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Sir Ken Robinson outlines 3 principles crucial for the human mind to flourish -- and how current education culture works against them. In a funny, stirring talk he tells us how to get out of the educational "death valley" we now face, and how to nurture our youngest generations with a climate of possibility.
Creativity expert Sir Ken Robinson challenges the way we're educating our children. He champions a radical rethink of our school systems, to cultivate creativity and acknowledge multiple types of intelligence
Miloš Bajčetić's insight:
“The real role of leadership in education … is not and should not be command and control. The real role of leadership is climate control, creating a climate of possibility.”
At one time in the not so distant past there were no cell phones. And then everything changed at a rate faster than the speed of amending a student handbook. I can distinctly remember the first time one of my 8th grade students brought a cell phone to school. It really wasn’t that big of a deal, more of a novelty really. I mean one student with a cell phone had next to no bearing on our day to day school operations. But then a second student brought a cell phone.
Via Susan Bainbridge
Mindfulness is a way to occupy yourself, to fully inhabit your body and mind with presence and awareness and not over-identify with one's fleeting thoughts and unmindfully act on them; in this sense it mirrors the occupy movement itself by committing to a stand of non-participation. Non-participation is a conscious position of openness, of noticing, questioning, checking in with and exploring one's own and other's needs, feelings, and desires. It refuses to foreclose on the present by seeking a pre-determined goal or outcome or to become overly attached to one particular worldview, identity, or behavioral regimen. Adopting this stance allows one to fully participate in activities that reflect inclusiveness and openness themselves.
Via Dennis T OConnor
All good teaching originates from the motive of generosity. To help others understand history, literature, mathematics or science is the ground upon which all learning stands. Fundamentally, education is the transmission of wisdom from one scholar to another.
Disruptive innovations fundamentally transform a sector by replacing expensive, complicated, and inaccessible products or services with much less expensive, simpler, and more convenient alternatives. Blended learning is a disruptive innovation in education that can take many forms. At the Blended Learning Infographic: A Disruptive Innovation, your will find out what blended learning is, why it’s spreading, and how it works in real and virtual classrooms.- Defining Blended Learning
-- The Blended Learning Matrix
-- Blended Learning on the rise
- Blended Learning models
-- Blended Learning in practice
-- Blended Learning spotlights
-- The need for more education technology solutions.
"What I’m trying to get at is that our school assessment lives primarily in the bottom left part of that graph, and that we rarely if ever get to the “immeasurable” stuff that resides toward the top right. To put it another way, we focus in schools on that which is quantifiable when, I think, our real value as places of learning rests in that messy stuff that isn’t."
Via David Truss, Sue Alexander
Many educators are doing Education 1.0; talking about doing Education 2.0; when they should be planning and implementing Education 3.0. This post compares the developments of the Internet-Web to those of education. The Internet has become an integral thread of the tapestries of most societies throughout the globe. The web influences people’s way of thinking, doing and being; and people influence the development and content of the web.
Via Nik Peachey
What is the connection between Social Networks and Being Lonely? Quoting the words of Sherry Turkle from her TED talk - Connected, But Alone. (http://www.ted.com/talks/sherry_turkle_alone_together.html)
Also Based on Dr. Yair Amichai-Hamburgers hebrew article -The Invention of Loneliness.
Script, Design & Animation: Shimi Cohen
Final Project at Shenkar College of Engineering and Design.
What will it happen after the MOOC? How will they influence the next generation technology? Stephen Downes, who built the world's first MOOC software, describes the development of MOOC and examines the transition from the idea of the massive open online course to the personal learning environment.
Via Susan Bainbridge
The evidence against VAM is at this point overwhelming. The refusal of school reformers to acknowledge it is outrageous.
"*VAMs are generally based on standardized test scores and do not directly measure potential teacher contributions toward other student outcomes."
"*VAMs typically measure correlation, not causation: Effects – positive or negative – attributed to a teacher may actually be caused by other factors that are not captured in the model."
Via Srdjan Verbić
It’s time to ban “digital” learning.
For 20 years I have dedicated my career to understanding and demonstrating the value of technology in the teaching and learning process. I once held a job where my title was “School of the Future Technology Architect.” I’m a believer in instruction that is, as the buzzwords go, data driven, adaptive, personalized, one-to-one, online, blended, flipped, and gamified.
I am, put simply, bought in. But we’ve lost our way. We’ve elevated the digital conversation to levels that represent reform-celebrityism. We have forgotten to read the “under-promise and over-deliver” section of the handbook on effective reform. We’ve amplified the virtues, necessity, promise, and potential of technology so much that we are perilously close to forgetting what it was all about in the first place: helping teachers to teach and students to learn.
