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A Pedagogical Framework For Digital Tools

A Pedagogical Framework For Digital Tools | Learning & Mind & Brain | Scoop.it
We've needed a strong pedagogical framework for digital tools since the introduction of technology into education. Hopefully this helps.

Via Ana Cristina Pratas, Louise Robinson-Lay, Ken Morrison, Lynnette Van Dyke, Rui Guimarães Lima
Miloš Bajčetić's insight:

The monological form of teaching – Learning is the student's acquisition of this knowledge.Tools – distributing and intermediary tools.

 

The dialogical form of teaching – Learning is seen as the student's development of this inherent basis of knowledge. Tools that support students' problem oriented; simulations and more advanced learning games.

 

The polyphonic form of teaching – Learning is the student's participation in exchange of many different individuals' perception of the world.

Tools that support equal collaboration

 

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Louise Robinson-Lay's comment, December 23, 2012 8:26 PM
Thank you, we all need to move between frameworks.
Dolly Bhasin 's curator insight, December 27, 2012 3:10 AM

The framework is based on a distinction between a monological, a dialogical, and a polyphonic form of teaching. The three forms of teaching can be distinguished by their different perceptions of how learning takes place, and by their different perceptions of the relations between subject matter, teacher and student. By considering which form of teaching one wants to practice, one may, on the basis of the pedagogical framework, assess whether it would be appropriate to use a specific tool in teaching.

Alfredo Corell's curator insight, December 27, 2012 6:44 PM

changing among 4 different frameworks - interesting and short reading

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Ken Robinson: How to escape education's death valley | Video on TED.com

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.”

 

Great Talk!

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Tatiana Kuzmina's curator insight, September 7, 2013 2:58 PM

Worth watching..

Laurent Picard's curator insight, January 22, 2014 12:22 PM

Une vidéo trés intéressante (et amusante) où Ken Robinson parle du système éducatif américain. Mais ses propos s'appliquent aussi au notre...

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Addressing Maslow's Hierarchy of Needs with Technology

Addressing Maslow's Hierarchy of Needs with Technology | Learning & Mind & Brain | Scoop.it

Technology is way too often given a bad rap by administrators and educators as a distraction or a hazard for students.  When technology is integrated intentionally with foresight and with intention of addressing specific growth-oriented goals, it increases the potential to help students learn, develop, and grow in unique ways.  It can be used to help address the needs as described by Maslow.


Via Nik Peachey
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Nataliya Bukhanova-Schultz's curator insight, Today, 10:11 AM

Technology cannot address physiological needs? What about bioprostethics, voice recognition, distance learning for the disabled kids?

James VanOpdorp's comment, Today, 1:46 PM
Maslow's Hierarchy of Needs has been revised using several approaches. One example: https://asunews.asu.edu/files/images/oldnewpyramidofneeds.jpg
Michele Sinclair's curator insight, Today, 7:13 PM

An interesting summary ...

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How to Help Students Improve Their Note-Taking Skills

How to Help Students Improve Their Note-Taking Skills | Learning & Mind & Brain | Scoop.it
Students love it when teachers provide class notes—the more complete the set, the better. Students want the teacher’s notes online because it’s convenient, they’re readable, well organized, and relieve the student of having to expend much effort during class. A lot of students need the teacher’s notes because they aren’t very good note-takers themselves. They practice stenography rather than note-taking, trying to get down the teacher’s words exactly. That way, even if they don’t understand, the

Via Tom D'Amico (@TDOttawa) , Juergen Wagner
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Futuresource BETT 2015 Show Report

Futuresource BETT 2015 Show Report | Learning & Mind & Brain | Scoop.it
Futuresource fielded a team of nine analysts at the BETT show this year and reported in detail on exhibitors, new technologies and industry sentiment.
Enter your details below to download your free 46-page show report, which provides a roundup of these findings.

 

This is the largest ed tech conference in the UK, similar to ISTE in the US. The report is free, after free registratiion. The report itself is most informative regarding the latest trends, particularly in hardware and infrastructure.-JL


Via Jim Lerman
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Becoming a Blended Learning Designer - Free MOOC from EDUCAUSE and Univ. of Central Florida

Becoming a Blended Learning Designer - Free MOOC from EDUCAUSE and Univ. of Central Florida | Learning & Mind & Brain | Scoop.it

Course starts Feb. 23 and runs for 5 weeks. Aimed at K-16 educators.

