Group items tagged

Behavioral learning theorists view learning as an extrinsic event which can be observed and measured by others. This is the traditional learning theory in education, the one most researched, peer-reviewed, and most funded in the USA. It stems from the epistemological tradition of objectivism which assumes reality is an outwardly observable event. Melding the behaviorist theory with Driscoll's definition of a learning theory as persistent change as a result of experience, one would get a theory of learning which involves an observable and persistent change. Siemens considered metaphors that involved making connections from four educators. John Seely Brown saw educators as master artists or ateliers who worked with students in a learning studio. Clarence Fisher considered educators to be network administrators who enabled students to form their own learning networks. Curtis Bonk viewed the educator as a concierge who could invite students to partake of possible offerings. George himself thought of educators more like curators or expert learners who set up learning spaces for students. Another possible metaphor is the conductor of a symphony orchestra, where each student is playing a different instrumental part (differentiation), learning the same basic concepts but using different paths. When one plays music, one constructs not only the physical sound, but the phrasing, the mood, and the emphasis of the notes. This is important in constructing the overall sound, or in this case, learning. All these metaphors have to do with learners constructing knowledge. Behaviorism, however, has more to do with teachers writing on "tabulae rasae", sequences of substeps, and rewarding acceptable behavior while punishing unacceptable behavior. Some educational applications of behaviorism in classrooms include contracts, rewards, punishments, reinforcements, and extinction plans. Those are the obvious ones, but shouldn't any student act that has been learned through the student'

invite the village !

Prologue: Learning from the Past - By building on the best educational organizations in America there is hope to construct the best schools in the nation's future thereby fulfilling the American vision of a just democracy. Chapter 1: Progress or Regress? - There are statistical facts and opinions of influential Americans to support both improvements and declines in the American public school system, though faith in American schools continues to support the idea that an informed citizenry is essential to our society. Chapter 2: Policy Cycles and Institutional Trends - Repetitive policy talks cycle more frequently than actual change and involve politicians in legislating short-lived reforms that do not dent the educational landscape. Chapter 3: How Schools Change Reforms - Top-down educational reforms are changed by schools,measured in three ways (changing the original reform, effectiveness, and longevity), and may be more effective if these reforms were bottom-up or grass-roots reforms. Chapter 4: Why the Grammar of Schooling Persists - Tyack & Cuban propose several intertwined reasons that the grammar of schooling is resistant to change, including the historical timing of the introduction of the graded school system, the clout of those legislating the change, and the labor saving features of the current system. Chapter 5: Reinventing Schooling - Reforms should not originate with those outside education nor seek to replace the status quo but should stem from educators in the schools adding reforms to those things that actually do work in classrooms. Epilogue: Looking toward the Future - The authors see hope in reforms that include classrooms teachers in shaping schools that produce an informed and ethical citizenry that will thrive in our democratic society. Tyack and Cuban are optimistic about the future of the American public school system. They cite several reforms that have failed over time because they were initiated from outside the system. The involv

Wright, J. (2008). Reframing quality and impact: The place of theory in education research. Australian Educational Researcher, 35(1), 1-16.

"The World Wide Web: A Technology to Enhance Teaching and Learning? Ronald D. Owston Educational Researcher Vol. 26, No. 2 (Mar., 1997), pp. 27-33 (article consists of 7 pages) Published by: American Educational Research Association Stable URL: http://www.jstor.org/stable/1176036"

Hew, K. F. and Cheung, W. S. (2010). Use of three-dimensional (3-D) immersive virtual worlds in k-12 and higher education settings: A review of the research. British Journal of Educational Technology, 41(1):33-55.

Kassop, M. (2003). Ten ways online education matches, or surpasses, face-to-face learning. The Technology Source: Commentary, May/June.

EDUC 8842 - this resource is germane to our discussions in Module 2 & 3 re: Ponder University beginning an online division.

This page redirects to another and the link is saved as the redirect. To stop the redirect in FF-> Tools->Options->Advanced->General->Select box "Warn me when websites try to redirect or reload the page"

How does this contrast with what Tyack & Cuban are saying in Tinkering Toward Utopia?

Is there a school district out there that hasn't see this? It should be required viewing for all in education.

Yup, the one where I work.

Steve Hargadon interviews Kieran Egan for the FutureofEducation.com interview series. Walden has this book! Kieran maintains that in the future we will continue to face crisis in our system. How will we deal with these challenges to our epistemological, experiential, communicative, or political assumptions? How do Kieran and Tyack & Cuban agree or disagree?

Here come those LOL cats!

Love the Clay Shirky stuff. Have you read the suggested reading in 8845, The World is Flat by Thomas L. Friedman? Another book by him titled Hot, Flat, and Crowded I think should be a part of the Evolution of Education class, 8840 (I think).

I have but I can't find my copy. I will have to pick up a copy tomorrow at the college near me. I do have the Darling-Hammond one that applies his ideas to education. My 7th graders peer review at least two flatclassroom projects every year - the fall one incorporates Friedman and the spring does the Horizon Report. I have also been a judge, advisor, and what not for Julie and Vicki.