Network Cogitation
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Understanding Learning: Lessons for Learning, teaching and research

"This presentation starts with the five major messages from Visible Learning, outlines a notion of ‘learning’, then develops seven fundamental principles of learning: learning involves time, energy, deliberate teaching, and effort; the structure and relations of learning; there are major limitations of the mind; the student as social animal; confidence as a multiplier; the need for maintenance and feedback; and identifying the major learning strategies. The new Science of Learning Research Centre is promoted as an opportunity for developing a ‘heat map’ of learning, for assessing, developing and enhancing learning – and for creating a powerful new narrative relating brain research to learning and teaching."
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Instructivism versus Constructivism

Sometimes it feels like we hear conflicting messages regarding the teacher's role. There seem to be fads and pendulum swings about the nature of teachers' wo...
Stephen Gwilliam's insight:

Creating own meaning without being left alone to do it!  We need to know our learners better.  When do we nudge is a critical questions.  Being explicit about quality and prompting for learning. #TSNet formative assessment in our schools is on track. A repertoire of approaches is needed.

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John Hattie and Helen Timperley’s “The Power of Feedback”

Three overlapping questions worth asking: Where am I going? (goals), How am I going? (performance as measured against goals), and What next? (future goals).
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Jason Borton's comment, August 29, 2013 8:02 PM
Feedback is oftne used to describe interactions between students and teachers. The power of peer assessment is also worth considering.
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The Systems Thinker Newsletter

What is Systems Thinking? Systems thinking offers you a powerful new perspective, a specialized language, and a set of tools that you can use to address the most stubborn problems in your everyday life and work. Systems thinking is a way of understanding reality that emphasizes the relationships among a system's parts, rather than the parts themselves. Based on a field of study known as system dynamics, systems thinking has a practical value that rests on a solid theoretical foundation.
Stephen Gwilliam's insight:
"Systems have several defining characteristics: • Every system has a purpose within a larger system. • All of a system's parts must be present for the system to carry out its purpose optimally. • A system's parts must be arranged in a specific way for the system to carry out its purpose. • Systems change in response to feedback."
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Ed Tech Coaching: Authentic, Personalized Learning: Pre- and Post-Technology (A Case Study)

Ed Tech Coaching: Authentic, Personalized Learning: Pre- and Post-Technology (A Case Study) | Network Cogitation | Scoop.it
I think " Student engagement isn't reliant on an iPad app- it is reliant on a teachers' ability to create authentic, personalised learning experiences" states it best.
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3 Ways to Encourage Higher Order Thinking with Technology

3 Ways to Encourage Higher Order Thinking with Technology | Network Cogitation | Scoop.it
As a teacher, I relish the days of summer because I am given the opportunity to learn, rethink, design, and fine tune my teaching with the hope of being able to inspire students and teachers in the...

Via Inge Wassmann, Ness Crouch
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Nalya Ovshieva's curator insight, October 6, 2013 4:42 AM

This is a technology-based CT learning


meera vaidyanathan's curator insight, November 10, 2013 12:16 PM

How can we incorporate the tools mentioned here into tenmarks? That is, create a toolkit, allow teachers to create their own content or curate/organize the the content to their liking, and add a exploratory aspect for student users....

Tonya D Harris's curator insight, January 6, 2014 6:09 PM

Straight Forward, Simple Steps to Implement Technology - Under Tab EdTech

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Lucidchart – Excellent Web Based Diagramming and Charts, Free for Educators and Students

Lucidchart – Excellent Web Based Diagramming and Charts, Free for Educators and Students | Network Cogitation | Scoop.it

Lucidchart is an online diagramming program that gives away free licenses to educators and students. I’d like to share some of the feedback I’ve received from educators at every level. They’ve said that we are filling a need for online visual communication, whether that’s Venn diagrams, flowcharts, graphic organizers, or mind maps.


Via Jenny Pesina
Stephen Gwilliam's insight:

Here's a great resource for teachers in TSNet schools who have adopted Langford thinking and QLA Tools for their classes and or teams.

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A Good Visual Featuring 6 Assessment Types ~ Educational Technology and Mobile Learning

A Good Visual Featuring 6 Assessment Types ~ Educational Technology and Mobile Learning | Network Cogitation | Scoop.it

Via Jenny Pesina
Stephen Gwilliam's insight:
What else would you add for your school or cluster?
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Awesome Visual Explanation of Blended Learning

Awesome Visual Explanation of Blended Learning | Network Cogitation | Scoop.it
Below is an interesting infographic I have just received from one of my readers here in Educational Technology and Mobile Learning following the posting of : 4 great graphics on Blended Learning. I...

