professional wordpress themes

icarewecare.org

On 05/21/2011, in active learning, engagement / engaging students, ethics, global / globalization, higher education, K-12 related, project-based learning, relationships, social learning / networks, sociology, student-related, by Daniel Christian

icarewecare.org

 

From DSC:
I originally saw this at:

Excerpt:

Of course, the future belongs to the young. You get a decent look at it ahead of time, though, by watching how they build new ways seize it.

Earlier today a 17 year old named Priyanka Jain launched a student run nonprofit called iCAREweCARE, which is dedicated to helping high school and college students identify causes they care about, find local organizations that address those problems, and then write about their experiences,  or connect with their friends over them. There is a Web site, and Facebook connections for rapid and deep information sharing.

The cause-centered orientation is praiseworthy. The implications of this kind of social platform, however, could be what proves really world-changing

If you enjoyed this article, please consider sharing it!

Tagged with: • • • • • • • • • • • • • •  

Inside Stanford’s science fair on steroids: 10 brilliant student inventions [Hughes]

On 05/21/2011, in creativity, engineering, innovation, music, science, student-related, by Daniel Christian

Inside Stanford’s science fair on steroids: 10 brilliant student inventions — from digitaltrends.com by Jeff Hughes

 

stanford product showcase 2

If you enjoyed this article, please consider sharing it!

Tagged with: • • • • •  

Class size: What research says and what it means for state policy [Brookings Institute]

On 05/17/2011, in education, education reform, K-12 related, legislatures / government / legal, policy, student-related, teaching & learning, United States, by Daniel Christian

Class size: What research says and what it means for state policy — Brookings Institute

 

If you enjoyed this article, please consider sharing it!

Tagged with: • • • • • • • •  

[Concept from DSC] The new “textbook”: A multi-layered approach

On 05/17/2011, in 21st century, adjunct faculty, Augmented Reality (AR), Daniel S. Christian, digital learning, digital textbooks, education technology, emerging technologies, faculty, innovation, instructional design, learning ecosystem, learning theories, metacognition / metacognitive skills, new business models, publishing, social learning / networks, student-related, tablets, teachers, teaching & learning, textbooks, using teams, vision/possibilities, by Daniel Christian

[Concept] The new “textbook”: A multi-layered approach — from Daniel S. Christian
I’ve been thinking recently about new approaches to relaying — and engaging with — content in a “textbook”.


For a physical textbook

When opening up a physical textbook to a particular page, QR-like codes would be printed on the physical pages of the textbook.  With the advent of augmented reality, such a mechanism would open up some new possibilities to interact with content for that page. For example, some overall characteristics about this new, layered approach:

  • Augmented reality could reveal multiple layers of information:
    • From the author/subject matter expert as well as the publisher’s instructional design team
      • Main points highlighted
      • Pointers that may help with metacognition, such as potential mnemonics that might be helpful in moving something into long-term memory
      • Studying strategies
    • A layer that the professor or teacher could edit
      • Main points highlighted
      • Pointers that may help with metacognition, such as potential mnemonics that might be helpful in moving something into long-term memory
      • Studying strategies
    • A layer for the students to comment on/annotate that page
    • A layer for other students’ comments

 

 

For an electronic-based textbook

  • The interface would allow for such layers to be visible or not — much like Google’s Body Browser application
  • For example, in this graphic, comments from the SME and/or ID are highlighted on top of the normal text:

 

 

 

 

Advantages of this concept/model:

  • Ties physical into virtual world
  • We could economically update information (i.e. opens up streams of content)
  • Integrates social learning
  • Allows SMEs, IDs, faculty members to further comment/add to content as new information becomes available
  • Instructors could highlight the key points they want to stress
  • Many of the layers could offer items that might help with students’ meta-cognitive processes (i.e. to help them learn the content and move the content into long-term memory)
  • One could envision the textbook being converted into something more akin to an app in an online-based store — with notifications of updates that could be constantly pushed out

 

Addendum (5/26):

 

If you enjoyed this article, please consider sharing it!

Tagged with: • • • • • • • • • • • • • • • • • • • • • • • • • •  

Number of the week: Class of 2011, most indebted ever [M. Whitehouse]

On 05/09/2011, in budgets, business side of he, cost of getting a degree, disruption, future of higher education, game-changing environment, New "Amazon.com" of Higher Education, student-related, by Daniel Christian

Number of the week: Class of 2011, most indebted ever — from The Wall Street Journal by Mark Whitehouse

Excerpt:

$22,900: Average student debt of newly minted college graduates

The Class of 2011 will graduate this spring from America’s colleges and universities with a dubious distinction: the most indebted ever.

If you enjoyed this article, please consider sharing it!

