Searching for "teach"
American schools are teaching our kids how to code all wrong
Idit Harel CEO, Globaloria, May 25, 2016
The light and fluffy version of computer science—which is proliferating as a superficial response to the increased need for coders in the workplace—is a phenomenon I refer to as “pop computing.” While calling all policy makers and education leaders to consider “computer science education for all” is a good thing, the coding culture promoted by Code.org and its library of movie-branded coding apps provide quick experiences of drag-and-drop code entertainment.
playing with coding apps as compared to learning to design an app using code. Building an app takes time and requires multi-dimensional learning contexts, pathways and projects.
Computing and computer science is the equivalent of immersing in a thicker study of music—its origins, influences, aesthetics, applications, theories, composition, techniques, variations and meanings. In other words, the actual foundations and experiences that change an individual’s mindset.
As noted by MIT’s Marvin Minsky and Alan Kay, computational innovation and literacy have much in common with music literacy. Just as would-be musicians become proficient by listening improvising and composing, and not just by playing other people’s compositions, so would-be programmers become proficient by designing prototypes and models that work for solving real problems, doing critical thinking and analysis, and creative collaboration—none of which can be accomplished in one hour of coding. In other words, just as a kid playing Guitar Hero wouldn’t be considered a musician, someone playing with coding apps isn’t exactly a coder or computer scientist.
more on coding in this IMS blog:
https://blog.stcloudstate.edu/ims?s=coding
Special and Gifted Education: Concepts, Methodologies, Tools, and Applications (4 Volumes)
Release Date: April, 2016
Description
Diverse learners with exceptional needs require a specialized curriculum that will help them to develop socially and intellectually in a way that traditional pedagogical practice is unable to fulfill. As educational technologies and theoretical approaches to learning continue to advance, so do the opportunities for exceptional children.
Special and Gifted Education: Concepts, Methodologies, Tools, and Applications is an exhaustive compilation of emerging research, theoretical concepts, and real-world examples of the ways in which the education of special needs and exceptional children is evolving. Emphasizing pedagogical innovation and new ways of looking at contemporary educational practice, this multi-volume reference work is ideal for inclusion in academic libraries for use by pre-service and in-service teachers, graduate-level students, researchers, and educational software designers and developers.
Topics Covered
- Attention Deficit Hyperactivity Disorder (ADHD)
- Autism
- Behavioral Disorders
- Emotional Disorders
- Exceptional Learners
- Learning Disabilities
- Physical Disabilities
- Response to Intervention
- Talented Education
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More on gifted education in this IMS blog:
more on special education in this IMS blog:
What can the government do about big data fairness?
https://fcw.com/articles/2016/05/23/big-data-fairness.aspx
At a Ford Foundation conference dubbed Fairness by Design, officials, academics and advocates discussed how to address the problem of encoding human bias in algorithmic analysis. The White House recently issued a report on the topic to accelerate research into the issue.
The FTC released two studies on how big data is used to segment consumers into profiles and interests.
U.S. CTO Megan Smith said the government has been “creating a seat for these techies,” but that training future generations of data scientists to tackle these issues depends on what we do today. “It’s how did we teach our children?” she said. “Why don’t we teach math and science the way we teach P.E. and art and music and make it fun?”
“Ethics is not just an elective, but some portion of the main core curriculum.”
more on big data in this IMS blog:
https://blog.stcloudstate.edu/ims?s=big+data
Re-conceptualizing Librarianship as a Design Discipline
From ‘Design Thinking’ to ‘Design Knowing’
https://goo.gl/yLrG8l
Rachel Ivy Clarke, Ph.D. (@archivy) discussed the theoretical underpinnings that distinguish design knowledge from scientific knowledge and how it is relevant to research, teaching and practice in librarianship.
Recent years have seen an upsurge of interest in applying “design thinking” to library work, but librarianship also aligns with “design knowing”—foundations of knowledge in design that differentiate it from science.
