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Keith Hamon

Language and Your Brain [INFOGRAPHIC] | Voxy Blog - 1 views

voxy.com/...age-and-your-brain-infographic

language infographic

shared by Keith Hamon on 14 Nov 11 - No Cached
  • Keith Hamon on 14 Nov 11
     
    For centuries, researchers have studied the brain to find exactly where mechanisms for producing and interpreting language reside. Theories abound on how humans acquire new languages and how our developing brains learn to process languages. We take a look at the mysteries of language and the brain in the infographic below.
Keith Hamon

Purdue OWL: Writing Across the Curriculum: An Introduction - 0 views

owl.english.purdue.edu/...1

owl Jaclyn Wells writing WAC

shared by Keith Hamon on 22 Mar 11 - No Cached
  • This pedagogical approach values writing as a method of learning.
    • Keith Hamon
      Keith Hamon on 22 Mar 11
       
      Writing to learn content is a valuable academic skill, but it overlooks the importance of social networking.
  • This approach recognizes that each discipline has its own unique language conventions, format, and structure. In other words, the style, organization, and format that is acceptable in one discipline may not be at all acceptable in another.
    • Keith Hamon
      Keith Hamon on 22 Mar 11
       
      This gets a bit closer to social networking, but it implies an awkward approach to learning a group's language conventions. Most people learn a new group's language conventions by (1) wanting to belong to the group, (2) listening to learn the conversation, and (3) engaging in the group's conversation. How many of our students want to join our groups and learn our language conventions?
  • Keith Hamon on 22 Mar 11
     
    a pedagogical movement that began in the 1980s. Generally, writing across the curriculum programs share the philosophy that writing instruction should happen across the academic community and throughout a student's undergraduate education. Writing across the curriculum programs also value writing as a method of learning. Finally, writing across the curriculum acknowledges the differences in writing conventions across the disciplines, and believes that students can best learn to write in their areas by practicing those discipline-specific writing conventions.
Keith Hamon

Online Learning: A User's Guide to Forking Education | Online Learning | HYBRID PEDAGOGY - 0 views

www.hybridpedagogy.com/...Forking_Education.html

Jesse Stommel pedagogy rhizomatic elearning

shared by Keith Hamon on 16 Jan 13 - No Cached
  • Keith Hamon on 16 Jan 13
     
    At exactly this moment, online education is poised (and threatening) to replicate the conditions, courses, structures, and hierarchical relations of brick-and-mortar industrial-era education. Cathy N. Davidson argued exactly this at her presentation, "Access Demands a Paradigm Shift," at the 2013 Modern Language Association conference. The mistake being made, I think, is a simple and even understandable one, but damning and destructive nonetheless. Those of us responsible for education (both its formation and care) are hugging too tightly to what we've helped build, its pillars, policies, economies, and institutions. None of these, though, map promisingly into digital space. If we continue to tread our current path, we'll be left with a Frankenstein's monster of what we now know of education. This is the imminent destruction of our educational system of which so many speak: taking an institution inspired by the efficiency of post-industrial machines and redrawing it inside the machines of the digital age. Education rendered into a dull 2-dimensional carbon copy, scanned, faxed, encoded and then made human-readable, an utter lack of intellectual bravery.
Stephanie Cooper

