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Empathy In Creativity and Design Thinking

Empathy In Creativity and Design Thinking | :: The 4th Era :: | Scoop.it

RSA Animate recently released a video called 'The Power of Outrospection'. The video intrigued me and this post has helped me pull together some of my thoughts about the links between empathy and creativity.
The post explores empathy in a variety of fields, including design, human services, and the creative fields, and the video is also embedded in the post. Take the opportunity to read the post, watch the video, and ponder how empathy allows us to be creative as we look for new solutions for whatever issues we face.


Via Beth Dichter
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creativity@NIS's curator insight, September 2, 3:59 AM

Sam: Looks good. Commenting doesn't send a box to the top of the screen.

David Collins's curator insight, October 29, 1:33 AM

More food for thought . . .

:: The 4th Era ::
Exploration of the new era in human history marked by invention of the Internet
Curated by Jim Lerman
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Introducing this work

Introducing this work | :: The 4th Era :: | Scoop.it

For the purposes of this Scoop.it site, the history of human interaction with information may be divided into 4 eras. The first (spoken) era ended with the invention of writing around 3000-4000 BC. The second era ended with the invention of the printing press in 1440. The third era ended, and the fourth began, with the invention of the Internet (depending how one defines its operational beginning) somewhere between 1969 and 1982. We now exist early, but decidedly, in the fourth era.

 

All readers may not agree with this interpretation of history, especially with the division and numbering of the eras. That is not the main point here. Rather, it is that humankind is presently existing in an era distinctly different from the one that preceded it -- that in fact, this new era is accompanied with, and characterized by, a new - and quite different - information landscape. This new Internet information landscape will challenge, disrupt, and overpower the print-oriented one that came before it. It will not completely obliterate that which preceded it, but it will render it to a subsidiary, rather than primary, level of influence.

 

Just as the printing press altered humanity's relationship with information, thereby resulting in massive restructuring of political, religious, economic, social, educational, cultural, scientific, and other realms of life; so too will the Internet occasion analogous transformations in the corresponding universe of present and future human activity.

 

This site will concern itself primarily with how K-20 education in the US, and the people who comprise its constituencies, may be affected by this transformative movement from one era to the next. All ideas considered here appear, to me at least, to impact the learning enterprise in some way. Accordingly, this work looks at the present and the future through a lens that is predominantly, but far from entirely, a digital one. -JL


Opinions expressed, scooped, or copied in this Scoop.it topic are my choice, and are in no way to be connected with my employer.

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Margaret Waage's comment, June 20, 2013 7:46 AM
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Azania Nduli-AmaZulu UbuntuPsychology.ORG's curator insight, July 8, 2013 6:24 PM

Beautiful!

M. Philip Oliver's curator insight, August 29, 1:09 PM

Thanks to Jim Lerman

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Two Personal Qualities More Vital To Success Than IQ That Most People Don’t Know — PsyBlog

Two Personal Qualities More Vital To Success Than IQ That Most People Don’t Know — PsyBlog | :: The 4th Era :: | Scoop.it

"Here are two trainable personal qualities which predict success four times more than intelligence.


"Being open to experience and conscientious is four times more important than intelligence in predicting academic success, a new research review finds.


"People who are open to experience are more likely to be imaginative, sensitive to their feelings, intellectually curious and seekers of variety.


"Conscientious people, meanwhile, are disciplined, dutiful and good at planning ahead."

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Ivon Prefontaine's curator insight, December 22, 7:44 PM

When we experience the world, we have an opportunity to be intuitive and connect with phenomena we encounter differently.

 

@ivon_ehd1

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What Believing in the Possibilities Can Do For Learning and Teaching ~ mind/shift

What Believing in the Possibilities Can Do For Learning and Teaching ~ mind/shift | :: The 4th Era :: | Scoop.it

by Thom Markham


"Results from research into the growth mindset tell us that placebos have finally hit the classroom. When students are informed that it’s possible to improve their IQ, they respond by improving their IQ. A simple message of possibility opens the door to an improvement in brain function. When distance-learning students in west Texas used an avatar from Second Life to attend virtual meetings, their new personas gave them permission to change their behavior. They turned into noticeably different and more attentive students than in person.