Via Kent Wallén, juandoming
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Jimena Acebes Sevilla's curator insight, July 28, 2013 6:50 PM

Infografía sobre qué es blended learning.

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Mindset Matters

Mindset Matters | Network Cogitation | Scoop.it
You can have either a fixed or growth mindset according to Carol Dweck, Which mindset do you have?

Via Barbara Bray, Kathleen McClaskey
Stephen Gwilliam's insight:

Carol Dweck: The Effect of Praise on Mindsets - http://youtu.be/TTXrV0_3UjY really interesting stuff!

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Marta Braylan's curator insight, June 20, 2013 6:14 PM

Take a guess: do you have a fixed or a growht mindset?

ratzelster's curator insight, June 25, 2013 11:34 AM

We've all heard these terms.  I thought this diagram illustrates the main ideas and might be something you can save and use in future presentations.

Cynthia Alvarado's curator insight, July 12, 2013 8:25 PM

Mindset makes a difference!

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The Power of Feedback John Hattie and Helen Timperley

Feedback is one of the most powerful influences on learning and achievement, but this impact can be either positive or negative. Its power is frequently mentioned in articles about learning and teaching, but surprisingly few recent studies have systematically investigated its meaning. This article provides a conceptual analysis of feedback and reviews the evidence related to its impact on learning and achievement. This evidence shows that although feedback is among the major influences, the type of feedback and the way it is given can be differentially effective. A model of feedback is then proposed that identifies the particular properties and circumstances that make it effective, and some typically thorny issues are discussed, including the timing of feedback and the effects of positive and negative feedback. Finally, this analysis is used to suggest ways in which feedback can be used to enhance its effectiveness in classrooms.
Stephen Gwilliam's insight:
With increasingly evidence of what really has the best effect on student learning, what strategies are your teachers engaged in that really hit or don't hit the mark?
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Education Canada | Canadian Education Association (CEA)

Education Canada | Canadian Education Association (CEA) | Network Cogitation | Scoop.it
Interesting articles can be found here on Standards, Accountability, and Student Assessment Systems
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Jason Borton's comment, June 19, 2013 6:58 PM
It concerns me that we are travelling down a path well worn which has failed in other parts of the world. We need to influence the shape of our testing regime before we suffer the same consequences as described in this article and in the recent senate review into NAPLAN.
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Marzano Levels of School Effectiveness

Stephen Gwilliam's insight:

The Levels of School Effectiveness provide our schools with another lens of in which we can analyse and engage in conversation about perception, systems, data and culture.

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Educational Leadership:Technology-Rich Learning:Students First, Not Stuff

Educational Leadership:Technology-Rich Learning:Students First, Not Stuff | Network Cogitation | Scoop.it
Students First, Not Stuff by Will Richardson Putting technology first—simply adding a layer of expensive tools on top of the traditional curriculum—does nothing to address the new needs of modern learners.
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Paths to Personalised Learning: A Teacher's Perspective -- Mylor Primary School 1

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What Personalised Learning Really Means For Modern Teachers - Edudemic

What Personalised Learning Really Means For Modern Teachers - Edudemic | Network Cogitation | Scoop.it
At first I thought personalised learning was simply 'good teaching' but then I framed it in the context of modern teachers with huge classrooms.
Stephen Gwilliam's insight:
Challenge: Does your staff agree on what personalised learning looks like in your school?
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Jason Borton's comment, August 29, 2013 8:01 PM
I think it's important to have the conversation as I'm sure it looks different for people teaching different age groups. We've begun to have this conversation and record them at Richardson.
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UnderstAnding LeArning: Lessons for LeArning, teACHing And reseArCH

The ‘Big Five’ findings that follow from ‘Know thy Impact’! Great article on "What is learning?"
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Charles : Building a Culture of Continuous Learning

Charles : Building a Culture of Continuous Learning | Network Cogitation | Scoop.it

...As we move beyond content-rich learning to exploit experience-rich learning in the workplace we need solid models and approaches that will help, and we need tools that will help us support a culture of continuous learning. This is where many organisations are finding the 70:20:10 model useful.

