This link has been bookmarked by 18 people . It was first bookmarked on 20 Aug 2008, by Alexis Krysten.
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14 Jun 10
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12 Aug 09
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07 Feb 09
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03 Dec 08
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Whether you think that allowing students to use tools like computers and mobile phones during an exam is a good idea or a bad idea is somewhat dependent on what you see the purpose of school to be. It also depends on your world view and whether you see information as scarce or abundant.
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We have to get past the idea that learning is about clinging to the handful of facts and ideas that fill our curriculum
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The real skill is that they should be able to respond appropriately to things that they were NOT specifically taught at school. We need to prepare them not to know answers, but to solve problems.
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Good on you PLC!
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vitally important to remember that we are trying to get our students to think critically.
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Those students with the critical literacy to effectively access, synthesise and be creative with the “entire sum of human knowledge”, will be most in demand in a knowledge economy.
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Teaching students to locate information as they need it and then interpret, analyse, and evaluate itin relation to their needs is at the heart of information literacy
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31 Aug 08
Sheryl Nussbaum-BeachThe school at which I teach, PLC Sydney, was in the news this morning regarding a recent assessment task conducted by one of our Year 9 English classes. The
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26 Aug 08
Fran HughesWhat is school all about anyway?
schooling information_literacy resourcefullness learning education school_libraries
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25 Aug 08
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this class is pushing the “open book exam” concept into allowing students to use resources that take them beyond the boundaries of the classroom and enable them to draw on outside sources - the web, other books, their own personal networks - using whatever tools they choose - mobile phones, computers, iPods, PDAs, etc - in order to be assessed on their learning.
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Whether you think that allowing students to use tools like computers and mobile phones during an exam is a good idea or a bad idea is somewhat dependent on what you see the purpose of school to be. It also depends on your world view and whether you see information as scarce or abundant.
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Which brings us to the idea of information abundance. We have to get past the idea that learning is about clinging to the handful of facts and ideas that fill our curriculum.
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The real skill, to again quote Seymour Papert, is not that our students should be able to respond correctly to the things they were specifically taught in school. The real skill is that they should be able to respond appropriately to things that they were NOT specifically taught at school.
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I think as educators it is vitally important to remember that we are trying to get our students to think critically.
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Many of my students seem to have the impression that having the ability to look something up in their information rich world is enough.
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24 Aug 08
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“open book exam” concept into allowing students to use resources that take them beyond the boundaries of the classroom and enable them to draw on outside sources - the web, other books, their own personal networks - using whatever tools they choose - mobile phones, computers, iPods, PDAs, etc - in order to be assessed on their learning
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not that our students should be able to respond correctly to the things they were specifically taught in school. The real skill is that they should be able to respond appropriately to things that they were NOT specifically taught at school. We need to prepare them not to know answers, but to solve problems. And in a world where many of the problems to be solved have not yet even been identified as problems, how do we prepare children for this future that does not yet exist?
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I need a doctor who can think holistically, use intuition effectively, connect seemingly unrelated ideas, find current research and communicate with other expert practitioners to get the answers I need.
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If that means they need to Google for an answer, call someone for a second opinion, or grab the manual to look something up, then that ought to be ok. It’s about getting the problem solved and if they need to use their resourcefulness or contacts or tools to solve the problem then so be it.
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using the tools at their disposal to find effective answers to the problems they are being asked to solve.
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I keep reading comments in the feed that talk about how it was not like this when they were a kid, about how the system of rote learning worked for them (as though the world is still the same), about how we need to teach kids to pass exams because that what universities expect (and the rest of the world?)
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Many of my students seem to have the impression that having the ability to look something up in their information rich world is enough. But finding the correct answer is only the beginning. Why is it a correct answer? Is it the best correct answer? Are you certain the answer you found truly is correct?
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Critical reflection on the learning process is the future. Some will adapt early, others eventually and others will never. No biggy in that.
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21 Aug 08
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t ought to be obvious to anyone with a modicum of common sense that the model of school we all know so well - the model in which students come to school as essentially empty vessels waiting to be filled by the teacher - is hopelessly flawed and outdated in this day and age.
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When I was a kid, the sign that your parents were really interested in giving you the very best educational opportunity was that they bought an encyclopedia for the home. In our house we got the World Book. It still sits on the bookshelf at my mother’s house, outdated and gathering dust, far too expensive to be thrown away despite its expired use-by date.
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t doesn’t matter what field of endeavour you think about, from archeologists to zoologists the real measure is not how many marks they got in a test of rote memory, but in how well they are able to use the resources at their disposal to solve the problems in front of them. If that means they need to Google for an answer, call someone for a second opinion, or grab the manual to look something up, then that ought to be ok. It’s about getting the problem solved and if they need to use their resourcefulness or contacts or tools to solve the problem then so be it.
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we need to recognise our students as real learners, doing real tasks in the real world using real tools
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20 Aug 08
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t, is not that our students should be able to respond correctly to the things they were specifically taught in school. The real skill is that they should be able to respond appropriately to things that they were NOT specifically taught at school.
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A. T. WyattChanging the nature of exams. Expecting the use of social networks, phones, internet, etc. The exam has a prompt, but students are not graded on their ability to recall factual information. They are graded on how well they put together an argument and find supporting sources. Won't work for everything.
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Alan LevineThe school at which I teach, PLC Sydney, was in the news this morning regarding a recent assessment task conducted by one of our Year 9 English classes. The article from the Sydney Morning Herald talks about how this class is pushing the “open book exam”
web2.0 socialnetworking mlearning mobiles mobile learning hznmc hz09 hzau08
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