Forsyth's Teaching Resources - 0 views

facultystaff.richmond.edu/...riting.htm

teaching writing writing to learn

shared by Stephanie Cooper on 16 Feb 12 - No Cached
  • But writing assignments are not just exercises in grammar and grading. They are exercises in learning
  • Psychologists and other cognitive scientists know so much about psycholinguistics, language, and memory that they should well understand the close link between composition and knowledge. Yet many view writing as only a means of assessing a students' understanding of course material, and overlook the profound impact that the writing process has on understanding itself
  • The act of writing is an act of thought
  • ...4 more annotations...
  • Writing, then, is a profoundly active learning experience, for when people write, they identify and define problems, evaluate evidence, analyze assumptions, recognize emotional reasoning and oversimplification, consider alternative interpretations, and reduce their uncertainty (Wade, 1995). Indeed, in many cases writers do not understand a concept clearly until they must organize their thoughts on the topic and communicate those thoughts through composition. As a result, authors are often surprised by the ideas they themselves write, for understanding emerges during the struggle to make points clear to others (Murray, 1985).
  • Professors who wish to add just one element of student-centered instruction to an otherwise professor-centered approach should start by asking students to write. These writing assignments may include the traditional favorites-term papers and essay tests-but Walvoord (1982) wisely recommends giving shorter, but more varied and frequent, writing assignments.
  • When students write they are learning to use "the traditions of language to discipline their thinking and to make that thinking clear to others" (Murray, 1985, p. 52). Unfortunately, many students will need coaching on the process of writing and feedback about the quality of the writing they generate. The professor must, as Walvoord (1982, p. 3) suggests, "make writing assignments meaningful, establish a wholesome and stimulating writing environment for their students, coach pupils in the writing process, respond accurately and specifically to student papers, communicate clearly with students about their writing successes and failures, and help student improve writing as they learn and in order to learn."
  • Clarify the assignment. Nodine (1999) notes that students need to learn about writing assignments as much as they need to learn about writing per se. Telling the students to "write a 5-10 page paper on one of the topics covered in this unit" is likely to frustrate students and disappoint professors. Instead, the assignment should explain the paper's purpose, the audience for the paper, the genre, voice, typical length, style, degree of documentation expected, and deadlines.
  • Stephanie Cooper on 16 Feb 12
     
    Writing as an exercise in learning
Thomas Clancy

Educanto Marches On - Paul Greenberg - [page] - 1 views

townhall.com/...full

back-to-basics Education 2.0

shared by Thomas Clancy on 26 Jun 12 - No Cached
  • It's a firm rule in educanto: The vaguer the idea, the wordier its description.
  • the educantists' inflated language is a sure sign of their insecurity, which they try to mask by ever more convoluted language. Pretension remains the first symptom of a profession unsure of itself.
  • American society's in this postmodern, robotic, deconstructed age. We confuse data with information, information with knowledge and knowledge with wisdom.
  • ...1 more annotation...
  • if a quality can't be quantified -- like intuition, say, or poetry or faith or insight -- it doesn't exist. At least not to the well-trained mind. With each such "reform" in basic education, the basics grow dimmer. We seem bent on learning more and more about less and less till we finally succeed in knowing everything about nothing.
  • Thomas Clancy on 26 Jun 12
     
    I'm not familiar with this term "Educanto," but the article hits a concept that is close to us--assessment. If "grades" don't reflect a grasp of "basics," then what is it that we want to measure?
Keith Hamon

Community Building- Powerful Learning Indeed « 21st Century Collaborative - 0 views

www.21stcenturycollaborative.com/...lding-powerful-learning-indeed

Sheryl Nussbaum-Beach elearning social networking PLN connectivism Web 2.0 Education 2.0

shared by Keith Hamon on 13 Sep 10 - Cached
  • Keith Hamon on 13 Sep 10
     
    You need a plan. Just because you build doesn't mean in online communities they will come. Rather you need to understand who your audience is and why you are together. You also need to have a common language about what a community is and what it isn't.
Keith Hamon

Toddlers Understand Complex Grammar, Study Shows | FoxNews.com - 0 views

www.foxnews.com/...nd-complex-grammar-study-shows

Remy Melina writing social networking PLN

shared by Keith Hamon on 31 Aug 11 - No Cached
  • new research suggests that even before 2-year-olds speak in full sentences, they are able to understand grammatical construction and use it to make sense of what they hear.
    • Keith Hamon
      Keith Hamon on 31 Aug 11
       
      To my mind, this suggests a fairly universal principle about how we learn any new language: we first immerse ourselves in it, attune ourselves to its structure and content and social rules, and only after this do we begin to create our own utterances in the group, using the language of the group to discuss the topics of the group.
  • Keith Hamon on 31 Aug 11
     
    New research suggests that even before 2-year-olds speak in full sentences, they are able to understand grammatical construction and use it to make sense of what they hear.
Keith Hamon

eLearn: Feature Article - E-learning 2.0 - 1 views

www.elearnmag.org/subpage.cfm

Stephen Downes elearning connectivism PLN

shared by Keith Hamon on 21 Jun 10 - Cached
  • Sharing content is not considered unethical; indeed, the hoarding of content is viewed as antisocial [9]. And open content is viewed not merely as nice to have but essential for the creation of the sort of learning network described by Siemens [10].
    • Keith Hamon
      Keith Hamon on 21 Jun 10
       
