before puberty before let's say 30 and 14 years of age um we know that the Restriction of those devices is beneficial for the development of the brain because children learn to to think in a three-dimensional world
for - neuroscience - education of children - recommend no digital devices before puberty - allows learning in a 3 dimensional world
In their article, Scientist Spotlight Homework Assignments Shift Students’ Stereotypes of Scientists and Enhance Science Identity in a Diverse Introductory Science Class,” Jeffrey Schinske, Heather Perkins, Amanda Snyder, and Mary Wyer created a “scientist spotlight” weekly homework assignment to introduce counter stereotypical examples of scientists and provide a diverse representation of contributions to science. Each week, students reviewed a resource regarding these scientists’ research and personal history in lieu of other textbook readings. Through their analysis, the scholars were able to study and detect shifts in both scientist stereotypes and the students’ ability to see their possible selves in science.
This same sort of structure could be useful for introducing students to fellow college students and also professionals who eschew a hyper-connected, frenetic, algorithmic, hustle mindset.
A way to normalize digital minimalism and slow productivity
People + AI Research (PAIR) is a multidisciplinary team at Google that explores the human side of AI by doing fundamental research, building tools, creating design frameworks, and working with diverse communities.
Was this recorded?
https://brainsteam.co.uk/2022/11/26/one-week-with-hypothesis/
I too read a lot of niche papers and feel the emptiness, but because I'm most often writing for myself anyway, its alright. There are times, however, when I see a growing community of people who've left their associative trails behind before I've found a particular page.
I've used the phrase "digital exhaust" before, but I like the more positive framing of "learning exhaust".
If you've not found it yet, my own experimentations with the platform can largely be found here: https://boffosocko.com/tag/hypothes.is/
Discussion on
Bellinger C, Drozdyuk A, Crowley M, Tamblyn I. Balancing Information with Observation Costs in Deep Reinforcement Learning. Proceedings of the Canadian Conference on Artificial Intelligence [Internet]. 2022 May 27; Available from: https://caiac.pubpub.org/pub/0jmy7gpd
Social learning does not mean learning without tension or argument. In “Thinking with Peers”, Paul shows that argument and conflict are useful ways to focus attention and strengthen ideas, so long as the arguing is done with a certain amount of openness to new ideas. She approvingly quotes Stanford Business School professor Robert Sutton’s formula for productive conflict: “People should fight as if they are right, and listen as if they are wrong.” The brain, it seems, likes conflict. Or, at least, conflict helps strengthen attention.
I wonder how this may be leveraged with those who are using Hypothes.is for conversations in the margins in classrooms?
cc: @remikalir, @jeremydean, @nateangell
Could teachers specifically sow contention into their conversations? Cross reference the idea of a devil's advocate.
I love the aphorism:
“People should fight as if they are right, and listen as if they are wrong.” — Robert Sutton, Stanford Buisness School professor's formula for productive conflict
The COVID-19 crisis mustn’t be used to rationalize hasty education reforms. (2020, May 19). BOLD. https://bold.expert/the-covid-19-crisis-mustnt-be-used-to-rationalize-hasty-education-reforms/
This looks fascinating. I'm not so much interested in the coding/programming part as I am the actual "working in public" portions as they relate to writing, thinking, blogging in the open and sharing that as part of my own learning and growth as well as for sharing that with a broader personal learning network. I'm curious what lessons might be learned within this frame or how educators and journalists might benefit from it.
Nsoesie, E. O., Oladeji, O., Abah, A. S. A., & Ndeffo-Mbah, M. L. (2021). Forecasting influenza-like illness trends in Cameroon using Google Search Data. Scientific Reports, 11(1), 6713. https://doi.org/10.1038/s41598-021-85987-9
Free, Open, Flexible: Rethinking Learning Materials Online
One of my early sessions on Open Education, with an emphasis on leveraging the material we create in the course of our work.
While individuals use these tools in the hope that their training will improve their performance, this relationship is not a given. This paper proposes that an individual's level of digital literacy affects her performance through its impact on her performance and effort expectations. To explain the influence of digital li
This is the very reason I selected this paper. Digital literacy is also a factor in determining one's technological acumen.