The Blended Librarians Online Community for the webcast of the session
problem solving – who is doing and how.
how the problem is framed. e.g. is the classification system for the librarians or for the students. or both; a wicked problem
design is not an end product, but an ongoing
iteration. a procedure in which repetition of a sequence of operations yields results successively closer to a desired result
and reflection
in design, reflection is going throughout the entire process.
repertoire is the accumulation but not acknowledged.
rationale – why; critique, constructive, so what – research and education and practice
Researchers: Forget Internet Abstinence; Teens Need some Online Risk
By Dian Schaffhauser 05/16/16
https://thejournal.com/articles/2016/05/16/researchers-forget-internet-abstinence-teens-need-to-face-some-amount-of-online-risk.aspx
My note: after years of imposing Internet filters at schools, “cap” students’ natural curiosity by denying open access to the Internet, etc., this is the first article, which openly defies the bureaucratic / technocratic approach to regulation of the acquisition of knowledge at American schools.
the conclusion from a Pennsylvania State University research project that examined adolescent online safety. This approach includes an important role for teachers as “trusted confidantes” and “educated advisors.”
The results, “Dear Diary: Teens Reflect on Their Weekly Online Risk Experiences,” were published by the Association for Computing Machinery and presented at the organization’s recent Conference on Human Factors in Computing Systems.
“Teens have a strong sense of cost vs. reward, so if we can educate them more clearly on the costs associated with their actions, they may make better decisions on their own,”
Digital Literacy and Preparing Students for the Workforce
Digital Technology Is Changing the Career Landscape
- People are living longer.
- Technology can now augment and extend our own abilities.
- Daily life is now computational as innovations in sensors and processing make our world a programmable system.
- Our new media ecology and advances in communications systems require media literacies beyond text.
- Social technologies are driving new forms of production and value creation.
- Our world is now globally connected, highlighting diversity and adaptability.
Digital Literacy Is a Professional Competency
media-rich education, including interactive approaches such as digital storytelling or remix education, ensures that students are familiar with modern tools and “natural language” modes of expression. We are increasingly moving into what many scholars consider a post-literate world, one in which images, video, and the written or spoken word are used fluidly together, symbiotically, to communicate increasingly complex concepts. Modern rhetoric now includes TED talks, animated lectures, visual essays, and a plethora of other interactive and dynamic multimedia.
Smart Classrooms = Smart Workers
ten, technology-oriented strengths as “must haves” for future employers:
- An ability to determine deeper meaning or significance of what is being expressed via all mediums.
- An ability to connect with others in a meaningful and direct way via modern technologies and our global networks.
- A proficiency in problem-solving and critical analysis, especially when working with digital relationships or data.
- An ability to adapt to different cultural settings and modalities, necessitated by our global media ecosystem.
- An ability to translate specific information and data into abstracts while understanding the underlying reasoning.
- An ability to critically assess and develop content that uses evolving digital media, leveraging these tools for direct and persuasive communication.
- A transdisciplinary, multimedia mindset that eschews specialized or localized intelligences.
- A design or goal-oriented mindset that employs systems thinking and that develops tasks and work processes towards a desired outcome.
- An ability to discriminate and filter both digital and analog information for importance, while maximizing cognitive and productivity efficiencies.
- An ability to work productively and innovatively via virtual collaboration.
Digital Backpack, is certainly one of the first steps, as is developing an educational framework within which students can meanfully and productively interrogate our technologically driven world.
To learn more about incorporating media in the classroom, download Digital Literacy On-Demand: Visualizing Best Practices in Higher Education, our guide to best practices for multimodal learning and digital media on campus.
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More on digital literacy in this IMS blog:
https://blog.stcloudstate.edu/ims?s=digital+literacy
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more on digital storytelling in this IMS blog:
https://blog.stcloudstate.edu/ims?s=digital+storytelling
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A Visual Guide To Every Single Learning Theory
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https://www.pinterest.com/pin/207798970285758971/
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More on learning theories in this blog:
https://blog.stcloudstate.edu/ims?s=learning+theories
The New Horizon Report, 2016
http://www.nmc.org/nmc-horizon-news/nmc-launches-app-for-the-2016-nmc-horizon-report/
page 24. Improving Digital Literacy
For years educators have leveraged curation tools such as Scoop.it, Storify, and Pinterest to help students critically evaluate online resources.
