~Image courtesy Martin Dufort, Jan 2011, in Flickr CC
Sue Hellman's insight:
My intention here is to convey the sense that positive persistence and finding the right starting point -- or point of connection -- will payoff when it comes to fostering change (& LEARNING = CHANGE).
"Insights drawn from neuroscience not only provide educators with a scientific basis for understanding some of the best practices in teaching, but also offer a new lens through which to look at the problems teachers grapple with every day. By gaining insights into how the brain works—and how students actually learn—teachers will be able to create their own solutions to the classroom challenges."
"Parker [Palmer --earlier intereviewed by this blogger] writes that academics [and I think many educators] have a tendency to 'think the world apart.' 'We look at the world through analytical lenses. We see everything as this or that, plus or minus, on or off, black or white; and we fragment reality into an endless series of either-ors.' (p. 64) I see us doing this as teachers and I can’t think of a better example than how being teacher-centered is juxtaposed with being learner-centered..
"University professor tops the CareerCast.com Jobs Rated report of least stressful careers for 2013. The field’s high growth opportunities, low health risks and substantial pay provide a low-stress environment that's the envy of many career professionals."
"Neuroscience should be required for all students [of education] . . . to familiarize them with the orienting concepts [of] the field, the culture of scientific inquiry, and the special demands of what qualifies as scientifically based education research." - Eisenhart & DeHaan, 2005
"Do you recall some of your college professors who knew their subject matter but had zero teaching skills? Staying awake in their one-way-directed lecture classes required Herculean strength (or lots of coffee). They were never trained to develop the skillset of engagement strategies."
"SocialLearn is an experimental online learning space on an early release. The latest evolution in virtual learning, SocialLearn combines social networking, Open University and wider web resources and user-generated content to support informal learners.
Developed in response to feedback about the need for informal learning spaces, SocialLearn is open to anyone and entirely free.
The platform is aimed at those who want to advance their personal learning, no matter what subject, and will continue to develop as the community grows. Key features of SocialLearn include:
~ Learning Paths – user-generated ‘playlists’ of learning resources provide step-by-step guides to help explain ideas and help people progress in their informal studies
~ A virtual ‘backpack’ enables users to bookmark, comment and rate any website they visit, and import materials back into their own
~ SocialLearn portal – creating a personalised ‘scrapbook’ of learning materials from across the web.
~Social networking tools such as status updates, friends and followers, ratings and the ability to create communities of like-minded learners
~ Experimental learning recommendations personalise the experience and guide users towards relevant content and people across the web."
Educators have the responsibilty to prepare people for the future, but our best practices are based on experience which by definition is roote in the past, This graphic tries to look decades into the future to give a visual representation of ways that emerging technologies are likely to influence education.
The implication here is that one can predict future trends by projecting past and current experience forward. I wonder if this is so?
The themes and ideas that surface most often in the literature are: embedded collaboration, integrated technology, inquiry-based learning, assessment for learning, and making learning interdisciplinary and relevant to real life. p.5
"As enrollment has rapidly increased in free online classes, also known as Massive Open Online Courses, or MOOC’s, students are increasingly forming groups, both online and in the real world, to study and socialize."
"By 'value added' we mean what is improved about students' capabilities or knowledge as a consequence of their education at a particular college or university. Measuring value requires having assessments of students' development or attainments as they begin college, and assessments of those same students after they have had the full benefit of their education at the college. Value added is the difference between their attainments when they have completed their education and what they had already attained by the time they began. Value added is the difference a college makes in their education."
Interesting section on p.4: Do ‘Millennials’ have a sense of entitlement?
"Twenge (2006) attributes this to the self esteem move- ment and helicopter parenting: we do not disrupt their self esteem by correcting their mistakes. This be- comes really apparent when the students are in their upper years of post secondary education where they are expected to work independently and take initiative for their learning. A consequence of this lack of cor- rection is that when the majority of the ‘Millennials’ reach adulthood and enter the workforce, there will be a strong dissonance between what they’ve been told and the reality they encounter. For employers and educators, the goal is to set boundaries, challenge them and make the ‘Millennials’ take responsibility. The understanding is that they are not lacking in en- thusiasm, but lack the knowledge of the structure."
I think the implication is that 21st c. students bring a different set of skills to the higher education table. Consequently their needs are also different from what 'ours' were. This means that we need to make better use of what they bring and school them more deliberately in what they need. As always the essential question should be: 'How to we get fhem from what they know/have/cando to what they need?
From brain science comes optimism. Ignore its power, and you'll deprive yourself and your workers of greater skills
"Here’s the bottom line: We are all creatures of habit. It takes real effort to alter the pathways those habits form in our brains, whether we’re talking about eating, listening, or remembering to floss our teeth. But those pathways have far more plasticity than originally thought, meaning we can learn new and smarter ways of doing things at any age if we make the effort."
You may not agree with it, but some of the ideas are useful when reconceptualizing the changing role of students as we shift educationap paradigms. Whose job is it to prepare them for their new roles and responsibilties?
"The scientific approach to teaching: Research as a basis for course design" Keynote speech by Eric Mazur, Balkanski Professor of Physics and Applied Physics...
Sue Hellman's insight:
"What is important is not what the teacher does in front of the students but what happens inside the brains of the students."
32min: faulty recall: the brain stores models not facts. Students come to class with prior learning. When they hear/see something that contradicts, this is cognitive dissonance & the student wonders why. But before he/she has time to think about it, the lecture moves on. Without time to readjust the mental model, & the memory of the faulty understanding is strengthened & the experience becomes evidence that the faulty understanding is correct!
"Openness in content, data, government, and access is influencing organizations of all types. Education is influenced heavily: open educational resources and open teaching hold potential to disrupt the full spectrum of education: policy, learning development, delivery, and accreditation.
This course will offer a detailed overview of the history of openness in education, current trends including legal and technological developments, as well as future directions. Educators in all sectors (primary, secondary, and higher education), as well as administrators, will benefit from being well informed of trends and the organizational impact of open education."
Posts about Carey and Carey Instructional Design Model written by onlinelearninginsights --"Active learning…. the topic frequently polarizes faculty. Active learning has attracted strong advocates … looking for alternatives to traditional teaching methods, while skeptical faculty regard active learning as another in a long line of educational fads.” (Prince, 2004)"
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