Group items matching

in title, tags, annotations or url

" In such times Dada objects amuse everybody, and sInce these objects are (mostly) made collectively, they are a strong community bond. Amusement (of oneself and others) and the makIng of art communities are the goals of Dada. Dada is a priori agaInst everythIng, IncludIng goals and itself, but this creative negation is very amusIng and is meant to be shared. For one whole century, Dada has delighted In uncoverIng and usIng contradictions, paradoxes, and negations, the most important of which are: 1. most people read signs, Dadas make signs, and 2. most people are scared of scary faces, Dada makes scary faces." "

"Dr. Moorman conducted a study focused on what meaning VTS had for students exploring how they used VTS in patient care.  Guided by a series of 3 questions, a facilitator chose a work of art and asked students the following questions: 'What is going on in this painting?' 'What are you seeing that makes you say that?' (requiring students to give visual evidence), and 'What more can you find?' (requiring them to look again and scaffold off of others' comments).  Students found their observational skills improved and that they were more open to hearing other's opinions.  They found that they were more likely to give detail to back up observations in their clinical situations and listen to others during report. They also found they used the same line of questioning that the facilitator used when they were seeking more information during clinical rotations during patient care.    "

We had a faculty member who took our students to the VMFA every year for this exercise. The students loved it. I didn't understand its point at the time, but this makes a great deal of sense.

I/we need to consider this with our team and education more broadly. "Theory 1: Nothing we "know" about software development should be assumed to be true. Most of our tools, our mental models, and our practices are remnants of an era (possibly fictional) where software was written by solo practitioners, but modern software is a team sport. Theory 2: Technology is the product of the culture that builds it. Great technology is the product of a great culture. Culture gives us the ability to act in a loosely coupled way; it allows us to pursue a diversity of tactics. Uncertainty is the mind-killer and culture creates certainty in the face of the yawning shapeless void of possible solutions that is software engineering. Culture is what you do, not what you say. It starts at the top. It affects everything. You have a choice about the culture you promote, not about the culture you have. Theory 3: Software development should be thought of as a cycle of continual learning and improvement rather a progression from start to finish, or a search for correctness. If you aren't shipping, you aren't learning. If it slows down shipping, it probably isn't worth it. Maturity is knowing when to make the trade off and when not to. I had some experience with this at Flickr, and I wanted to see how far you could scale it. My private bet was that we'd make it to 50 engineers before things broke down. Theory 4: You build a culture of learning by optimizing globally not locally. Your improvement, over time, as a team, with shared tools, practices and beliefs is more important than individual pockets of brilliance. And more satisfying. Theory 5: If you want to build for the long term, the only guarantee is change. invest in your people and your ability to ask questions, not your current answers. Your current answers are wrong, or they will be soon. "

"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."

"The Formation by Design Project is a learner-centered and evidence-centered approach to reinventing our institutions around whole person development and doing so in ways that are thoroughly responsive to the emerging learning ecosystem that characterizes this moment in history-the increasingly data-rich environment that, while enabling personalization and customization of learning, at the same time risks de-centering and dis-empowering learners. The Project engages internal and external stakeholders in a process of defining, designing, and measuring formation of the individual within the context of higher education." h/t Shelly Fowler

The primary audience for this book is college faculty and graduate students interested in quality teaching in blended learning environments. The secondary audience is education technology professionals, instructional designers, teaching and learning developers, and instructional aides - all those involved in the design and development of the media and materials for blended learning.

The Kress Foundation funded research to help clarify perceptions on digital scholarship and art history! I can only imagine the creative community being equally aghast and confused about earth art, conceptual art and performance art (among others). Wild to think about. We keep marching forward. "The findings reveal disagreements in the art history community about the value of digital research, teaching, and scholarship. Those who believe in the potential of digital art history feel it will open up new avenues of inquiry and scholarship, allow greater access to art historical information, provide broader dissemination of scholarly research, and enhance undergraduate and graduate teaching. Those who are skeptical doubt that new forms of art historical scholarship will emerge from the digital environment. They remain unconvinced that digital art history will offer new research opportunities or that it will allow them to conduct their research in new and different ways."

When you register for a course, you often have a choice: in-person or online. But at Peirce College, you don't have to pick one or the other. All students will soon get access to both formats in the same course.