 

" EDUCAUSE and the University of Central Florida (UCF) are bringing back the Massive Open Online Course (MOOC) on Instructure's Canvas Network with "BlendKit2015: Becoming a Blended Learning Designer," their second installment on the merits and methods of blended learning. The BlendKit2014 course was EDUCAUSE's first-ever MOOC, and it elicited a tremendous response from the higher education and K-12 communities."


Via Jim Lerman
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10 Charts Comparing Popular Ed Tech Tools

10 Charts Comparing Popular Ed Tech Tools | Learning & Mind & Brain | Scoop.it

"Over the last six weeks of 2014 I published a series of charts comparing popular ed tech tools. Judging by the number of visits to those posts, the charts were popular. Someone asked me this week if I had put them all together in one place. I hadn't until now. In this Google Drive folder you will find ten charts comparing popular ed tech tools."

 

Richard Byrne has created 1o charts that provide options for popular ed tech tools. Having published these on his blog within a series of posts, he has not gathered them  into one Google Drive folder. You will find charts that cover the following tools (quoted from his post):

* Alternatives to Google Image Search

* Backchannel and informal assessment tools

* Building classroom websites

* Building classroom blogs

* Creating multimedia textbooks

* Creating multimedia quizzes

* Audio editing tools

* Multimedia timeline tools

* Mind-mapping tools

* Mobile video creation apps


Via Beth Dichter
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Beth Dichter's curator insight, January 27, 9:27 PM

Richard Byrne has created 1o charts that provide options for popular ed tech tools. Having published these on his blog within a series of posts, he has not gathered them  into one Google Drive folder. You will find charts that cover the following tools (quoted from his post):

  • Alternatives to Google Image Search
  • Backchannel and informal assessment tools
  • Building classroom websites
  • Building classroom blogs
  • Creating multimedia textbooks
  • Creating multimedia quizzes
  • Audio editing tools
  • Multimedia timeline tools
  • Mind-mapping tools
  • Mobile video creation apps

This is a great resource. Quickly find four or more options to explore. If you want additional information on the tools do a quick search on his blog to find more detailed reviews.

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Being Neglected Harms Brain Development in Kids

Being Neglected Harms Brain Development in Kids | Learning & Mind & Brain | Scoop.it
Kids put in institutions have different brain compositions than kids in foster care

'-------------------------

Childhood neglect leads to harmful changes in the brain, a new study says.

 

In new research published in the journal JAMA Pediatrics, researchers looked at brain differences between Romanian children who were either abandoned and institutionalized, sent to institutions and then to foster families, or were raised in biological families.

 

Kids who were not raised in a family setting had noticeable alterations in the white matter of their brains later on, while the white matter in the brains of the children who were placed with a foster family looked pretty similar to the brains of the children who were raised with their biological families.

 

Researchers were interested in white matter, which is largely made up of nerves, because it plays an important role in connecting brain regions and maintaining networks critical for cognition. Prior research has shown that children raised in institutional environments have limited access to language and cognitive stimulation, which could hinder development.

 

These findings suggest that even if a child were at a risk for poor development due to their living circumstances at an early age, placing them in a new caregiving environment with more support could prevent white matter changes or perhaps even heal them.

 

More studies are needed, but the researchers believe their findings could help public health efforts aimed at children experiencing severe neglect, as well as efforts to build childhood resiliency


Via Maggie Rouman
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How To Find Openly Licensed Educational Resources You Can Use [Infographic]

How To Find Openly Licensed Educational Resources You Can Use [Infographic] | Learning & Mind & Brain | Scoop.it
Most of us turn to the internet when we are looking for resources to use for a presentation, report or article. The internet holds the key to so many robust resources.

Yet how many of these resources can you legally use for free? How many of them can you adapt?

That’s where Open Educational Resources (OER) can help. Here’s an infographic from the Center for Open Educational Resources and Language Learning (at the University of Texas at Austin) that can help.

Via Dennis T OConnor, juandoming, Rui Guimarães Lima
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JUAN NUÑEZ MESINA's curator insight, January 28, 10:14 AM

How To Find Openly Licensed Educational Resources You Can Use [Infographic] | @scoopit via @wiredinstructor http://sco.lt/...

