Designing Learning Spaces for Instruction, not Control : June 2009 : THE Journal
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So while we are implementing more new technologies that are flexible and mobile, it is important for us to examine the learning spaces within which students use that technology. Do we seem to be conflicted or caught between two worlds? As long as we retain the idea that the flow of information is from the teacher while students are the receivers of this information, we will never maximize the potential of new technology that can support students being front and center of the process and continuous participants in their own and the collaborative learning of the group. Teachers must begin to really understand that learning can now be continuous and without boundaries, and learning environments should look like we believe it.
Designing Learning Spaces for Instruction, not Control : June 2009 : THE Journal
Tags: 2009, learning, instruction, teaching, pedagogy on 2009-06-10 and saved by 5 people -All Annotations (4) -About
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Never before has it been more possible for educators to put instruction front and center of learning space design (i.e. physical classrooms and virtual spaces) than now.
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Never before has collaboration with students and peers and with the world been more possible than now. Yet we still educate with strict control of space. It seems ridiculous even to think of learning spaces as confined now that students can connect with the world and glean content from everywhere.
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As educators, we don't want to focus on developing test takers and rote repeaters of information; we aim to develop individuals who can think for themselves, find new information, work with others toward a unified goal, and utilize all resources available to them in their endeavors.
Wolfram|Alpha
Tags: knowledge, wolfram, searchgengine, search, semanticweb, semantic, web on 2009-05-21 and saved by 4 people -All Annotations (1) -About
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Today's Wolfram|Alpha is the first step in an ambitious, long-term project to make all systematic knowledge immediately computable by anyone. You enter your
question or calculation, and Wolfram|Alpha uses its built-in algorithms and
growing collection of data to compute the answer. Based on a new kind of knowledge-based computing... more »
Flickr: Discussing GAME: I spy (with my little eye ) in "Photographers Gone Wild" Post 1 Award 3
Tags: game, Ispy, flickr, flickr4education on 2009-03-30 and saved by 4 people -All Annotations (1) -About
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- this is great, Stella! We should share it with the group.post by carlaarena on 2009-03-30
Chief Learning Officer magazine - Get Out of the Training Business
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As networks continue to subvert hierarchy, successful organizations will embrace respect for the individual, flexibility and adaptation, openness and transparency, sharing and collaboration, honesty and authenticity, and immediacy. Training is obsolete because it deals with a past that won’t be repeated. Learning will be redefined as problem-solving, achieving fit with one’s environment and having the connections to deal with novel situations.
Quick Start Tips For New Flickr Users: Part I | The Edublogger
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- Wow, Gabriela! Thanks for sharing. Sue is just wonderful with her contributions to the educational community and her post comes handy for our session. Great that you shared it here.post by carlaarena on 2009-01-05
The New Yorker
Tags: education, teaching, gladwell, success on 2008-12-16 and saved by 82 people -All Annotations (129) -About
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“regard for student perspective”; that is, a teacher’s knack for allowing students some flexibility in how they become engaged in the classroom
Pics4Learning - Tech4Learning
Tags: photos, clipart, graphics, photography, resources, copyright, licensedimages, images, images4education on 2008-12-12 and saved by 415 people -All Annotations (4) -About
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- Paul, thanks for the pointer! Lots of interesting resources in the comment area.post by carlaarena on 2008-09-05
The School Administrator - Tom Friedman on Education in the ‘Flat World’
Tags: friedman, pink, education, article on 2008-12-02 and saved by 10 people -All Annotations (20) -About
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The greatest economic competition going forward is going to be between you and your own imagination. Your ability to act on your imagination is going to be so decisive in driving your future and the standard of living in your country. So the school, the state, the country that empowers, nurtures, enables imagination among its students and citizens, that’s who’s going to be the winner.
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my equation is CQ + PQ > IQ. Curiosity Quotient plus Passion Quotient is more important than Intelligence Quotient.
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When information is really abundant, when we can literally pluck it out of the air, you need people to sift it, sort it and connect it.
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Sifters, sorters, connectors, “yes but-ers.” That’s a nice way to describe a teacher’s role today
How Choice, Co-Creation, and Culture Are Changing What It Means to Be Net Savvy (EDUCAUSE Quarterly) | EDUCAUSE CONNECT
Tags: choice, co-creation, multiliteracies, 21stcenturyskills, savvy, netsavvy, technology, article on 2008-10-15 -All Annotations (1) -About
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Library 2.0
Similar to Web 2.0, Library 2.0 describes how academic librarians use Web 2.0 tools to disseminate information, enhance, and modernize their services:
...the approaches typified by Web 2.0's principles and technology to offer libraries many opportunities to serve their existing audiences better, and to reach out beyond the walls and Web sites of the institution to reach potential beneficiaries where they happen to be, and in association with the task they happen to be undertaking.9In a Web 2.0 and Library 2.0 world, information moves beyond text and static content to integrate networks of people and things. Rather than static, it is fluid and constantly changing, not just in volume but in terms of formats, functions, and norms.
