out my new group membership here.

Assessment: What are students really learning?

"Traditional courses have long focused on tools and techniques for the presentation of content. Traditional concerns from faculty focused on covering the material, getting through the book and meeting expectations so that faculty in other courses won't muse and wonder,  "Didn't you learn these concepts from faculty X?"   And "Didn't you study the work and contributions of  ____ (Fill in your favorite who)"  A major drawback with designing for content as a priority is that it focuses attention on what the faculty member is doing, thinking and talking about and not on the interaction and engagement of students with the core concepts and skills of a course. The new focus on learners encourages a focus on learners as a priority. The new focus on the learner is to develop a habit of asking, what is going on inside the learner's head? How much of the content is being integrated into their knowledge base? How much of the content and the tools can he/she actually use? What are students thinking and how did they arrive at their respective positions? Additionally, we are seeing a shift to looking at the student no only as an individual, but as an individual within the learning community. Other questions that we are now considering include: How is the learner supporting the community of learners and contributing to the overall growth of the group? "

Contributed by Robert Kubacki (SLPA), Alyson Lyon (SLPA), Donald McAndrews (SLPA), Joyce Valent (SLPA), and Sarah Wallace (Speech-Language Pathology) A group of Duquesne faculty participating in a CTE online book study developed these tips to give to students to help them succeed in online learning.

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."

"We build software that shapes our cities. More specifically, (1) we create micro-institutions in physical space, (2) we design social processes that allow others to replicate and evolve those micro-institutions, and (3) we write software that enables those social processes. We use this process to create more robust, decentralized, human-scale systems in our cities. We are particularly focused on reinventing our current systems for learning, agriculture, and transportation."

Reflections on the incubator classroom from Social Work