Our traditional K-12
schools have rarely made room for adults and young people to
collaboratively contribute to each other’s learning, or to
the development of new knowledge on a sustained basis. But our information age
economy demands this intergenerational, collaborative construction
of knowledge, and our schools will fail to develop young people who
can be productive citizens in this economy if they do not support
this mode of learning.
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CITE Journal Article
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As we collaboratively work
together in a learning community, we can complement each
other’s knowledge and skills. In a networked learning
community, we can greatly accelerate and augment the learning of
all members by linking them with other learners in collaborative
efforts organized by expert learners. -
In a networked learning community, modern communication
and information technologies can enable us to construct knowledge
and skills at a faster rate and at a higher level, because we can
be connected with more learners, more resources and experiences,
and more experiments and learning opportunities than ever before. -
The Virtual High School organized by the Concord Consortium [
http://vhs.concord.org ] is
becoming another well-known example. Teachers (as expert learners)
located in different high schools around the country are using
network connectivity to collaborate, with the help of experienced
facilitators, to design and offer new Internet netcourses. Each VHS school provides a
part-time coordinator, who acts as liaison between students and the
VHS teachers. The
Concord Consortium provides professional development, netcourse
expertise, and curriculum development support to the collaborating
teachers, who are offering over 200 courses in over 350 schools in
30 states and 6 foreign countries. Student participation is
expected to reach 4,000 this year. -
Once we move the teacher—as an expert
learner—into the learning activity we begin modeling the
learning process with the students. They are all learning together. And as I have said,
once we reach this point, it’s not useful to distinguish
between students and teachers, because they are all learning. Who
is teaching and who is learning? They are all learning. -
chools resist change, because they are
designed to resist change. They are cultural organizations, and
cultural organizations are not supposed to change. Cultures are
designed to preserve existing solutions to
problems—considerable social and economic capital goes into
developing culturally valued solutions to problems and change is
risky. Stability
reduces risk—“change is bad”—and our
schools have been designed to focus on the knowledge transmission mode
of learning. -
we continued to
prepare most teachers as if the only way to teach is using the
solo, stand alone, self-contained, isolated classroom
model—the open space concept could not work. That was how
those young and mid-career teachers were prepared to teach. They
believed they were doing what was expected of them as teachers and
that open space thwarted their teaching efforts. They were not
prepared to do anything different. That’s our
responsibility—and we will get the same result if we
introduce modern learning technologies in our schools but do not
prepare teachers to work in this new learning environment. If we want to take
advantage of these new technologies and the billions we are
investing in equipment for our schools, we have to prepare teachers
very differently than we have in the past. We have to change our
own model of teaching and instruction in higher education. (See
Schlechty, 1990.) -
Any
organization that adopts a new technology without significant
organizational change is doomed to failure. You have to change the
organization. You cannot just add the technology. You have to
actively work on changing the roles of the teachers, the roles of
the students, the roles of the parents, and the roles of the
administrators, and start to work toward building new relationships
and new structures, or you will be disappointed with the results.
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interactive communication
technologies give power to the learning revolution. -
The
learning revolution is about constructivist learning, and these new
communication and information technologies allow us to facilitate
constructive learning in ways that we could never do before. They
are becoming cognitive
amplifiers that will accelerate learning and the development of
new knowledge in the same ways that machines accelerated production
during the industrial revolution. -
work is learning . Work in
the workplace is learning. Work in the larger
community surrounding the schools is about learning every day. -
must learn in the
workplace and in the home to use these tools to improve their
knowledge, skills, and productivity. -
workers
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learning communities have no
boundaries . In a
networked learning community, schools and classrooms will simply
become nodes in a larger learning environment. The boundaries of
the schools and classrooms with their fixed curriculum and dated
texts are no longer going to limit learning. -
An increasing number of
parents are discovering that they can make more powerful learning
opportunities available to their children in the home than they can
in the schools, and unless the schools change, more parents will
collaborate to construct alternative learning opportunities with
these technologies.