My experience is that the 70:20:10 framework provides a holistic strategic model that helps build a culture of continuous learning. It does this by helping learning professionals and their organisations focus on viable alternatives for development to the ‘10’ – structured, directed, ‘formal’ learning through courses, classes and eLearning.

By supporting learning within the workflow, and through and with others, the culture of learning will evolve – I’ve seen it happen.


Via Jenny Pesina
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Charles Jennings's curator insight, January 9, 2015 6:21 AM

My take on learning.  If it isn't part of a continuum, then its value has to be questioned.

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Personalized Learning is NOT Differentiating Instruction | Rethinking Learning - Barbara Bray

Personalized Learning is NOT Differentiating Instruction | Rethinking Learning - Barbara Bray | Network Cogitation | Scoop.it
Personalizing learning starts with the learner. It is not personalized instruction. Students drive their learning. The teacher guides students to reach their learning goals.
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Detecting Bias, Browsing, Freshness, Backlinks, Red Flags...

Detecting Bias, Browsing, Freshness, Backlinks, Red Flags... | Network Cogitation | Scoop.it
TOUCH this image

Via Dennis T OConnor
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Dennis T OConnor's curator insight, August 5, 2013 12:17 AM

This is an interactive information graphic.

Library Staff's curator insight, August 5, 2013 6:29 PM

Concise model of information fluency.

Freek Kraak's curator insight, August 7, 2013 7:30 AM

Mooi schematisch weergegeven...

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45 Design Thinking Resources for Educators - InformED

45 Design Thinking Resources for Educators - InformED | Network Cogitation | Scoop.it

"Design thinking consists of four key elements: Defining the Problem, Creating and Considering Multiple Options, Refining Selected Directions, and Executing the Best Plan of Action.

An early example of design thinking would have been Edison’s invention of the light bulb. This invention carried with it a “human-centered design ethos,” meaning Edison was able to envision how people would want to use what he made, and then engineered toward that insight. He created an entirely new marketplace for his product, not just a single device modeled after preceding devices of similar use.

In education, design thinking empowers students to realize that they can create their own futures by borrowing frameworks from other areas, which allows them to design their own participation and experiences. For example, game designer Katie Salen has talked about her students experiencing video game design and implementing those principles into the classroom; she said her students interact within a framework that allows them to take on social challenges as designers..."


Via Jenny Pesina
Stephen Gwilliam's insight:

Design thinking can be applied across all learning areas from planning to delivery, making then appraising. 

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Jenny Pesina's curator insight, July 29, 2013 3:16 AM

A very comprehensive resource! 

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The Brain Science Behind Learning

The Brain Science Behind Learning | Network Cogitation | Scoop.it
Details how the infographic Brainy Approaches to Learning supports Personalized Learning.

Via Kathleen McClaskey
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Audrey's comment, May 28, 2013 5:10 PM
I feel overwhelmed. There is so much to learn.
Johani Karonen's curator insight, May 29, 2013 3:01 AM

Lump or not - the brain always amazes me.

Laura Lubin, MS. Ed. HRD's curator insight, June 22, 2013 8:58 AM

Amazing view into the science and how to personalize learning with universality in mind. 

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Responsibility vs Accountability

Responsibility vs Accountability | Network Cogitation | Scoop.it
If learners take responsibility for their learning, they will be more motivated to learn. If teachers are accountable for their learning, then there is no reason to be motivated other than for a grade.

Via Kathleen McClaskey
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Kathleen McClaskey's curator insight, July 15, 2013 12:10 PM

Responsibility means a moral obligation and something taken upon one's self.

Accountability is more of a social contract or social obligation. Accountability can be measurable. If teachers are accountable for their learners' learning, then why would learners feel responsible for their own learning?


When learners feel a sense of ownership, they want to engage in academic tasks and persist in learning. If teachers and learners are learners first, then responsibility comes with being a learner. Learners of all ages become responsible for their learning when they own and drive their learning.

So what is it? Teachers and learners need to be accountable for their own learning by taking responsibility for their learning. What do you see as the difference between accountability and responsibility?

Connie Wise's curator insight, July 30, 2013 5:07 PM

My goal is always to encourage students to take ownership of their learning.  What you learn is yours-- it can't be taken away!

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7 Key Characteristics Of Better Learning Feedback

7 Key Characteristics Of Better Learning Feedback | Network Cogitation | Scoop.it
7 Key Characteristics Of Better Learning Feedback
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Feedback makes it in the top 10 in effect size...
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