"First and foremost, I look for someone who asks good questions," Parker responded. "Our business is changing, and so the skills our engineers need change rapidly, as well. We can teach them the technical stuff. But for employees to solve problems or to learn new things, they have to know what questions to ask. And we can't teach them how to ask good questions - how to think. The ability to ask the right questions is the single most important skill."
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Reflections on the Knowledge Society » Summative evaluation of MOOCs - 0 views
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Not about writing, but about how we are (1) trying to add information to and (2) trying to use information from the enormous "knowledge bubble" [my term] that we are seeing created by each MOOC.
Would You Hire Your Own Kids? 7 Skills Schools Should Be Teaching Them| The Committed S... - 1 views
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This is an example of the need for critical thinkers in the real world!!
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"All of our work is done in teams. You have to know how to work well with others. But you also have to know how to engage the customer -- to find out what his needs are. If you can't engage others, then you won't learn what you need to know."
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Connectivism at work!
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Where in the 20th century, rigor meant mastering more -- and more complex -- academic content, 21st century rigor is about creating new knowledge and applying what you know to new problems and situations.
Group Intelligence, Enhancement, and Extended Minds - 0 views
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Virtually all talk of cognitive enhancement focuses exclusively on the enhancement of individual intelligence. In a fascinating paper published in Science entitled "Evidence for a Collective Intelligence Factor in the Performance of Human Groups" (2010), Dr. Anita Williams Woolley and her colleagues find that there is such a thing as collective intelligence: the analogue of general intelligence, or IQ, except it exists at the level of the group rather than the individual.
Why Teach? | DMLcentral - 0 views
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There are as many reasons to teach as there are reasons to learn. One reason item-response testing (the twentieth-century's dominant method of testing) is so deficient is that it tends to reduce what we teach to content (especially in the human, social, and natural sciences) or calculation (in the computational sciences). Think of the myriad ways of knowing, making, playing, imagining, and thinking that are not encompassed by content or calculation. This semester, I've moved over to highly experimental, collaborative, peer-led methods in my two undergraduate classes
Interactive teaching methods engage students, study finds - 0 views
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Students learned more than twice as much in the new "interactive" classes than they did in the lectures by the tenured prof with more than 30 years of experience, according to a report on the experiment to be published in the journal Science on Friday.
Wikipedia And The Death Of The Expert | The Awl - 0 views
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If the printing press empowered the individual, the digital world empowers collaboration.
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Collaboration is one of the key principles of connectivism: we must connect to collaborate, and we must collaborate to connect.
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McLuhan drew from many, many sources in order to develop these ideas; the work of Canadian political economist and media theorist Harold Innis was instrumental for him. Innis's technique, like McLuhan's, forswears the building up of a convincing argument, or any attempt at "proof," instead gathering in a ton of disparate ideas from different disciplines that might seem irreconcilable at first; yet considering them together results in a shifted perspective, and a cascade of new insights.
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Wikipedia is like a laboratory for this new way of public reasoning for the purpose of understanding, an extended polylogue embracing every reader in an ever-larger, never-ending dialectic. Rather than being handed an "authoritative" decision, you're given the means for rolling your own.
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Again, we are forced to consider the implications of collaborative thinking in "an extended polylogue" on our traditional notions of critical thinking and reflective practices.
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Wikipedia is forcing us to confront the paradox inherent in the idea of learners as "doers, not recipients." If learners are indeed doers and not recipients, from whom are they learning? From one another, it appears; same as it ever was.
5000 Year Timeline of Learning Theories on Vimeo - 2 views
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An overview of 5,000 years of educational theory, and thoughts about how educational technology is bridging the gap and flattening the learning of many.
Introduction to Edcamp: A New Conference Model Built on Collaboration | Edutopia - 1 views
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One of the organizers of Edcamp Philly, a free education "unconference" that took place in Philadelphia last May. The event attracted the attention of educators from around the world--not only for the excellent content and collaborative spirit, but also for the unconference model itself -- one that costs next to nothing to produce by facilitating ad-hoc community participation.
Maps of Citations Uncover New Fields of Scholarship - Research - The Chronicle of Highe... - 0 views
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Imagine a Google Maps of scholarship, a set of tools sophisticated enough to help researchers locate hot research, spot hidden connections to other fields, and even identify new disciplines as they emerge in the sprawling terrain of scholarly communication.
5 Reasons Why Your Online Presence Will Replace Your Resume in 10 years - Dan Schawbel ... - 0 views
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We're seeing more and more recruiters use the web as a place to search for talent and conduct employment background searches. This trend is set to increase year over year and I've been predicting that an "online presence search" will become as common as a drug test since 2007.
Writing for Learning--Not Just for Demonstrating Learning - 2 views
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And the main thing to keep in mind is that if you are not teaching a writing course, there is no law that says you have to comment.
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Not all writing is for the teacher's consumption and subsequent evaluation of the student's learning. It is part of the process of learning. We need to let students learn without judgment at least some of the time.
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There's a quick and easy form of "proto-commenting" that is remarkably effective--especially appropriate perhaps for think pieces: putting straight lines alongside or underneath strong passages, wavy lines alongside or underneath problem passages, and X's next to things that seem plainly wrong. I can do this almost as fast as I can read, and it gives remarkably useful feedback to students: it conveys the presence and reactions of a reader.
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If you feel the need to respond, here is a short and easy way to remind your students that you are there to guide them.
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Two-fers:
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emiglearning.pdf - Powered by Google Docs - 2 views
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This chart is a great visualization of the relationship between key learning processes and writing.
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How Do You Teach Networking? - Do Your Job Better - The Chronicle of Higher Education - 1 views
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If business happens through networking, then what should I be doing to help my students understand both why, and how, to network? Do I have an obligation to teach the importance of networking to students in my English courses, or can I safely leave that lesson to my colleagues in the business department?
The Sociology of Academic Networks - ProfHacker - The Chronicle of Higher Education - 0 views
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Collins … theorizes about the rituals by which people interact with others, from large groups, to person-to-person relationships, to the imaginary conversations that a person engages in his or her mind. … When people interact their shared attention trains each other to be in a group with a shared purpose.
EBSCOhost: How to Craft Social Media for Graduate Study - 0 views
Blended Learning Toolkit | - 0 views
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This Blended Learning Toolkit is a free, open resource for educational institutions interested in developing or expanding their blended learning initiatives.
Connected Knowledge, collective learning - 0 views
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A slideshow about connected knowledge and collective learning.
How the Flipped Classroom Is Radically Transforming Learning - THE DAILY RIFF - Be Smar... - 1 views
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One of the greatest benefits of flipping is that overall interaction increases: Teacher to student and student to student.
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This interaction across the network of a classroom is key to QEP's approach to education.
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Flipping the classroom has transformed our teaching practice. We no longer stand in front of our students and talk at them for thirty to sixty minutes at a time. This radical change has allowed us to take on a different role with our students.
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