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Mike Hetherington's Library tagged education →  View Popular

17 Apr 08

Remote Access: Why I'll Never Advance

  • Challenging authority and pushing the bounderies of change to tradition drives
    necessary change. Although it certainly leads to some stressful moments, I
    thrive off bringing dynamic and sometimes radical ideas to the table. I can see
    this being difficult if you have no support from your peers or your
    administration, but that is why we socially network..;).

  • Being a model for other classroom teachers is a powerful, wonderful thing. It
    doesn't come with a nameplate on the door, but it comes with a lot more impact
    on the lives of students.

17 May 07

E-Portfolios - the DNA of the Personal Learning Environment? ~ Stephen's Web ~ by Stephen Downes

  • The purpose of presenting the content isn't so that it can be evaluated by some authority but rather to place it in focus, in context, so it can be reflected on by the creator (and his or her peers).
21 Mar 07

Cool Cat Teacher Blog: A superwave is on the horizon: The 2007 Horizon Report

  • For those seeking to align curricular standards, this should be a dream come true. States could create whole video games around courses. Kids would beg to go to Spanish or Math or English.

    Why won't they? Probably for some of the same things that happen to me, comments like this:

    "You're spending my good tax dollars making a video games so the kids can come down and play all day."

    "Kids act like they have to be entertained. I wasn't entertained, they sat my rear end in a desk, I sat still and I was bored, but I learned something."

    "Why are we doing this when no one else is doing it?"
10 Jan 07

think:lab: Tell Me Your Story; Stir My Heart

  • f you can tell a story, you have an audience. If you tell a great story, you have a great audience.  If you invite others to create that story with you, you have something far deeper. 

elearnspace: Thinning Walls

  • we need permeable learning spaces so we are able to check our own conceptions against those held by a broad community. Insular activity (whether thoughts in our heads or conversations with like-minded people) are deceptive. We can begin to think that we have touched truth and wisdom, when in reality, we have only touched similarity.
06 Jan 07

Remote Access: Blogging and 2.0 Classrooms

  • There is so much that can be done, I think, with the limiting factors being: The amount of freedom your district/division will give you 2) You willingness to try.
05 Jan 07

Connectivism Blog

  • Build the campus, but hold off on the sidewalks. Wait a few months, then pave the footpaths worn in the grass.
03 Jan 07

2 Cents Worth » Looking Forward >>>

  • we, in the U.S., have come to over-emphasize memorization rather than reshape education to reflect a much more abundant information environment — because memorized information is easier and cheaper to test.
  • all of this lies in our notions of what it means to be literate today, the skills required to use information to accomplish goals (my definition).
02 Jan 07

growing changing learning creating: Getting framed by epistemic frames

  • If I question "how are you good?", you have been framed by my use of idiosyncratic evaluation. I assume there is no comparison to others and there is much inside of you to bring out. Without any explicit guidance, you will find your voice, express yourself, and bring your gifts to the world. You are being cultivated to use an epistemic frame of creativity that will nurture other's informal learning. You will get the idea that learning is a flow experience and intrinsically rewarding.

    Thus any "epistemic frame" is where I'm coming from, what I am assuming, what premise I'm using, the context I'm creating, the basis for my outlook or the way I am acting as-if. The effect on learning, performance and outcome measures is profound.

28 Dec 06

John Connell: the blog » Blog Archive » subjectdiscipline2.0 - my contribution

  • If the concept of the big top-down centrally-determined curriculum has had its day (and I believe it has) then the definition of what comprises a subject discipline will be down to those with knowledge to offer and those seeking knowledge. Traditional ‘subjects’ will continue to be important, but there will also be a flowering of subject disciplines defined by that ‘marketplace’ mechanism – areas of knowledge and skill determined by the interconnected needs of learners and learned.
  • According to Illich, it is just as important that those with knowledge can find those who seek their knowledge as it is for those who seek knowledge to find those who might teach them
27 Dec 06

growing changing learning creating: Bogus learning organizations

  • Many organizations rely on occasional retreats to rethink strategy, learn from experiences and recognize emergent resources. A discovery system operationalizes that into weekly conversations, blogs and wiki.

    When an organization is as good at learning new things as at reliably producing the same things -- the learning becomes informal, spontaneous and contagious.

21 Dec 06

2 Cents Worth » A New Learning Landscape

  • My children have grown up in a world of machines that you literally have to reason your way into — and what I believe, is that this has made them smarter than me in some ways that I think will be valuable to them and their future. 
19 Dec 06

Stephen's Web ~ by Stephen Downes ~

  • it remains puzzling that so much of the instructional design community remains rooted in behaviorism - this more than 30 years after the theory was abandoned everywhere else.

Stephen's Web ~ by Stephen Downes ~

  • learning - and learners - are grown, not built.
  • people need to think internationally, they need to learn to recognize patterns and perceive more intuitively, they need to acquire new information from new sources, and they need to interact and communicate.
08 Dec 06

Random Ramblings » Paperless classroom

  • She says, “this is the only opportunity they have to join the 21st century. Without education, children in this classroom don’t have a chance at the American Dream.”
07 Dec 06

2 Cents Worth » A Continuing Conversation about Technology Integration

  • In a time of rapid change, learning is what we will be spending much of our time doing. It is practically THE reason why we need to be able to read, process information, and communicate — so that we can continue to be relevant to our environment.
04 Dec 06

Will Richardson on Teachers Tech Use on the Rise…So? - pedersondesigns

  • We have to stop focusing on what teachers are doing with technology and start focusing on how they are learning with it.

Weblogg-ed » Teachers Tech Use on the Rise…So?

  • We have to stop focusing on what teachers are doing with technology and start focusing on how they are learning with it.
14 Nov 06

Ideas and Thoughts from an EdTech » Are you your student’s pet?

  • We do not have to “keep up” with them in the sense of mastering all of the new variations on multimedia communication as they do. Let them demonstrate their ideas through these media. If what they present fails to communicate anything of substance then do what teachers have done for some centuries… ask them to try and explain it again. We need to open the door to alternate forms of communication and suppress our discomfort.
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