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22 May 09

MIT Press Journals - International Journal of Learning and Media - Full Text

In this article we argue that, after millennia of considering education (learning and teaching) chiefly in one way, we may well have reached a set of tipping points: Going forward, learning may be far more individualized, far more in the hands (and the minds) of the learner, and far more interactive than ever before. This constitutes a paradox: As the digital era progresses, learning may be at once more individual (contoured to a person's own style, proclivities, and interests) yet more social (involving networking, group work, the wisdom of crowds, etc.). How these seemingly contradictory directions are addressed impacts the future complexion of learning.

www.mitpressjournals.org/...ijlm.2009.0005 - Preview

pbj ALT assessment co-development

Howard Gardner
Hobbs Professor of Cognition and Education, Project Zero, Harvard Graduate School of Education
- The ideas in this paper are similar and even derived from people who are renowned in other circles, e. g. J.S. Brown. Unfortunately, these sources don't have the name recognition among teachers. Gardner has the recognition and trust of educators that help to advance these ideas. - on 2009-05-23
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As shown in table 1, we will be cognizant throughout of who the learners are, where they learn, how they learn, what are the principal curricula, and how competences are purveyed via the media of the time. The grid itself contains generalizations about the past and present, and speculation about the future, thus providing a broad portrait of changes over time. While we do not discuss each entry in the grid, we hope that it aids in thinking about learning in formal and informal settings.
- Table 1 contains material that I'd like to highlight and add notes but the popup medium makes it difficult to use this Diigo tool. - on 2009-05-23
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- Uniform schooling reflects both fairness and efficiency. It appears fair to treat all children in the same way; and it is also efficient, given classes of 20, 30, or even 60 charges in one room, sometimes arrayed by age, sometimes decidedly heterogeneous in composition.
  - This emphasis on fairness challenges us because our efforts to discover alternatives in some cases seems to be unfairly distributed. - on 2009-05-23
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- It would be an exaggeration to claim that formal education takes place without attention to what has been learned about the processes of successful learning, such as insights into student motivation, study habits, strategies, metacognition, and other approaches obtained from experience, or, more recently and systematically, from the psychological and cognitive sciences. But it would probably be accurate to say that such accumulated knowledge is used only spottily and sporadically in most parts of the world. Education—teaching and learning—changes very slowly.
  - This is the "Knowing-Doing Gap" (Pfieffer and Sutton) in our context.
    http://books.google.com/books?id=MeY5hdgj1bAC - on 2009-05-23
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- Yet, nowhere are these ideas dominant. Indeed, until today, one might say that the European classroom models of the 19th century continue to hold sway: Teachers give out information, students are expected to master it with little help, and the awards of the culture during the years of school go to those who can crack the various literate and disciplinary codes.
  - With these precedents, it should not surprise us that changing the culture is so difficult even among professionals who should know better, e.g. university psychologists who won't take the pledge to stop using multiple choice assessments. - on 2009-05-23
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- One strategy might involve formal education playing a role in informal learning spaces (perhaps on the analogy of teaching hospitals), and learners' out-of-school passions finding a validating place in formal educational arenas.
  - ITeams are supporting this strategy:
    Adam's and Emily's portfolios.
    Lobster research projects.
    Capstone projects. While I grant the possibility that students might object, I don't see it yet. I find more hesitance from teachers wondering whether it is worth the effort. - on 2009-05-23
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- NDM's vast resources, including the provision of many activities in which the user assumes a formative role, can complement constructivist approaches to education. As noted above, a motivated learner can investigate a wide variety of personal interests on his or her own.
  - Brandon says that he uses how-to pages and YouTube extensively to learn what he wants to know. Those experiences and resources motivated his interest in being able to develop his capacity to screencast from his Touch. - on 2009-05-23
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- At this point in time, deeply constructivist classrooms remain few and far between despite evidence that hands-on, problem-solving approaches in the classroom result in higher levels of student engagement, conceptual thinking, knowledge transfer, and retention (Scardamalia, Bereiter, and Lamon 1994; Bransford et al. 1999; Hmelo-Silver 2004; Meier 1995; Project Zero and Reggio Children 2001; Sizer 1984). But in an environment of “No Child Left Behind” and standardized tests linked to federal funding, the implementation of constructivist principles in the classroom can be considered a risky enterprise for public schools.
  - MSAD 75 ITeams provide the venue for us to explore this frontier and mitigate risk. - on 2009-05-23
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- A web-based project at MIT, for instance, paired French language students with peers in France learning to speak English, and provided students an authentic opportunity to practice their language skills, learn online communication skills, and negotiate the implicit guidelines of a different culture (Cultura 2007).
  - This approach can help us address NCATE standards for diversity even in relatively homogeneous contexts like rural Maine. - on 2009-05-23
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22 Aug 08

Myelin Repair Foundation's Institutional Innovation

An Effective Research Road Map

Consider the powerful example of the Silicon Valley nonprofit Myelin Repair Foundation (MRF), which provides an early glimpse of next-generation institutional innovation (BusinessWeek.com, 11/15/07) as it emerges on the edge of medical research and drug discovery. As its name suggests, MRF has a very specific target—to mobilize and focus research on a particular biological process, myelin repair.

Myelin is the substance that coats our nerves to facilitate the passage of electrical signals. In multiple sclerosis, that myelin coating begins to degrade, resulting in a host of symptoms, including fatigue, blindness, and loss of balance, ultimately leading to paralysis and death. The MRF was founded by Scott Johnson, a civil engineer and MBA by training, who himself suffers from the disease.

www.businessweek.com/...id2008057_399178.htm - Preview

co-development