attention - Cherice Montgomery on Diigo

03 Nov 09

14 Sep 09

melaniemcbride.net » The hidden curriculum of 21st century learning

Very thoughtful blog post re: participation v. consumerism, social justice in online communities, "technological privilege," and curriculum

melaniemcbride.net/...culum-of-21st-century-learning - Preview

curriculum attention literacy 21st_century_literacies 21stcenturylearners 21stcenturyskills for:ckendall for:kidzmozart for:gravesle

taking part in social spaces where the sharing is largely material and associated with lifestyles and activities, involves not only time but investment in the social and class signifiers that largely define social status within these spaces.
social skills and dispositions
7 more annotations...
- absent or differently constructed.
- the fundamental relationship between social success and academic success
- the business of crafting a self is most often the domain of advertisers and products
- a consumer definition of self
- social performers and their peers as audiences or “followers.
- community, commons and publics
- If we regard social media as a pit of narcissism it’s because of the behaviours we’re encouraging within these spaces – not the technologies.

25 Jun 09

YouTube - MBTC promo NTF Church STLChurch.com Alton IL

Clip from Wonder Years that highlights the effects of teacher-centered teaching and ineffective questioning practices on student attention.

www.youtube.com/watch - Preview

ClassroomManagement videos YouTube attention questions

22 Jun 09

Attention economy - Wikipedia, the free encyclopedia

en.wikipedia.org/...Attention_economy - Preview

attention economics advertising psychology marketing education MLC2006

04 Jun 09

Tomorrow's Professor Blog: 953. Shifting Attention Spans

amps-tools.mit.edu/...953_shifting_at.html - Preview

presentation communication attention LearningEnvironments MLC2006 leadership mentoring blog

05 Aug 08

Chapter 2: How Experts Differ from Novices | How People Learn: Brain, Mind, Experience, and School

www.nap.edu/...ch2.html - Preview

expertise ExpertVNovice attention learning research

experts have acquired extensive knowledge that affects what they notice
and how they organize, represent, and interpret information in their
environment
Experts usually mentioned the major principle(s) or law(s)
that were applicable to the problem, together with a rationale for why
those laws applied to the problem and how one could apply them (Chi et
al., 1981).
20 more annotations...
- The diagram is often elaborated as the expert seeks to
  find a workable solution path
- Experts'
  problem piles are arranged on the basis of the principles that can be
  applied to solve the problems; novices' piles are arranged on the basis
  of the problems' surface attributes.
- sets of related
- sequential
  search
- Experts appear to possess an efficient organization
  of knowledge with meaningful relations among related elements clustered
  into related units that are governed by underlying concepts and
  principles
- Within
  this picture of expertise, "knowing more" means having more conceptual
  chunks in memory, more relations or features defining each chunk, more
  interrelations among the chunks, and efficient methods for retrieving
  related chunks and procedures for applying these informational units in
  problem-solving contexts (Chi et al., 1981).
- Experts do not have to search through everything they know in
  order to find what is relevant; such an approach would overwhelm their
  working memory (Miller, 1956).
- Knowledge that is not
  conditionalized is often "inert" because it is not activated, even
  though it is relevant (Whitehead, 1929).
- People's abilities to
  retrieve relevant knowledge can vary from being "effortful" to
  "relatively effortless" (fluent) to "automatic" (Schneider and
  Shiffrin, 1977). Automatic and fluent retrieval are important
  characteristics of expertise.
- An important aspect of
  learning is to become fluent at recognizing problem types in particular
  domains
- The use of instructional procedures that speed
  pattern recognition are promising in this regard (e.g., Simon, 1980).
- so that appropriate solutions can be easily
  retrieved from memory.
- "adaptive expertise"
- "metacognition"--the ability to monitor one's current level of
  understanding and decide when it is not adequate.
- Beliefs about what it
  means to be an expert can affect the degree to which people explicitly
  search for what they don't know and take steps to improve the situation.
- The concept of adaptive
  expertise (Hatano and Ignaki, 1986) provides an important model of successful
  learning. Adaptive experts are able to approach new situations flexibly
  and to learn throughout their lifetimes. They not only use what they
  have learned, they are metacognitive and continually question their
  current levels of expertise and attempt to move beyond them. They don't
  simply attempt to do the same things more efficiently; they attempt to
  do things better. A major challenge for theories of learning is to
  understand how particular kinds of learning experiences develop adaptive
  expertise or "virtuosos."
- An emphasis on the patterns perceived by
  experts suggests that pattern recognition is an important strategy for
  helping students develop confidence and competence. These patterns
  provide triggering conditions for accessing knowledge that is relevant
  to a task.
- First, the six principles of
  expertise need to be considered simultaneously, as parts of an overall
  system. We divided our discussion into six points in order to
  facilitate explanation, but each point interacts with the others;
- Metacognition can help students develop personally relevant pedagogical
  content knowledge, analogous to the pedagogical content knowledge
  available to effective teachers (principle 5). In short, students need
  to develop the ability to teach themselves.
- what they will learn depends on how much they know already.