Designing Social Media for Informal Learning and Knowledge Maturing in the Digital Workplace
Ravenscroft, A., Schmidt, A., Cook, J., & Bradley, C. (2012). Designing Social Media for Informal Learning and Knowledge Maturing in the Digital Workplace. Journal of Computer Assisted Learning, 28(3), 235–249.
This paper presents an original approach to designing social media that support informal learning in the digital workplace. It adapts design-based research to take into account the embeddedness of interactions within digitally mediated work-based contexts. The approach is demonstrated through the design, implementation, and evaluation of software tools supporting a particular type of informal learning called "knowledge maturing". The paper: introduces and presents the rationale for, and concept of, knowledge maturing; presents a new design methodology for developing social media that support informal learning and knowledge maturing; focuses on one prototype, for "people tagging for organisational development", that was produced by the methodology (and concisely describes two others); presents the formative evaluation of the highlighted prototype; and finally, discusses the implications and insights arising from this work.
8/10
Hull, T., Levine, J., Bantilan, N., Desai, A., & Majumder, M. S. (2020, August 13). Digital phenotyping of complex psychological responses to the COVID-19 pandemic. https://doi.org/10.31234/osf.io/qtrpf
Mishra, S. V. (2020). COVID-19, online teaching, and deepening digital divide in India [Preprint]. SocArXiv. https://doi.org/10.31235/osf.io/wzrak
Schwalbe, N., & Wahl, B. (2020). Artificial intelligence and the future of global health. The Lancet, 395(10236), 1579–1586. https://doi.org/10.1016/S0140-6736(20)30226-9
Multiple articles from Financial Times - Future of AI and Digital Healthcare
Higbee, T. (2020, April 17). Mattson, Higbee, Aguilar, Nichols, Campbell, Nix, Reinert, Peck, and Lewis-Digital Materials Tutorial BAP. https://doi.org/10.31234/osf.io/9gwpj
Integrating Technology with Bloom’s Taxonomy
This article was published by a team member of the ASU Online Instructional Design and New Media (IDNM) team at Arizona State University. This team shares instructional design methods and resources on the TeachOnline site for online learning. "Integrating Technology with Bloom's Taxonomy" describes practices for implementing 6 principles of Bloom's Digital Taxonomy in online learning. These principles include Creating, Evaluating, Analyzing, Applying, Understanding, and Remembering. The purpose of implementing this model is to create more meaningful and effective experiences for online learners. The author guides instructors in the selection of digital tools that drive higher-order thinking, active engagmenent, and relevancy. Rating 9/10
Digital Literacy Initiatives
This website outlines digital literacy initiatives provided by the Literacy Information and Communication System (LINCS). The U.S. Department of Education, Office of Career, Technical, and Adult Education (OCTAE) implements these intitatives to aid adult learners in the successful use of technology in their education and careers. Students have free access to learning material on different subjects under the "LINCS Learner Center" tab. Teachers and tutors also have access to resoruces on implementing educational technology for professional development and effective instruction. Rating 8/10
Rossiter and Garcia evaluate the use of digital storytelling in adult learning classrooms, primarily through the use of "autobiographical learning" where learners share personal experiences and connections with the content. They outline "three key dimensions" that make storytelling valuable in adult learning: voice, creativity, and self-direction.
10/10
Genus Species + Species Hybrids Example
Great examples of remixes in the real world
Open learning, also known as open education
requires a open, sharing, collaborative environment. Promotes pedagogical dialogue. OER have potential to transcend "geographic, economic, or language barriers". Also, OER strengthens digital literacy.
This site includes links to brief discussions of more than 100 learning theories, some of which relate to technology enhanced learning. Those include gamification and online collaborative learning among others. Usability is adequate and this is sufficient for an introduction to the theories though not necessarily a nuanced understanding. rating 4/5
The Grid is based around ideas familiar to Bitwig Studio
The continuity between these new modular features and the rest of the DAW’s workflow probably has unexpected consequences. Before getting information about BWS3, one might have thought that the “Native Modular System” promised since the first version might still be an add-on. What the marketing copy around this “killer feature” makes clear, it’s the result of a very deliberate process from the start and it’ll make for a qualitatively different workflow.
