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Mr. Higgins’ Blog » Blog Archive » ClustrMaps as Student Motivation
A great description from a teacher of how his students are motivated by the ClustrMap on his class website, including how it inspires them to look up places on Google Earth
20 reasons why students should blog « On an e-journey with generation Y
A nice summary of reasons for students to blog. Even if you don't agree with everything (for example, the digital natives bit in #16), this is a good place to start answering the question.
Steve Stander :: Blog :: Blogging & Motivation: Psychology of Language Learning
Looking at blogging as a way to motivate students to write through the lens of Determination Theory (Autonomy, Competence, Relatedness), examining how to generate and maintain motivation. Also discusses an inquiry-based learning approach with blogging.
Blogs Give Students an Audience | Edutopia
Interview with an 8th grade teacher about how having an audience for their blog has motivated her students
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One thing that was surprising to the students and to me was the comments thanking the students. I think that was new for them, having someone appreciate that they did this work.
Personal Branding in the Classroom? | Personal Branding Blog - Dan Schawbel
Response to a question about whether universities should teach personal branding
Angela Maiers Educational Services: Personal Branding and Education - Thoughts on "Me 2.0"
A discussion of personal branding and its connections to education, arguing that being able to demonstrate your talents and passions is a 21st century skill
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Speaking from both his head and heart, Dan makes he compelling case that it is no longer is it enough to show that you are great, you have to show why you are a great match for a culture and brand of the company you want to work for. You have to be able to sell yourself, your talents, your passions, your uniqueness. (Aren't these Key 21st Century Skills?)
Comprehensive List of Free Online Classes and Online Courses
Lots of open courseware classes from different universities, sorted by subject. Nice to have an aggregated list from the various sources
Sakai Pilot Evaluation Final Report
UNC report on their pilot of Sakai as a replacement for Blackboard. Quote from a faculty member in the report: "Have heard many complaints about Blackboard being kludgy. Sakai is graceful."
The minimal support needed is a good sign of Sakai's overall usability: "First, of the more than 1,000 people using a completely new collaborative learning environment for almost a full year period, we had a total of 264 tickets—the vast majority of which (74%) were for requests to use the system (new sites
and new user accounts)...In summary, from a support perspective, 54 substantive help requests on behalf of more than 1,000 pilot participants over a nearly one-year period was a very positive finding."
Open Access Educational Technology journals – George Veletsianos
Looking for research on e-learning, instructional design, educational technology, or related topics? Check out these open access journals. Great to have a filtered list for this rather than having to dig through some of the larger directories.
Online Degrees Viewed More Favorably : Industry Market Trends
Results from several studies on the increasing acceptance of online degrees by employers
You call this Academic Honesty? | Webb of Thoughts
Great example of why I get so frustrated when I hear people complaining about how terrible it is that students copy and paste content. I'd like to see the teachers and professors stop using uncited content themselves first; I see a lot more problems with people with graduate degrees. This lecturer on effective writing plagiarized content for handouts while simultaneously admonishing students to not plagiarize.
Weblogs and Their Effects on Writing Skills
Case study of blogs used with fifth graders to improve writing skills. In both classes reviewed, blogs improved "both rich content and author's craft" but not grammar and spelling.
Collaborative Blogging as a Means to Develop Elementary Expository Writing Skills
Study on collaborative blogging with third graders that resulted in improved attitudes towards writing, improved quality of writing, and a number of unintended benefits
Learning Networks and Connective Knowledge
Long paper by Stephen Downes on the nature of knowledge, connectivism, learning, and e-learning 2.0
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Add Sticky NoteIn other
words, cognitivists defend an approach that may be called ‘folk
psychology’. “In our everyday social interactions we
both predict and explain behavior, and our explanations are couched
in a mentalistic vocabulary which includes terms like ‘belief’
and ‘desire’.” The argument, in a nutshell, is that
the claims of folk psychology are literally true, that there is, for
example, an entity in the mind corresponding to the belief that
'Paris is the capital of France', and that this belief is, in fact,
what might loosely be called 'brain writing' - or, more precisely,
there is a one-to-one correspondence between a person's brain states
and the sentence itself.- I've never heard cognitivism compared to "folk psychology" before. I'm not totally convinced by this argument. Cognitivist methods do have some research support, after all. (Think multimedia learning, Clark & Mayer's "ELearning and the Science of Instruction.") But their methods could (at least sometimes) be right even if their explanation of the underlying mechanism is wrong. - on 2009-10-06
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Add Sticky NoteWe may contrast cognitivism, which is a
causal theory of mind, with connectionism, which is an
emergentist
theory of mind. This is not to say that connectionism
(see also)
does away with causation altogether; it is not a ‘hand of God’
theory. It allows that there is a physical, causal connection
between entities, and this is what makes communication possible. But
where it differs is, crucially: the transfer of information does
not reduce to this physical substrate. Contrary to the
communications-theoretical account, the new theory is a non-reductive
theory. The contents of communications, such as sentences, are not
isomorphic with some mental state.- From Wikipedia: "A property of a system is said to be emergent if it is more than the sum of the properties of the system's parts." If I understand Stephen's argument correctly, part of what he's saying here is that rather than knowledge being exactly what we perceive it to be (a sentence like "Paris is a city in France"), what's happening in our brains is more than that. When a teacher shares knowledge with a learner, it doesn't work like a copy machine where the teacher gives the learner a duplicate of the original and then both people have discrete copies of that knowledge. - on 2009-10-06
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Online education horror stories worthy of Halloween: A short list of problems and solutions in online instruction
Horror stories from online education. The article is from 2001, but the information on volatile students and online conflict is still very relevant. Some of the characteristics of problem students discussed in this higher ed context would be just as applicable in corporate training.
"We have noticed that volatile students manifest clear symptoms: (a) a low frustration threshold, (b) a sense that they are victims of technology or other peoples' lack of understanding and (c) a tendency to overstate problems, overreact to them, and lash out."
CCK09: What about teaching?
Stephen Downes on connectivism and teaching, arguing that this theory isn't really about classroom teaching.
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This theory is, first and foremost, a theory about learning. This is why I tweeted a few weeks ago that people - including teachers - should be viewing Connectivism as a theory describing how to learn, not how to teach. And what it says about learning, essentially, is that you should immerse yourselve in the relevant environment, observe and practice the common actions in that environment, and reflect on that practice.
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So - insofar as there is a pedagogy attached to Connectivism, I content that it involves more and more removing students from a structured and managed classroom environment, and more and more providing means for them to be immersed in communities of practitioners, and for this to happen at a younger and younger age, and in addition, to more and more create in practitioners the expectation and responsibility of working openly and including new and inexperienced members into their communities.
- 1 more annotations...
21stcenturylearning - home
Sheryl Nussbaum-Beach's wiki with workshop and web 2.0 resources.
Sharendipity - Create Games Online for Free!
Free tool for creating web-based games & educational interactive activities. Can be used to create Facebook games.
movingforward - Education Blogs by Discipline
Directory of subject-specific blogs for P-12 education
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