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E-Portfolios and the Problem of Learning in the Post-Course Era
Jose Feito, on the importance of "not knowing": Not-knowing is characterized by a group's ability to defer meaning, tolerate ambiguity, hold divergent perspectives, and postpone closure. In order to develop, it requires a relatively non-judgmental classroom atmosphere, but not an uncritical one.\n\nVisible Knowledge Project Findings\n Adaptive expertise Embodied learning Socially situated learning\n\nThreshold Concepts\n"A threshold concept can be considered as akin to a portal, opening up a new and previously inaccessible way of thinking about something. It represents a transformed way of understanding, or interpreting, or viewing something without which the learner cannot progress...."As a consequence of comprehending a threshold concept there may thus be a transformed internal view of subject matter, subject landscape, or even world view. This transformation may be sudden or it may be protracted over a considerable period of time, with the transition to understanding proving troublesome.\nSuch a transformed view or landscape may represent how people 'think' in a particular discipline, or how they perceive, apprehend, or experience particular phenomena within that discipline (or more generally)."\nJan Meyer and Ray Land, "Threshold Concepts and Troublesome Knowledge: Linkages to Ways of Thinking and Practising within the Disciplines." Occasional Report 4, May 2003. Enhancing Teaching-Learning Environments in Undergraduate Courses Project. University of Edinburgh.
e4innovation.com » Blog Archive » New approaches to designing OER
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despite having grown up in a technological environment, not all students are able to use technologies effectively in an academic context.
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he reasons for the lack of impact of these new technologies are complex and multifaceted. But one of the key ones is that teachers lack the time and expertise to make best use of new tools and resources.
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Future of Learning Institutions in a Digital Age
We contend that the future of learning institutions demands a deep, epistemologi- cal appreciation of the profundity of what the Internet offers humanity as a model of a learning institution.
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.
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.
Why design should be rated alongside science | Education | The Guardian
The exclusion of design subjects from Stem ignores the coterminous nature of these subjects, with science in the employment market and the strategic significance of design as a contributor to the economy.
Edward M. Bruner. Culture on Tour: Ethnographies of Travel « Folklore Forum
Bruner comes to the startling conclusion that tourists’ perceptions are more important in developing touristic representations of culture than are the actual cultures themselves. In other words, it is more important to give tourists what they expect to see than it is to give them authenticity
Full Circle Associates » Need Your Feedback on my Triangulating Thinking
By recognizing the power of external support from individuals, communities and networks, we can begin to design this triangulation into our work. This suggests some competencies and actions, as well as some pitfalls to avoid.
Yong Zhao ELDA Summer Institute
Very smart debunking the international education gap myth, exploration of learning skills.
The Ph.D Problem
The weakest professional, because he or she is backed by the collective authority of the group, has an almost unassailable advantage over the strongest non-professional (the so-called independent scholar) operating alone, since the non-professional must build a reputation by his or her own toil, while the professional’s credibility is given by the institution. That is one of the reasons that people are willing to pay the enormous price in time and income forgone it takes to get the degree: the credential gives them access to the resources of schol-arship and to the networks of scholars that circulate their work around the world. The non-academic writer or scholar is largely deprived of those things.
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