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07 Jan 10
Affective learning - a manifesto
However, the past two decades have seen a powerful growth of educational thinking that emphasise the importance of the relationship of the learner to the process and the content of learning. This movement has supported and been supported by a growing tendency to view the computer as a ‘motivational’ and even a ‘psychological’ presence rather than a logical analytic engine.
ELIS Wheel « Plearn Blog
ELIS Wheel explains the concept of PLE (Personal Learning Environment) from a different angle. Its implementation should allow learners to self-train throughout life. It includes four steps in the management and control of their self-training:
Explore: Investigate, Find, Collect resources needed to learn new material.
Learn: Learn, mix and remix contents from other resources to create new content.
Interact: Interact with the community, create a collective intelligence and enrich other contents.
Socialize: Create a social network to interact with others.
The Art of Living Mindfully - The Chronicle Review - The Chronicle of Higher Education
In other words, they acted mindlessly, responding to the structure of the memo rather than its content....
They showed that nursing-home residents who were encouraged to make more choices—such as whether to eat in their rooms or in the dining hall—and were given responsibility for watering a plant became more active, reported being happier, and even lived longer: 18 months later the death rate among the subjects was significantly lower than that of the residents over all....
She has done studies showing that students prompted to question categories think more creatively: Those presented with an object in conditional language ("This could be a dog's chew toy") instead of imperative language ("This is a dog's chew toy") were likelier to find new uses for it to solve a problem (the chew toy makes a handy eraser)....
Research by Sian L. Beilock at the University of Chicago, for example, has shown that talented athletes perform worse when they start analyzing every part of their particular skills.
"That's not mindfulness, that's evaluating," Langer says. She is very much against overthinking and has written widely about the ways an "evaluative mind-set" can impede creativity and happiness,
Still, Langer's penchant for sweeping statements, whether about science or life, can sometimes strike a careless note. She can appear to believe that people would never struggle—with learning something new, with making a choice, with finding happiness—if they simply broke free of assumptions and automatic thinking.
Being online: Conclusion--identity narratives - O'Reilly Radar
we have to accept that we are constrained in life by how others see us, that many will formulate opinions from the digital trail we are all building just by living in the modern world, and that we can't control how others see this trail.
like economists, we have to think long-term as well as short-term, because the data we reveal is up there forever.
We can also develop tolerance for others, learning not to judge them because we don't know the back story to what we see online,
31 Dec 09
The End of Techno-Critique: The Naked Truth about 1:1 Laptop Initiatives and Educational Change
By missing the forest, techno-critics have diverted attention from the real problem of improving the totality of education for all stu- dents.\nBransford et al., (2000), Jonassen (2000, 2004, 2006, 2008), and Jonassen et al., (1999) fix the future of educational technology in cogni-tive tools that shape and extend human capabilities. Cognitive tools blur the unproductive distinctions that techno-critics make between com- puters and teaching and learning (Bullen & Janes, 2007; Hukkinen, 2008; Kommers et al., 1992; Lajoie, 2000). ...
When technology enables, empowers, and accelerates a profession's core transactions, the distinctions between computers and professional practice evaporate. ...
Advocates of 1:1 computing who engage in such replacement exercises use the tree to hide the forest. They believe that educationally beneficial uses of computers will emerge spontaneously from the deployments of laptop computers in ratios of one computer per user. In other fields, this has not been the case. Form and function of usage have driven access to computers, not vice versa. Educators should think similarly....
The result is a school full of classrooms that are differentiated in genuine ways for all students, with teachers who gather and mine just-in-time data about the effects of differentiation for each student. Further, students, parents, and teachers use the cognitive tools every day to collaborate about what to do next in their collective pursuit of learning. For them, waiting pas- sively for the results of the big, once-a-year standardized test is not an option....
The community comprising the school - students, teachers, school leaders, and parents - must have an explicit set of simple rules (Bain, 2007; Seel, 2000) that defines what the community believes about teaching and learning....
The schema is not static, however. It is fuelled by constant feedback; making the school dynamic, ever changing, and self-organizing (Bain, 2007)....
In a self-organizing school, if the community members want it, all students can
30 Dec 09
White Flight in Networked Publics. How Race and Class Shaped American Teen Engagement with MySpace and Facebook
..." teens chose to self-segregate across the two sites, just as they do in schools."
"The idea that working class individuals should adopt middle class norms is fundamentally a middle class notion; for many working class individuals, the community and its support trump potential upwards mobility."
"Teens who preferred MySpace lamented the limited opportunities for creative self-expression on Facebook, but those who preferred Facebook were much more derogatory about the styles of profiles in MySpace." [craft culture]
29 Dec 09
Understanding Users of Social Networks — HBS Working Knowledge
"I just wondered why people spend so much time on these sites; what do they do?"
The biggest discovery: pictures. "People just love to look at pictures," says Piskorski. "That's the killer app of all online social networks. Seventy percent of all actions are related to viewing pictures or viewing other people's profiles."
Piskorski has also found deep gender differences in the use of sites.
Piskorski says these findings do not hold for one network: Twitter...."Only the people who are willing to put themselves out there publicly in words to people who they may not know will use Twitter.
But the remarkable finding was the gender dynamics. According to the research, there are more women on Twitter than men, women tweet about the same rate as men, but men's tweets are followed by both sexes much more than expected by chance.
"Women actually say things, guys give references to other things." But even accounting for these differences, the researchers still saw differences between how men and women are followed, perhaps pointing to a fundamental representation of the role of men and women in society.
why doesn't MySpace get the attention it deserves?
The fascinating answer, acquired by studying a dataset of 100,000 MySpace users, is that they largely populate smaller cities and communities in the south and central parts of the country.
Eyes shaded, we walk out of the factory – there is no more button to push @ Dave’s Educational Blog
She has been juggling her swimming practice with traditional school for years. No one needs to tell her that the traditional idea of school is outdated and probably useless compared to what she learns everyday in her own personal challenges at excellence.
Education Week: State of Mind
Based on their individual characteristics and attitudes about the profession, teachers naturally fell into three broad categories, which the researchers call the “Disheartened,” “Contented,” and “Idealists.” Idealists strongly believe that teachers shape student effort (75 percent)
From Andragogy to Heutagogy
Heutagogy takes account of intuition and concepts such as ‘double loop learning’ that are not linear and not necessarily planned. It may well be that a person does not identify a learning need at all but identifies the potential to learn from a novel experience as a matter of course and recognises that opportunity to reflect on what has happened and see how it challenges, disconfirms or supports existing values and assumptions. Heutagogy includes aspects of capability, action learning processes such as reflection, environmental scanning as understood in Systems Theory, and valuing experience and interaction with others. It goes beyond problem solving by enabling proactivity.
However, there is a myth that the carefully crafted print based materials somehow enable self-directed learning and enabled ‘flexible learning’. The delivery is certainly flexible, but not the learning. Any examination of distance education materials and, the various forms of just in time learning found in VET, are teacher-centred, not learner-centred.
Managers and supervisors in organisations need to be capable people themselves in order to facilitate the capability of others.
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