(my bold to emphasize the difference between the definition of digital literacy, which I am fighting to establish at SCSU LRS and the continuous “information literacy” trend of the reference librarians )
Mapping Digital Literacy Policy and Practice in the Canadian Landscape
A well-rounded digital literacy incorporates print literacy but adds new capacities, competencies and comportments into the mix. Now included is the technical know-how to create a website, produce and upload a video, edit an image, design a functional information architecture for accessing or sharing knowledge – as well as many “soft skills” such as critical thinking and ethical behaviour. One of the primary transformations of the digital era in the 21st Century has been the introduction of end-users as actors in the world of communication, autonomous (producers and consumers of information) who can access and disseminate content in Web 2.0 domains without the regulatory controls of traditional filters and gatekeepers. Given this development, end-users now need greater critical thinking capacities to manage content: to decide what is valid and truthful and be able to incorporate multiple perspectives and voices into expanding worldviews. Additionally, exhibiting ethical behaviour in what may be said or posted online is essential to contemporary civic mindedness whether in a local context or the broader global village.
Getting Started: Multimedia Literacy
http://guides.lib.udel.edu/multimedia
Multimedia literacy is the set of abilities that enables an individual to effectively find, interpret, evaluate, use, and create multimedia.
http://www.deakin.edu.au/library/teach/digital-literacy/elements-of-digital-literacy – too simplistic, too traditional, no significant departure from the conservative information literacy
More on digital literacy in this IMS blog:
https://blog.stcloudstate.edu/ims?s=digital+literacy
4 Great Curation Tools Created by Teachers for Teachers
http://www.educatorstechnology.com/2016/04/4-great-digital-curation-tools-created.html
April 28, 2016
Edshelf
Edshelf is ‘a socially curated discovery engine of websites, mobile apps, desktop programs, and electronic products for teaching and learning. You can search and filter for specific tools, create shelves of tools you use for various purposes, rate and review tools you’ve used, and receive a newsletter of tools recommended by other educators.
Graphite
a free service from nonprofit Common Sense Education designed to help preK-12 educators discover, use, and share the best apps, games, websites, and digital curricula for their students by providing unbiased, rigorous ratings and practical insights from our active community of teachers
Scoop.it
find out content related to your topics by ‘reviewing your suggestion lists and the topics from other curators
educlipper
social learning platform that allows teachers to curate and share educational content. Some of the interesting features it provides include: ‘Explore top quality education resources for K-12, create clips from the web, Drive, Dropbox, use your camera to capture awesome work that you create in and out of the classroom, create whiteboard recordings, create differentiated groups and share content with them, create Personal Learning Portfolios, create Class Portfolios as a teacher and share Assignments with students, provide quality feedback through video, audio, text, badges, or grades, collaborate with other users on eduClipboards for class projects or personal interests
Clemson University’s Centralized Proctoring Story
http://marketing.softwaresecure.com/acton/fs/blocks/showLandingPage/a/10395/p/p-002f/t/page/fm/0
e-Campus news offers a proctoring model: http://www.ecampusnews.com/whitepapers/5-step-guide-to-how-clemson-university-online-is-centralizing-online-proctoring/ conveniently presented in a 5-step outline, webinar and “case study” paper.
According to them, you just “Follow their story and learn how the team at Clemson Online implemented RPNow, and how they’re planning to centralize remote proctoring to increase student convenience, faculty efficiency and reduce the costs of exam administration.”
It is, of course, sponsored by the company, who will be paid for the proctoring
http://www.softwaresecure.com/product/remote-proctor-now/
Here are my issues with the proposal:
- step 5 of the five-step outline: “Take control of the payment model. Institutional payment (as opposed to student pay) creates a better experience for the student and cost savings for all.”
so, if the institution pays, then student don’t pay? I find this and illusion, since the institution pays by using students’ tuition. which constantly grows. so, the statement is rather deceptive.
- As with the huge controversy around Turnitin (e.g., this 2009 article, and this 2012 article), “mechanizing” the very humane process evaluation is outright wrong. The attempt to compensate the lack of sufficient number of faculty by “outsourcing” to machines is en vogue with the nationwide strive of higher ed administration to create an “assembly line” type of education, which makes profit, but it is dubious if it teaches [well].
- Pedagogically (as per numerous discussions in the Chronicle of Higher Education and similar sources), if the teaching materials and exams are structured in an engaging way, students cheat much less. The “case study” paper claims reduction of cheating, but it is reduction based on fear to be caught, not based on genuine interest in learning.