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15 Apr 08

What makes Mathematics hard to learn? - OLPC

  • In particular, it seems to me, that we should try to get children to learn
    use the “T-test” method, which is a simple statistical test, yet which handles
    huge ranges of situations. Also they should understand using square roots to
    assess variations. Example: Basketball scores are frequently not statistically
    significant!

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).
15 May 07

41 Minutes Per Day... ~ Stephen's Web ~ by Stephen Downes

  • The skills are there, the tech's there, all that's missing is the desire of those not in the know to learn.

Mobiles, Micro Content and Personal Learning Environment ~ Stephen's Web ~ by Stephen Downes

  • I personally think that community as such is vastly overrated - community (group) implies a sort of conformity with which I am not comfortable. But content is also vastly overrated, so Leinonen. What do I think should be emphasized? Choice. Control. Autonomy.
02 May 07

The Unbearable Weight of Infrastructure ~ Stephen's Web ~ by Stephen Downes

  • instead of the entire apparatus we fund today, we instead fund several thousand people with really good salaries and tell them to go forth and provide education to whomever wants it. Add to that perhaps personal coaches hired by local communities. Imagine... Jess Jarvis, Buzz Machine, May 1, 2007.
    [Link]
02 Apr 07

Learning by Design: Good Video Games As Learning Machines ~ Stephen's Web ~ by Stephen Downes

  • Games engage students by having them co-create, by having them build and do things, by allowing them to customize, and by letting them invest in an identity over time.
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?"
15 Mar 07

Error Feedback: Theory

    • However, they qualify that to mean "effective time on task." Once again, not all practice is equal. In the case of ACT-R Theory, "effective time on task" is promoted through


      • the use of examples accompanied by explanation and understanding,
      • accurate diagnosis of the learning task and performance, and
      • feedback
19 Jan 07

Moving at the Speed of Creativity » Blog Archive » Answers for too much content, too little time?

  • Part of the answer there may involve getting students to help teach content to their peers in class. While students won’t get into the same amount of “deep study” with the topics they don’t research themselves and they hear others present, they will still get exposed to that content. The content they research and present themselves, however, will be learned better because of greater depth they get into when they TEACH the content.
12 Jan 07

University of Manitoba: Learning Technologies Centre

  • Connective knowledge is based on pattern recognition of emergent phenomena in networks. In order for a pattern to have any meaning, therefore, it must be recognized. This means that knowledge formation in a connective environment is a combination of two elements: the perception, which is the pattern to be recognized, and the perceiver, who does the recognizing. Knowledge, therefore, is not uniquely inherent in a network, but exists only insofar as it is recognized to exist. This talk will explore this argument and its implications on a theory of connective knowledge.
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.
09 Jan 07

elearnspace: Augmented Cognition

  • Our minds are finite. We have limitations on our ability to absorb and synthesize new information. Our memory does not always serve us well. We are not able to learn as much or as fast as we would like. Our minds seem rather unsuited for the challenges facing humanity.
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

Ten ideas about Ideas | Linux Journal

  • The moment [an idea] is divulged, it forces itself into the possession of everyone, and the receiver cannot dispossess himself of it. He who receives an idea from me, receives instruction himself without lessening mine; as he who lights his taper at mine, receives light without darkening me

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

  • 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
  • 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.
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. 
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