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16 Jan 08

apophenia: The Economist Debate on Social "Networking"

  • In their current incarnation, social network sites (SNSs) like Facebook and MySpace should not be integrated directly into the classroom. That said, they provide youth with a valuable networked public space to gather with their peers.
  • SNSs do not make youth engage educationally; they allow educationally-motivated youth with a structure to engage educationally.
04 Sep 07

Savage Minds: Notes and Queries in Anthropology — A Group Blog » Improvisatory Sharpening: more on field vs armchair progress

  • the “methodological sharpening” of fieldwork concerns not so much shared technologies or shared concepts, but shared pedagogy—both that of the mentors and that of the students. Shared pedagogy is what allows students to figure out what they are doing before and during fieldwork, what questions seem to provoke interest and response, and which texts remain “open” for working through.

SIMILE Studies In Media & Information Literacy Education

  • A critique of both high-accountability and high-constructivism; the authors posit that recognizing the "horizon of the event" -- the possibility of new possibilities -- is of the utmost importance in education.
     - forestfortrees on 2007-09-04
07 Aug 07

Trying to “enthral” students all day long : thinking 2.0

  • Distinguishing between entralling and engaging learners in the classroom.
     - forestfortrees on 2007-08-07

    • We can measure our success by:


      • the number of questions students ask and strive to answer in their products
      • the amount of higher level thinking reflected in the products they make together
      • the choices have to learn, express, create and share their ideas
01 Aug 07

The Classroom » Using Diigo for Organizing the Web for your Class

  • A nice set of examples of uses for Diigo in the classroom.
     - forestfortrees on 2007-08-01
  • when they mouse over the highlighted text they’ll get a hidden message from me - “I’d like you to write a new advertisement for this section. What other advertisement do you think we could write for here? Write an ad for a virtue or trait that you think is important. For example - “Here’s a news flash for every person in Canada. It’s about a sensational, new kind of personality that will make you the envy of all those around you. It’s call trustworthiness. Why with just a pinch of this great product….” They now have a writing assignment to go along with the recording of the radio play.
  • You can ask questions about the site, or have students carry on conversations about the text. Perhaps about the validity of some information.
  • 1 more annotations...
15 Jul 07

JVoices » Blog Archive » The Twisted Wick: Talmud Study as Spiritual Practice for Post-Modern Jews

  • Jewish learning on the other hand is an end in itself. Our tradition teaches us that religious study ought to be “lishma,” for its own sake. Judaism cautions us against using the Torah as an ax to dig with.In other words, we must not learn as a way to reach a goal, even if that goal is a worthy one. In Hebrew sacred study, limmud, is distinct from goal-oriented education, hinuch.
  • Talmudic texts are so complex and intricately woven together that just following the flow of the arguments takes total concentration in the present moment.
  • 4 more annotations...
14 Jul 07

Relevance and learning by doing : thinking 2.0

  • The dearth of “learning by doing” in school is frustrating because we know there is more to learning than the abstracted, stimulus-response type activities that predominate. One of the problems with this approach to teaching is that students disengage from the process as they see it as meaningless and arbitrary. Learning by experience, in contrast, is characterised by personal involvement with, and confrontation of, practical, social, personal or research problems. Learning by experience means that students participate in the learning process, have input into the direction and where “self-evaluation is the principal method of assessing progress or success”. The question is how do we make this happen within the confines of what we are mandated to teach?
  • “I want my students to realize that learning is not about making your work conform to some standard imposed by the teacher. Learning is about creating your own standards and adjusting them based on your goals. Learning is about setting your own goals and monitoring your own progress. It is about having conversations with yourself and others.”
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