למידה, אינטרנט ... ומה שביניהם

By 1870, they (רופאים) once again found their services in demand by a growing group of people seeking medical care: seemingly healthy men and women, usually living in cities, who experienced physical pain, emotional distress, and profound exhaustion. To explain this condition, leading neurologists George Beard of New York and S. Weir Mitchell of Philadelphia combined the European science of nervous energy with a conservative suspicion of the social changes taking place in late-century America.

The article also notes that then, like now, the concerns are accompanied by an encouragement to return to the traditional ways of doing things (in this day and age - encouraging kids to 'play proper games' or have 'genuine relationships') rather than highlighting ways of healthy adaptation to the new technology.

Nick argues that we are losing our ability to “read deeply,” e.g. read a whole book and contemplate it, without “distraction.” The problem is he’s using an antiquated yardstick to measure the quality of thought.

Maybe I don’t need 250 page books anymore because the web enables me to connect ideas and create narratives that I used to depend on book authors to do for me, because I wasn’t able to access all the information and connect all the dots myself.

תוויות: אוריינויות, הרהורים, מידענות

The Internet’s role in future learning will be the delivery of the One Web through a mobile carried by the learner.

תוויות: אוריינויות, סלולארי

She says there's no evidence that cheating or fraud happens more often with its students than with students in face-to-face classes.

How do professors know that a student enrolled in a large lecture class is the same one handing in an assignment or test, she asks?

תוויות: הערכה, מקוון

תוויות: אוריינויות, שימוש בבתי ספר

לחשוב ביחד, ללמוד אחד מהשני, ליצור משהו ביחד ולא רק לצפות ב"סרט".

For many years I have secretly (and sometimes not so secretly) fumed at conference speakers whose main role seems to be entertainment rather than enlightenment. Don't get me wrong: I enjoy a good "show" as much as the next person, but there does come a point when I start to think, "Is there any substance in any of this?"

I have to say that I think the fault lies not so much with the speakers, but with the uncritical audiences that indulge them.

Am I missing something? Is David being humble or are conferences booking major speakers lacking the preparation or expertise required to educate and inspire the audience?

תוויות: בלוגים, הרהורים, כנסים

תוויות: כלי ווב 2.0, שימוש בבתי ספר

I’m finding anything that hints of substance just too scattered, too disjointed to read

And I can’t help feeling like it’s just making all of us, myself included, lazy. We’ve lamented this before, this “fact” that the whole community is blogging less since Twitter, engaging less deeply, it seems. Reading less.

Wasn’t Twitter’s original intent meant to be “updates” of micro-moments? Did the designers of the tool build it so that we could organize our professional tasks and research?

But somebody believes that Twitter is worth something - they’ve been funded with 15 million dollars of venture capital. That’s not a gift, somebody is expecting them to return that 15 million with much more on top. Other venture capitalists have invested 1 million dollars in Summize.

So you have to ask yourself, is “buzz” plus “free” driving educational practice and planning? Are you building a future on this premise? Are educators walking into a trap set out to attract any and all users, just so venture capitalists can make a return on investment?

תוויות: כלי ווב 2.0, שימוש בבתי ספר

תוויות: העתקה-הדבקה

We had to train more faculty and provide more online courses because students just couldn’t afford to drive to our campuses.

Will gas prices be the tipping point for an educational revolution? Perhaps. Will it be the revolution we want? Maybe. I certainly think it has the potential to deliver the kind of systemic, no-boundaries impact that could shake the basic structure of school as we know it.

תוויות: מקוון

תוויות: דוגמאות, ויקי

Currently, technology seems to be ahead of the pedagogy. In 1995 the pedagogy was a little ahead of the technology, when it came to the potential of the WebQuest. We have to work to overcome the "fear" of the tools and allow these tools to help our students zone in on the curriculum. Web 2.0 can make that happen.

