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UC Irvine neurobiologists Zachariah Reagh and Michael Yassa have found that while repetition enhances the factual content of memories, it can reduce the amount of detail stored with those memories. This means that with repeated recall, nuanced aspects may fade away. Their study appears this month in Learning & Memory.
"Yassa, an assistant professor of neurobiology & behavior, said that these findings do not discredit the practice of repetitive learning. However, he noted, pure repetition alone has limitations. For a more enriching and lasting learning experience through which nuance and detail are readily recalled, other memory techniques should be used to complement repetition."
Using our keyboards saves us lots of precious time, but writing by hand has lots of benefits.
John Dewey is one of the giants in the history of educational theory, and it's difficult to isolate one of his specific theories to discuss here. He was influential in so many areas of educational reform, that to choose one theme would do him a disservice, so I will highlight several of the areas in which he was ahead of his time.
The main design issue seems to revolve around having multiple paths through the content, mostly focused on creating a connectivist, learner-centered group work approach for those that prefer it, and also an instructor-centered path that guides the learners through the process for those that want that.
So the basic idea is that learners would enter the course and be presented with the option of going through one of the two routes. Maybe at some point an Artificial Intelligence data-driven program will even be able to recommend the path for them. Learners would enter one of the two paths and follow the paradigm presented. At any time that the learners on the cMOOC track need help (or at some point, when the AI data identifies a need), they can be directed towards the appropriate part of the xMOOC track for help. At any time the learners on the xMOOC track start to get comfortable with the idea of interacting with others (or the AI data identifies this), they can move into the cMOOC track. These movements could be a one time switch at any point, or a constant movement back and forth depending on the learner. Or the leaner could stick on the track they prefer the most. Or do both. Or lurk on one or the other or both. The system would basically look something like this:
Since this discipline-learning philosophy has been around a lot longer than the more formalized, current maker education movement, those attempting to move maker education into more traditional educational settings might draw from the writings and literature of experiential education to help explain and contextualized maker education.
Via Gust MEES
We’re excited to tell you about some relatively small changes that we think will have a really big impact on how easily you use the Prezi Editor. You’ll notice these changes in your online and desktop editor over the next few weeks. All the tools you know and love are still there, but we’ve moved them around a bit to better fit with how you work.
Via Baiba Svenca
Anyone who has used the Prezi platform would know that creating a Prezi and uploading it to Prezi.com is easy enough, however when it comes to converting it to a YouTube video, there seems to be no native method of doing so...
As Prezis are zooming presentations, you can neatly capture your presentation using a screen capture tool. There are many handy screencast tools for various platforms that can be used across various types of operating systems for this job. Furthermore, you can even add a voice over to narrate the Prezi presentation, as you record it. You can use many useful screencast tools for this purpose including; Camtasia Studio, Ezvid, Best Free Screen Capturer, Screenr or CamStudio. As almost every screen capture tool provides the option to capture the proceedings from a specific window, you can launch your Prezi, position the screen capturing tool to record your Prezi’s window and begin going through each section to record the presentation. As mentioned earlier, you can also use a voice over to further enhance your presentation.
Via Baiba Svenca, PuertoTICs, juandoming, Gust MEES, Ludmila Smirnova, Juergen Wagner
Researchers at SRI recently published the first rigorous study looking at how Khan Academy content is being used in formal educational settings as part of math instruction in the United States. Although Khan Academy originally developed as a supplemental aid in individual tutoring outside of school, it is now, in the words of SRI, "also working closely with schools to explore ways of transforming how instruction can be organized, delivered, and experienced by both students and teachers." Some of the findings from the SRI study, which was supported by the Gates Foundation, may offer important insights into potential implementation models of relevance to middle and low income country contexts -- as well as highlight where things may be a little more complicated than they may first appear. Dr. Robert Murphy, who helped lead the research team at SRI International's well-known Center for Technology in Learning that produced the Research on the Use of Khan Academy in Schools report, stopped by the World Bank earlier this week to share some related key lessons and observations.
1. What you set out to study may not always be (exactly) what you find in practice
2. What you set out to do may not always be that possible (and this isn't always such a bad thing)
3. Implementation studies, as opposed to evaluation studies, should be considered more often by those wishing to learn from educational technology initiatives
4. Even in an age of technology-enabled personalized learning, teachers still remain 'in charge'
5. No digital educational content repositories are 'comprehensive', no experience entirely immersive
In this post, we explore the work of Jerome Bruner on scaffolding of learning. This is a simplified interpretation of the theory, so if you wish to learn more, please read the original works.
A couple weeks ago, I wrote a blog arguing that the social component of video games seems to be increasing empathy and somehow blocking the contagiousness of violence....
As lead researcher Luis Moya Albiol told Science Daily:
“We all know that encouraging empathy has an inhibiting effect on violence, but this may not only be a social question but also a biological one—stimulation of these neuronal circuits in one direction reduces their activity in the other.”
It is also worth mentioning that this is not the first time researchers have discovered these kinds of binary relationships in the brain. In her now classic book, Animals in Translation, Colorado State University professor of animal science Temple Grandin argues that most mammals seem incapable of feeling fear and curiosity at the same time—meaning the presence of one inhibits the other.
Via Edwin Rutsch, iPamba
You know that moment when you are in the zone, on the ball, completely focused? You become so absorbed by what you are doing that your forget what the time is, you forget to eat, you miss sleep. That's essentially what flow is. According to Mihály Csíkszentmihályi, being in the flow is the ultimate in focused intrinsic motivation. In simplistic terms, being in the flow is where students find themselves in that narrow channel between disinterest and fear. There is a fine balance between the challenge of the task, and the skills the learner has at their disposal. Maintaining this balance avoids disillusionment if your skills don't measure up to the challenge, or boredom if the task is too simple and easy to achieve.
How it can be applied in education
Blended learning. Integrated learning. Hybrid learning. Flipped classroom. Whatever term you prefer — the idea of mixed learning modes appeals to training practitioners. There’s good reason for enthusiasm. Educational experiences that incorporate both synchronous and asynchronous elements can be much more engaging and effective than a one-dimensional approach.
Can an LMS Keep Failure Out of Your Mix?
To avoid missteps, your technology foundation should be built from the ground up for continuous learning and performance support. The infrastructure should be robust and highly flexible, to accommodate any combination of live and on-demand elementsyou require.
How do you decide if a learning management system is “blended friendly”? Ask your vendor to answer these questions:
1) Are synchronous and asynchronous modes fully supported?
2) How well does it accommodate linear learning?
3) How deeply are virtual classrooms supported?
4) Are “self-service” options robust?
5) Is LMS interaction designed with a “user first” mentality?
6) How do inquiry, reflection and discovery fit in?
Here's a list of some of what I consider to be the preeminent 'worst practices' related to the large scale use of ICTs in education in developing countries, based on first hand observation over the past dozen or so years. I have omitted names (please feel free to fill them in yourself). The criterion I used for selection was simple: The given worst practice was easily observable in multiple prominent initiatives, with (one fears) a high likelihood of re-occurrence, in the same or other places. In no particular order:
Socratic Seminar is a structured discussion that teaches students how to engage in discourse that is polite, respectful, focused, and academic. This speaking strategy also teaches students how to think critically about texts. The discussions that take place in a Socratic circle focus on analyzing, synthesizing, and evaluating what writers say and do.