Maureen Greenbaum's List: AMP

• computers, they are replacing not only factory workers, but tax preparers, bank tellers, service workers, and other people in jobs for which humans once seemed uniquely qualified.
• ew working paper titled “Smart Machines and Long-Term Misery,” t
• d reach a worrisome conclusion: Computer programs and robots may now be competing with workers in a way that leaves some groups—including supposedly tech-savvy young people—worse off in the long term.
• achines can easily replace lower-skilled workers, we move toward a world where every generation is actually worse off than the previous one—even as the economy grows.
• “The key question is who works well with computers and who is competing with computers,”
• Other economists think that it’s still possible to get people the right education to do the jobs robots can’t.

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• Georgia Institute of Technology announced a new lab for disruptive ideas, the Center for 21st Century Universities
• eorgia Institute of Technology announced a new lab for disruptive ideas, the Center for 21st Century Universities.
• Richard A. DeMillo, the center’s director and Georgia Tech’s former dean of computing, and Paul M.A. Baker, the center’s associate director. We talked about challenges and opportunities facing colleges at a time of economic pain and technological change—among them the chance that many universities might follow Borders Bookstores into oblivion.
• universities are “bystanders” at the revolution happening around them, even as they think they’re at the center of it.
• I don’t know why anyone would think that the online revolution is about reproducing the classroom experience.
• technology enabling a single master teacher to reach students on an individualized basis on a scale that is unprecedented.
• the massive open courses is going to fundamentally change the business models
• put the notion of value front and center.

• Q. You really think that many universities could go the way of Borders?

   

  Mr. DeMillo: Yeah. Well, you can see it already. We lost, in this university system, four institutions this year.
• in an environment in which you’ve got reduced resources, you can’t afford to have essentially identical programs 50 miles apart.
• university has to figure out where its true value sits in that landscape.
• projects is your center working on right now
• The Khan Academy—small bursts of knowledge that may or may not be included in a curriculum—was a really interesting idea. Can students generate this kind of material in a way that’s useful for other students?
• The question is can we take this blogging format and turn it into an online seminar.

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• To get it, you’ll need to struggle and strive, to be strong, and occasionally even to piss off some admirable people.
• Students come to college with the goal of a diploma in mind—what happens in between, especially in classrooms, is often of no deep and determining interest to them.
• The idea that the courses you take should be the primary objective of going to college is tacitly considered absurd. In terms of their work, students live in the future and not the present; they live with their prospects for success. If universities stopped issuing credentials, half of the clients would be gone by tomorrow morning, with the remainder following fast behind.
• public also senses that because professors don’t pay full-bore attention to teaching they don’t have to work very hard

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• "They would just be inspired to use blogs and Twitter and technology, but the No. 1 thing that was missing from it was a sense of purpose."
• It doesn't matter what method you use if you do not first focus on one intangible factor: the bond between professor and student.
• his job is less about being an expert imparting facts and figures, and more about being a salesman convincing students that his material is worth their attention. "The messenger, ironically enough, is more important than the message," he says. "If the messenger is excited and passionate about what they have to say, it leaves a good impression. It stimulates students to see what all this excitement is about."
• methods to create more active experiences in the classroom—can be used to forge that kind of relationship between teachers and students where professors nurture rather than talk down to students.
• their time was better spent engaged in doing statistics, not watching it done by me.
• "altruistic" aspect of teaching: "I care for you, my students, I love this stuff I'm teaching you, and I am teaching it because I think it will help you, delight you, make you better in many ways, etc.
• lecturing, good and bad does, and its can transmit info though never as well as the web (never is technically accurate in its usage there) and it can educate (but not quite as well as the best humans do that--a credibility thing). We even have measured the decay speed of lectured content---approximately 17% is recalled a week later (meta-analysis of 24 studies) and about 7% is recalled six months later, both figures using MUCH above average lecturers. Lecturing is NOT a teaching method, it is a publishing method.
• Pedagogical Content Knowledge - knowing how best to navigate/present/discuss concepts with novice learners
• highlighting the importance of purpose, significance, and the creation of learning communities (bonds between teacher and student, as well as among students
• it empowers students to connect and collaborate with people all over the world and produce work that they can take pride in knowing has significantly altered the way people talk and think about certain topics
• reboot of my thinking, or even my message, it is simply a reboot in how I deliver my message.
• broader ecosystem of a college campus, not everybody needs to jump on board with participatory methods and teaching with technology.  But everybody does need to be on board with the goal of creating an environment in which a rich participatory culture of learning can grow.
•  I use wikis, blogs, twitter and other social media in the classroom not because our students use them, but because I am afraid that social media might be using them – that they are using social media blindly, without recognition of the new challenges and opportunities they might create.  I use social media not only as an effective teaching tool that encourages participation, but also as a way to broaden the media literacy of our students. 
• showed them how they can effectively use these tools in ways they had not yet imagined, while also allowing them to see a little more clearly how these tools are using them, altering their habits, sensibilities, and values as well as the larger structural contexts in which they live.
• If the students are eager for the content, they'll be attentive despite inept teaching
• The idea that teaching is somehow the same as "offering knowledge" or "presenting material" is a limited view of what teachers can (and, in my opinion, should) do.
• well-trained listener listening to a well-structured lecture is in fact a very efficient, engaged development of the listener's mind and knowledge -
• Most students have no idea how to read anything hard in order to learn from it, and even less idea how to listen to a lecture; but then most professors would benefit greatly from a course in lecture method, too
• most effective bond between teacher and students is reciprocal. The lecture format can be and has been used to dump more students in a classroom under the old teaching-as-transfer-of-information model. The more students in the classroom, the less reciprocal the bond because our innate, biological technology can only handle so much capacit