תוויות: כלי ווב 2.0, שימוש בבתי ספר

The process benefit accrues when students make selections about what to note and when they use at least some of their own words to record that material. When students record lecture content using their words, it becomes easier for them to connect new material with things they already know. This process benefit is lost when students are provided with complete notes.

The researchers looked at the impact of the complete versus the partial notes on exam scores, final grades, and attendance. They found that those students who received partial notes performed better … and earned significantly higher course grades.

This seems extremely short-sighted to me, and somewhat old-fashioned with regard to what happens in the classroom. It sounds as though the recommendation is based on the idea that professors are going to lecture to the students so don't give them all the notes. It apparently leaves out the possibility of NOT lecturing constantly and replacing that time with active learning opportunities based on the complete notes that students could have.

תוויות: הוראה, למידה

לנושאים שמעניינים את הלומדים, ש"מדליקים" אותם ואולי ידליקו את תשוקת השיתוף באמצעות יצירה/כתיבה.

האם ילד המופיע על במה ימשיך לעשות זאת בהיעדר קהל? האם אפשר לבנות על מנוע פנימי חזק כל כך? לכן, לדעתי, בשונה מבלוגים של כותבים מבוגרים, יש חשיבות עצומה למרכיב התגובות/השיח.

עד כמה מוכנים הורים להיות חלק ממעגל המגיבים?

הכתיבה האישית מן הסתם קשה לחלק מהאנשים והילדים.

כמו כן היא כוללת בתוכה מרכיב של חשיפה שגם באופן אישיותי אינה מתאימה לכולם והיא גם בעיתית בקונטקס של החברה המתוקשרת בה אנו חיים היום.

אני מסכימה כי הכתיבה האישית קשה לחלק מהאנשים והילדים. אבל הייתי רוצה שבית הספר יעודד אותה ולא נצטרך לרכוש את העידוד הזה כשירות מבחוץ.

תוויות: בלוגים, שימוש בבתי ספר

I’m sure they do fine work but I felt it was more a like sales pitch.

Our Students * Our World
David Warlick
3 key points from presentation

• unpredictable future
• info-savvy students
• new information landscape

That's probably an odd title from someone blogging a 5 day tech conference, but I'm happy to say it's an oft-repeated theme here.

Students (and teachers) need a clear vision of their message and audience before they even touch a piece of equipment. If you are asking them to work at the upper levels of Bloom's (and if you're not, why aren't you?), they must have a solid understanding of CONTENT, first.

That's why, when teachers complain that technology projects take too long, I point out that

1. most of that time is spent learning the content area
2. creating a well-constructed video, podcast or whatever almost guarantees students have made that learning personal, deeply internalizing the information.

Thus, 70% of the time should be spent on learning, and only 30% on the technology. And even then only if the technology enhances the learning.

תוויות: דיווחים, כנסים

תוויות: דיווחים, כנסים

תוויות: דיווחים, כנסים

Being able to present information and knowledge in a meaningful way seems to me to be a critical work literacy skill.

it occurred to me that for many knowledge workers, developing an ability to present information graphically or visually may be an important, but under-developed and under-utilized skill

it seems to me that we’re all going to have to explore and develop a variety of ways for doing that, particularly visual means such as graphics, charts, videos, etc.

I learned from the feedback students gave me through their creative output and comments — that visualizations are less effective than stories. We seem to be hard-wired to interpret narrative structures, where conceptual and diagrammatic sense-making are acquired skills.

תוויות: אוריינויות

• One-third of high school graduates never read another book for the rest of their lives.
• 42 percent of college graduates never read another book after college.
• 80 percent of U.S. families did not buy or read a book last year.
• 70 percent of U.S. adults have not been in a bookstore in the past five years.
• 57 percent of new books are not read to completion.

To prosper in times ahead, we need to re-conceptualize our relationship with books, the role of authors and how to make books better. The shorthand for what I have in mind is the “un-book.”

Un-books link to the flow of knowledge, not sanctified facts.

תוויות: הרהורים