self-directed learning

To become self-directed learners, students must learn to monitor and adjust their approaches to learning.

Learners may engage in a variety of metacognitive processes to monitor and control their learning—assessing the task at hand, evaluating their own strengths and weaknesses, planning their approach, applying and monitoring various strategies, and reflecting on the degree to which their current approach is working. Unfortunately, students tend not to engage in these processes naturally. When students develop the skills to engage these processes, they gain intellectual habits that not only improve their performance but also their effectiveness as learners.
-- Theory and Research-based Principles of Learning
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designer education

The common usage of "design" has an arrogance that I'd like to avoid in education. I was reminded of this recently by Stephen Downes - my job is to facilitate learning. What the students learn is really up to them. The idea of "designing" an education implies explicit control over the process and the outcome. That just seems too structured, restrictive and authoritarian.

At its best, learning should be individualistic, serendipitous, and learner-directed. That's not to say that learning is chaotic or random. Direction and encouragement, providing great resources that are interesting and engaging, even evaluation, feedback and assessment all can be provided to support the learning. By being more open and less structured - "the guide on the side", learners are free to explore and exercise the opportunity to learn more broadly and deeply as they see fit.
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re-energize

Everyone needs to re-energize now and then. Things change and
eventually, you have to stop and take a look at where you are, what
you want short- and long-term and where to go from here. I know
I'm an optimist. There is always room to improve myself, family,
community and the world. It may take a bit of actual effort so...

http://www.lifepositive.com/mind/psychology/positive-thinking/thoughts.asp
- basics of positive thinking and how to get it

I took the Franklin Covey course. The best part for me was the idea of
having life goals - "To Live, to Love, to Learn and to Leave a legacy"
- apparently this is in his First Things First book - probably one of
the best life checklists. If you are ever in doubt about where
you are and what you could be doing, this is a wonderful quick
reminder. Figuring out what to do in each category is harder but very
revealing.

The Seven Habits of Highly Effective People, by Stephen R. Covey. -
make time for specific activities / goals - physical, mental, social
http://www.franklincovey.com/blog/change.html - sounds negative, but
think of it as maturing / growing as a person

I Could Do Anything If I Only Knew What It Was: How to Discover What
You Really Want and How to Get It (9780440505006): Barbara Sher - I
actually did all of the exercises but I started in the middle of the
book. Worth at least writing down some thoughts even if you don't
follow the whole program.
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it's the price, stupid...

I'm inclined to agree - it's the price, stupid...

While I think that everyone ought to be able to get an education,
making it too cheap promotes abuse. On the other hand, because the
cost is so low, this is pretty cheap young adult day care. It allows
students to try different things for little cost and just their time.

As a parent (and payer), I'm much happier to have my son take Archery
and Ceramics at Foothill rather than at SJSU :o) He had a lovely time
and got As in both - nice boost to his GPA.

Distance Learning is also a contributor - in a good way. I check with
students each semester - many of them think they can handle a distance
ed course on top over their already over-full lives and find that just
won't work. They know they couldn't take an on campus course - time,
travel, location, schedule conflicts... but they think that they can
fit a distance learning class in, too.

That's changing, though. The number of students who have previously
taken distance learning courses increases every quarter. More of they
know what they are getting into and prefer to work this way. So the
retention is getting a bit better.

Yes, it is somewhat chaotic. It turns out that some of the really
interesting students do a reality check on week 2 and drop, but hey -
they gave it a shot. Lots of students get the credit, complete their
degrees and certificates, become lifelong learners and successful
because this distance ed course was offered and available when they
needed it.

I allow 60 to register and give out Add codes for the first few days.
But I warn then drop students through out the semester - if you aren't
participating, you are out - that's after a student made it clear that
he was enrolled in the class to keep his student visa even though he
was working full time and had no intention of participating. Now 20+
finish. Even with that a couple usually get Fs.

We wondered if it was the price or some cultural / moral differences
that valued education that contributed to the retention rate. Sounds
like price is certainly a contributor.

A Vision of K-12 Students Today

This project was created to inspire teachers to use technology in engaging ways to help students develop higher level thinking skills. Equally important, it serves to motivate district level leaders to provide teachers with the tools and training to do so.