Needs of an Interactive, Information-Rich Culture
Information technology is not just for students—it has become part of our culture. We expect to use the Web to buy, sell, learn, and entertain. BlackBerrys and iPods are accepted elements of our apparel. Access to information, as well as communication, is assumed to be instantaneous. Our choices for what, when, and how we access information are almost unlimited. Technology has not just changed the tools we use in daily life—it is changing social habits, behavioral norms, and expectations.10
Letting It Marinade - Tech Thoughts By Jen
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The new tools don’t always make sense right away and I tend to be a bit hesitant rather than “rah rah rah” check this out. And if I don’t get it, I tend to put it on the back burner for a while and then come back later with a fresh viewpoint. In fact, with delicious, one of my most popular tags is “comebacktolater” because I can see possible potential in the site but am not able to put my finger on just what that potential is.
And it is important at times to marinade. To take the time to figure it out and not put a stamp of approval on a tool that perhaps should not carry that stamp. My teachers depend a lot on my help and trust that when I present to them, it is tried and true and not just a whim. So, it it good sometimes, to not rush into the “newest and best” until I can say for sure that it is.
Splicd lets you edit other people's YouTube videos |
Tags: splicd, youtube, video, editing, image, tool, webtools, resources, web2.0, technology, tools on 2008-10-02 and saved by 3 people -All Annotations (1) -About
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If there's one bothersome side effect of getting a long Web video sent to you, it's getting to the good parts. In some cases, the part your friend wanted you to see could be a few minutes in, and you might not have the time (or patience) to sit through the rest. A service called Splicd fixes this, by letting anyone drop in a YouTube video URL, then pick the start and end point.
It's not a very pretty implementation, but it works. You've got to manually plug in the start and end times, which requires skipping around to the part you want in YouTube, then heading back to Splicd. Once it's worked it through, you get a permalinked page that you can share with friends.What's nice about this system is that it doesn't require extra time to re-encode the video; when you've put in those changes it's instantaneous. The downside to that is that the finished product cannot be shared outside of Splicd's site.
The Bamboo Project Blog: Six Reasons People Aren't Commenting On Your Blog
Tags: blogging, blog, strategy, comments, web2.0 on 2008-10-02 and saved by 19 people -All Annotations (7) -About
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Six Reasons People Aren't Commenting on Your Blog
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1. You sound like a press release.
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2. You sound like an infomercial.
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3. You sound like a know-it-all.
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4. You haven't showed them how.
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5. You haven't created the right atmosphere
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6. You just don't seem that into it.
The Bamboo Project Blog: Blogging for Learning
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the beauty and value of many Web 2.0 tools, at least when it comes to staff development, lies in the fact that these tools encourage active content creation and engagement with learning by the participants. Good learning requires students to actively interact with the materials they are learning--to reflect and apply and use this information. Tools like blogs make this possible for individuals to do much more easily than in the past.
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create a culture of learning
Confessions of an Aca/Fan: The Informal Pedagogy of Anime Fandom: An Interview with Rebecca Black (Part One)
Tags: afinityspace, learning, CoPs, fans, informallearning, pedagogy on 2008-09-17 and saved by 2 people -All Annotations (7) -About
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Interestingly enough, schools often seem to discourage activities with these distributed forms of knowledge and resources, instead focusing on testing for what students have "inside their heads". However, I think it's just as important to recognize, evaluate, and help develop students' strategies for learning, collaborating, and accessing knowledge that they don't already possess, as this seems to be much more aligned with what we do as adults. I mean, I don't know all sorts of things, but I have pretty good strategies in place for finding them out.
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experts and novices participate in the same areas and activities in affinity spaces. So, as I mentioned previously, novices aren't prevented from engaging in creative activities that they find interesting, even if these activities are challenging for them. And, through working in the same space as experts, novices are able to benefit from this exposure, by asking questions, collaborating, and by observing how experts go about certain tasks.