Because work is learning, the home is a work and learning place,
and learning communities have no boundaries, schools are going to
be marginalized as learning environments if they do not change
dramatically. -
Kids come into the schools recognizing that they have
more powerful learning opportunities available out of school than
they have in school. -
Any time
we put teachers and students in predefined courses with a linear
design, bound by dated texts, credit hours and static tests of
factual recall, we are still on a wooden sailing ship. What we are
moving toward is authentic, long-term projects, asynchronous
learning, knowledge-work and nonlinear learning. “Just-in-time,”
consumable information used for specific purposes, instead of
“just-in-case” facts packed into our heads at an early
age that few of us can recall. -
The web, as a
networked learning environment, linking learning centers, anytime,
anywhere is what we are moving to. The tools will
change—textbooks, blackboards, and business computers will
fade from use. These business computers are going to have to
change. -
We are going to move from static,
text-driven content in a fixed curriculum to learning content that
is constructed by the learners. Our former teachers and
their students—these new expert learners and their novice
learners—collaboratively working in these networked learning
communities will construct this content.
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An Interview with Maya Frost: The New Global Student
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Maya, you have recently written a book on creative global education. What prompted this?
In 2005, my husband and I decided to sell everything and leave our suburban American lifestyle behind in order to have a family adventure abroad. The tricky part: we had FOUR TEENAGE DAUGHTERS at the time and had to figure out how to usher them through high school, into college and beyond without following the traditional college-prep path or enrolling them in American schools abroad.
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The new breed of American global students
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is laughing at the lunacy of the current college-prep mindset and stepping away from the outdated four-by-four model (four years of high school followed by four years of college). They are gliding Young globals who have lived and/or studied in other countries are finding it easier to get hired by multinationals in the US that are looking for single bilinguals who are eager to be transferred to satellite offices abroad.
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Those who are most likely to thrive in business in the years ahead are self-directed, innovative, and truly excited about what they’re doing.
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An education path that requires jumping through hoops, not questioning the status quo, and limiting the chances of developing a clear sense of one’s own interests and gifts isn’t likely to crank out the kind of creative thinkers who will develop new business models and collaborate with others in unprecedented ways.
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In addition, those who have a strong secondary interest (other than business) are more likely to both develop products they’re passionate about and serve a targeted market more strategically. And keep in mind that the majority of new businesses are started by those without a business degree.
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Many are recognizing the distinct advantages of spending a year abroad during their junior year of high school rather than engaging in a semester-long party abroad with their American college classmates. In the book, I discuss the psychological and biological benefits of going earlier rather than later, the most important being that a younger adolescent brain is more likely to be hardwired for language learning and flexibility, which are two key components of a good global education.
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Less than 3 percent of all American higher ed students spend time studying abroad, and the vast majority of those are engaged in post-grad studies (only 16 percent are undergrads). The numbers are going up (gradually) only because there are more short-term trips offered now and these are less expensive than longer stays. Over half of those who study abroad do so for eight weeks or less and most head to the UK or other English-speaking countries or traditional European destinations (France, Spain, Italy).
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it comes down to designing an education that promotes innovation, develops flexibility and deepens a student’s understanding of his own interests and talents. The best way to do that is to release attachment to the old four-by-four model and embrace options that allow each student to be challenged in the most relevant ways possible.
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Those who are going to do well in business—in the US or abroad--are crafting their own combination of education, study abroad, travel, and challenging personal adventures that really give them an edge in the global workplace.
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Bold Schoolers shine because they are more likely to “swirl”—attend more than one university prior to earning a diploma. Spending four (or more) years at one university is somewhat limiting—after all, students could learn a great deal more by enrolling in two or more colleges in different states, countries or cultures. In terms of developing flexibility and creative thinking skills, swirling is an advantage that savvy students are building into their education design.
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The new global students are getting a ragin’ education on campus, online, on the road and on their own terms and time lines, and they are soaring above their peers who are pondering whether or not to spend yet another year on that same campus in order to get an extra major.
