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Originally posted on Gigaom:

When web annotation startup Scrible launched two years ago, it knew the education market could be a big opportunity but cast its net to a wider consumer audience. Through its browser-based bookmarklet, users can highlight content on any web page, add notes and tags and then save the research online – and that kind of tool could be help anyone from consumers researching their next car to professionals digging up information about new clients or rivals.

But Scrible co-founder and CEO Victor Karkar said his company soon noticed that while 9 percent of average users engaged with the site on a monthly basis, a quarter of its education users displayed that level of engagement.  So the company put more of its efforts toward an education audience and on Tuesday launched the first of what could be several versions targeting students and teachers.

The new student edition includes all the highlighting…

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Originally posted on Sitka Art Blog:

minecraft ipad

“Technology” is the educational term for Information and Communication Technology or ICT.

Here are five myths about technology in education:

Myth number one: Educational technology is always a good investment by schools; we owe it to our kids to have a lot of technology in the classroom.

Reality: some technology is useful, and other technology is not worth the time and money.

There are proven benefits from technology: student access to computers lets them write and revise, and develop their writing ability; internet access opens up the world for research. But, only if the students actually make use of the technology for that purpose. Studies  show that even computers and internet access, in and of themselves, can lower academic achievement. Still, computers and internet access are versatile. Teachers are probably more productive when they have reliable computers, networks and software. Overall, these kinds of investments probably pay off.

But…

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Reconsidering Bloom’s Taxonomy (diagrams)

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blooms_taxonomy_staircase reposted by Daniel Montano

Found in article: “Reconsidering Bloom’s Taxonomy” from: Learning Solutions Magazine

Bloom’s taxonomy staircase (Source: ftp://ftp-fc.sc.egov.usda.gov/NEDC/isd/taxonomy.pdf)


blooms_original_and_revised_taxonomies-png reposted by Daniel Montano

Found in article: “Reconsidering Bloom’s Taxonomy” from: Learning Solutions Magazine


Taxonomy for learning, teaching, and assessing: a revision of Bloom’s Taxonomy of Educational Objectives (Source: Iowa State University Center for Excellence in Learning and Teaching; http:// www.celt.iastate.edu/pdfs-docs/teaching/RevisedBloomsHandout.pdf reposted by Daniel Montano

Figure 3: Taxonomy for learning, teaching, and assessing: a revision of Bloom’s Taxonomy of Educational Objectives
(Source: Iowa State University Center for Excellence in Learning and Teaching; http://
www.celt.iastate.edu/pdfs-docs/teaching/RevisedBloomsHandout.pdf

All of these images found in article: “Reconsidering Bloom’s Taxonomy” from: Learning Solutions Magazine

How To Create a ‘Personal Learning Environment’ to Stay Relevant in 2013

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Originally posted on online learning insights:

“Our understanding of learning has expanded at a rate that has far outpaced our conceptions of teaching. A growing appreciation for the porous boundaries between the classroom and life experience…has created not only promising changes but also disruptive moments in teaching.” EDUCAUSE Review, 2012

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This quote from Disrupting Ourselves:The Problem of Learning in Higher Education (Bass, 2012), gives a good a reason as any for educators to develop a Personal learning Environment [PLE]; a space where we can keep up with the experimental modes of learning, instruction, changing pedagogy and instructional methods that surfaced in 2012. In a previous post I introduced the concept of PLEs and touched on why educators may want to consider developing a PLE for 2013. In this post I’ll outline how educators can develop their own PLE, where to start, and I’ll provide specific action steps, and what tools to use. First though, I’ll…

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Originally posted on Transforming International Education:

Dr. Ralph Córdova

Dr. Ralph Cordova is a teacher-leader and co-founder for CoLab – an organization that “catalyzes creativity by exploring, envisioning and enacting together to create bold and innovative solutions to everyday vexing educational problems in all subjects and all grades” (http://ourcolab.org/who-we-are/). Cordova was recently interviewed in an article from the Huffington Post, where he explained the concept of training teachers to become “innovators” in the classroom and follow a human-centric model of teaching.