Roles in communities | Brains
Tags: CoPs, roles, elearning, folksonomies on 2008-09-15 -All Annotations (1) -About
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Graham Wegner - Open Educator
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that technology in the classroom magnifies a teacher’s practice. It will make a good teacher even better and it will make the shortcomings of a poor teacher even more obvious.
Weblogg-ed » “Why Johnny’s Professor Can’t Read”
Tags: weblogged, willrichardson, multiliteracies, innovate, article on 2008-08-11 and saved by 14 people -All Annotations (0) -About
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And, as has been observed many times here and elsewhere, one of the biggest shifts is the move away from individual knowledge to distributed knowledge built on collaborative and, I would argue, network literacies that are unfamiliar to most of us. (Not to say these kids are born with them, btw.)Add Sticky Note
- so true! individual knowledge to distributed. Network literacies as part of N-Gen literacies.posted by carlaarena on 2008-08-11
Is Google Making Us Stupid?
Tags: learningwithcomputers, article, google, technology, reading, brain, neurology, TheAtlantic, magazine on 2008-07-10 and saved by 447 people -All Annotations (259) -About
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hyperlinks don’t merely point to related works; they propel you toward them.)
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They supply the stuff of thought, but they also shape the process of thought. And what the Net seems to be doing is chipping away my capacity for concentration and contemplation. My mind now expects to take in information the way the Net distributes it: in a swiftly moving stream of particles. Once I was a scuba diver in the sea of words. Now I zip along the surface like a guy on a Jet Ski.
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“power browse” horizontally through titles, contents pages and abstracts going for quick wins
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We are not only what we read
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Wolf worries that the style of reading promoted by the Net, a style that puts “efficiency” and “immediacy” above all else, may be weakening our capacity for the kind of deep reading that emerged when an earlier technology, the printing press, made long and complex works of prose commonplace
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We are how we read
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Our ability to interpret text, to make the rich mental connections that form when we read deeply and without distraction, remains largely disengaged.
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The human brain is almost infinitely malleable. People used to think that our mental meshwork, the dense connections formed among the 100 billion or so neurons inside our skulls, was largely fixed by the time we reached adulthood. But brain researchers have discovered that that’s not the case
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Still, their easy assumption that we’d all “be better off” if our brains were supplemented, or even replaced, by an artificial intelligence is unsettling. It suggests a belief that intelligence is the output of a mechanical process, a series of discrete steps that can be isolated, measured, and optimized. In Google’s world, the world we enter when we go online, there’s little place for the fuzziness of contemplation. Ambiguity is not an opening for insight but a bug to be fixed. The human brain is just an outdated computer that needs a faster processor and a bigger hard drive.
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It’s in their economic interest to drive us to distraction.
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The kind of deep reading that a sequence of printed pages promotes is valuable not just for the knowledge we acquire from the author’s words but for the intellectual vibrations those words set off within our own minds. In the quiet spaces opened up by the sustained, undistracted reading of a book, or by any other act of contemplation, for that matter, we make our own associations, draw our own inferences and analogies, foster our own ideas. Deep reading, as Maryanne Wolf argues, is indistinguishable from deep thinking.
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If we lose those quiet spaces, or fill them up with “content,” we will sacrifice something important not only in our selves but in our culture.
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I come from a tradition of Western culture, in which the ideal (my ideal) was the complex, dense and “cathedral-like” structure of the highly educated and articulate personality—a man or woman who carried inside themselves a personally constructed and unique version of the entire heritage of the West. [But now] I see within us all (myself included) the replacement of complex inner density with a new kind of self—evolving under the pressure of information overload and the technology of the “instantly available.”
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As we are drained of our “inner repertory of dense cultural inheritance,” Foreman concluded, we risk turning into “‘pancake people’—spread wide and thin as we connect with that vast network of information accessed by the mere touch of a button.”
How could you incorporate Diigo into your classroom/session setting in a pegagogically sound way? | Diigo
Tags: edudiigo, bestpractices, best_practices, diigo, SusanaCanelo, pedagogy, learningwithcomputers, learning, teaching, education, diigotools on 2008-07-09 and saved by 7 people -All Annotations (2) -About
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I created a list to one of my courses where my students themselves brought a video about environment : A beautiful lie.
It was a really good experience because of the richness of their comments. Some of them in a good English , some of them in Spanglish.
I had the idea to go on with that topic so I made a list with three pages (just an experiment) I highlighted some paragraphs and sticked notes suggesting the activity we're going to do with that.
Then I got the widget and embeded into my blog.
Notation: * = Private bookmark and comment|… = Clipping [?] | … = Public highlight [?]
Public Tags (2324)
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