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The reality is that students today are likely to have jobs that have not been invented yet, so rather than preparing for a specific field and focusing on a narrow range of options they need to both broaden and deepen their skills and knowledge. Those who have a keen interest in two or more seemingly unrelated areas—for example, music and physics—have an opportunity to pursue both, leading to enhanced thinking in both fields and even more options for creative employment.
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to fully develop your talents and find your own best work in order to contribute to society in the most meaningful way. The best advice is to figure out what you love, explore it in as many ways and places as you can, bring in elements from other areas that interest you, and get good at using both sides of your brain.
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The website for the book is http://www.NewGlobalStudent.com and there’s a media page with contact info as well as links for specific interests related to the book. My personal web page is at http://www.MayaFrost.com
1Expand
4 Easy Ways to Burn CDs and DVDs for Free on Mac
Tags: no_tag on 2009-07-01 and saved by 5 people -All Annotations (1) -About
more fromwww.makeuseof.com
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One of today’s most popular and practical method of data back up is disc burning, and there are two popular disc formats used by the masses: CD (up to 700 MB worth of data) and DVD (up to 4.7 GB worth of data).
Mac OS X comes with its own built-in disc burning feature and users have several ways to access it.
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Here’s Why You Need an E-Learning Portfolio - The Rapid eLearning Blog
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If you lose your job, you could be flushing a lot of your work down the drain. One day you’re happy at work and the next you’re out on the street with no access to your projects or the tools used to build them. For these reasons, it’s important to maintain a portfolio.
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Instructional design: Do you have examples of different approaches to learning and course design
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Graphic design: While everyone talks about instructional design, I think an equal consideration is the visual design.
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Present diverse projects: Don’t show me 400 courses that all look the same. If that’s all you get to work on, then spend some time on your own and build out other examples. They don’t need to be complete courses. Build out an interaction or a scenario. Take one topic and try it three different ways.
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Project management:
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you should understand how to manage a project from start to finish.
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Writing:
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How well can you write to document procedures and provide the right level of guidance? On the other hand, some projects are not technical and require a more conversational tone. As Cathy Moore would ask, “Can you dump the drone?”
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- Build a case study for each project. It doesn’t need to be overly fancy. Describe the project objectives, what you did, and the results. If you have examples add them. If not, at least try to add some screenshots.
- Create a blog to document your learning. Use it to capture what you’re doing and thoughts you have during the production process. If you need ideas to get started, look at some of the demos in this blog. Take one of the ideas and play around with it.
- Network with others. A portfolio’s no good if you have no place to show it(your blog) or share it (your network)
4Expand
MediaPost Publications Texas Lawmakers Crack Down On Fake Profiles 06/09/2009
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more fromwww.mediapost.com
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Texas lawmakers passed a new bill that makes it a crime to impersonate people online.
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The new "online harassment" statute makes it a felony to create phony profiles on social networking sites with the intent to "harm, defraud, intimidate, or threaten" others. The statute defines commercial social networking sites broadly, saying they include any sites that allow people to register to communicate with others or create Web pages or profiles.
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the Texas law appears problematic for at least two reasons: it singles out social networking sites and bans speech that might be permissible. "The whole social networking exceptionalism is ridiculous," he says. "There's no way to distinguish social networking sites from other sites."
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the attempt to ban fake profiles might be unconstitutional because it could end up also criminalizing legitimate speech. "There's so much potential speech that's covered by this, it makes me nervous," he says.
Last year, a Texas appellate court invalidated another harassment law that made it a crime to send repeated emails "in a manner reasonably likely to harass, annoy, alarm, abuse, torment, embarrass, or offend another." In that case, the court ruled that the law potentially criminalized speech that was allowed under the First Amendment.