It's time for the Department of Education to invest in using the research available on brain science to improve the teaching and learning process. It’s time we talked about increasing the ratios of heros to students rather than tablets to students. Let’s make sure that the quality of the content we put in front of our kids is measured by research rather than by “likes.”
An essential part of online research is the ability to critically evaluate information. This includes the ability to read and evaluate its level of accuracy, reliability and bias. When we recently assessed 770 seventh graders in two states to study these areas, the results definitely got our attention. Unfortunately, over 70 percent of their responses suggested that:
- Middle school students are more concerned with content relevance than with credibility.
- They rarely attend to source features such as author, venue or publication type to evaluate reliability and author perspective.
- When they do refer to source features in their explanations, their judgments are often vague, superficial and lack reasoned justification.
Other studies highlight similar shortcomings of high school and college students in these areas. From my perspective, the problem is not likely to go away without intervention during regular content area instruction.
So, what can you do to more explicitly teach adolescents how to evaluate the quality of online information?
Why is it Popular?
They said 2012 was the Year of the Massive Open Online Course (MOOC). It’s little surprise, then, that 2013 turned out to be the Year of the Backlash.
If last year was a tough one for MOOCs and their various stakeholders — the platform companies, faculty members and sundry market cheerleaders — it can only have been a consequence of the absurd expectations for MOOCs, both as an agent of change and as a harbinger of educational doom.
Perhaps 2014 will turn out to be the Year of Thinking Sensibly.
Sebastian Thrun may have won some new admirers when he copped to Udacity having “a lousy product,” but it’s hard to see how the remark helped his own cause or that of the MOOC movement generally. Ditching the world of free education for the crowded marketplace of corporate training seems like a pretty damning judgment on free education
Via Alberto Acereda, PhD
With over 73 percent of online adults now using a social networking site, social media has dramatically impacted the world in both positive and negative ways. It has left many people to wonder how and if social media can mentally affect people.
Lemoyne College professor of psychology Krystine Batcho believes that social media has made changes for the better and also not so great for society.
“Overall we’ve benefited greatly from social media as a society,” Batcho said. “But I think there are a lot of fears of what’s happening that we’ve made interactions with other people too impersonal and a distancing phenomena is taking place.”
Batcho explained that what a person does in cyberspace is quite different than what someone can do face-to-face in an actual conversation.
Via Rosemary Tyrrell
Most of us are on the Internet on a daily basis and whether we like it or not, the Internet is affecting us. It changes how we think, how we work, and it even changes our brains.
Miloš Bajčetić's insight:
FIND THE HIDDEN REFERENCES? There's a lot of hidden references in this video. Watch the producer walk you through each one: http://www.youtube.com/watch?v=_Yf_-5...
I was 75 yesterday and as I’ve tried to do each birthday for the last 25 years, I spent the day skiing at Whistler. (A wonderful day: sunshine and still tons of snow, and a lot of terrain to cover). How to spend yesterday was an easy decision. The hard one is how to spend the rest of my life (yeah, welcome to the club).
Miloš Bajčetić's insight:
Tony Bates, one of the most influential online experts announced retirement. Must read this blog!
According to the infographic distance learning can trace its heritage back to 1728 with the first correspondence courses sent via traditional mail. So even as far back as 1728, education was not necessarily bound by four walls!
The infographic highlights a few key dates where new changes have taken place in the evolution of distance learning. Over time, new technologies such as the radio and TV allowed for newer delivery systems for education.
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Via Kathleen Cercone
eLearning Papers Issue 37 is a special issue dedicated to the latest research on MOOCs (what is a MOOC?). The papers are based on the research contributions made to the recent European MOOCs Stakeholders Summit (EMOOCs2014).
Dropout Prediction in MOOCs using Learner Activity Features
Encouraging Forum Participation in Online Courses with Collectivist, Individualist and Neutral Motivational Framings
Cultural Translation in Massive Open Online Courses (MOOCs)
Characterizing Video Use in the Catalogue of MITx MOOCs
From the field
Toward a Quality Model for UNED MOOCs
The Discrete Optimization MOOC: An Exploration in Discovery-Based Learning
Designing Your First MOOC from Scratch: Recommendations After Teaching “Digital Education of the Future”
Offering cMOOCs Collaboratively: The COER13 Experience from the Convenors’ Perspective
Mathematics Courses: Fostering Individuality Through EMOOCs
Analyzing Completion Rates in the First French xMOOC
The number of theories with similar names is confusing. Here is my own take on it. I have no doubt there are other theories outside the scope of this short discussion.
Miloš Bajčetić's insight:
Stephen Downes on Connectivism. Constructivism, Constructionism,, Connectionism and some other lerarning theories.