Howard Rheingold's Library tagged pedagogy →  View Popular

"Recently I came to the conclusion that I do not learn well from classes in which the lectures are based on PowerPoint presentations."

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pedagogy powerpoint

Interview with me at UCB iSchool about technology and education 7 minutes

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rheingold video pedagogy education

"A review of existing literature on learning reveals four broad components and three distinct processes through which these components are enacted. The components (detailed in Image 6), include:

* Social. Learning is a social[2] process. Knowledge is an emergent property of interactions between networks of learners.
* Situated. Learning occurs within particular situations or contexts. Both "learning and cognition...are fundamentally situated",[3] raising the importance of educational activities mirroring actual situations of use.
* Reflective. Learners requires time to assimilate new information. Learners require the "opportunity to reflect on, defend, and share what they have learned if it is to become part of their available repertoire"[4]
* Multi-faceted. Learning incorporates a range of theory, engagement, "tinkering" or bricolage, and active construction.[5]"

ltc.umanitoba.ca/...What_we_know_about_learning - Preview

learning pedagogy

"Much of our standardized testing is still based on an outmoded filling-station view of neural development and of knowledge: the cartoonish model of the prof emptying sand into the empty head of the student. Heads don't fill up with knowledge. New kinds of knowledge build upon older knowledge and often replace that knowledge. Everything works in that process of selection, adaptation, revision, selection. Memorizing correct answers to questions has some function, but it is not at all clea to anyone what that function is or how useful it is in an era of search and browse. Process, on the other hand, is more important than ever. And here actual application, experience, inference, testing, and repetition are crucial. Those elements, it turns out, are as important in perfecting a golf swing as they are in learning how to think in ever more sophisticated ways.



Socrates had it right. If you want to model higher level thinking, you don't lecture about your insights achieved as the result ("the answers") of such thinking. You certainly don't have students take a multiple choice test to ensure that they remember your conclusions. If you want to encourage the love of thinking and the skill of critical thinking, you question them, you hear their ideas, you debate them, you give them feedback, you lead and mislead them, you intellectually thrust and parry, you joust, and you have them reach conclusions by learning which intellectual moves are fruitful and which lead to dead ends. "

www.hastac.org/...think-einstein-0 - Preview

pedagogy critical_thinking knowledge

"The problem is that “top down” strategies themselves are part of the systemic issue. In the old industrial system, benchmarks and indicators were sufficient to encourage school-level improvements. However, we need to move beyond promoting/demanding innovation from the local schools and teachers (via benchmarks), to engaging each individual learner to innovate their scholarship. This phenomenology examines an innovative use of streaming video, live-blogging, and discussion to create an ecosystem that places the student at the center of the learning, allowing them to use the Internet and freely-available collaborative tools to acquire new information and to work together in discovery."

edgility.blogspot.com/...a-fishbowl-great-teaching.html - Preview

pedagogy educational_technology

Good screencast/video: "Professor Daniel Willingham describes research showing that learning styles are a myth"

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pedagogy

"As a long time defender of the open web and open content, I wanted to point out that the educational bias towards “authoritative” or “received” sources, though relevant, is also highly political/ideological – especially in relation to emergent sources of knowledge (i.e., Open Content). Ideological in the contexts of: 1) who has access or control of the means of knowledge power and production 2) who endorses or authorizes those voices and 3) “what” forms are accepted as “valid”."

melaniemcbride.net/...rs-are-picking-the-wrong-fight - Preview

knowledge pedagogy wikipedia

". When I want to learn about a topic, I look for people who know what they are talking about, find out who THEY pay attention to, add them to my RSS or Twitter network, subtract them if I'm not learning what I want to learn, follow the links they provide and evaluate them, reciprocate when I come across something that would be useful to them. Especially in regard to Twitter, but to personal learning networks in general, knowing how to tune and feed the network becomes an important literacy. "

dmlcentral.net/...-journalism-learning-community - Preview

pln pedagogy

"Micro-labs are a proposed university course architecture which supports and incorporates "web 2.0" informal learning principles, enabling students to entirely create their own curriculum with the goal of contributing all objects created by learning back to a learning community of practice, and an Internet audience. This course design seeks to harness both the student's natural (intrinsic) desire to learn and the ease of access to knowledge created by advances in communication technologies.