This article takes a different perspective on technological integration, showing that sometimes technology, when used improperly, can set a class backwards.Examples in the article clearly show that effective use of technology is extremely important, otherwise the technology may cause more problems than it offers solutions.
Rating: 9/10
This article takes the perspective that education should not necessarily be solely focused on educational experiences, as we tend to do. Rather, technology should also have a focus in supporting non-academic areas and using data to drive instruction.
Rating: 7/10
This research takes an interesting look into the role gender plays in self-efficacy in technology. The research finds that self-efficacy in technology was primarily effected by gender and gender roles, not specifically by biological sex.
Rating: 10/10
This article goes into detail about MOOCs (Massive Open Online Courses) and compares the effectiveness and delivery styles of several different categories of MOOC course formats.
Rating: 8/10
Several problems and barriers to technological integration are often included in the discussion about using technology in higher education, however it is less common that solutions are presented. This article proposes solutions for transforming educational technology through personalized experiences and collaboration.
Rating: 8/10
This article details several ways in which technology can impact higher education, such as being able to quickly calculate grades, collaborate with staff and students, and collect and analyze data.
Rating: 7/10
This article suggests that perhaps keeping updated and informed on technology can prevent the shut-down and closure of specific degrees and the departments they come from. Technology is constantly changing, and it is expected that institutions will change with it. Rating: 7/10
Learning needs analysis of collaborative e-classes in semi-formal settings: The REVIT exampl
This article explores the importance of analysis of instructional design which seems to be often downplayed particularly in distance learning. ADDIE, REVIT have been considered when evaluating whether the training was meaningful or not and from that a central report was extracted and may prove useful in the development of similar e-learning situations for adult learning.
RATING: 4/5 (rating based upon a score system 1 to 5, 1= lowest 5=highest in terms of content, veracity, easiness of use etc.)
This article stuck me immediately as a former K-12 teacher who now works in higher education. Andragogy and Pedagogy are both extremely similar and unalike in many ways. It is important to understand technological styles in pedagogy, as this article demonstrates, in order to effectively apply similar principles in the higher education setting.
Rating: 8/10
This site includes five highly effective technological resources that instructors can use in their higher ed classrooms. What is especially useful about this site is that it includes a rationale for all the proposed technologies, ensuring that the technology is not just including in lesson planning for technology's sake.
Rating: 10/10
This article was a long, but interesting read in taking a constructivist approach to technological integration. This theory is often applied in K-12 classrooms but is equally as important and useful to adult learners.
We often talk about avoiding the use of technology for technology's sake and ensuring here is relevance in the integration. This site lays out specific characteristics of effective technologies in the classroom.
Rating: 9/10
This article brings up the important issue of accessibility as a barrier to technology integration. It is suggested that accessibility should be a much more pressing concern than technological relevance to a lesson plan. First it is important to know whether or not all students will still have equal access and ability to reach mastery with the deliver method provided.
Rating: 7/10
This article focuses on the importance of using technological integration in the classroom correctly and effectively. Barriers to effectiveness, as the article states, are often linked to lack of rational, vision, or necessity for including technology in instruction.
Rating: 8/10
This site gives a thorough overview into the integration of technology in the classroom. The most helpful element it includes is a list of limitations to consider within this integration. The downside is you will have to "dig" a little through the article to find the solutions to these problems, as they are not immediately obvious. Rating: 8/10
The Importance of Interaction in Web-Based Education: A Program-level Case Study of Online MBA Courses
This case study explores perceptions of instructors vs. end-users with web-based training. It examines various technologies and techniques.
RATING: 4/5 (rating based upon a score system 1 to 5, 1= lowest 5=highest in terms of content, veracity, easiness of use etc.)
List of web 2.0 applications
EDUTECH wiki is a site that contains a variety of links to lists to hep educators with web 2.0 applications improving productivity Caution: some of the links are not active!
RATING: 4/5 (rating based upon a score system 1 to 5, 1= lowest 5=highest in terms of content, veracity, easiness of use etc.)
