I don't usually like to sound like a doomsayer but today I'm going to make an exception. I'm going to describe an effect that I believe will be present, even if it's not as strong as I am suggesting it might be.
I’ve become a focus junkie. If I see something written in a legit publication about techniques or technologies to improve mental focus, I freebase it—mainly because the forces draining focus are unrelenting, and I’m convinced that the only way to regain balance is by indulging measures that are just as intense. (My working philosophy: extreme forces call for extreme adaptation, using the best tools and strategies science can afford us.)
Enter author and psychologist Daniel Goleman, popularizer of “Emotional Intelligence”, and author of a new book about the power of focus called, simply, “Focus”. Goleman is one of my favorite writers in the psychology space because his work is a true example of what I call “science-help” – he’s all about the research. When you glean takeaway knowledge from a Goleman book, you can be sure it’s been tested and credible enough to earn his writer’s brand.
Because I’m also a midnight snacker of business nibblets, I came across Goleman’s latest article in the Harvard Business Review, “The Focused Leader: How effective executives direct their own—and their organization’s—attention”. The entire piece is well worth the magazine’s $17 cover price (or at least buying a PDF reprint online), but I was especially intrigued by a sidebar in the article about a new species of video games designed to help regain our focus in a focus-fragmenting world.
Dave Eggers or Michael Chabon couldn’t come up with a better ironic twist than video games—engaging and entertaining video games, no less(!)—being used to sharpen attention. As Goleman discusses in HBR, neuroscientists at the University of Wisconsin-Madison have grabbed hold of this task like tics on a deerhound and produced a video game slated for a 2014 release called, fittingly, “Tenacity”.
Educational theory and practice have begun to appear more frequently in the popular press. Terms such as collaborative learning, project-based learning, metacognition, inquiry-based learning, and so on, might be new to some audiences, but they have a relatively long and well-documented history for many educators. The most widely-known and promising pedagogical approach is constructivism grounded on the work of Piaget, Vygotsky, and Bruner. Given how it has transformed my own understanding of pedagogy, teaching, and learning, constructionism seems ripe for a similar resurgence — like a phoenix rising from the ashes of Taylorization and standardized testing. Constructionism brings creativity, tinkering, exploring, building, and presentation to the forefront of the learning process.
Over the last decade my teaching has undergone a dramatic transformation as I played with many methods for getting my students to learn not only through doing, but also through creating. Initially this interest was sparked by a belief that targeting the highest level of Bloom’s Taxonomy (revised) would lead to mastery in all the other cognitive domains. Later it was bolstered by an interest in creating more collaborative learning opportunities for my students.
I also felt passionately that anything my students create should have an authentic audience. I realized, after reading the works of influential writing theorist Peter Elbow, that when they wrote essays for me, they were writing to be judged, not writing to inform. Elbow argued that:
"When students write for teachers, they are writing ‘uphill’ in the authority dimension: instead of having the normal language-using experience of trying to communicate ‘across’ to others in order to tell them what’s on their mind, they are having the experience of trying to communicate ‘up’ to someone whose only reason for reading is to judge the acceptability of what they wrote and how they wrote it."
My first experiment was in having them write essays for their classmates, and although it was a vast improvement, still the audience seemed less than authentic.
Fortunately, my efforts to transform the way I teach came at the same time we were experiencing the societal shift from information consumerism to a production and remix culture. Now my students could write for a truly authentic audience through blogs, wikis, and websites.
As I strove to facilitate learning through creating, I realized that text-based creations were only the surface and started to build learning experiences in which my students explored and leveraged the wealth of creativity tools which were freely available online, including podcasting, screencasting, online presentation, mindmapping, animation, and infographic tools.
There are many characterisations of the skills that are most important in the 21st century. However, The University of Melbourne’s Assessment and Teaching of 21st Century Skills (ATC21S) team defines them as: Ways of thinking.
By Samuel Lee Student at Kapi'olani Community College University of Hawai'i [Note: This article was written in response to a self-introduction activity in an online Creative Nonfiction college writing class.
Why Learning in Classrooms is better than online resources. Part 1 - There is always a difficult correlation between online learning and classroom learning when it comes to code, in this 2-part series, hopefully you will gain a better understanding.
The course is based on Calculus I and is an introduction to integration techniques, advanced applications of integration, and to the theory of series and, in particular, power series. The course corresponds to a typical Calculus ...