Lúcio Botelho's curator insight, January 28, 6:06 PM

Excelentes dicas para procurar recursos educacionais de "Licença Livre" - Open Educational Resources (OER)

Willem Kuypers's curator insight, Today, 2:50 AM

La licence du Creative Commons est de plus en plus utilisée aussi en éducation. C'est la solution pour toute les discussions sur le droit de propriété des syllabus.

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Degrees in Education and Teaching Certificates Infographic - e-Learning Infographics

Degrees in Education and Teaching Certificates Infographic - e-Learning Infographics | Learning & Mind & Brain | Scoop.it
An education degree is designed to prepare the student for a career as an educator. The Degrees in Education and Teaching Certificates Infographic presents the latest data on education degrees and teaching certificates in the United States and details the current job outlook, the outlook over the next ten years, top salaries, and top degree types for education and teaching positions.
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From Visible Thinking Routines to 5 Modern Learning Routines

From Visible Thinking Routines to 5 Modern Learning Routines | Learning & Mind & Brain | Scoop.it
I have been a fan of Visible Thinking Routines which were developed by Project Zero from Havard, for a while now. I have used these routines with students, as blogging routines and in professional development workshops.

Read more at: http://langwitches.org/blog/2015/01/11/from-visible-thinking-routines-to-5-modern-learning-routines/ | Langwitches Blog

I have been a fan of Visible Thinking Routines which were developed by Project Zero from Havard, for a while now. I have used these routines with students, as blogging routines and in professional development workshops.

 

Silvia Tolisano shares updated visual thinking routines for:

1. Read > Write> Comment
2. Learn > Reflect > Share
3. Contribute > Feedback > Grow
4. Watch > Do > Teach
5. Document > Present > Disseminate
Along with a visual for each of these routines she also explains each step. She also shares three additional routines that she uses with students, as blogging routines and in professional development.

 


Via Beth Dichter
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Beth Dichter's curator insight, January 25, 7:14 PM

Silvia Tolisano shares updated visual thinking routines for:

1. Read > Write> Comment
2. Learn > Reflect > Share
3. Contribute > Feedback > Grow
4. Watch > Do > Teach
5. Document > Present > Disseminate
Along with a visual for each of these routines she also explains each step. She also shares three additional routines that she uses with students, as blogging routines and in professional development.

Elizabeth Karvonen's curator insight, January 27, 12:40 AM

I  have also found that the Visible Thinking techniques really work in class. The  ' I See - I think - I wonder' technique is particularly successful in an oral proficiency class I give. Thanks to the British Council for first introducing me to this! 

Vanessa Camilleri's curator insight, January 27, 6:09 AM

A really wonderful representation of what being digital in this era is all about - learning in the digital era, is more of a contribution rather than a passive absorption of online information. 

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Free E-Book: 20 Ways to Cut Your Grading Time in Half ~ Cult of Pedagogy

Free E-Book: 20 Ways to Cut Your Grading Time in Half ~ Cult of Pedagogy | Learning & Mind & Brain | Scoop.it

by Jennifer Gonzalez

 

"I have collected 20 really smart strategies to help you grade less, work more efficiently, and still give students the feedback they need. It’s my very first e-booklet, 20 Ways to Cut Your Grading Time in Half, and it’s FREE to everyone who subscribes to my e-mail list, which I use to send out weekly teaching tips, tools, inspiration, and the occasional freebie!"


Via Jim Lerman
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The 5 Cs in Education... What if...

Want to Work with Me? Contact me via http://globallyconnectedlearning.com We live in a time and space when it is is truer than ever that “change is the onl…

Via Anne Whaits
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Anne Whaits's curator insight, January 25, 9:14 AM

Another stunning presentation from Silvia (@langwitches) in which she talks to 5 Cs in Education - Critical Thinking, Communication, Connecting, Creating and Collaborating. How well are you modelling these skills for your students? Does the design of your learning activities develop and promote these skills for your students?

 

Do also look at Dr Doug Belshaw's 8 essential elements of digital literacies (that looks at 8 Cs)

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4 Elements of an ID Strategy – An Infographic

4 Elements of an ID Strategy – An Infographic | Learning & Mind & Brain | Scoop.it
Instructional Design (ID) strategy is the high level approach, followed to teach a particular subject. To be more specific, it constitutes a set of events which are designed to support the internal processes of learning with the given resources and parameters. It is important to have an ID strategy for your eLearning course to achieve your learning goals.

