Jennifer Groff (jgroff)'s Public Profile in the Diigo Community

Member since Mar 23, 2008, follows 11 people, 2 public groups, 401 public bookmarks (401 total).

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Recent Tags:	creativity(0), edtech(0), innovation(0), UK(0), news(0), policy(0), pedagogy(0), curriculum(0), assessment(0), systemdynamics(0), 21stCenturySkills(0), design(0), redesign(0), thinkingskills(0), health(0), reform(0), literacy(0), cottage(0)
Top Tags:	edtech(78), curriculum(40), pedagogy(34), creativity(28), web2.0(28), cognition(23), 21stCenturySkills(22), gaming(19), innovation(18), education(17)

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Recent Bookmarks and Annotations

SystemsWiki on 2009-11-16
A+S PE | U.S. Dept. of State at Seven Corners : MY PLAN on 2009-11-16
Merlin John Online :: The Innovators on 2009-11-11
Futurelab - Resources - Publications, reports & articles - Web articles - There be dragons – the innovation driving learni on 2009-11-11
- So how has this innovation been achieved? Laurie O’Donnell is quick to point to primacy of need. “There has got to be a purpose for innovation. What is it that you are trying to achieve? Most of the innovations that I have been lucky to have been involved with have been about trying to improve learning. That has been the elemental driver for innovation.
- “In education the purpose of innovation is to improve the outcomes for children and people, fired by the fundamental belief that, through learning, people can live happier, healthier, more productive lives.”
- 10 more annotations...
- - Next you have to develop a vision, and that has to be capable of being shared with others and becoming their own vision which they, in turn will share with others
  - “The vision for Glow is that the Scottish education system is the best in the world,
  - That our learners and teachers will be based in the best environments in the world.
  - I'm absolutely convinced that you need to invest in the long term’
  - He feels that one of the reasons that many innovations fail is that they are based on the short term.
  - “Education is kind of slow to change,” he points out, “and people tend to overestimate what can be achieved in the short term, and as a result become frustrated and disappointed. Equally, they tend to underestimate what can be achieved in the medium to long term
  - “So the challenge has been to get the remit to do things in the longer term. To be able to convince politicians, civil servants and others to invest in the long term.”
  - in education you need to invest in the long term. The short term doesn't tend to work and becomes counter-productive because people become weary of what they see as change for its own sake.
  - With sufficient resources in place, the next most important thing is having the right people,
  - there also has to be a realisation that, for innovation, the process rarely finishes, certainly not on a personal level
Dimensions21 - Metiri Group on 2009-11-11
Your iBrain: How Technology Changes the Way We Think: Scientific American on 2009-11-09
Anderson Cooper 360: Blog Archive - C-A-T spells Cat « - Blogs from CNN.com on 2009-11-08
The Complete Guide to Google Wave: How to Use Google Wave on 2009-11-08
Mind - How Nonsense Sharpens the Intellect - NYTimes.com on 2009-11-06
- life serves up the occasional pink unicorn
- An experience, in short, that violates all logic and expectation
- 22 more annotations...
- - philosopher Soren Kierkegaard wrote that such anomalies produced a profound “sensation of the absurd,
  - At best, the feeling is disorienting. At worst, it’s creepy.
    Now a study suggests that, paradoxically, this same sensation may prime the brain to sense patterns it would otherwise miss
  - “We’re so motivated to get rid of that feeling that we look for meaning and coherence elsewhere,”
  - We channel the feeling into some other project, and it appears to improve some kinds of learning.
  - Researchers have long known that people cling to their personal biases more tightly when feeling threatened
  - argue that these findings are variations on the same process: maintaining meaning, or coherence. The brain evolved to predict, and it does so by identifying patterns.
  - When those patterns break down
  - the brain gropes for something, anything that makes sense.
  - It may retreat to a familiar ritual, like checking equipment. But it may also turn its attention outward
  - and notice, say, a pattern in animal tracks that was previously hidden. The urge to find a coherent pattern makes it more likely that the brain will find one.
  - more research to be done on the theory
  - it may be that nervousness, not a search for meaning, leads to heightened vigilance
  - The test is a standard measure of what researchers call implicit learning: knowledge gained without awareness.
  - The students had no idea what patterns their brain was sensing or how well they were performing.
  - But perform they did
  - The fact that the group who read the absurd story identified more letter strings suggests that they were more motivated to look for patterns than the others
  - “And the fact that they were more accurate means, we think, that they’re forming new patterns they wouldn’t be able to form otherwise.”
  - Brain-imaging studies of people evaluating anomalies, or working out unsettling dilemmas, show that activity in an area called the anterior cingulate cortex spikes significantly.
  - “The idea that we may be able to increase that motivation,
  - For another, studies have found that people in the grip of the uncanny tend to see patterns where none exist — becoming more prone to conspiracy theories
  - The urge for order satisfies itself, it seems, regardless of the quality of the evidence.
  - disorientation begets creative thinking.
How schools stifle creativity - CNN.com on 2009-11-06

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Groups

Educational Technology Planning

181 members, 124 items

Here's a group for bookmarking resources related to technology planning. Specifically, I'll be collecting examples of tech plans here.
iPhone and iPod Touch Users Group

189 members, 375 items

This group is for anyone interested in using the iPhone or iPod Touch. Post any interesting articles and resources here relating to these gadgets, including links to information about applications that can be used on these devices. Also, note any resources that might help educators incorporate iPhone