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Sara Wilkie

Schoology Blog | Schoology - 0 views

www.schoology.com/...39335005

PBL blended_learning

shared by Sara Wilkie on 04 Jun 13 - No Cached
  • Sara Wilkie on 04 Jun 13
     
    "Jennifer Symington, the Leader of Pedagogy at at the All Saints Catholic Girls College in Liverpool (Sydney), Australia. Teaching 12-16 year old students geography, English, math, history, and science, Jennifer has used Schoology for two years in her integrated studies course where she blends all the aforementioned subjects. Her video is a shining example of the incredible power of technology to foster global learning."
Jason Friedman

Is the Lecture Dead? - Richard Gunderman - The Atlantic - 2 views

www.theatlantic.com/...272578

learning education pedagogy lecture

shared by Jason Friedman on 22 Nov 13 - No Cached
  • e lecture as the prototypically old school, obsolete learning technology,
    • Chris English
      Chris English on 22 Nov 13
       
      Is it difficult to view the lecture as a technology? What physical objects support the lecture? 
    • Jason Friedman
      Jason Friedman on 22 Nov 13
       
      Isn't technology just the delivery of information?
  • placed one of Texas's medical schools on probation, in part because its curriculum relied too heavily on "passive" approaches to learning -- foremost among them, lectures. In medical education circles, "lecture" is fast becoming a term of derision.
    • Chris English
      Chris English on 22 Nov 13
       
      LCME accreditation is serious business.  Check out the standards here :  http://www.lcme.org/publications.htm#standards-section
  • And yet
    • Chris English
      Chris English on 22 Nov 13
       
      What is the rhetorical effect here?  What signal is the author giving the reader with these two words?
  • ...13 more annotations...
  • e should attempt to understand better the features that distinguish effective, engaging lectures from those that leave learners limp.
    • Chris English
      Chris English on 22 Nov 13
       
      Good idea.  I'm on board with understanding the difference between a good lecture and a bad one.
    • Chris English
      Chris English on 22 Nov 13
       
      Let's highlight these with pink.
    • Jason Friedman
      Jason Friedman on 22 Nov 13
       
      I agree.
  • we lecturers
    • Chris English
      Chris English on 22 Nov 13
       
      What revelation do we have here about the author's persona and the intended audience for this article?
  • What will I be able to get across to learners through a lecture that they could not get just as well and with less inconvenience by reading a book or working through an online learning module?
    • Chris English
      Chris English on 22 Nov 13
       
      Golden question.  Essential to good practice and pedagogy
  • The real purpose of a lecture is to show the mind and heart of the lecturer at work, and to engage the minds and hearts of learners.
    • Chris English
      Chris English on 22 Nov 13
       
      Primary assertion of the text.  Is this an appeal to ethos, logos, or pathos?
  • pens learners' eyes to new questions, connections, and perspectives
  • Great lecturers not only inform learners, they also engage their imaginations and inspire them.
  • A great lecturer tells a story
  • Great lecturers often share responsibility for solving these problems with learners, working with them in real time to find a solution
  • Learners are not merely sitting and passively listening
    • Jason Friedman
      Jason Friedman on 22 Nov 13
       
      I always say learning shouldn't be a spectator sport.
  • actively thinking and imagining right along with the lecturer as both struggle toward new insights
    • Chris English
      Chris English on 22 Nov 13
       
      Sharing responsibility, collaborating in real time, solving problems, active thinking and imagining - these are all valued in the classroom.  What does that look like during a lecture?  What should I be seeing?  How do I gauge whether or not a students is engaged?
  • Pausch and Jobs could have confined their presentations to small groups, relying on much more direct interaction with a few audience members. They could have embedded their messages in interactive computer software programs that asked learners numerous questions and provided constructive feedback on their responses. They could have phoned their lectures in, using the latest distance-learning technology. Fortunately, however, they did not, and our world and the world of today's health professions students is the richer for their choice to lecture.
    • Chris English
      Chris English on 22 Nov 13
       
      These are good examples of great speeches, but I hesitate to buy the idea that they are reflective of classroom lectures.  Neither example is comes form a classroom setting where students are meeting on a regular basis to learn.
  • Nor can efforts to cut down on the amount of lecturing be justified on the grounds that the lecture is dead or even moribund.
    • Chris English
      Chris English on 22 Nov 13
       
      I'm willing to accept the argument that the lecture has a place in education.  Lectures can be an effective and inspirational teaching tool.  I don't think the argument leads to the second part of the conclusion - that we shouldn't reduce the number of lectures.  Lecturing is one tool.  As educators, we should have more than one tool.
  • I believe that we should revisit this venerable educational method before we sign its death certificate.
    • Jason Friedman
      Jason Friedman on 22 Nov 13
       
      I think this is important.  The lecture need not die but it can be improved.  Any technology if not used effectively is a disservice to the classroom.
Sara Wilkie