You need to have clear learning objectives and set goals to formulate an effective design strategy. They are four key elements of an ID strategy. Let’s see more about them.

Given these components, how do you come up with an instructional strategy? The answer lies in understanding the types of strategies.
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A New Twist to Teaching Online: Considering Learners' Emotions

A New Twist to Teaching Online: Considering Learners' Emotions | Learning & Mind & Brain | Scoop.it

The idea of considering students’ emotions in context of online or blended learning may seem absurd. There are plenty of other factors to consider when teaching online that take priority over the emotional state of students. Most instructors would agree. Yet a recently published paper “Measuring and Understanding Learner Emotions: Evidence and Prospects” reveals that feelings of learners—their emotions can impact learning in online and blended environments, specifically motivation, self-regulation and academic achievement (Rienties & Rivers, 2014). In this post I share with readers the concept of ‘emotional presence’, what it means for instructors teaching online, and how instructors can address learners’ emotions in their online courses.

 

The idea of emotional presence builds on the Community of Inquiry (CoI) model. The model provides educators and course designers with a framework to address factors unique to learning online within three dimensions: 1) social presence: where students project their personal characteristics within the online community that position them as ‘real’ people, 2) teaching presence: where the instructor directs the learning process such that students’ sense he or she is ‘there’, and 3) cognitive presence where learners construct meaning through sustained dialogue and communication. Developed by Garrison, Anderson and Archer, the CoI model continues to evolve and is the subject of several empirical studies (The Community of Inquiry, n.d.) The three dimensions are the focus of the framework, but the idea of learner emotions and the role they play in the online environment is not addressed. Until now. Recent papers and articles address how learners feelings impact their learning online.

 

 

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The Online Hierarchy of Needs: A Beginners Guide to Medical Social Media and FOAM

Published in Emergency Medicine Australasia 2/2015 by Scott D. Weingart, MD FCCM Brent Thoma, MD

Via Deirdre Bonnycastle
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Deirdre Bonnycastle's curator insight, Today, 1:44 PM

Our own Brent Thoma

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3 Easy Ways to Increase Learning Using an Authentic Audience - Daily Genius

3 Easy Ways to Increase Learning Using an Authentic Audience - Daily Genius | Learning & Mind & Brain | Scoop.it
Long gone are the days of students reading textbooks, memorizing, and regurgitating information. Let 2015 be the year of increasing engagement and learning in your students. Giving students an authentic audience to showcase what they know can increase their sense of purpose, which can lead to a deeper understanding of what you want them to learn everyday in your class.

If you’ve given your students a “pretend” audience, try some of these easy ways to boost learning and give students a real audience:

Via John Evans
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In Connectivism, No One Can Hear You Scream: a Guide to Understanding the MOOC Novice - Hybrid Pedagogy

In Connectivism, No One Can Hear You Scream: a Guide to Understanding the MOOC Novice - Hybrid Pedagogy | Learning & Mind & Brain | Scoop.it
This article is an attempt to address a possible gap in Connectivist thinking, and its expression in cMOOCs. It’s to do with the experience of technology novices, and unconfident learners...

Via Dr. Susan Bainbridge
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Using Design Thinking in Higher Education (EDUCAUSE Review) | EDUCAUSE.edu

Using Design Thinking in Higher Education (EDUCAUSE Review) | EDUCAUSE.edu | Learning & Mind & Brain | Scoop.it

Design thinking focuses on users and their needs, encourages brainstorming and prototyping, and rewards out-of-the-box thinking that takes "wild ideas" and transforms them into real-world solutions.


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Powerful Tools for Teaching and Learning: Web 2.0 Tools ~ University of Houston

Powerful Tools for Teaching and Learning: Web 2.0 Tools ~ University of Houston | Learning & Mind & Brain | Scoop.it

FREE ONLINE COURSE FOR K-16 EDUCATORS

 

Powerful Tools for Teaching and Learning: Web 2.0 Tools is a free online class taught by Dr. Sara G. McNeil & Bernard R Robin of University of Houston System

 

"Are you overwhelmed by the tidal wave of new technology tools available for teachers and learners? Powerful Tools for Teaching and Learning: Web 2.0 Tools can help channel that flood into a manageable power source for student engagement and motivation in your classroom! This course is designed to provide teachers with strategies to effectively integrate Web 2.0 technologies into their instruction. 