"Duolingo for schools offers a window into the future of education technology. It shows us how interactive digital technologies can be used to create a more equitable educational landscape, not just in the U.S., but globally. It reminds us why we all bought into these networked technologies in the first place. Data-driven solutions don't have to be all about corporate growth, they can also be about creating innovative ways to improve humanity's lived experience in the world."

"In this seven-part series, TIME looks back over the past 12 months to identify some of the ways of seeIng-whether conceptually, aesthetically or through dissemInation-that have grabbed our attention and been Influential In maIntaInIng photography's relevance In an ever shiftIng environment, media landscape, and culture now ruled by images."

"Digital literacy is getting a sense of your networks. It's like learning a new city, invisible but beautiful, and baffling when you don't know how a new city works. But then, as you roam around, it can start to make sense. You get more comfortable, and in time, your rhythms come together with its, and you can feel the city. You can cross the street safely and get what you need from the city. You can make friends there, and find safety, and love, and community. We all live in this common city now, and we just need to learn to see it. We live in an age of networks, and it's an amazing age."

csgirl * 17 days ago I would go nuts if I had to get my feedback on a paper via video. It is so much faster to read. When I get something back with feedback, I can go right to the comments and focus on them. Plus written comments can reference the problematic text directly, whereas in video, the instructor would have to laboriously describe the point in the text ("refer to the third sentence in the fifth paragraph on page 2") or hold the paper up to the screen and point, which might not be easy to see.

"help students develop and embrace  reflective habits in their work. Reflexivity and self-reflection are two key skills for an optimal learning experience. They allow students to not only critically appraise their learning and identify areas of weakness and strength but also increase their critical awareness of the metacognitive processes involved in their learning. These 40 questions embedded in this list are ideal for enhancing students' metacognitive abilities."

"I'd say the biggest observation I've come across in the last couple weeks, is that the online co-learning model breaks down the barriers of the traditional teacher/student relationship. Collaborating, sharing, and building ideas and understanding through open discuss instead bland lecture (here's the information, learn it, regurgitate it for a test). Creating the open platform to express ideas, and then expand upon them with easy reference to the information on the web (i.e., youtube videos, spotify, etc.). The responsibility then lies with each of us (student and teacher) to clearly express our meaning, intention, interpretation, and understanding of material, and back it up with an openness to build on criticism, and defend our viewpoint. And as we've discussed, they, the students, have full ownership of their work, so they may use it for future reference, when needed. in a way, it's like what Beethoven, Debussy, and punk rock have done with music. Each in their own right said, screw the "rules" I'm going to create the music I feel is necessary. The music inside me." h/t to Joyce

"In short, says Stahl, "[Infants] take surprisIng events as special opportunities to learn." This theory, that we're born knowIng certaIn rules of the world, isn't new. We see evidence of it not only In humans but In lots of others species, too. What's new is this idea: that core knowledge seems to motivate babies to explore thIngs that break those rules and, ultimately, to learn new thIngs."

Understand first the purpose of gesture. It's more important than you might think. intents, ideas, emotions, desires, decisions, wants, urges - they all originate within our unconscious minds. Once the unconscious mind has cooked them up, the next thing that happens is that you begin to act on them. Only after you begin to move does your conscious mind kick into gear and become aware of what's going on.

You need gesture, in fact, in order to know what you're thinking. Literally. Stifle your gestures and limit your thinking - your conscious awareness of what's going on in the depths of your mind.

"The 2015 Institute on Inclusive TeachIng, organized by the Inclusive Institute PlannIng Committee In partnership with the Division for Inclusive Excellence, the Division for Academic Success, and the Service-LearnIng Office In the Division of Community Engagement, will be held from Monday, May 18, 2015 through Friday, May 22, 2015 In the VCU Globe (Room 1030J 830 West Grace Street, Richmond, VA 23284) on the Monroe Park Campus of VirgInia Commonwealth University. "

"We already know what the college of the future will look like, because the non-traditional students are creating it now. It's a hybrid of online and in-person classes, centered on the student and not the institution, with credits accruing from multiple schools, and adding up to a degree in alternating periods of attendance and absence."

"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."