Colleen Williams's Library tagged learning → View Popular

Linked to the national curriculum of UK: leading poets, visual stimuli, and suggestions for classroom activities in literacy, science, PE, music, history, art, design, ICT, citizenship, geography, and more.\n\n2006 Webby Award Winner of the Education category.

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1 writing poetry literacy creative learning education interactive children webby

04 Mar 09

Education

Diigo Highlight and Sticky Notes adding to the conversation on the White House: President Barack Obama: The Agenda: Education web page.

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1 education Obama policy whitehouse president government plan learning elementary high school media specialist middle professionaldevelopment school library media technology information literacy 21stCenturylearning

To support our teachers, the Obama-Biden plan will expand mentoring programs that pair experienced teachers with new recruits. They will also provide incentives to give teachers paid common planning time so they can collaborate to share best practices.
- To support our teachers, the Obama-Biden plan will utilize and acknowledge school media specialists as master teachers. They will use school media specialists to expand mentoring programs. They will give teachers paid common planning time with school media specialists so they can collaborate to share best practices impacting lesson plans such as emerging technologies, copyright knowledge and 21st Century Literacy skills. - on 2009-03-04
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23 Feb 09

Introducing the 21st Century | always learning

Great presentation from Kim Cofino on 21st C learning, teaching & classrooms.

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1digitalliteracy presentation cofino learning teaching classroom 21stCenturylearning education

17 Feb 09

From Knowledgable to Knowledge-able: Learning in New Media Environments | Academic Commons

"...it becomes less important for students to know, memorize, or recall information, and more important for them to be able to find, sort, analyze, share, discuss, critique, and create information. They need to move from being simply knowledgeable to being knowledge-able."

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knowledge learning education media technology emerging

Problem Statement #2 - cwilliams11 on 2009-02-17
Solution #2 - cwilliams11 on 2009-02-17
World Simulation Activity Example - cwilliams11 on 2009-02-17
This is the Web 2.0 frontier - now the next frontier is semantics Web 3.0 - cwilliams11 on 2009-02-17

it becomes less
important for students to know, memorize, or recall information, and
more important for them to be able to find, sort, analyze, share,
discuss, critique, and create information. They need to move from
being simply knowledgeable to being knowledge-able.
It has the potential to be
created, managed, read, critiqued, and organized very differently
than information on paper and to take forms that we have not yet even
imagined.
11 more annotations...
- Wikis, blogs, tagging, social networking and other developments that
  fall under the “Web 2.0” buzz are especially promising in
  this regard because they are inspired by a spirit of interactivity,
  participation, and collaboration.
- Many faculty may hope
  to subvert the system, but a variety of social structures work
  against them. Radical experiments in teaching carry no guarantees
  and even fewer rewards in most tenure and promotion systems, even if
  they are successful. In many cases faculty are required to assess
  their students in a standardized way to fulfill requirements for the
  curriculum. Nothing is easier to assess than information recall on
  multiple-choice exams, and the concise and “objective”
  numbers satisfy committee members busy with their own teaching and
  research.
  
  Even in situations in
  which a spirit of exploration and freedom exist, where faculty are
  free to experiment to work beyond physical and social constraints,
  our cognitive habits often get in the way. Marshall McLuhan called
  it “the rear-view mirror effect,” noting that “We
  see the world through a rear-view mirror. We march backwards into
  the future.”²
- Google began harnessing the links and
  revolutionized our research with powerful machine-assisted searching.
- logging
  came along and taught us that anybody can be a creator of
  information
- Wikipedia
  has taught us yet another lesson, that a networked information
  environment allows people to work together in new ways to create
  information that can rival (and even surpass) the content of experts
  by almost any measure. The message of Wikipedia is not “trust
  authority” but “explore authority.” Authorized
  information is not beyond discussion on Wikipedia, information is
  authorized through discussion, and this discussion is
  available for the world to see and even participate in. This culture
  of discussion and participation is now available on any website with
  the emerging “second layer” of the web through
  applications like Diigo
  which allow you to add notes and tags to any website anywhere.
- Our old assumption that information is hard
  to find, is trumped by the realization that if we set up our
  hyper-personalized digital network effectively, information can
  find us.
- Though many blame the technology, these activities are
  just new ways for students to tune out, part of the much bigger
  problem I have called “the crisis of significance,” the
  fact that many students are now struggling to find meaning and
  significance in their education.⁴
  - Problem Statement #1 - on 2009-02-17
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- On the other hand, if we work
  with students to find and address problems that are real and
  significant to them, they can then leverage the networked information
  environment in ways that will help them achieve the
  “knowledge-ability” we hope for them.
  - Solution #1 - on 2009-02-17
  Add Sticky Note
- We have had our why's,
  how's, and what's upside-down, focusing too much on what
  should be learned, then how, and often forgetting the why
  altogether.
- As an alternative, I
  like to think that we are not teaching subjects but subjectivities:
  
  ways of approaching, understanding, and interacting with the world.
- The new media environment provides new
  opportunities for us to create a community of learners with our
  students seeking important and meaningful questions. Questions of the
  very best kind abound, and we become students again, pursuing
  questions we might have never imagined, joyfully learning right along
  with the others. In the best case scenario the students will leave
  the course, not with answers, but with more questions, and even more
  importantly, the capacity to ask still more questions generated from
  their continual pursuit and practice of the subjectivities we hope to
  inspire.

26 Jan 09

Academic Earth

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200+ academic lectures university research education science learning

15 Jan 09

100 Ways to Use Your iPod to Learn and Study Better | OEDb

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100 ipod education learning podcasts tutorials elearning audio podcast

19 Dec 08

Visible Thinking

www.pz.harvard.edu/...01a_VTInAction.html - Preview

1 thinking teaching learning questions visible

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