Hard Fun - 0 views

www.papert.org/...HardFun.html

Learning education pedagogy papert

shared by Sara Wilkie on 28 Jun 13 - Cached
  • Sara Wilkie on 28 Jun 13
     
    "Once I was alerted to the concept of "hard fun" I began listening for it and heard it over and over. It is expressed in many different ways, all of which all boil down to the conclusion that everyone likes hard challenging things to do. But they have to be the right things matched to the individual and to the culture of the times. These rapidly changing times challenge educators to find areas of work that are hard in the right way: they must connect with the kids and also with the areas of knowledge, skills and (don't let us forget) ethic adults will need for the future world. "
Sara Wilkie

'The Objective of Education Is Learning, Not Teaching' - Knowledge@Wharton - 0 views

knowledge.wharton.upenn.edu/article.cfm

teaching learning pedagogy

shared by Sara Wilkie on 17 Jul 13 - Cached
  • Sara Wilkie on 17 Jul 13
     
    "In their book, Turning Learning Right Side Up: Putting Education Back on Track, authors Russell L. Ackoff and Daniel Greenberg point out that today's education system is seriously flawed -- it focuses on teaching rather than learning. "Why should children -- or adults -- be asked to do something computers and related equipment can do much better than they can?" the authors ask in the following excerpt from the book. "Why doesn't education focus on what humans can do better than the machines and instruments they create?" "Education is an admirable thing, but it is well to remember from time to time that nothing that is worth learning can be taught." -- Oscar Wilde"
Sara Wilkie

Granted, but… - 0 views

grantwiggins.wordpress.com

wiggins education blogpost pedagogy intellectual_autonomy student_owned_learning

shared by Sara Wilkie on 17 Jul 13 - No Cached
  • Sara Wilkie on 17 Jul 13
     
    The 4th of July: a great time to think about independence. No, not yours or mine; the students' independence. What curricular plan do you have for giving students increasing intellectual autonomy next year? Rate This In my previous post on transfer, I discussed what it is and isn't. Here, I draw from the research and highlight the key teacher 'take-aways' in terms of what the research suggests for practice. Most of the quotes come from Chapter 3 in How People Learn. Other sources are referenced at the end."
Chris English

Lectures Didn't Work in 1350-and They Still Don't Work Today - Atlantic Mobile - 0 views

m.theatlantic.com/...281514

learning education technology

shared by Chris English on 22 Nov 13 - No Cached
    • Chris English
      Chris English on 22 Nov 13
       
      How effective is this title at grabbing attention?  What evidence in the text supports the claim?
  • David Thornburg
    • Chris English
      Chris English on 22 Nov 13
       
      Learn more about David here:  http://www.tcpd.org/david-thornburg/
  • four learning models: the traditional “campfire,” or lecture-based design; the “watering hole,” or social learning; the “cave,” a place to quietly reflect; and “life”—where ideas are tested.
    • Chris English
      Chris English on 22 Nov 13
       
      What is your initial reaction to this framework?  Do the metaphors work for you?
    • Chris English
      Chris English on 22 Nov 13
       
      What is your initial reaction to this framework?  Do the metaphors work for you?
  • ...6 more annotations...
  • e four types of learning
    • Chris English
      Chris English on 22 Nov 13
       
      Is this a misnomer?  Is there a significant difference between "four learning models" and "four types of learning" ?
    • Chris English
      Chris English on 22 Nov 13
       
      Here, we finally get to the point suggested in the title.  Is this an organizational problem?
    • Chris English
      Chris English on 22 Nov 13
       
      From a learning perspective, what if we started with the image.  What do you see?  What does this image reveal?  What is the assertion being made?  What evidence supports the assertion?
  • it’s not because of a decreased attention span—it’s because they aren’t given tasks that honor their dominant ways of learning.
    • Chris English
      Chris English on 22 Nov 13
       
      In the neurodevelopmental framework, we call this Satisfaction Level, a function of attention. What is your reaction to the language here - the change to "dominant ways of learning"? 
    • Chris English
      Chris English on 22 Nov 13
       
      In my work, I look at how the affordances of new technology are subsumed into old practices.  Collaborative digital technologies can radically transform pedagogy if we allow ourselves to shed traditional practices.
  • Lectures Didn't Work in 1350
Chris English

Drill the Teachers, Educate the Kids | November Learning - 1 views

novemberlearning.com/...-the-teachers-educate-the-kids

professional development learning teach

shared by Chris English on 27 Jan 15 - No Cached
  • Matt Duncan on 05 Oct 15
     
    I think there's a lot of value in the way the article approaches "why tech doesn't work as pedagogy." What I worry about is that there's a real danger of an either/or approach. Sometimes people need training, and we know that not all people can figure things out alone. Some need step-by-step instruction for technology that seems easy if you have certain aptitudes. It's all well and good to focus on the learning, but if you can't work the gizmo, you're not going to be facilitating much learning. This is aggravated when the tool is a communication channel, and you can't send the messages that need to be sent (e.g. Haiku and assignments, attendance, notes on grades, etc.)
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