Article: http://www.huffingtonpost.com/bill-donius/innovation-in-education-t_b_2396649.html

CoLab utilizes the ResponsiveDesign™ model to further the effectiveness of teacher to student interactions.

  • Exploring & identifying existing literate cultural practices within the school;
  • Envisioning, trying on and developing a set of classroom-tested and research-documented humanizing literate practices; and
  • Enacting those practices within their classroom settings. We reconvene to report findings from the prototype, student work, and insights, and begin revising & refining the approaches, thus teachers learn to ‘own’ them. Then we celebrate as…

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Why do social problems persist? The Cycle of Socialization (Diagram)

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keyword: Dan Montano, user experience design, information architect

Readings for Diversity and Social Justice by Maurianne Adams

Cycle of Socialization from the book: Readings for Diversity and Social Justice by Maurianne Adams (This diagram appears on Page 46). Click on the image to view a slightly larger version of this diagram.

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Types of thinking and geometry problems

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I am glad to see studies about the matching of types of thinking and types of problems. I saw this one yesterday:

“A new study in the journal Mind, Brain, and Education reveals that certain types of thinking are best suited to solving certain types of problems. Specifically, geometry problems are best solved by a combination of verbal and spatial strategies, but not shape-based imagery strategies.” [1]

To me, articles like these point towards a possible growing awareness that we have many thought processes available to us [2].This may remind us that we have a tremendous task in front of us – to learn how to best match each of these to the types of problems we face in life.

Of course geometry problems are a lot simpler than the interrelated, mixed-disciplinary problems we face in daily life – but we have to start somewhere.

Addendum: I initially wrote this last paragraph and edited out at the last minute. But now, I don’t think this posting is complete without it. I want to get in the habit of acknowledging risk factors along with ideas. One reason for that is to make sure that I have at least taken the time to consider the idea from another perspective. There are several risks that come along with studies like the one mentioned above. One of them is the risk of popularization of the idea that one problem solving method is always the best method. Another risk is the idea that as modalities and cognitive styles are mapped in a society, children (and individuals at large) may feel “strange” if they are not using the prevailing cognitive style to solve problems. An extreme case of this last situation may result in the emergence of yet another branch of “cognitive outcasts”.

Notes
[1] Karen L. Anderson et al. Performance on Middle School Geometry Problems With Geometry Clues Matched to Three Different Cognitive Styles. Mind, Brain, and Education, Volume 2 Issue 4, Pages 188 – 197 Published Online: 4 Nov 2008.

[2] We currently have listed around 200 thought processes in Wikipedia.

Related in this blog:

Types of thinking

A syllabus for the 21st century – (01)

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The illiterate of the 21st century will not be those who cannot read or write, but those who cannot learn, unlearn and relearn. – Alvin Toffler

I have been thinking about how education should look like in our 21st century. Here is a list of the types of learning I think are important.

Notice that traditional, disciplinary topics emerge slowly, but not before the introduction of the underlying building blocks of knowledge, (time, truth, causality, problem-literacy, thinking, problem-solving etc).

I am including a few links for each of the topics.

  1. Surveys of time, truth, causality, and meaning, (the root concepts of logic, knowledge and thinking)
  2. History and theories of the self, mind and consciousness (roots of knowledge pt.2)
  3. Introduction to thinking processes
  4. Introduction to types of problems (problem-literacy)
  5. Problem-solving methods
  6. General introduction to knowledge
  7. General ethics
  8. History of culture (local culture)
  9. World cultures (see general anthropology)
  10. General sciences
  11. General humanities
  12. Advanced problem-solving (another source)
  13. Focused disciplinary concentration (this depends on the discipline)
  14. Multidisciplinary studies

Related in this blog:

Multidisciplinary education

Peter Drucker’s requirements for education systems

Related elsewhere on the web

A huge list of blogs about education in the 21st century (mostly written by teachers themselves)

21st Century Literacy Specialist

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-Daniel Montano

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