Yammer is Web 2.0 software which integrates with Microsoft 360 and allows users to communicate together and across the organization. It essentially functions as social networking software for corporations with the ability to collaborate on projects, maintain task lists, store files, documents and pictures all within a private enterprise network. In addition Yammer allows for the sharing of feedback and the management of group projects. Yammer is freemium software with a variety of custom add-ons. Licenses are currently issued for all learner participants and at this time no custom add-ons are necessary.
RATING: 5/5 (rating based upon a score system 1 to 5, 1= lowest 5=highest in terms of content, veracity, easiness of use etc.)
Online Options Give Adults Access, but Outcomes Lag
In this article, drivers that increase and improve online learning success in adults are explored. State by state data along with federal stats contribute to the conclusions presented.
Roughly 13% of all undergraduates are full-time online students and between 2012 and 2017 online students grew y 11 percent, about 2.25 million. The article presents a map showing state by state stats and the information provided can assist in growing individual school needs.
RATING: 4/5 (rating based upon a score system 1 to 5, 1= lowest 5=highest in terms of content, veracity, easiness of use etc.)
25 Important Apps And Digital Learning Tools For University Students
Excellent article offering 25 important apps to help University students and digital learning.The best part is that they are all free (so easily fits into a students' budget.
From note taking to keeping track of grades, this list of the best apps will help improve classroom success and student engagement.
RATING: 5/5 (rating based upon a score system 1 to 5, 1= lowest 5=highest in terms of content, veracity, easiness of use etc.)
Top 10 Tools For The Digital Classroom
This article presents a variety of new tools and apps that will enhance the digital classroom experience. Some of the new tools mentioned are Socrative, Scratch, Prezi, Google classroom and more!
Excellent list to get your digital room started!
RATING: 5/5 (rating based upon a score system 1 to 5, 1= lowest 5=highest in terms of content, veracity, easiness of use etc.)
Recent statistics suggest that the average person spends about 50 minutes per day using Facebook, Instagram, and Facebook Messenger. Add that to the fact that most people spend over five hours per day on their cell phones, and it's clear that we love our technology. While it's awesome to make an effort to cut down on screen time in the name of health (especially before bed!), why not use the time you spend on your phone to your advantage? That's what members of health and fitness digital accountability groups are doing, and they're seeing amazing results.
This article goes along well with the class reading on "Connected Learning"- using digital accountability and support to reach goals (example: fitness)
The term "digital learning" seems t
The term "digital learning" seems t
Digital Learning
A Survey of Presidents
. And learning can mean different things so I often give a couple of examples where the word learning is used like learning to ride a bike or learning that 2 and 2 equals 4 but also learning to be patient or learning that you’re not good at something.
I like the examples here. And the anxiety and frustration that goes with learning that you are not good at something (Britzman)
Public presentations of their work. Students routinely have to describe and defend their thinking with peers, teachers, and the community. Students say that such public presentations reinforce their sense of accountability and make them be more careful with their work.
Moving annotation from a private practice with little accountability to something shared with the immediate social group of the classroom and finally to the larger public of the annotated web with students making interventions as digital citizens.
Data should extend our senses, not be a substitute for them. Likewise, analytics should augment rather than replace our native sense-making capabilities.
Simply put, we can’t keep preparing students for a world that doesn’t exist
How can we modernize our current education to fit the unknown needs of the future?
but the better question is whether the form of learning and knowledge-making we are instilling in our children is useful to their future.”
Or even a better question: How do we use these tools to help children learn, and acquire skills that they need?
I have Serious Rant-y Thoughts on requiring that students inhabit public spaces in professional contexts, and I do wonder how much a class hashtag is useful beyond self-promotion of the course and its amazing instructor.
You may consult input from amazing people like @GoogleGuacamole and @actualham who have very intentionally integrated (not just mentioning or requiring) Twitter use in their courses and implicated its value in students' connections with their professional network.
as researchers and policy makers look to build more sustainable futures, they would be wise to design creative ways to support parents even as they pour more resources into supporting students. We instinctively understand that our public institutions (i.e., schools), policy initiatives, and the spread of media technologies must be a valuable resource for students. But, how can these institutions, policies and technologies become an asset for parents?