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THEN: Journal
Tags: no_tag on 2009-06-30 and saved by 3 people -All Annotations (6) -About
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The usual kind of staff development--the one-shot training workshop mandated by the principal or superintendent--will not produce the desired effect, or perhaps any effect at all. Teachers will bring technology into their classroom practice gradually, over time, and at different rates, with long-term help from colleagues and from professional networks like BreadNet and the National Writing Project. And, most important of all, teachers need to be given time to investigate and use technology themselves, personally and professionally, so that they can themselves assess the ways that these tools can enhance a given curricular unit. Technology for its own sake is not what these educators want or need.
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Trying to quantify and measure so-called "21st-century skills" now is like trying to anticipate the punchline of a joke that hasn't even been told yet. Even if you did get lucky and guess it on your first or second try, you've missed the whole point of the joke.
Teaching the New Writing hammers hard on this point, returning in chapter after chapter to the issue of assessment and the tensions teachers feel between what can feel at times like oppositional forces. Herrington and Moran write that:[t]eachers are caught in this conflict, for their students' sake wanting to respond to the changes taking place in this thing we call writing, and at the same time wanting their students to do well in the 19th-century school essay called for on standardized tests.
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TEMPLE TALK: The 10 things local newspapers should do - compiled in one blog post
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Readers should be able to customize/personalize how they use the services of their local paper.
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Readers should be able to contribute to the community conversation and a community’s understanding of itself in everything a newspaper does.
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Communicate to the public that this is the No. 1 priority of the newspaper and tell the community every time the newspaper helps keep politicians and others honest or makes government transparent.
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Michael Nielsen » Is scientific publishing about to be disrupted?
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There are two common explanations for the disruption of industries like minicomputers, music, and newspapers. The first explanation is essentially that the people in charge of the failing industries are stupid.
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The second common explanation for the failure of an entire industry is that the people in charge are malevolent.
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even smart and good organizations can fail in the face of disruptive change, and that there are common underlying structural reasons why that’s the case. That’s a much scarier story. If you think the newspapers and record companies are stupid or malevolent, then you can reassure yourself that provided you’re smart and good, you don’t have anything to worry about. But if disruption can destroy even the smart and the good, then it can destroy anybody.
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Some people explain the slow death of newspapers by saying that blogs and other online sources [1] are news parasites, feeding off the original reporting done by the newspapers. That’s false. While it’s true that many blogs don’t do original reporting, it’s equally true that many of the top blogs do excellent original reporting.
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The problem is that your newspaper has an organizational architecture which is, to use the physicists’ phrase, a local optimum. Relatively small changes to that architecture - like firing your photographers - don’t make your situation better, they make it worse.
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The result is that the newspapers are locked into producing a product that’s of comparable quality (from an advertisers point of view) to the top blogs, but at far greater cost.
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The only way to get from one organizational architecture to the other is to make drastic, painful changes. The money and power that come from commitment to an existing organizational architecture actually place incumbents at a disadvantage, locking them in. It’s easier and more effective to start over, from scratch.
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The reason is that those organizations are large, complex structures, and to survive and prosper they must contain a sort of organizational immune system dedicated to preserving that structure.
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The result is that the people who add the most value to information are no longer the people who do production and distribution. Instead, it’s the technology people, the programmers.
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When new technologies are being developed, the organizations that win are those that aggressively take risks, put visionary technologists in key decision-making positions, attain a deep organizational mastery of the relevant technologies, and, in most cases, make a lot of mistakes. Being wrong is a feature, not a bug, if it helps you evolve a model that works: you start out with an idea that’s just plain wrong, but that contains the seed of a better idea. You improve it, and you’re only somewhat wrong. You improve it again, and you end up the only game in town.
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Technology's Impact on Learning Outcomes: Can It Be Measured? : May 2009 : THE Journal
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The main benefits of technology use are to support each individual student in his/her own learning process, provide direct access to all learning supports he/she might need (as well as creating his/her own when needed), and collaborating within various learning communities and project teams.
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Technology's Impact on Learning Outcomes: Can It Be Measured? : May 2009 : THE Journal
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he main reason for this misunderstanding is that, while we may be skilled technology users or may know a handful of teachers who actually use technology well, there are many more we know who persistently avoid the issue and fake use.