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• In the last year the level of smartphone and tablet ownership has sky-rocketed, and with it the trend towards the consumerisation of IT. In other words, business IT organisations have come under ever-increasing pressure to let their employees choose what they use to do their work on.
• A survey covering 17 countries by business technology company Avanade found that 88% of executives said employees were using their own personal computing technologies for business purposes.
• "We found globally that 40% of college students and 45% of employees would accept a lower paying job with a choice of device, than a higher paying job with less flexibility."

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• t many of our educational practices are not supported by what we know about human cognition.
• way most of us teach is a relic of the steam age; it is designed to support a factory system by cultivating “attention, timeliness, standardization, hierarchy, specialization, and metrics,”
• resistance to technology in education is not new
• Following the long trajectory of the Protestant Reformation, you no longer needed someone to tell you what to think: You could read for yourself, draw your own conclusions, and possibly select your own society. Now the Internet offers a radical expansion of that process of liberation: It challenges institutional authority, it’s uncontrolled, and it has the potential to disrupt existing hierarchies, opening up new fields of vision, and enabling us to see things that we habitually overlook.
• the isms of prior decades—“multiculturalism, postmodernism, deconstruction, postcolonialism, neocolonialism, racism, racialism, feminism, queer theory”—seem to have retreated.
• Providing examples of how people have worked collaboratively, using the Internet, to develop effective responses to real-world problems, Davidson made a compelling argument for significant reforms in higher education
• large-room lecture, have become impediments to innovative scholarship. Students often learn in spite of our practices, learning more outside of the structured classroom than in it. Google is not making the rising generations stupid, Davidson argued; on the contrary, they rely on it to teach themselves, and that experience is making students aware that invisible gorillas are everywhere—and that one of them is higher education as most of us know it.
• as the cost of traditional education increases beyond affordability for more and more students, that they (and their employers) may increasingly decide that they don’t need us. We need to find more ways to expand and diversify higher education beyond traditional degrees earned in late adolescence. Without abandoning the value of preparing students for citizenship and a rewarding mental life, we need to develop more-flexible systems of transparent long-term and just-in-time credentialing, earned over the course of one’s life in response to changing needs and aspirations
• Hastac is now supporting the exploration of digital “badges” signifying the mastery of specific skills, experiences, and knowledge.

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• Individualization refers to instruction that is paced to the learning needs of different learners. Learning goals are the same for all students
• Differentiation refers to instruction that is tailored to the learning preferences of different learners. Learning goals are the same for all students, but the method or approach of instruction varies according to the preferences of each student or what research has found works best for students like them.
• Personalization refers to instruction that is paced to learning needs, tailored to learning preferences, and tailored to the specific interests of different learners. In an environment that is fully personalized, the learning objectives and content as well as the method and pace may all vary
• Personalized learning is NOT "Personalized Instruction."   
  
  Personalizing learning means... 
   