      Open content is one reason we prefer Google tools over Blackboard or Moodle, both of which are closed systems that restrict access to content.
  • In a nutshell, what was happening was that the Web was shifting from being a medium, in which information was transmitted and consumed, into being a platform, in which content was created, shared, remixed, repurposed, and passed along. And what people were doing with the Web was not merely reading books, listening to the radio or watching TV, but having a conversation, with a vocabulary consisting not just of words but of images, video, multimedia and whatever they could get their hands on. And this became, and looked like, and behaved like, a network.
    • Keith Hamon
      Keith Hamon on 21 Jun 10
       
      QEP wants to join this network, adding its smaller class networks to the larger network, thereby enriching both.
  • Blogging is very different from traditionally assigned learning content. It is much less formal. It is written from a personal point of view, in a personal voice. Students' blog posts are often about something from their own range of interests, rather than on a course topic or assigned project. More importantly, what happens when students blog, and read reach others' blogs, is that a network of interactions forms-much like a social network, and much like Wenger's community of practice.
    • Keith Hamon
      Keith Hamon on 21 Jun 10
       
      Student blogging is still one of the more significant strategies for encouraging students to use writing as a tool for learning and communicating.
  • ...2 more annotations...
  • What happens when online learning ceases to be like a medium, and becomes more like a platform? What happens when online learning software ceases to be a type of content-consumption tool, where learning is "delivered," and becomes more like a content-authoring tool, where learning is created? The model of e-learning as being a type of content, produced by publishers, organized and structured into courses, and consumed by students, is turned on its head. Insofar as there is content, it is used rather than read— and is, in any case, more likely to be produced by students than courseware authors. And insofar as there is structure, it is more likely to resemble a language or a conversation rather than a book or a manual.
    • Keith Hamon
      Keith Hamon on 21 Jun 10
       
      This shift from medium to platform is key to understanding writing in Web 2.0 as opposed to writing in print for it radically shifts the relationships between writer and subject and writer and reader.
  • learning comes not from the design of learning content but in how it is used
    • Keith Hamon
      Keith Hamon on 21 Jun 10
       
      This is a radical shift away from the activity of the teacher to the activity of the students.
  • Keith Hamon on 21 Jun 10
     
    E-learning has been around for ten years or so. During that time, it has emerged from being a radical idea-the effectiveness of which was yet to be proven-to something that is widely regarded as mainstream. And now, e-learning is evolving with the World Wide Web as a whole and it's changing to a degree significant enough to warrant a new name: E-learning 2.0.
Keith Hamon

CITE Journal - Language Arts - 2 views

www.citejournal.org/...article1.cfm

Ewa McGrail J. Patrick McGrail copyright Web 2.0 Fairuse

shared by Keith Hamon on 19 Nov 10 - No Cached
  • Keith Hamon on 19 Nov 10
     
    Understanding the tenets of copyright in general, and in particular, in online communication and publishing with Web 2.0 tools, has become an important part of literacy in today's Information Age, as well as a cornerstone of free speech and responsible citizenship for the future.
Keith Hamon

MediaShift . Learning in a Digital Age: Teaching a Different Kind of Literacy | PBS - 0 views

www.pbs.org/...erent-kind-of-literacy277.html

Aran Levasseur 21st century skills writing elearning literacy Education 2.0 Web 2.0

shared by Keith Hamon on 05 Oct 11 - No Cached
  • we shouldn't consider someone literate if they can consume but not produce media.
    • Keith Hamon
      Keith Hamon on 05 Oct 11
       
      This is why information technology is one of the twin pillars, along with writing, of the QEP. And why visual constructs & technological applications are considered writing literacies. I think the language is a bit confused, but I understand the implications for developing literacy in the 21st Century.
  • The literacy of the future rests on the ability to decode and construct meaning from one's constantly evolving environment -- whether it's coded orally, in text, images, simulations, or the biosphere itself. Therefore we must be adaptive to our social, economic and political landscape. Those of us living in this digital age are required to learn, unlearn and learn again and again.
    • Keith Hamon
      Keith Hamon on 05 Oct 11
       
      This could be the heart of ASU's QEP. What happens when the environment itself is coded with information that we need to acquire? Isn't it already so coded?
  • Keith Hamon on 05 Oct 11
     
    A new kind of technological literacy is emerging. While a certain amount of technical skills are important, the real goal should be in cultivating digital or new media literacies that are arising around this evolving digital nerve center. These skills allow working collaboratively within social networks, pooling knowledge collectively, navigating and negotiating across diverse communities, and critically analyzing and reconciling conflicting bits of information to form a clear and comprehensive view of the world.
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