internationalplp21 - Will Richardson on Diigo

13 Feb 09

This oughta tweak some thinking... - willrich on 2009-02-13

'The Objective of Education Is Learning, Not Teaching'
- This ought to tweak some thinking... - on 2009-02-13
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- They are treated as poor surrogates for such machines and instruments. Why should children -- or adults, for that matter -- be asked to do something computers and related equipment can do much better than they can?
  - Good questions. - on 2009-02-13
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- It is apparent to those who have taught that teaching is a better way to learn than being taught. Teaching enables the teacher to discover what one thinks about the subject being taught. Schools are upside down: Students should be teaching and faculty learning.
  - This is absolutely true... Students should be teaching and faculty should be learning. - on 2009-02-13
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- We learn a great deal on our own, in independent study or play. We learn a great deal interacting with others informally -- sharing what we are learning with others and vice versa. We learn a great deal by doing, through trial and error.
  - Read Jay Cross's book "Informal Learning" - on 2009-02-13
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- This is one sense in which the one who explains learns the most, because the person to whom the explanation is made can afford to forget the explanation promptly in most cases; but the explainers will find it sticking in their minds a lot longer, because they struggled to gain an understanding in the first place in a form clear enough to explain.
- For, by practicing repeatedly how to create links between my mind and another's, I am reaching the very core of the art of learning from the ambient culture. Without that skill, I can only learn from direct experience; with that skill, I can learn from the experience of the whole world. Thus, whenever I struggle to explain something to someone else, and succeed in doing so, I am advancing my ability to learn from others, too.
  - This reminds me so much of blogging, "creating links between my mind and another's." - on 2009-02-13
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- In other words, teaching was understood as public exposure of an individual's perspective, which anyone could take or leave, depending on whether they cared about it.
  - Now it's seen as imparting the information that you need to pass the test. - on 2009-02-13
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- This was true of any and every aspect of knowledge; you figured out how to learn it, and you exposed yourself to people who were willing to make their understanding public if you thought it could be a worthwhile part of your endeavor. That is the basis for the formation of universities in the Middle Ages -- places where thinkers were willing to spend their time making their thoughts public. The only ones who got to stay were the ones whom other people ("students") found relevant enough to their own personal quests to make listening to them worthwhile.
  - Mary Ann, I agree about the echo chamber piece. It's a major concern. But as is suggested in this article, part of being a learner is to take it or leave it, to be discerning, and that is a skill that I don't think we do a good enough job of helping our kids with. My kids are NEVER encouraged to question what happens in the classroom. And so, echo chambers are in their futures. - on 2009-02-13
  - Ok...so I'm seriously having a blog connection explosion here. The blogosphere as university: "places where thinkers were willing to spend their time making their thoughts public." This is what I do, to, I expose myself to people who were willing to share their thoughts if I think those thougths can inform my own thinking. Loving this idea. - on 2009-02-13
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- Schools should enable people to go where they want to go, not where others want them to.
  - Nice. And this is part of what we need to teach our kids how to do now. Go where they want to go, not where they think WE want them to go. - on 2009-02-13
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- Every word -- teacher, student, school, discipline, and so on -- took on meanings diametrically opposed to what they had originally meant.
  - Compelling statement. - on 2009-02-13
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- Today, there are two worlds that use the word education with opposite meanings: one world consists of the schools and colleges (and even graduate schools) of our education complex, in which standardization prevails. In that world, an industrial training mega-structure strives to turn out identical replicas of a product called "people educated for the twenty-first century"; the second is the world of information, knowledge, and wisdom, in which the realpopulation of the world resides when not incarcerated in schools. In that world, learning takes place like it always did, and teaching consists of imparting one's wisdom, among other things, to voluntary listeners.
  - Love that line: "..in which the realpopulation of the world resides when not incarcerated in schools." Whoa. - on 2009-02-13
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12 Feb 09

Publications: SRN LEADS

Every year, nine in 10 of the nation’s three million teachers participate in professional development designed to improve their content knowledge, transform their teaching, and help them respond to student needs. These activities, which can include workshops, study groups, mentoring, classroom observations, and numerous other formal and informal learning experiences, have mixed results in how they effect student achievement.

