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Sara Wilkie

Ramsey Musallam: 3 rules to spark learning | Video on TED.com - 0 views

www.ted.com/...3_rules_to_spark_learning.html

TED curisoity learning

shared by Sara Wilkie on 28 Jun 13 - No Cached
  • Sara Wilkie on 28 Jun 13
     
    Ramsey Musallam, a high school chemistry teacher from the San Francisco Bay Area, has been creatively using digital tools in his classroom for several years as a way to drive students to deeper inquiry. In a recent TED talk, Musallam says that a teacher's strongest tool - the force that draws students deeper into learning - is piquing students' curiosity. In his classroom, Musallam follows three rules: curiosity comes first, embrace the mess, and reflect and revise.
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

8 Steps To Great Digital Storytelling | Edudemic - 0 views

edudemic.com/...-to-great-digital-storytelling

digital storytelling

shared by Sara Wilkie on 30 May 13 - No Cached
  • Sara Wilkie on 30 May 13
     
    " Added by Samantha Morra on 2013-05-29 digital storytellingStories bring us together, encourage us to understand and empathize, and help us to communicate. Long before paper and books were common and affordable, information passed from generation to generation through this oral tradition of storytelling. Consider Digital Storytelling as the 21st Century version of the age-old art of storytelling with a twist: digital tools now make it possible for anyone to create a story and share it with the world."
Sara Wilkie

Social Media in Education: Resource Roundup | Edutopia - 0 views

www.edutopia.org/cial-media-education-resources

social media edutopia

shared by Sara Wilkie on 30 May 13 - No Cached
  • Sara Wilkie on 30 May 13
     
    "This collection of blogs, articles, and videos from Edutopia aims to help teachers deploy social media tools in the classroom to engage students in 21st-century learning."
Sara Wilkie

Who Owns the Learning?: Preparing Students for Success in the Digital Age: Alan Novembe... - 0 views

www.amazon.com/...B0081RL35U

learning 1st5Days novemberlearning

shared by Sara Wilkie on 29 May 13 - No Cached
  • Sara Wilkie on 29 May 13
     
    "Learn how to harness students' natural curiosity to develop self-directed learners. Discover how technology allows students to take ownership of their learning, create and share learning tools, and participate in work that is meaningful to them and others. Real-life examples illustrate how every student can become a teacher and a global publisher. The embedded QR codes link to supporting websites."
Sara Wilkie

What are the 4 R's Essential to 21st Century Learning? | HASTAC - 0 views

hastac.org/...ssential-21st-century-learning

21stCenturySkills learning procedural_thinking

shared by Sara Wilkie on 04 Jun 13 - No Cached
  • Sara Wilkie on 04 Jun 13
     
    "The classic "3 R's" of learning are, of course, Reading, 'Riting, and 'Rithmetic. For the 21st century, we need to add a fourth R--and it will help inspire the other three: Algorithm. I know, it isn't a very graceful "R"--but 'riting and 'ritmetic are fudges too. And the beauty of teaching even the youngest kids algorithms and algorithmic or procedural thinking is that it gives them the same tool of agency and production that writing and even reading gave to industrial age learners who, for the first time in history, had access to cheap books and other forms of print. "
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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