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Multiple Intelligences Apps for The iPad ~ Educational Technology and Mobile Learning

Multiple Intelligences Apps for The iPad ~ Educational Technology and Mobile Learning | Connectivisim | Scoop.it

Via Lisa Purvin Oliner
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Lisa Purvin Oliner's curator insight, June 23, 2013 10:31 AM

Tolisano's Infographic for Apps, Multiple Intelligences & GloballyConnectedLearning

 

For me, Silvia Rosenthal Tolisano's 'infographic' of apps for iPad (or the Mac) organized in terms of multiple intelligences (Gardner, 1983) is fun to consider, and introduced me to a few new ones. 

 

Interestingly, in a recent article "The 30th anniversary introduction to Frames of Mind (his re-released book on the subject), Prof. Gardner talks about this being the time to revisit the relationship between general and particular intelligences and encourages researchers to "detail the differences between those who deploy a focused laser intelligence and those who display an ever-vigilant and shifting searchlight intelligence" (Gardner, 2011, p. 11). Tolisano's infographic for GloballyConnectedLearning taken as a whole represents the "shifting searchlight" and the individual lines the "focused laser intelligence" (p. 11). 

 

In the 90s when I first introduced this way of thinking about intelligences and learning-styles to my students for character analysis, they would claim they could not do a particular task because it was not one of their intelligences. Would it not be an interesting exercise to ask students to look at their own 'gifts' by checking off the apps they use? Unfortunately, for secondary-level students, this activity cannot be used unless everyone has access to the technology, but it could model Gardner's framework for student teachers who are more likely to have access. This viewpoint is important for lesson planning because activities applied to meet a stated objective need to be varied to be more equitable and to engage those students who have been previously disengaged. 

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The Color Of Startups: Infographics For Startups from Pinterest

The Color Of Startups: Infographics For Startups from Pinterest | Connectivisim | Scoop.it
Trendsonline is using Pinterest, an online pinboard to collect and share what inspires you.

Via Martin (Marty) Smith
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Nils Vesk's comment, June 28, 2013 3:19 AM
A diagram for a successful journey.
MARIE-ODILE COUDERT ANTONELLI's curator insight, June 29, 2013 6:41 AM

The start up marathon

Constance Jones Collier's curator insight, July 1, 2013 8:13 PM

Powerful Impact!

Rescooped by Joanne Brindley from Social Media for Learning & Education
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Anytime, anywhere, learning with social media

Anytime, anywhere, learning with social media | Connectivisim | Scoop.it

"A conversation with Stephen Heppell anytime anywhere learning with social media, education and private use of social media, mobile technologies and social media pedagogies and social media and pedagogy for education systems in social media..."

©


Via Leona Ungerer, Deanna Brandes
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paul moss - teacher, learner's curator insight, August 8, 2013 6:17 PM

At last, an authority in education who understands constructivism, and espouses it. I want to meet you Stephen. 

flea palmer's curator insight, September 19, 2013 11:31 AM

Wise words from Professor Stephen Heppell about social media and education...

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It's Time for Colleges to Teach Creativity - OnlineUniversities.com

It's Time for Colleges to Teach Creativity - OnlineUniversities.com | Connectivisim | Scoop.it

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Rescooped by Joanne Brindley from Teaching Techniques for Inclusivity
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Why I Flip-Flopped on the Flipped Classroom

Why I Flip-Flopped on the Flipped Classroom | Connectivisim | Scoop.it
A Canadian educator reveals why she fell in — and out of — of love with the flipped classroom model of instruction.

Via Lisa Purvin Oliner
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Lisa Purvin Oliner's curator insight, August 3, 2013 4:18 PM

Transformative Teaching and Learning: Flip-Flopping the Classroom, Experimentation, and Attribution (Re)Training

 

There is no definitive formula for effective teaching that fits every classroom/small learning community, but teachers willing to try new techniques and strategies are among those most likely to find the best fit. Furthermore, teachers willing to experiment with new ideas and to change their minds when field-testing does not produce desired results may remain effective in the classroom and be satisfied with the profession longer than those who grow rigid. 

 

Shelley Wright's article models this key trait. She experimented with the 'Flipped Classroom' model thinking it would serve as a "stepping stone to a fully realized inquiry- or project-based learning environment", but admits that a year and a half later it did not produce the "transformative learning experience" she hoped it would.

 

Later in her article, Wright points out that there are essentially three 'fundamental questions' driving her teaching and learning experience, and she lists the following requisites:

What are you going to learn?How are you going to learn it?How are you going to show your learning?

I found her list particularly interesting because it is the same taught in most teacher education methods classes, (at least since the early 90s) but 'you' takes the place of 'the student will'. I point this out because the change in parts of speech reflects the move from teacher directed to student directed, or situated to project-based, learning and thinking. 

 

Furthermore, for classrooms behind in the use of student directed learning, the employment of 'you' is critical for "attributional retraining" (AR) (Heider, 1958; Weiner, 1986). If our work as teachers results in students believing to their core that their success is dependent on their own efforts (and the methods they choose to employ), not the teacher's, then that 'transformative learning' for which Shelley Wright was aiming is more readily attainable.

 

For more on attributional retraining, I found a thorough explanation on the National College Transition Network's website. Please note that Kallenbach and Zafft are careful to point out that there are some legitimate external factors attributed to academic success, but AR is about "helping students identify ways in which they can improve their academic performance in spite of external factors". I also have a slideshow you are free to use at lisa.oliner.net.

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The Impact of Social Media on our Brain ~ Educational Technology and Mobile Learning

The Impact of Social Media on our Brain ~ Educational Technology and Mobile Learning | Connectivisim | Scoop.it
RT @catepol: The Impact of Social Media on our Brain http://t.co/ZtkcMpkjah via @zite #fb

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The Right Image's curator insight, March 21, 2013 5:35 AM

Some really fascinating facts here!

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50 Education Technology Tools You Can Start Using Today - Edudemic

50 Education Technology Tools You Can Start Using Today - Edudemic | Connectivisim | Scoop.it
Finding the best education technology tools is a time-consuming task. It may even be viewed as a chore (for some). Not with this fabulous list, though!

Via Edumatica Consulting
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