Micro-labs may be contrasted with a normal lab, which are found at most universities. Labs are large expensive operations that might take years to set-up and are expected to run for many years. Micro-labs, by contrast, are quick to set-up and cheap to run with as few as 2-3 students and a faculty adviser who meet in the Library. Many small, tightly networked micro-labs would collectively create an impact far beyond a few larger labs."

kyle.mathews2000.com/...arning-moving-beyond-classroom - Preview

pedagogy

"For some teachers, the technology revolution of the last 30 years was and is an epiphany, but for most faculty it remains an enigma, at best a fad and at worst a threat. A person responding to one of my recent articles in Web 2.0 told me that, "Come on!, I don’t want to teach my students how to use the technology but just do pure teaching." He missed the point: Adapting to information technology does not necessarily mean using technology at all, but it does require an understanding of how education has been irreversibly altered.

The technology in itself is fascinating, but the fundamental cultural and human truth underlying information technology as a medium is that it is the super-medium, the third medium after spoken language and writing that has most fundamentally molded humanity."

campustechnology.com/...nts-How-to-Use-Technology.aspx - Preview

media educational_technology pedagogy

"Learning Zeitgeist: The Future of Education is Just-in-Time, Multidisciplinary, Experimental, Emergent"

www.masternewmedia.org/...ng_zeitgeist_the_future_of.htm - Preview

learning pedagogy

Dean Shareski Prezi: Looking at how Assessment and Technology work together.

prezi.com/5xss8rekuzlp - Preview

pedagogy educational_technology

One of the most important lessons I learned this year was that I cannot rely on my students to come into my classroom knowing how to interact with one another. Instead, it is my job to teach them. Below is the handout I use in my classroom to do just that. It is based on a technique called Accountable Talk, and it has changed the way my students interact with one another.

angelacunningham.wordpress.com/...teaching-students-to-dialogue - Preview

pedagogy

HUGE linklist of brain-based learning resources

www.emtech.net/brain_based_learning.html - Preview

neuroplasticity pedagogy learning

Teachers who find ways to help their students answer their own questions are teachers who are helping their students become more metacognitive–or knowledgeable about and in control of their cognitive resources. Research on metacognition has focused on what students know about their thinking processes, what students do when trying to solve problems, and the development and use of compensatory strategies (1). The ability to reflect on one’s cognitive processes and to be aware of one’s activities while reading, listening, or solving problems has important implications for the student’s effectiveness as an active, planful learner. As an expert learner yourself, you automatically monitor your understanding and adjust by filtering irrelevant information and pursuing additional information as needed.

tomprofblog.mit.edu/...nts-answer-their-own-questions - Preview

pedagogy knowledge

Digital Culture & Education (DCE) is an international inter-disciplinary peer-reviewed journal. This interactive, open-access web-published journal is for those interested in digital culture and education.

The journal is devoted to analysing the impact of digital culture on identity, education, art, society, culture and narrative within social, political, economic, cultural and historical contexts.

www.digitalcultureandeducation.com/about - Preview

pedagogy educational_technology

today marks the official launch of ProfHacker, a site dedicated to pedagogy, productivity, technology, and especially the intersection of these, in higher education.

www.profhacker.com - Preview

pedagogy educational_technology

If you argue that lectures do not facilitate effective learning, I can to a certain degree listen. But, that is if the criteria for lectures is only to disseminate knowledge. But if you ask me, I would argue that lectures is much more than simply vomiting out facts, concepts and ideas.

Besides that vomiting stuff, it is also about tickling the mind, nurturing curiosity, and inspiring students' to learn (how to learn). It is about discovering the joy for learning. It is about creating a connection and bond. It is about a learning exploration with the students, and sharing with them a story that means something. It is about presence and being a role model, letting them experience a way of how ideas and knowledge can be articulated, and so on.

zaidlearn.blogspot.com/...to-delivering-world-class.html - Preview

pedagogy

Downes makes the point repeatedly that we talk too much about collaboration (which is something new technology allows us to do better) and not enough about cooperation (which is something the network allows us to do for the first time on this unprecedented scale).

The neat thing about cooperation is that if you can structure a solution to a problem as a cooperative one rather than a collaborative one you can solve very big problems in a very short amount of time — because at it’s best, cooperation requires simply that you do what you normally do, but in a way that allows cooperation.

mikecaulfield.com/...cooperation-not-collaboration - Preview

cooperation collaboration pedagogy

Isn’t it remarkable, I thought, how the students whined and said it was hard putting 200 words together on any subject? But when they forged excuse notes, they were brilliant. The notes I had could be turned into an anthology of Great American Excuses. They were samples of talent never mentioned in song, story or study.

How could I have ignored this treasure trove, these gems of fiction and fantasy? Here was American high school writing at its best—raw, real, urgent, lucid, brief, and lying. I read:

www.rd.com/...article156072.html - Preview

pedagogy