Firstly, the question of how to label Connectivism is an important one because this affects how people connect with the theory. As a relatively young theory, its growth, acceptance, employment and ...
from the article: "What this all hopefully points to is the nature of Connectivism as a fundamental Theory of Education, one that shapes structure and access to information. Connectivism is a theory that sets limits on the potential of learning so that education can be directed ever closer to an ideal intention."
Giving kids the tools to create, teachers the freedom to innovate, making students’ work relevant in the real world, giving them access to valuable technology. These are the aspirations that have resonated most with MindShift readers this year. Here are the top 10 posts from 2012.
'Most learning is not the result of instruction. It is rather the result of unhampered participation in a meaningful setting. Most people learn best by being "with it," yet school makes them identify their personal, cognitive growth with elaborate planning and manipulation.'
A brand-new study on the academic effects of homework offers not only some intriguing results but also a lesson on how to read a study -- and a reminder of the importance of doing just that: reading studies (carefully) rather than relying on summaries by journalists or even by the researchers themselves.
Have you ever heard this one? A number of times in my career, I heard teachers, usually new ones, it must be said, announce in frustration that they were sick and tired of dealing with the kids who were disrupting class, and that from that point forward, they were going to forget about the "ones who aren't ready to learn," and put their energy into those who are. I even had a teacher tell me she set up her seating chart and put the "bad" kids in the back. There are a number of reasons this is a bad practice.
I’ve always been someone driven to excel and make the most out of this wild ride called life.
So when I read Tim Ferriss’ book The 4-Hour Workweek, a new world of possibilities opened up to me. After discovering his personal productivity tips, I knew the way I worked was never going to be the same.
In a traditional classroom, the teacher is the center of attention, the owner of knowledge and information. Teachers often ask questions of their students to gauge comprehension, but it’s a passive model that relies on students to absorb information they need to reproduce on tests.
What would happen if the roles were flipped and students asked the questions?
Postmodernist views of society can be appropriated as lenses to analyse the personalised use of digital technology. Consumers of Web based content tend to search randomly and nomadically, due to the multi-layered, multi-directional nature of hyperlinked media and this aligns neatly with some post modern theory.
We know that the link between a child’s socio-economic status (SES) and school achievement is real, it is a very …Continue reading »
The question I have is – why does SES predict achievement so well – not just at the extremes, but all along the graph? The older I get, the less sense it makes. And the more it is clear that a glib single-cause explanation of it is unacceptable.
People in general, hold onto beliefs that are shaped by early experiences, the media, and faulty influences. The following list is a compilation of research that may surprise you. Video games, e-books, playtime, and music are all a part of an educator’s repertoire.
The letter grade fails because its job–to communicate learning results to learners and families—cannot possibly be performed a single symbol.
Further, the letter grade “pauses” learning–basically says that at this point, if I had to average all of your understanding, progress, success, and performance into a single alphanumeric character, it’d be this, but really this is over-simplifying things because learning is messy and understanding is highly dynamic.
We are drawn to leaders who articulate a possible future in a way that speaks to us and includes us. Farsighted leaders use their clarity of vision and their articulation of a successful future to pull people out of fear or shortsightedness and into hopefulness and a sense of purpose.
For the most part in American culture, intellectual struggle in school children is seen as an indicator of weakness, while in Eastern cultures it is not only tolerated, it is often used to measure emotional strength.
No one disputes that practice is the way to prepare for a cello concerto or a tennis match—complex, physically challenging activities that have to be executed without a coach's immediate direction or the chance for a do-over. But these activities are not unique. Thousands of other tasks that are done "live"—from delivering employee performance reviews to examining a patient, from hearing a customer complaint to reacting to a student's question—would benefit from practice beforehand.
Ever since the financial crisis of 2008, I have sensed from many leaders that they want to do a better job of leading in accordance with their personal values. The crisis exposed the fallacies of measuring success in monetary terms and left many leaders with a deep feeling of unease that they were being pulled away from what I call their True North.
Is learning in the 21st Century significantly different to learning in previous years? One of the more controversial theories of the digital age is the claim that technology is changing (or rewiring) our brains (Greenfield, 2009) whilst some also claim that prolonged use of the Web is detrimental to human intellectual development (Carr, 2010).