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Around the Corner-MGuhlin.org
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EdTech Leaders Online
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Knowledge Management - Instructional Technology Services, SAISD | Subfinder / Subfinder | Edit
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NEA - Online Social Networking for Educators
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The vast majority of educators use social networking discreetly and professionally to make connections that can enhance careers, not jeopardize them.
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"What I like about social networking is that I can stay in touch with other teaching professionals to share materials, ideas, teaching stories, and sometimes even my gripe of the day
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The vast majority of educators use social networking discreetly and professionally to make connections that can enhance careers, not jeopardize them.
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he vast majority of educators use social networking discreetly and professionally to make connections that can enhance careers, not jeopardize them.
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The vast majority of educators use social networking discreetly and professionally to make connections that can enhance careers, not jeopardize them.
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he vast majority of educators use social networking discreetly and professionally to make connections that can enhance careers, not jeopardize them.
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The vast majority of educators use social networking discreetly and professionally to make connections that can enhance careers, not jeopardize them.
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The vast majority of educators use social networking discreetly and professionally to make connections that can enhance careers, not jeopardize them.
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The vast majority of educators use social networking discreetly and professionally to make connections that can enhance careers, not jeopardize them.
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The vast majority of educators use social networking discreetly and professionally to make connections that can enhance careers, not jeopardize them.
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Students' 'Evolving' Use of Technology :: Inside Higher Ed :: Higher Education's Source for News, Views and Jobs
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Today’s college students are using more technology than ever.
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“IT is not a good substitute for good teaching. Good teachers are good with or without IT and students learn a great deal from them. Poor teachers are poor with or without IT and students learn little from them.”
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two-fifths of students said they were more engaged with courses that had IT components, while a fifth disagreed and the rest didn’t say either way.
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How can educators adapt their teaching methods to emerging technologies? And should they?
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some educators “are against the idea of technology itself transforming their teaching and student learning.”
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Leisure devices, such as handheld video and music players (read: iPods), have transcended the gender gap. Where there used to be a difference between males’ and females’ ownership of the players just two years ago, the gap has disappeared, with 83.1 percent of 18- to 19-year-olds owning one.
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The report also finds challenges in addressing skills gaps for using spreadsheets and CMS software, highlighting the need for colleges to provide instructional technology to bring students up to speed.
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Think Like A Leader
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untitled
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"Researchers have found
that successful online collaborative discussion is directly linked to its
assessment. Simply put, this means that to encourage collaborative discussion
one must grade it."
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Blogging from the Classroom, Teachers Seek Influence, Risk Trouble - US News and World Report
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Although generally dismissed by school administrators as "faculty bathroom graffiti," teacher blogs, including those that are written anonymously, are becoming essential reading for anyone who wants to look beyond standardized test score reports to see what's really going on in schools. These blogs "raise important issues and give the rest of us a peek into a world that we see and hear about very rarely or only anecdotally through the media," says Alexander Russo, a former parochial school teacher who has written about the education blogging community.
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Free speech protects teachers who want to blog about matters of public concern, says David Hudson, a First Amendment scholar. But courts have ruled that schools can discipline teachers if their speech, including online postings, disrupts school operations
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U Tech Tips » Blog Archive » Do you give yourself permission to reflect?
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Reflection is a great process…a proven process of learning. We’ve been asking students to reflect for years in education so one simple question:
Do you give yourself permission to reflect during the work day?
and another question:
Do your administrators give you permission to reflect during the work day?
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Blogging is not just writing, it is the act of reading, thinking, reflecting and writing. As a technology person in a school helping teachers, I need that time to reflect and learn about what’s happening, and I make a point to schedule that into my work day.
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Make reflection part of your work day. If it is something you try and do outside of school it won’t happen. There is rarely a time when I’m not thinking about education and technology…but it’s my passion and I love it! Some teachers have other interests, and that’s great! But give yourself time to reflect on your practice. Make it a habit to reflect and make it part of your work day.
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