"What’s the takeaway from the placebo phenomenon? More than anything, the results tell us that beliefs matter, perhaps much more than we realize. In many cases, the chief message of placebo research is that focusing on using the mind and beliefs to power up the brain and body is the key to better learning in the future. This approach requires that we take more seriously the latest research showing that intentional, placebo-like interventions also work."

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Questions Before Answers: What Drives a Great Lesson?

Questions Before Answers: What Drives a Great Lesson? | :: The 4th Era :: | Scoop.it

“Students engage more passionately when trying to answer a question that interests them. Here are ten opening questions that have inspired this kind of learning.”


Via Tom Perran, Dean J. Fusto, Yashy Tohsaku, Jim Lerman
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The 13 problems smart people have to deal with

The 13 problems smart people have to deal with | :: The 4th Era :: | Scoop.it
Are you one of the smarter people in your office? It’s okay. You can be honest. It’s just me and you right now. When group projects are assigned, are you usually stuck doing most of the work because the others are getting their tasks done too slow?

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Innovating Pedagogy: Learning to Learn

Innovating Pedagogy: Learning to Learn | :: The 4th Era :: | Scoop.it
The focus of learning is usually on what we need to know, rather than on how to learn. This can lead to frustration because there is just too much to find out. On the other hand, the process of learning is itself a fundamental part of life that helps shape us as human beings and gives purpose to much of what we do. For a teacher, considering the process of learning to learn can help to schedule and balance learning opportunities so that they bring out the longer-lasting benefits associated with being a learner.

In learning to learn, success is not linked to the content a person acquires but to their development as a learner, so that when faced with situations in the future they have the personal capability to find new approaches or fresh information, and they are able to apply these in an effective manner. Educational content remains important, but there is a shift from a concern with delivery and assessment, towards the use of content in helping learners gain new skills. Whereas adult learning (or ‘andragogy’) is concerned with developing new skills, learning to learn (or ‘heutagogy’) also involves discovering how best to acquire those skills – in the classroom, workplace and at home – through a combination of study, discussion, investigation and practice. A teacher may provide resources, but the learner is in command of deciding how to organise them into a coherent course of study.

Connected with learning to learn is the ability to determine your own learning needs and to reflect continuously on the learning process. This involves developing skills of open communication and teamwork, being flexible in approach and creative in new situations, and becoming confident in your ability to take appropriate and effective action in changing circumstances.

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[Slideshare] Future of Learning and Technology 2020: Preparing for change

The education landscape of 2020 will be characterized by the blurring of boundaries. Learning anywhere and anytime will be commonplace in many different ways based on the ubiquitous and innovative use of technology. Our organizations face a duality of change—conceptual and technological—regarding the practices of education and learning. The practices of teaching, presenting and learning will undergo fundamental change as it responds to global, social, political, technological and of course, learning research trends. Will your organization be ready and prepared to take advantage of these seismic changes to education, learning and technology?


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Елена Гончарова's curator insight, December 22, 8:41 AM

добавить ваше понимание ...

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altc 2014: Audrey Watters - Ed-Tech, Frankenstein's Monster, and Teacher Machines (703) - YouTube

What does it mean to create intelligent machines? What does it mean to create intelligent teaching machines? What does this mean in turn when we talk about u...

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John Shank's curator insight, December 3, 10:11 AM

Good questions to ask as we speed along the road of technology enhanced learning. #edtech #elearning #highered 

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10 must-read K-12 studies from 2014 ~ Education Dive

10 must-read K-12 studies from 2014 ~ Education Dive | :: The 4th Era :: | Scoop.it

by Allie Gross


"It's often easy to take the nation's education debates at face value, but truly understanding them requires a familiarity with a wide array of evidence and data. More often than not, the stats in the reports and studies behind state and national conversations speak better than opinion pieces on why a particular method or policy is great.

"In 2014, a slew of studies tackled topics ranging from the school-to-prison pipeline to the arts' decreasing presence in schools. To help minimize the clutter, we've rounded up 10 of the most interesting."

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Elaine Roberts, Ph.D's curator insight, December 18, 7:10 AM

Educational policy is complex. The way we insist on politicizing education seems to serve only to make creation of policy and its implementation even more complex, and probably too often unnecessary. The more we know and understand about national education concerns, the better informed we might be for actual meaningful discussions and actions.