Research shows that professional learning can have a powerful effect on teacher skills and knowledge and on student learning. To be effective, however, it must be sustained, focused on important content, and embedded in the work of collaborative professional learning teams that support ongoing improvements in teachers’ practice and student achievement.

A comprehensive new report released today by researchers from Stanford University and the National Staff Development Council (NSDC) finds that while the United States is making progress in providing support and mentoring for new teachers and focusing on bolstering content knowledge, the type of support and on-the-job training most teachers receive is episodic, often fragmented, and disconnected from real problems of practice.

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Research shows that professional learning can have a powerful effect on teacher skills and knowledge and on student learning. To be effective, however, it must be sustained, focused on important content, and embedded in the work of collaborative professional learning teams that support ongoing improvements in teachers’ practice and student achievement.
“Most states and districts are still not providing the kind of professional learning that research suggests improves teaching practice and student outcomes,” says Linda Darling-Hammond, Charles E. Ducommon Professor of Teaching and Teacher Education at Stanford University, who wrote the report along with a team of researchers from Stanford’s School Redesign Network. “The research tells us that teachers need to learn the way other professionals do—continually, collaboratively, and on the job.

11 Feb 09

Our Boom De Yada « Cole Camplese: Learning and Innovation

Now, you can say this is just people imitating other people but if you ask me there is something deeper going on here. I am of the mind that the web is a platform for starting conversations — and I’m not just talking about online conversations. If you follow what probably happened in the example above you can begin to see how powerful this is … perhaps their teacher saw the commercial and got the idea that his class could make their own. This simple thought (enabled by technology) motivated that group of kids to work together to create something original, new, and challenging. They had to work together to make it happen … and then by sharing it with the World gave a whole other set of people the inspiration they need to try something new together.

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30 Jan 09

Too Many Online Friends? Time to Delete - NYTimes.com

As social networking becomes ubiquitous, people with an otherwise steady grip on social etiquette find themselves flummoxed by questions about “unfriending” people: how to do it, when to do it and how to get away with it quietly.

“If someone with more than 1,000 friends unfriends me, I get offended,” said Greg Atwan, an author of “The Facebook Book,” a satirical guide. “But if someone only has 100 friends, you understand they’re trying to limit it to their intimates.”

Mr. Atwan, a recent graduate of Harvard (where Facebook got its start), recommends culling your friend list once a year to remove total strangers and other hangers-on. Keeping your numbers down gives you more leeway to be selective about whom you approve in the first place, he said.

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12 Jan 09

EDUCAUSE’s Top 5 Teaching and Learning Challenges at bavatuesdays

The difference at UMW is, however, that they teach at a school that has invested in a staff of instructional technologists who are encouraged to innovate and proselytize these technologies to the community. All of these projects, and many more, were born from real relationships and conversations between people premised as much on ideas, bad jokes, and re-conceptualizations, as they were on new technologies and possibilities. And while these projects could have happened here in isolation, they didn’t. And they didn’t because they worked in collaboration with a group that both collects and promotes the work happening all over campus, a veritable propaganda machine that features what’s happening in a wide variety of classes in an attempt to make the great stuff happening all over campus both more visible and more imposing :) The tools we promote also allow us to promote good teaching and learning across the disciplines, and frame a community of innovation. Technology is key to this in many ways, but it is in the thinking it together—not the further isolation of another un-inspired LMS ruled over by a zombie-like IT schlep—that makes UMW so god damned badass.

