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09 Nov 09
UNLEARNING PEDAGOGY Erica McWilliam
Abstract
Our teaching and learning habits are useful but they can also be deadly. They are useful when the conditions in which they work are predictable and stable. But what happens if and when the bottom falls out of the stable social world in and for which we learn? Is it possible that learning itself - learning as we have come to enact it habitually - may no longer be particularly useful? Could it be that the very habits that have served us so well in stable times might actually become impediments to social success, even to social survival? This paper explores reasons why we may need to give up on some of our deeply held beliefs about teaching and learning in order to better prepare young people for their social futures.
Futurity.org – First impressions sometimes say it all
Even when viewing the targets in the controlled pose, the observers could accurately judge some major personality traits, including extraversion and self-esteem. But most traits were hard to detect under these conditions. When observers saw naturally expressive behavior (such as a smiling expression or energetic stance), their judgments were accurate for nine of the 10 personality traits. The 10 traits were extraversion, agreeableness, conscientiousness, emotional stability, openness, likability, self-esteem, loneliness, religiosity, and political orientation.
05 Nov 09
Pontydysgu – Bridge to Learning » Blog Archive » Facebook, Digital Identities, openness, sharing and privacy
as digital identities become ever more important, it is critical that we have the rights and the tools to manage that identity and that social network providers appreciate and support those rights and make it easy for individuals to understand how they can mange both privacy and openness. This is an issue which will not go away.
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.
Against Transparency | The New Republic
We need to see what comparisons the data will enable, and whether those comparisons reveal something real. And it is this that the naked transparency movement has not done. For there are overwhelming reasons why the data about influence that this movement would produce will not enable comparisons that are meaningful
02 Nov 09
BLDGBLOG: Who would want to be an architect?
much of the Times's criticism seems predicated on the assumption that, if architecture is a vocational trade, similar to plumbing, then it cannot simultaneously be an expressive art, akin to film, painting, or literature. But, of course, it is both. In fact, the controversy more or less instantly disappears: architecture is the imaginative production of future worlds even as it is the act of building houses for the urban poor or the obtaining of technical skills necessary for rationally subdividing office floorplates.
What sociologist Erving Goffman could tell us about social networking and Internet identity - O'Reilly Radar
Eliminating the distinction between front stage and back stage not only degrads the workers' performance but causes intense distress--yet that is exactly the situation on most Internet forums. Very rarely can people collaborating or sharing information on a public forum pull aside into a private space.
27 Oct 09
In Defense of Generalists | The Institute For The Future
Before you cry foul, and lament the loss of another basic human ability, let me ask you - are you lamenting the ability to do tell time from environmental cues (destroyed by clocks), to do complex mathematical calculations in your mind (destroyed by calculators), or to remember facts (destroyed by Google)? No, because each of these technologies, to which we've outsourced some basic functions, have allowed us to give up some geekery in order to spend our precious brain cycles on more broad, integrative thinking.
Seth's Blog: True believers (and the truth)
the market you sell to isn't filled with true believers. It's filled with human beings who make compromises, who tell stories, who have competing objectives
How IT can enable 21st century schools
Minnesota is beginning the steps toward two state- level entities involved in overseeing public school. A model for this is shown in Figure 2. In this arrangement, not yet law, the State Department of Education is responsible for overseeing the traditional schools in both the districts and chartered schools. A state-level, but non-governmental, NewSchoolsMinnesota will over- see the nontraditional, substantially innovative schools which exist both in districts and as chartered schools....
it is vital to move from the old mass pro- duction model of schooling to a model that engages individual students by offering them the opportunity to personalize their work and to pursue the interests they develop. This change could be hugely important to the effort to retain students, to get them to com- plete school and to get them to do serious and quality work that will in turn give them the skills and knowl- edge they need to contribute effectively to society.
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