Category: Education



http://www.youtube.com/watch?v=_A-ZVCjfWf8

World Nutrition

Search the web for sites that describe either problems or solutions to world nutrition issues.

For example, the Peanut Butter Project is an example of an innovative solution to childhood malnutrition. This program shows that community partnerships can successfully address these problems. http://www.projectpeanutbutter.org/

For each resource you find, include the web address and the page title, write a brief description about the significance of the web site in the context of World Nutrition. Add your work as comments to the World Nutrition post here.
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Feeling pressured?

Great science experiment and classroom demonstration

.. we’re not constantly aware of the intense pressure pushing in on our bodies. (Would we really turn into mush in a vacuum? No… read more about the effects of a vacuum on the human body here). Thank goodness, because it’s quite startling. I know, because I’ve felt it, in this wonderful science classroom experiment.
All you need is a big trash bag and an industrial strength vacuum cleaner, and a willing victim (er, “faithful subject of science.”)
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lunch and learn - a celebration

My personal preference is for "Lunch and Learn" format - as both a learning and sharing opportunity as well as a celebration. These get-togethers are professionally stimulating and a special treat to spend time with others in a collegial setting.

I'm having to retreat somewhat. We started off with Technology Enhanced Instruction which was shelved due to layoffs and retirements. I had the opportunity to restart several years later. I thought we needed an fresh coat of paint. The old title was so "yesterday" so we switched to calling it Technology Supported Learning and offered it as a credit course. And nothing happened. This just didn't get anyone excited.

So back we go - informal learning, Lunch and Learn format, celebrate getting together with professional colleagues and talking about Teaching, Learning and Technology.
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better late...

The Learning Exchange Networks (LENs) is a comprehensive professional development product, designed specifically for postsecondary educators.

Created by and for teachers, it consists of six modules and ancillary support materials that address topics and skills essential for quality teaching and learning.

All units in each module have general learning outcomes, specific competencies, in-depth discussion, self-tests, and reflection exercises.

Thanks to Irene at Humber College in Toronto via SCoPE for pointing out something that has been in our own backyard all along. The irony is that Foothill-DeAnza College District is an active League of Innovation contributor, and the "host" of the Innovations 2009 conference Mar 15 - Mar 18, 2009 in Reno Nevada.
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and Retention

We started off calling it Technology Enhanced Instruction - very
faculty-centric view and ok for the time (2001-2003). When Letha asked
me to pick it up again, she suggested the Chickering and Gameson's
Seven Principles as the "big picture" to emphasize supporting learning
and student outcomes. This is in line with DeAnza's Student Learning
Outcomes and Retention programs.

The thinking goes like this: By working at making the student
experience better, retention will improve. Any and all faculty can
learn something new. "Technology" is such a broad term and so much is
included, it isn't possible to know everything. So what we have is an
opportunity to encourage faculty to come together electronically,
share their ideas and concerns, and work collaboratively with
colleagues to develop some resources, and develop learning activities
that keep the student experience exciting and challenging, as
Chickering and Gameson suggest.

But wait, there's more. Introducing appropriate technologies allow
many students access to education that they could not get in-person.
The Distance Learning course offerings facilitated by technology are
getting many students into DeAnza courses in the first place - which
goes way beyond "retention".
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Tools for learning

It has been my experience - both personal and as an instructor, that many students really don't have good tools and methods for learning. Oh, sure, teachers have tried to impress the need for good study skills, but most students get by without acquiring good habits.

Now there are many tools and approaches that can be adopted and adapted, so individual learners can use the assistance provided. It makes life a lot easier. What works for one person does not necessarily work for another. It is important to understand that experimenting is helpful. Making time to experiment is worth it.

10+ Web Tools To Save Your Butt In School

Here is a list of extremely helpful web tools that will make school easier for all the struggling students out there.

http://www.makeuseof.com/tag/10-web-tools-to-save-your-butt-in-school/
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The Electronic Village Online Sessions

This looks like a great program.