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11 Jan 09

Comparing Six Ways to Identify Top Blogs in Any Niche - ReadWriteWeb

Identifying top niche blogs is invaluable knowledge for anyone wanting to enter, study or market to people in a particular field. It's one of the fastest and most effective ways to learn the lay of the land and get involved in the community of successful

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09 Jan 09

From Knowledgable to Knowledge-able: Learning in New Media Environments | Academic Commons

The sheer quantity of information now permeating our environment is astounding, but more importantly, networked digital information is also qualitatively different than information in other forms. It has the potential to be created, managed, read, critiqu

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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.
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.
2 more annotations...
- 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.
- But as David Weinberger and Clay Shirky have demonstrated,
  networked digital information is fundamentally different than
  information on paper.³

07 Jan 09

Interview with Clay Shirky, Part I : CJR

If you took the contents of an average Barnes and Noble, and you dumped it into the streets and said to someone, “You know what’s in there? There’s some works of Auden in there, there’s some Plato in there. Wade on in and you’ll find what you like.” And i

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What it has done, instead, is brought back reading and writing as a normal activity for a huge group of people.
Many, many more people are reading and writing now as part of their daily experience. But, because the reading and writing has come back without bringing Tolstoy along with it, the enormity of the historical loss to the literary landscape caused by television is now becoming manifested to everybody. And I think as people are surveying the Internet, a lot of what they’re doing is just shooting the messenger.
10 more annotations...
- But, the deep effects seem to me to be that when people are given media that isn’t interactive, they invent their own interactions around it.
- What is quite obviously happening is that the number of things that are available for short attention are increasing. But, so is the ability to consume complicated, long-form information. I think the fact that Nate Silver’s site in the recent election—Nate Silver’s fivethirtyeight.com—became a breakout hit was a kind of a testimony to a hunger in people for taking in information in long, large, complex ways.
- And so, what the Web does is that it does what all amateur increases do, which is it decreases the average quality of what’s available. It is exactly, precisely, the complaint made about the printing press. So, the only thing surprising about the Web, in a way, is that it’s been a long time since we’ve had a medium that increased the amount of production of written material this dramatically.
- nostalgia becomes the only bulwark against change.
- The actual effects of making more information available to more people have been enormously beneficial to society, yet not to the intellectual gatekeepers in the generation in which that change happened.
- But the information overload people are the most narcissistic because information overload started in Alexandria, in the library of Alexandria, right? That was the first example where we have concrete archaeological evidence that there was more information in one place than one human being could deal with in one lifetime, which is almost the definition of information overload. And the first deep attempt to categorize knowledge so that you could subset; the first take on the information filtering problem appears in the library of Alexandria.
  
  By the time that the publishing industries spun up in Venice in the early- to mid-1500s, the ability to have access to more reading material than you could finish in a lifetime is now starting to become a general problem of the educated classes. And by the 1800s, it’s a general problem of the middle class. So there is no such thing as information overload, there’s only filter failure, right? Which is to say the normal case of modern life is information overload for all educated members of society.
- If you took the contents of an average Barnes and Noble, and you dumped it into the streets and said to someone, “You know what’s in there? There’s some works of Auden in there, there’s some Plato in there. Wade on in and you’ll find what you like.” And if you wade on in, you know what you’d get? You’d get Chicken Soup for the Soul. Or, you’d get Love’s Tender Fear. You’d get all this junk. The reason we think that there’s not an information overload problem in a Barnes and Noble or a library is that we’re actually used to the cataloging system. On the Web, we’re just not used to the filters yet, and so it seems like “Oh, there’s so much more information.” But, in fact, from the 1500s on, that’s been the normal case.
  
