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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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http://www.nsrfharmony.org/system/files/protocols/text_based_guidelines_0.pdf - 3 views

www.nsrfharmony.org/...text_based_guidelines_0.pdf
shared by Chris English on 22 Oct 15 - No Cached
  • Chris English on 22 Oct 15
     
    Text-based Seminar Guidelines
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Testing Students' True Grit - Room for Debate - NYTimes.com - 2 views

www.nytimes.com/...testing-students-true-grit
shared by Chris English on 04 Mar 16 - No Cached
  • Chris English on 04 Mar 16
     
    Thoughts on GRIT
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OET-Draft-Grit-Report-2-17-13.pdf - 0 views

www.ed.gov/...-Draft-Grit-Report-2-17-13.pdf grit perseverance tenacity learning pdf
shared by Sara Wilkie on 22 Jan 14 - No Cached
  • Sara Wilkie on 22 Jan 14
     
    US Dept of Ed - draft report
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Project-Based Learning vs. Problem-Based Learning vs. X-BL | Edutopia - 0 views

www.edutopia.org/...pbl-vs-pbl-vs-xbl-john-larmer pbl bie cbl xbl article edutopia
shared by Sara Wilkie on 22 Jan 14 - No Cached
  • Sara Wilkie on 22 Jan 14
     
    "At the Buck Institute for Education (BIE), we've been keeping a list of the many types of "_____- based learning" we've run across over the years: Case-based learning Challenge-based learning Community-based learning Design-based learning Game-based learning Inquiry-based learning Land-based learning Passion-based learning Place-based learning Problem-based learning Proficiency-based learning Service-based learning Studio-based learning Team-based learning Work-based learning . . . and our new fave . . . "
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iTunes - Books - The iPad Is Not a PC by Jonathan Nalder - 0 views

itunes.apple.com/...id705719234 itunes books ipad workflow
shared by Sara Wilkie on 11 Oct 13 - No Cached
  • Sara Wilkie on 11 Oct 13
     
    "The iPad is not a PC. As obvious as that sounds, if the only computer you've ever used was mainly a box on a desk, or ran a desktop operating system with a physical keyboard attached, its only natural that the ways you attempt to use a new device will be dictated by the old paradigm. Instead of just sticking with such an approach, this book looks at the different ways that the PC and iPad have been designed to work, and then detail new ways that the iPad can be used for workflows not work. "
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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
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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.
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Don't Give Up on the Lecture - Atlantic Mobile - 3 views

m.theatlantic.com/...281624
shared by Chris English on 24 Nov 13 - No Cached
  • According to the data, students exposed to lecture more than other classroom activities showed more significant learning gains than their peers. The authors were careful to point out that this data need not be proscriptive. One of the study’s faults is that there is no way to account for the teachers who gravitate more towards lecturing because they excel at it, and those who encourage group work because they are comfortable managing such dynamics.
    • Chris English
      Chris English on 03 Dec 13
       
      Connecting the argument to this study is spurious, at best.  I read the study.  The researchers are much more cautious about the results of their study.
1More

A Simple Guide To 4 Complex Learning Theories - Edudemic - Edudemic - 2 views

www.edudemic.com/to-4-complex-learning-theories learning education theories
shared by cynthiahori on 10 Dec 13 - No Cached
  • cynthiahori on 10 Dec 13
     
    this is a great graphic about learning theories. made me rethink my position
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Surprise Reasons Kids Cheat - Yahoo News - 3 views

news.yahoo.com/sons-kids-cheat-004041873.html mindset
shared by Chris English on 09 Jan 14 - No Cached
  • Chris English on 09 Jan 14
     
    Interesting connections to fixed mindset and learning.
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