 

"You will learn how to use these tools effectively in your classroom through unique problem-based scenarios that will help you understand how to choose the best Web 2.0 tool. Our approach focuses on the task rather than the tool in an effort to improve communication, collaboration, presentation, creativity, problem solving, and critical thinking in your learners. You will take part in a robust exchange of practical ideas while participating in online discussion forums and sharing your experiences and learning from fellow teachers about best practices with Web 2.0 tools in your content area."


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This Is How to Create Flipped Videos by Adding Interactive Elements and Annotations to YouTube Clips

This Is How to Create Flipped Videos by Adding Interactive Elements and Annotations to YouTube Clips | Learning & Mind & Brain | Scoop.it

Adding interactivity is a great way to boost engagement and rigor with the videos you create for students


Via Tom D'Amico (@TDOttawa) , Juergen Wagner
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Kelly's curator insight, January 28, 8:14 PM

Practical and easy ways to use YouTube's standard editing features to insert spotlights, text bubbles, clickable links, etc. at specific time-markers in an uploaded video thereby expanding available options and scope of learning.

 

Kristie's curator insight, January 29, 9:55 PM

Always looking for new ways to create interactivity. I had no idea you could do this with Youtube.

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ADHD: Diagnosis or Misdiagnosis?

ADHD: Diagnosis or Misdiagnosis? | Learning & Mind & Brain | Scoop.it

ADHD: Diagnosis or Misdiagnosis? According to the latest figures from the Centers for Disease Control, 1 in every 10 children has been diagnosed with ADHD. Two-thirds of these children are taking prescription drugs for this condition. 5.9 million children from the age of 3 through 17 have been diagnosed since the CDC began keeping the records.

I don’t know about you, but I think these numbers are staggering and worrisome. I also think they’re wildly exaggerated. Exaggerated because the diagnosis isn’t always accurate. And if the diagnosis isn’t accurate, then a lot of children are taking medication for something they don’t have. Maybe your child? There is no blood test for ADHD. No x-ray for ADHD. No culture or biopsy for ADHD. The diagnosis is essentially anecdotal, based on questions from the DSM5 (Diagnostic and Statistical Manual of Mental Disorders, 5th edition). The answers to the questions about a child’s behavior usually come from parents.

Unfortunately, the answers to the questions can also describe something that isn’t ADHD, including serious illness. For example, a child who is diagnosed as having ADHD without hyperactivity could have diabetes instead.

In addition to how loosely we all use the terms “ADD” and “ADHD,” every expert (and lots of non-experts) has a pet theory of what “causes” ADHD. A few of these theories blamed for “causing” ADHD include:

* Poor diet and too much junk food
* Poor parenting skills
* Poor teachers
* Bad schools
* Vaccinations
* School is boring
* School is too hard
* Learning disabilities

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Randal Koene – The Neuroscientist Who Wants To Upload The Mind To A Computer

Randal Koene – The Neuroscientist Who Wants To Upload The Mind To A Computer | Learning & Mind & Brain | Scoop.it

RANDAL KOENE IS RECRUITING TOP NEUROSCIENTISTS TO HELP HIM MAKE HUMANS LIVE FOREVER

 

While the first upload of a human brain remains decades—if not centuries— away, proponents believe humanity may be far closer to reaching another key technological milestone: a preservation technique that could store a brain indefinitely without damaging its neurons or the trillions of microscopic connections between them.

 

“If we could put the brain into a state in which it does not decay, then the second step could be done 100 years later,” says Kenneth Hayworth, a senior scientist at Howard Hughes Medical Institute, “and everyone could experience mind uploading first hand.”

 

To promote this goal, Hayworth cofounded The Brain Preservation Foundation, a nonprofit that is offering a $106,000 technology prize to the first scientist or team to rise to that challenge. He says the first stage of the competition—the preservation of an entire mouse brain—may be won within the year, an achievement that would excite many mainstream neuroscientists, who want to map the brain’s circuitry to better understand memory and behavior.

 

Current preservation methods (aside from cryonics, which has never successfully been demonstrated to preserve the brain’s wiring) involve pumping chemicals through the body that can fix proteins and lipids in place. The brain is then removed and immersed in a series of solutions that dehydrate naturally occurring water and replace it with a plastic resin. The resin prevents chemical reactions that cause decay, preserving the brain’s intricate architecture. But in order for all of the chemicals to fully permeate brain tissue, scientists must first slice the organ into sections 100 to 500 microns thick—a process that destroys information stored in connections made along those surfaces.