  So, the real question is, how do we design filters that let us find our way through this particular abundance of information? And, you know, my answer to that question has been: the only group that can catalog everything is everybody. One of the reasons you see this enormous move towards social filters, as with Digg, as with del.icio.us, as with Google Reader, in a way, is simply that the scale of the problem has exceeded what professional catalogers can do. But, you know, you never hear twenty-year-olds talking about information overload because they understand the filters they’re given. You only hear, you know, forty- and fifty-year-olds taking about it, sixty-year-olds talking about because we grew up in the world of card catalogs and TV Guide. And now, all the filters we’re used to are broken and we’d like to blame it on the environment instead of admitting that we’re just, you know, we just don’t understand what’s going on.
- And so one of the problems that old people like me suffer from is just we know too many solutions for problems that no longer exist. And it kind of freaks us out to realize that all the things we mastered don’t really add up to much value anymore.
- It’s not so much that young people are smart and old people are scared. It’s that young people don’t have to unlearn all the stuff that old people do have to unlearn if we want to understand this world. And unlearning is just about the least fun activity in the world. So, you know, it’s easy to understand why people don’t want to sign up for it. But it’s also kind of pathetic that the people going around talking about information overload don’t stop to factor in the idea that if the twenty-year-olds aren’t complaining about information overload, it probably isn’t the problem we think it is.
- I’m just so impatient with the argument that the world should be slowed down to help people who aren’t smart enough to understand what’s going on. It’s in part because I grew up in a generation that benefited enormously from not doing that. Right? The baby boomers, when we were young, we had zero, zero patience for the idea that people who are in their fifties in the ’70s and ’80s should somehow be shielded from cultural changes because somehow the stuff that we were doing was upsetting them. So, now it’s our turn and we ought to just suck it up.

17 Dec 08

Stages of Personal Learning Network Adoption

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Pew Internet: Future of the Internet

A survey of internet leaders, activists and analysts shows they expect major tech advances as the phone becomes a primary device for online access, voice-recognition improves, artificial and virtual reality become more embedded in everyday life, and the a

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16 Dec 08

Blogging Toolbox: 120+ Resources for Bloggers

An aspiring blogger can be overwhelmed with the vast amount of resources, tools, and advice for bloggers available on the net. While in no way definitive - there’s simply too much going on in this space to cover it all - we did our best to bring you a com

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11 Dec 08

Metacognition - Stephen Heppell

What you get is that sort of metacognition…you get a meta-level reflection on learning. All the time they are learning, they’re thinking about how they’re learning - and I absolutely promise you if that happens for your children in your classroom they wil

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06 Dec 08

World Without Walls: Learning Well with Others | Edutopia

Welcome to the Collaboration Age, where even the youngest among us are on the Web, tapping into what are without question some of the most transformative connecting technologies the world has ever seen. These tools are allowing us not only to mine the wis

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03 Dec 08

Stop-Motion App-uh-lu-cat-ion on Vimeo

Amazingly creative video by a 16-year old applying to be a community manager at an online site.

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27 Nov 08

Grandma’s on the Computer Screen - NYTimes.com

Sherry Turkle, a psychologist at the Massachusetts Institute of Technology, worries that ever-more-real virtual encounters (holograms may be next) could make us forget what we are missing in the case of a grandchild: the smell of a grandmother’s cooking,

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23 Nov 08

Marking work in Google Docs | ICT in my Classroom

What is the best way to give feedback on a piece of work produced in Google Docs? What formatting tools are most appropriate to use when leaving comments? How do you organise 30 to 60 pieces of work handed in to you? How do children hand in work? What new

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22 Nov 08

Now, Brevity Is the Soul of Office Interaction - NYTimes.com

ONE hundred forty characters — the exact length of this sentence — is turning out to be just right for business communications of all kinds.

Whether sharing project updates with colleagues or reaching out to customers, workers are communicating in a new

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20 Nov 08

Teenagers’ Internet Socializing Not a Bad Thing - NYTimes.com

“It may look as though kids are wasting a lot of time hanging out with new media, whether it’s on MySpace or sending instant messages,” said Mizuko Ito, lead researcher on the study, “Living and Learning With New Media.” “But their participation is giving

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17 Nov 08

US Dept. of State Video Channel on You Tube

As Karl F. said, a great reason to unblock YouTube. "Official video produced by the U.S. Department of State. Videos include the Daily Press Briefings, special video collections based on foreign policy issues, and candid interivews of U.S. diplomats. Offi

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100 Cool Things You Can Do With RSS » Accredited Degrees

Really Simple Syndication (RSS) allows you to get information sent directly to you, eliminating the need for you to that information individually. Using a reader will allow all the RSS feeds to come to one spot for you to read at your leisure. While readi

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'The Objective of Education Is Learning, Not Teaching' - Knowledge@Wharton