Tagged with: • • • • • • •  

The definition of metacognitive skills in education [Manda]; and some personal reflections on scholarly writing

On 05/09/2011, in higher education, K-12 related, learning theories, memory, metacognition / metacognitive skills, student-related, writing, by Daniel Christian

The definition of metacognitive skills in education — ehow.com by Gilbert Manda

Excerpt:

Controlling your thinking processes and becoming more aware of your learning is called metacognition. Metacognitive skills make you aware of your own knowledge, the ability to understand, control and manipulate your own cognitive process. In short, you learn to learn. It is important to know the process of learning and understanding your own approach to it.

From DSC:
I wish that scholars would write their articles/research findings up in two formats:

1) One format being targeted to other scholars/researchers
and
2) The second format being targeted to those folks outside academia who might benefit from it

This article is not from a scholarly journal, but it references some scholarly sources such as those from Purdue University and  Midwestern State University; however, it is much more readable and useful to me — and probably to many others. It is written in language that more people can understand and work with. Academia needs to start being more relevant like this — speaking to audiences outside ourselves; especially when we are asking them to pay many of the bills.

How can we help students develop better metacognitive skills? What strategies can we offer while they are studying a particular lesson?


If you enjoyed this article, please consider sharing it!

Tagged with: • • • • • • • • •  

50 Best Blogs for Industrial Design Students

On 05/04/2011, in blogs / blogging / vlogging, creativity, design, engineering, innovation, student-related, by Daniel Christian

50 Best Blogs for Industrial Design Students — from onlineuniversities.com

If you enjoyed this article, please consider sharing it!

Tagged with: • • • • •  

The “Pedagogy of Poverty” in the Learning Age [NCTAF]

On 04/29/2011, in economics, education, education reform, K-12 related, leadership, reinvent, relationships, society, strategy, student-related, teaching & learning, United States, vision/possibilities, by Daniel Christian

The “Pedagogy of Poverty” in the Learning Age — from NCTAF

Excerpt:

Test results. Student achievement. These are mainstays of the conversation about what education “reform” is trying to achieve. But are they useful proxies for teaching and learning?

Testing cannot be the sole aim of education because test scores don’t tell the whole story of what is going on in classrooms around the nation. Higher test scores do not equate to deeper learning, which goes beyond “competence” to synthesis and analysis across disciplines. And deeper learning is not a luxury in the learning age; it’s a necessity and a right.

 

From DSC:
We are all in this together – let’s find ways to help each other and to learn from each other.

If you enjoyed this article, please consider sharing it!

Tagged with: • • • • • • • • • • • •  

The New “Free Agent Learner” — leading edge currently now in middle school [Evans]

On 04/28/2011, in 21st century, 24x7x365 access, dangers of the status quo, digital learning, education reform, expectations, future of higher education, game-changing environment, K-12 related, online learning, online media, online tutoring, personalized/customized learning, student teaching/teacher education, student-related, by Daniel Christian

The new free agent learner -- now in middle school

If you enjoyed this article, please consider sharing it!

Tagged with: • • • • • • • • • • • • • • • •  

Employers turned more than half of interns into full-time hires [NACE]

On 04/28/2011, in career development, student-related, workplace, by Daniel Christian

Employers turned more than half of interns into full-time hires –– from naceweb.org

For students looking for a foot in the door of an employer, there’s more evidence that taking part in an internship could be the answer.

Employers responding to NACE’s 2011 Internship & Co-op Survey reported that an average 39.1 percent of their entry-level hires from the Class of 2010 came from their own internship programs. In addition, they reported converting, on average, nearly 58 percent of their interns into full-time hires.

For highlights from the survey, download Research Brief: 2011 Internship & Co-op Survey.

If you enjoyed this article, please consider sharing it!

Tagged with: • • •  

Teaching in the Age of Participation [Pacansky-Brock]

On 04/27/2011, in 21st century, 24x7x365 access, digital audio, digital learning, digital video, disruption, education technology, elearning, emerging technologies, engagement / engaging students, face-to-face, flipping -- inverted learning, future of higher education, game-changing environment, generational differences, higher education, innovation, internet, learning ecosystem, learning preferences, mobile learning, motivation, multimedia, online learning, online media, participation, pedagogy, social learning / networks, strategy, student-related, teaching & learning, tools, trends, Virtual Reality (VR) / worlds / learning, vision/possibilities, web-based collaboration, by Daniel Christian

Teaching in the Age of Participation — keynote address by Michelle Pacansky-Brock

Sample slides:

 

Teaching in the Age of Participation: Michelle Pacansky-Brock - 4-27-11 keynote address

 

 

 

 

If you enjoyed this article, please consider sharing it!