 

Shawn Mikula, a researcher at the Max Planck Institute for Medical Research in Heidelberg, Germany, developed a protocol that appears to safeguard all of the brain’s synapses. It preserves the extracellular space in the brain so that the chemicals can diffuse through myriad layers of the whole organ. Then, if the brain is sliced and analyzed at a future date, all of its circuitry will remain visible. Hayworth is currently using electron microscopy to examine the mouse brains sent to him as proof of principle. (In order to win the technology prize, the protocol must also be published in a peer-reviewed journal.) So far, Hayworth says, Mikula’s technique seems effective.

 

If immortality is defined as brain preservation via plastination, Mikula says, then it’s a reasonable extrapolation of his research results. But as for actually uploading it to a computer: “Who can predict these things? Science is modern-day magic,” Mikula says, “and in the absence of a strong argument against the future feasibility of mind uploading, anything is possible.”


Via Dr. Stefan Gruenwald
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6 Design Principles Of Connected Learning

6 Design Principles Of Connected Learning | Learning & Mind & Brain | Scoop.it

by Terry Heick

 

"Along with the others, Connected Learning Alliance is on our short list of thought leaders that help push us to think about how education is changing in a modern world, which is why we’ve shared some of their models in the past, including their iconicConnected Learning model. Recently, we also discovered that they’ve shared the design principles of that model, along with a description of each.

These ideas appear below–and of course, check out CLA and DML for further reading."


Via Chris Carter, Jim Lerman
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Chris Carter's comment, January 25, 8:24 PM
Thank you, Luciana, for passing this article on to your PLN. this piece hits so many of my philosophy cylinders!
Luciana Viter's comment, January 26, 5:09 AM
My pleasure, Chris, and thanks for the special mention! :)
Ivon Prefontaine's curator insight, January 27, 9:25 PM

We have to be careful that we don't think design and teaching are the same thing. I found that some of my best classes were knowing when to go with the flow. Certainly, there was some advanced planning and the six principles likely fit into that, but improvising was part of what unfolded.

 

@ivon_ehd1

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Communications & Society: Connections, Flows, and Freire in #moocmooc

I'm taking a break from prepositions—at least from writing about them—to talk about MOOCMOOC and critical pedagogy. MOOCMOOC assigned reading for this week included Chapter 2 of Paulo Freire's Pedagogy of the Oppressed (1993). It's been many years since I read Freire, and it's pleasant to see how my latest readings are re-informing my understanding of him now. The most surprising idea to emerge from this week's reading was his reliance on movement and flow in his critique of the traditional banking model of education. He doesn't actually discuss flow as such—the term doesn't appear in the translation of Chapter 2 that I read—but I see the concept informing much of what he does discuss.

For instance, early in Chapter 2 he talks about inquiry as a practice necessary for humanity: "For apart from inquiry, apart from the praxis, individuals cannot be truly human. Knowledge emerges only through invention and re-invention, through the restless, impatient continuing, hopeful inquiry human beings pursue in the world, with the world, and with each other" (1). His words imply movement: knowledge emerges … restless, impatient continuing … human beings pursue. Inquiry is not passive, cannot be passive, but is active, moving, flowing. It reminds me of Deleuze and Guattari's flows of desire that drive all human activity—and I would say desire drives all natural activity.
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Word Cloud Generator

Word Cloud Generator | Learning & Mind & Brain | Scoop.it

Enter a URL below, or paste some text.


Via Ana Cristina Pratas
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rwestby's curator insight, January 26, 1:47 PM

Easy to use...just type/paste url. 

juanjovilar's curator insight, January 28, 1:21 AM

Para generar nubes de palabras.

Kim Spencer's curator insight, January 29, 4:44 PM

A great tool to use to introduce  keywords to students.My students love it for all sorts of projects.

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Authentic Assessment of Student Learning

Authentic Assessment of Student Learning | Learning & Mind & Brain | Scoop.it

When you hear the word "assessment," what comes to mind? Multiple choice tests? Essays? What about group work, presentations, in-class polls and practice activities? Assessment is key in determining if your students learned what they were supposed to in your course. Fortunately, there are many ways to assess student learning that go beyond multiple choice tests.

 

 


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