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Cognitive training can improve brain performance of students in poverty ~ Medical News Today

Cognitive training can improve brain performance of students in poverty ~ Medical News Today | :: The 4th Era :: | Scoop.it

"The cognitive effects of poverty can be mitigated during middle school with a targeted intervention, according to researchers at the Center for BrainHealth at The University of Texas at Dallas.

"In a paper published in the open-access journal Frontiers in Human Neuroscience, researchers for the first time examine the efficacy of cognitive training in a large and diverse group of 7th and 8th grade public middle school students as compared to typically developing students who received no specific training."


See full study here

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Math and Science Engagement: Identifying the Processes and Psychological Theories that Underlie Successful Social-Psychological Interventions - Nancy K. Stano

Jim Lerman's insight: An important and well-researched paper.

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Nevermore Sithole's curator insight, December 16, 1:56 AM

Math and Science Engagement: Identifying the Processes and Psychological Theories that Underlie Successful Social-Psychological<wbr></wbr> Interventions - Nancy K. Stano

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Facilitation with organisational effect

Workshops, meetings and seminars drive momentum in a change project. Even more so, if they are facilitated skilfully. Workshops, meetings and seminars are hel…

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ATETV | Advanced Technological Education Television

ATETV | Advanced Technological Education Television | :: The 4th Era :: | Scoop.it

description by The Scout Report


"Funded by the National Science Foundation, the Advanced Technological Education (ATE) program is designed with two purposes in mind. First, it aims to connect community college students with the skills and networks they need to achieve success in technology driven growth industries. Second, it hopes to help those industries grow by giving them the labor force they need. ATETV, an integral part of this innovative program, aims to visually represent the relevance of ATE to the modern workplace and prospective students. Through over 200 videos, the website tracks myriad ATE sponsored projects and student success stories from community colleges around the country. Typically 2-10 minutes in length, videos range from FAQs about the project to career opportunities in wind energy. The Collection is easily sortable by category (Agriculture, Biomanufacturing, Environmental Technology, Photonics, etc.) and anyone interested in the future of technological education will delight in these well made snapshots."


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Other-rated personality and academic performance: Evidence and implications ~ Journal of Learning and Individual Differences

Other-rated personality and academic performance: Evidence and implications ~ Journal of Learning and Individual Differences | :: The 4th Era :: | Scoop.it

by Aurthur Poropat


"Considerable gaps remain in teachers' and students' understanding of factors contributing to learning and educational outcomes, including personality. Consequently, current knowledge about personality within educational settings was reviewed, especially its relationships with learning activities and academic performance. Personality dimensions have previously been shown to be related to learning strategies and activities, and to be reliably correlated with academic performance. However, personality is typically self-rated, introducing methodological disadvantages associated with informational and social desirability biases. A meta-analysis of other-rated personality demonstrated substantially higher correlations of academic performance with all of the dimensions of the Five-Factor Model of personality, which were not accounted for by associations with intelligence. The combined association of academic performance with all of the Five-Factor Model dimensions was one of the largest so far reported in education. The findings have implications for personality measurement. Teachers are able to assess students' personalities to match educational activities to student dispositions, while students' development of learning capacities can be facilitated by feedback on how their personalities are linked with effective learning."

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Ed Dept issues competency-based education guidance ~ Education DIVE

Ed Dept issues competency-based education guidance ~ Education DIVE | :: The 4th Era :: | Scoop.it

by Roger Riddell


Dive Brief:


"A letter published Friday by the U.S. Department of Education details regulations on direct assessment and competency-based education programs.


"While the department previously addressed such programs in a March 2013 letter, the document published Friday includes a Q&A format attachment answering a number of questions received since then.


"The Q&A mainly details competency-based or direct assessment programs that award credit hours or an equivalent measure of progress."

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Straight From Students: Smart Tips for Searching Online

Straight From Students: Smart Tips for Searching Online | :: The 4th Era :: | Scoop.it

Karoline Hestsveen, a high school student in Norway, collaborated with 26 other students and teacher Ann Michaelsen to write the interactive digital book Connected Learners: A Step-By-Step Guide to Creating a Global Classroom, a collection of...


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[Interview] Sir Ken Robinson at Miami Global Forum

So what has this explosion in technology meant for creativity and learning? According to Robinson, the impact has been enormous. “Tools have extended our physical reach, allowing us to do things physically we couldn’t otherwise do, but they’ve also expanded our minds,” he says. “The relationship between tools and intellectual, physical and spiritual development is really powerful.”