Tagged with: • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •  

Metacognition: A Literature Review Research Report [Lai, April 2011]

On 04/25/2011, in learning, learning theories, metacognition / metacognitive skills, strategy, student teaching/teacher education, student-related, by Daniel Christian

Metacognition: A Literature Review Research Report — from Pearson by Emily Lai, April 2011

Abstract

Metacognition is defined most simply as “thinking about thinking.” Metacognition consists of two components: knowledge and regulation. Metacognitive knowledge includes knowledge about oneself as a learner and the factors that might impact performance, knowledge about strategies, and knowledge about when and why to use strategies. Metacognitive regulation is the monitoring of one’s cognition and includes planning activities, awareness of comprehension and task performance, and evaluation of the efficacy of monitoring processes and strategies. Recent research suggests that young children are capable of rudimentary forms of metacognitive thought, particularly after the age of 3. Although individual developmental models vary, most postulate massive improvements in metacognition during the first 6 years of life. Metacognition also improves with appropriate instruction, with empirical evidence supporting the notion that students can be taught to reflect on their own thinking. Assessment of metacognition is challenging for a number of reasons: (a) metacognition is a complex construct; (b) it is not directly observable; (c) it may be confounded with both verbal ability and working memory capacity; and (d) existing measures tend to be narrow in focus and decontextualized from in-school learning. Recommendations for teaching and assessing metacognition are made.

Keywords: metacognition, self-regulated learning

 

 

From DSC:
Also see Chapter 12 of:

  • Ormrod, J. E. (2008). Human learning (5th ed.). Upper Saddle River, NJ: Pearson. ISBN 9780132327497.

…which has excellent further resources, additional literature reviews, learning strategies.

If you enjoyed this article, please consider sharing it!

Tagged with: • • • • • • • •  

Passion-based learning in the 21st century: An interview with Sheryl Nussbaum-Beach [Norton]

On 04/22/2011, in 21st century, communications, dangers of the status quo, education reform, education technology, K-12 related, passions, pedagogy, staying relevant, student teaching/teacher education, student-related, teaching & learning, trends, by Daniel Christian

Passion-based learning in the 21st century: An interview with Sheryl Nussbaum-Beach — from plpnetworks.com by John Norton

Sheryl Nussbaum-Beach often speaks of the “moral imperative” for K12 educators to assure that all students gain the skills, knowledge and dispositions they need to be successful in a connected world “where the ability to think critically, collaborate effectively and master increasingly powerful digital technologies” will determine their success in school, college and careers.

Nussbaum-Beach has been an educator for 20 years, serving as a public school classroom teacher, technology coach, charter school principal, district administrator, university instructor, and digital learning consultant. She is a frequent international speaker and the chief executive officer of Powerful Learning Practice LLC, a company she founded with educator-author Will Richardson to provide “professional development for 21st century educators.” PLP’s client list includes public, parochial and independent schools in the United States, Canada, Australia and Norway.

Nussbaum-Beach is also president of the digital consulting firm 21st Century Collaborative, LLC and a doctoral candidate at The College of William and Mary. She serves on the advisory board for the 2011 Horizon Report on trends in K12 education. Her first book, The Connected Educator, will be published by Solution Tree later this year.

In this interview, Sheryl describes the “shift” she believes must take place in teaching and learning practices if elementary and secondary schools expect to remain relevant in an era when information and communication technologies will continue to expand exponentially.

Also see:

If you enjoyed this article, please consider sharing it!

Tagged with: • • • • • • • • • • •  

What are digital literacies? Let’s ask the students. [Davidson]

On 04/21/2011, in collaboration, digital learning, multimedia, new media literacies, web-based collaboration, by Daniel Christian

What are digital literacies? Let’s ask the students — from DMLcentral.net by Cathy Davidson

 

What Are Digital Literacies? Let’s Ask the Students Blog Image

 

It was with these critiques in mind that I asked undergraduate students in my two classes, “This Is Your Brain on the Internet” and “Twenty-First Century Literacies” to come up with a list of skills they had mastered in my peer-driven, peer-assessed, peer-led classes they had not gained elsewhere.  We might call these skills “digital literacies.”

Check out their list, and then tell me if you recognize those self-absorbed, no-nothing, isolated, and distracted students described by the pundits.  To my mind, this is a list of digital literacies any of us might aspire to:

If you enjoyed this article, please consider sharing it!

Tagged with: • • • • • •  

Some items re: educating homeless children

On 04/20/2011, in budgets, education, future, K-12 related, society, student-related, by Daniel Christian

National Association for the Education of Homeless Children and Youth

 

Also  see:

  • Homelessness Hits Home
    “I’m seeing interest [in the plight of homeless families] from people that I’ve not seen interest from before,” said Christina Endres, Indiana’s homeless education coordinator. “It’s not just the liaison who wants to know anymore. It’s the principals. It’s the administrators. It’s not something that people in Indiana can say, ‘Oh, well that’s a New York problem.’ It’s very real for them.”
If you enjoyed this article, please consider sharing it!

Tagged with: • • • • •  
Previous Entries Next Entries
© 2024 | Daniel Christian