Joan Vinall-Cox's Library tagged teaching → View Popular

This new media
environment can be enormously disruptive to our current teaching
methods and philosophies. As we increasingly move toward an
environment of instant and infinite information, 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.
networked digital information is also qualitatively
different than information in other forms. 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.
19 more annotations...
- This is a social revolution, not a technological one, and
  its most revolutionary aspect may be the ways in which it empowers us
  to rethink education and the teacher-student relationship in an
  almost limitless variety of ways.
- The “message” of this
  environment is that to learn is to acquire information, that
  information is scarce and hard to find (that's why you have to come
  to this room to get it), that you should trust authority for
  good information, and that good information is beyond discussion
  (that's why the chairs don't move or turn toward one another). In
  short, it tells students to trust authority and follow
  along.
- 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
- But as David Weinberger and Clay Shirky have demonstrated,
  networked digital information is fundamentally different than
  information on paper.³
- such media beg for participation
- The message of Wikipedia is not “trust
  authority” but “explore authority.”
- 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.
- “the crisis of significance,” the
  fact that many students are now struggling to find meaning and
  significance in their education.⁴
- 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.
- 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. In a world of nearly infinite information, we must first
  address why, facilitate how, and let the what
  generate naturally from there.
- Subjectivities cannot be taught. They involve an introspective
  intellectual throw-down in the minds of students. Learning a new
  subjectivity is often painful because it almost always involves what
  psychologist Thomas Szasz referred to as “an injury to one's
  self-esteem.”⁶ You have to unlearn perspectives that may have
  become central to your sense of self.
- Even a quick scan of these subjectivities will
  reveal that they can only be learned, explored, and adopted through
  practice. We can't “teach” them. We can only create
  environments in which the practices and perspectives are nourished,
  encouraged, or inspired (and therefore continually practiced).
- Students
  are co-creators of every aspect of the simulation, and are asked to
  harness and leverage the new media environment to find information,
  theories, and tools we can use to answer our big question. Each
  student has a specific role and expertise to develop
- Students continue
  to harness and leverage the new media environment to learn more about
  these interconnections, and use the wiki to work together to create
  the “rules” for our simulation.
- Managing a learning
  environment such as this poses its own unique challenges, but there
  is one simple technique, which makes everything else fall into place: love and respect your students and they will love and respect you
  back.
- When you watch somebody
  who is truly “in it,” somebody who has totally given
  themselves over to the learning process, or if you simply imagine
  those moments in which you were “in it” yourself, you
  immediately recognize that learning expands far beyond the mere
  cognitive dimension.
- 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.
- The beauty of the current moment is that new media
  has thrown all of us as educators into just this kind of
  question-asking, bias-busting, assumption-exposing environment.
  There are no easy answers, but we can at least be thankful for the
  questions that drive us on.

04 Jan 09

BBC NEWS | UK | Education | Downturn 'boosts teacher numbers'

Teachers with a passion for teaching are now facing competition from those with a passion for security, (especially as working with securities becomes less secure;->). The world will always need teachers, and I suspect that the increase in those looking for teaching jobs is increasing in Canada and the States too. Teaching always looks easier from the outside than it is when you are actually in a classroom. I'm ambivalent about this increase in interest. "Teaching has traditionally been a more popular career choice during recession - providing security when private sector jobs become more vulnerable." via Stephen Downes

news.bbc.co.uk/...7803195.stm - Preview

teaching recession job-security

12 Oct 08

Wikiversity:Main Page - Wikiversity

Is this the future of all of education, or just of a growing portion?

en.wikiversity.org/...Wikiversity:Main_Page - Preview

wiki education learning elearning teaching

19 Sep 08

Pageflakes - Mark's The Topoi Flakes

A collection of videos showing how the writing process wirks, Check out the Student Conference. via AcademHack

www.pageflakes.com/...23536077 - Preview

writing topoi teaching

18 Sep 08

Sakai Project : Home : Sakai CLE

An interesting alternative to expensive commercial LMSs - via Stephen Downes

www.sakaiproject.org/...72-e4a8-4775-8d73-12bfd4706e5f - Preview

CMS LMS learning learning_tools teaching

24 Aug 08

hidden pain | David Truss :: Pair-a-dimes for Your Thoughts

"This is what makes a teacher’s job so tough, we don’t teach ’students’ we teach human beings with real-life issues. We ’see’ a lot, but we miss a lot too!" - IMHO - How all teachers should think!

pairadimes.davidtruss.com/hidden-pain - Preview

teaching

15 Aug 08

Wired Campus TV

Interesting - via Stephen Downes - http://chronicle.com/wiredcampus/article/3248/management-professor-using-crowdsourcing-to-write-textbook - to see the accompanying text.

link.brightcove.com/...bcpid1398218484 - Preview

Twitter teaching phone

MERLOT - Multimedia Educational Resource for Learning and Online Teaching

As a Member you can:
Contribute learning materials
Create a personal collection
Develop a personal profile
Share your online expertise
Receive peer recognition

www.merlot.org/index.htm - Preview

education learning elearning technology edtech teaching resources

13 Aug 08

Welcome to Freepath

This looks like a great tool for simplifying presentations, especially where a combination of elements is needed, for example PowerPoint plus live URLs etc. I can envision students "handing in" asignments on it. No Mac version except through Windows/Mac Bootcamp. via Stephen Downes, via Jane Hart

www.freepath.com/index.php - Preview

presentation teaching assignments

09 Aug 08

WebQuest.Org: Home

Saw Bernie Dodge at the MERLOT Conference - really useful soures & concept.

webquest.org/index.php - Preview

webquest teaching

11 Jun 08

Revoluminary | The Global Learning Community

Interesting set-up to allow learners and teachers to find each other and set up tutorials.

www.revoluminary.com/index.php - Preview

online_lessons teaching

25 Apr 08

Made To Stick: Why Some Ideas Survive and Others Die | by Chip and Dan Heath :: Excerpts

"Those are the six principles of successful ideas. To summarize, here's our checklist for creating a successful idea: a Simple Unexpected Concrete Credentialed Emotional Story. A clever observer will note that this sentence can be compacted into the acronym SUCCESs."
"This is the Curse of Knowledge. Once we know something, we find it hard to imagine what it was like not to know it. Our knowledge has "cursed" us. And it becomes difficult for us to share our knowledge with others, because we can't readily re-create our listeners' state of mind."

www.madetostick.com/excerpts - Preview

writing communicating teaching book

Those are the six principles of successful ideas. To summarize, here's
our checklist for creating a successful idea: a Simple Unexpected Concrete
Credentialed Emotional Story. A clever observer will note that this
sentence can be compacted into the acronym SUCCESs.
This is the Curse of Knowledge. Once we know something, we find it
hard to imagine what it was like not to know it. Our knowledge has
"cursed" us. And it becomes difficult for us to share our
knowledge with others, because we can't readily re-create our listeners'
state of mind.

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