But while Robinson believes that tools play an important role in creativity, he sees an even higher calling for technology. “The real virtue is not in the tools we create, it is in how we use the tools to create, how creative we become with the tools,” he says. “The challenge with technology is not a technological one, it’s a spiritual one.”


For the best performing schools, technology has become an enabler of creativity and innovation, and Robinson believes it has the potential to do even more. “A lot of advocates of the standards movement think that creativity is some recreational activity, a distraction we don’t have time for,” he says. “The real situation is that adopting creative approaches to teaching and learning is among the best ways of engaging kids’ interests, imagination and therefore, raising standards.”


Creativity, as defined by Robinson, is also the basis for life-long entrepreneurship and innovation, highly sought-after in the 21st century workforce. He believes that, by unleashing students’ creativity, we can help them develop the kinds of skills that will serve them well in their careers, and as leaders of future generations.


In today’s thought-provoking Daily Edventure, Sir Ken and I discuss the state of education, technology and creativity, and what it all means for society. But there’s no better way to close out this post than by sharing the sign-off from the always-quotable Robinson’s keynote: “If we start to rethink some of the fundamental principles of education, [and] its relationship with technology, there’s a better chance that we will create the world that we and our children will want to live in.”


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Ivon Prefontaine's curator insight, December 20, 7:27 PM

“The real virtue is not in the tools we create, it is in how we use the tools to create, how creative we become with the tools,” he says. “The challenge with technology is not a technological one, it’s a spiritual one.”

 

This is an important consideration. Many so-called tech experts fall short in understanding the key skills are pedagogic/spiritual rather than technical and technological. When we resort to the latter only, we succumb to Technique (Ellul).

 

@ivon_ehd1

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I believe in the 70:20:10 framework

I believe in the 70:20:10 framework | :: The 4th Era :: | Scoop.it

Charles Jennings promotes a 70:20:10 framework for organizational learning, where on-the-job experiential/informal learning and social learning represent the preponderance of each employee’s overall learning. Only 10% is from formal learning activities.


The reason this framework works is that it more or less reflects what’s actually true for employees in the typical workplace. Formal education has its place in preparing people for the workplace. Once those people become employees, they have a job to get done. People aren’t hired to learn, they’re hired to increase productivity or capability. There are productivity expectations and organizational needs to be met.



Via juandoming, Edumorfosis, Jim Lerman
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María Dolores Díaz Noguera's curator insight, December 20, 3:40 PM

Agente de Cambio Que ayuda a Fortalecer el foco cultural de ... Alto Rendimiento y desarrollo continuo ...I believe in the 70:20:10 framework | @scoopit via @edumorfosis http://sco.lt/...

Ivon Prefontaine's curator insight, December 20, 7:15 PM

School is a challenging place to learn to be a teacher. We are often isolated and it is difficult to learn informally.

 

The concept is great and it takes effort to put it in place.

 

@ivon_ehd1

june holley's curator insight, December 21, 8:28 AM

True for networks too?

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New Learning Times : Article The Teacher’s Turn for Adventure

New Learning Times : Article The Teacher’s Turn for Adventure | :: The 4th Era :: | Scoop.it

by Carmen Jones


"Recent research focuses on gamification for students, but what about gamification for pre-service and in-service teachers? Quest2Teach aims to help future educators bridge theory and practice within instructor-led courses in an online environment. In this game, which uses a "small game" (i.e., containable and personalized) framework, teachers develop an avatar that they use to engage in learning virtually across semesters. The 3D, virtual reality platform allows teachers to "learn through doing," experimenting, and practicing before entering a real classroom environment. Quest2Teach, in the spirit of John Dewey and Lev Vygotsky, sees experiential learning as essential to education, whether the learner is a teacher or student."

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Creating an Engine for Breakthrough Innovation in STEM Education | Office of Innovation and Improvement

Creating an Engine for Breakthrough Innovation in STEM Education | Office of Innovation and Improvement | :: The 4th Era :: | Scoop.it

from the website

by Russell Schilling


"Every organization can benefit from an internal group that focuses on promoting and creating game-changing innovations. At the Department of Education, a new STEM office is working hard to build the foundation for an advanced research infrastructure that can uncover breakthrough innovations to benefit schools, educators, and students. Click here or on the above title to learn more from Russell Shilling, executive director of the STEM office."