  • students know how they learn so they are prepared for today and their future as global citizens. 
  • students are co-learners and co-designers of the curriculum and the learning environment. 
  • students own and drive their learning. 
• The teacher becomes the hardest working person in the classroom.
• Differentiating and individualizing instruction is teacher-centric, grade-level, and standards-based
• student needs to be the hardest working people in the classroom. Teachers need to teach their students how to fish and not fish for them
• The advantage of technology is that students can use the content and be the experts with their teacher. They can become experts on specific content areas, technology, and even create content.
• Personalizing learning starts with the learner. It is not personalized instruction.

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• 
   Best of all, Gooru adapts to you
• Based on the topics you study and your performance on self-assessments, Gooru suggests resources and study guides that will help you master the concepts. You can track your study habits and monitor your performance on any of the topics you study.

• er organization has redefined its standards for teacher professional development to keep up with what is being expected of today’s students.
• we know: PD [should be] ongoing, and it means teachers collectively sharing the responsibility for all students—from grades to lesson plans—and that happens by implementing teacher teams that meet up regularly.
• engaging all teachers in learning teams committed to continuous improvement
• ensures that all—not just some—students experience great teaching.

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• It is the process of learning, not the content of learning, that addresses the 4 C’s.

• It is the process of learning, not the content of learning, that addresses the 4 C’s.

   

  Technology is a perfect vehicle for facilitating this. But this isn’t about learning how to use technology or even teaching with technology tools, it is about students creating and constructing with technology.

• Forcing kids to learn long multiplication and division as a prerequisite to algebraic problem-solving is like teaching art students to mix paint before they are allowed to draw pictures.
• human-as-calculating-machine era is over
• Teaching students a computer language is in no way skipping the basics. It is the new basics for the 21st century.

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• classroom-only learning mentality should have disappeared when the personal computer was invented.
• What employers care about now is how well you perform on their own competence and aptitude tests or how well you do in one of their ‘learn-at-work’ programs. Schools aren’t preparing students for either one.”
• Most universities do little to equip you with the skills that really matter—like intellectual curiosity, adapting to new knowledge, innovative thinking and creative problem-solving.
• Many entrepreneurial employers are no longer impressed with a mere diploma, Dad. They want you to demonstrate knowledge—not show them a piece of paper that cost you or your parents a hundred grand.”
• jobs you lost because you were either replaced by automation or because the career you were in basically ceased to exist due to advancements in technology,
• coding academy
• future of education isn’t learning about something, it’s about learning how to fluidly adapt to change.
• not about going to a place to get “educated,” it’s about accessing and customizing the ocean of knowledge that already surrounds us in “the cloud.”

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• routine labor—both mental and physical—is increasingly being automated, so the only thing left for humans to do will be more creative tasks. Education will follow suit by preparing people to do these more creative jobs.
• Education can help set the stage for innovation, but education on its own is far from sufficient. At times education can even be opposed to innovation, since education often reinforces established thinking through the use of a fixed curriculum
•  Armed with the best possible technology, a few master teachers could extend their reach to where they effectively fulfill the needs of increasingly large numbers of students

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• Five years ago, most of us hadn’t heard of what are now some of the dominant communication platforms of our time:

• significant adoption and innovation in the coming months.
• near ubiquitous cellphone ownership among adults, and growing ownership among children. More than three-quarters of teens own a cellphone, and about 40% own a smartphone. As such, these mobile devices will help unlock some of the promise of “anytime, anywhere” learning opportunities.
• With more “data exhaust” from our usage of technology and the Web, there’s a trove of information we aren’t really fully tracking when it comes to teaching and learning. 2012 will likely bring about a search for new analytical tools
• promise of personalized learning — that is, instruction and quizzes aimed at a student’s specific needs and skills — adaptive learning is poised for widespread adoption, both at the K-12 and higher ed levels.
• PEER TO PEER: “Social learning” has gained a lot of attention in recent years as new technologies have offered ways for students to communicate and collaborate — whether they’re side-by-side in the classroom or thousands of miles away. The ability for learners to connect with one another will be one of the most important trends of the coming year. This isn’t just a matter of connecting learners with online resources or with online instruction. Rather, one of the big opportunities will be to create a space in which learners can help and teach each other.

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• College professors have begun to use Pinterest as a place to post their syllabus, as well as additional resources for the classes.