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The Growth Mindset : Telling Penguins to Flap Harder ? ~ The Disappointed Idealist

The Growth Mindset : Telling Penguins to Flap Harder ? ~ The Disappointed Idealist | :: The 4th Era :: | Scoop.it
I’m going to structure this blog in a way which will hopefully be easy to follow. First, some evidence and anecdotes which seem to contradict the way Dweck’s theory is increasingly being presented (I entirely acknowledge, by the way, that Ms Dweck is much more nuanced in her conclusions than is sometimes suggested by those who cite her name while outlining a much more black-and-white worldview). Then I’ll note some arguments as to why we should be rather cautious about adopting the “Growth Mindset” approach as some sort of universal principle. David Didau has already covered much of this ground in his blog, but if we never allowed for repetition in the blogosphere, there’d be nothing left on the internet except rude videos and pictures of kittens, so I’m going to do it anyway.
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Who Gets to Graduate? ~ NY Times

Who Gets to Graduate? ~ NY Times | :: The 4th Era :: | Scoop.it

by Paul Tough


"When you look at the national statistics on college graduation rates, there are two big trends that stand out right away. The first is that there are a whole lot of students who make it to college — who show up on campus and enroll in classes — but never get their degrees. More than 40 percent of American students who start at four-year colleges haven’t earned a degree after six years. If you include community-college students in the tabulation, the dropout rate is more than half, worse than any other country except Hungary.

"The second trend is that whether a student graduates or not seems to depend today almost entirely on just one factor — how much money his or her parents make. To put it in blunt terms: Rich kids graduate; poor and working-class kids don’t. Or to put it more statistically: About a quarter of college freshmen born into the bottom half of the income distribution will manage to collect a bachelor’s degree by age 24, while almost 90 percent of freshmen born into families in the top income quartile will go on to finish their degree."


Jim Lerman's insight: For anyone interested in or concerned about college enrollment and completion, this article is absolutely essential reading.

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It's Little Richard. 1964 UK TV Show - YouTube

"Recorded in Manchester, UK in November 1963 when Little Richard was invited into the Granada TV studios to tape this special while headlining a UK tour featuring, amongst others The Everly Brothers and a virtually unknown band at the time called The Rolling Stones.


"Probably the best live performance ever recorded. Commencing with a storming version of William tell overture by Sounds Incorporated, Little Richard then opens with Rip It Up, after which The Shirelles sing two numbers and then join with Richard for the gospel number Joy, Joy, Joy.


"Part 2 is all Little Richard, getting more frantic with each number as he storms through Lucille and Long Tall Sally. The soulful, Send Me Some Lovin' follows before Richard sets the studio alight with, Whole Lotta Shakin Goin On, Hound Dog, Good Golly Miss Molly, Tutti frutti, and finishing with a stomping version of Jenny Jenny. Originally transmitted on 8th Jan 1964."


Jim Lerman's insight: Well this post is certainly off-topic, but I came across it tonight and just had to share. Here is Little Richard, one of the greatest  and most original American talents of late 1950's rock n roll, in an amazingly informal UK TV special just before the dawn of the Beatles era. There are so many iconic cultural moments here; not the least of which is Little Richard's virtually non-stop 37-minute performance. Sit back, enjoy, and watch the audience shed their inhibitions and learn how to dance. I dare you to sit still through the whole video.

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Teachers Handbook on Creative Commons and Copyright ~ Educational Technology and Mobile Learning

Teachers Handbook on Creative Commons and Copyright ~ Educational Technology and Mobile Learning | :: The 4th Era :: | Scoop.it

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EdTechSandyK: ThingLink for Video Adds Interactivity

EdTechSandyK: ThingLink for Video Adds Interactivity | :: The 4th Era :: | Scoop.it

by Sandy Kendall


"Enter ThingLink for Video, which was one of the recommendations for adding interactivity made by the course instructor. If you are familiar with ThingLink, you know it's a tool for adding clickable icons to graphics. Recently, they've added an option for adding clickable icons to videos.

"The only catch is, if you want to try ThingLink for Video, you have to purchase ThingLink premium. A one year subscription for educators is $35. I got a slight discount as a member of the MOOC, so I went for it. Even though I'd never signed up for or used the original ThingLink before. Time to find out what all the fuss is about!"

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