The Electronic Village Online Sessions
http://evosessions.pbwiki.com/Call_for_Participation09

For six weeks , participants can engage with ESOL experts in collaborative, online discussion sessions or hands-on virtual workshops of professional and scholarly benefit. These sessions will bring together participants for a longer period of time than is permitted by the four-day land-based TESOL convention and will allow a fuller development of ideas and themes of the convention or of professional interest in general.

The sessions are free and open to all interested parties.
You do not need to be a TESOL member to participate.

Sessions are organized by TESOL's CALL Interest Section and run wholly by volunteers who have donated their time to serve the profession.

connecting resources

There is so much great content out there, creating
content seems of limited value. Figuring out ways to
get the content used is next big challenge. Most
instructors don't have the time or the inclination to search for the
really good content that is out there. And that assumes that
teacher-directed education will continue for some time to come.
Clearly learner-directed learning is ideal, but we are a long way from
that, I think.

Although it seems simplistic, some way to connect good related content
into some sequence would help everyone. For example, there was an
interesting podcast about beer and brewing with references to topics
in microbiology and biochemistry. It would be really great to go to
"library" or network where I could step through a dynamically
generated path of links to content on these topics. If this were
perfected, "it" would know that my understanding of biology was high
school level, and I would need to be presented with several
progressively more complex resources to get to the level of the
discussion in the podcast on beer and brewing.

Whether it is for teachers or learners, there needs to be more
interconnections, structure and/or guidance so that "good" paths paved
with great content are visible. Subject matter experts, instructional
designers and instructors/mentors/facilitators can all help
individually or in collaboration. Is anyone actually doing this? Are
there tools for this?

CCK08 host with the most

I have been reading Stephen's http://halfanhour.blogspot.com/2008/11/future-of-online-learning-ten-years-on_16.html
He talks about the Triad - learner, host, provider model.

The notion of Host is helpful. Brings to mind the GOs at a fabulous ClubMed-like educational resort. You can work on some new skill or knowledge area like juggling, enjoy good food and new friends, or sit in the shade with a trashy beach book. The hosts are there to see that you are safe and happy, and as challenged as you want to be. But basically, it is up to you to do as much or as little as you please.

Capable hosts providing support and guidance for the learners' journey - here are the facilities, the resources, even the instructors if you need them. We would be happy to make suggestions as that is part of our service. These are all at your disposal for as long as you wish to stay.

Sage : Guide : Host - this works for me.
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CCK08 simply complex

Someone (sorry, don't remember who) was observing the tendency today to reduce important complex issues to a single point or sound bite. This got me thinking. The "sage on the stage" superseded by the "guide on the side" representing a pedagogical shift falls into that category.

The tag lines are easy to remember. But the messages and mental pictures associated with each are very powerful. This is a good thing, even if they grate on George and others who have been over-exposed to them. These taglines are really useful. Time and again, faculty new to the changes in teaching and learning "get it" when they are introduced to these catch phrases.

As these taglines are going to be around for a while longer, we need to expand the set to include one that succinctly captures the essence of Connectivism. What is a nice little tagline that has the power to conjure up the complex mental image of what Connectivism is?

In my mind's eye, I see the sage on the stage as some over-bearing expert going on about something that is important and not very interesting. The guide on the side is the enthusiastic supportive coach-like person who wants nothing more than for me to succeed at doing what the guide is good at. Well, these are MY visualizations after all.

For connectivism, no strong image pops into my head. Having one would make this all so much easier to explain. That necessitates reducing something complex to its simplest form, but provides a framework to build an understanding for this important set of ideas. It needs to be simple, yet complex, and it needs a cute title.

Any suggestions?
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CCK08 Now that you asked..

The CCK08 MOOC experience has been fascinating - 2400 educators, academics and others all participating in a "course" expecting to learn something. I don't know what I expected to learn, but it sounded interesting. The facilitators, guest presenters and learners included the who's who of online teaching and learning. How bad could it be?

So here we are coming to the end of this great adventure, and we are asked for feedback. Lots of talk about metrics and qualitative evaluations, but what applies?

Well, it turns out, by my reckoning, just about everything. I hauled out my trusty Course Evaluation Checklist. If it is appropriate for guiding faculty participating in my Technology Supported Learning workshop, it should have the depth and breadth to assess the Connectivism course.

The checklist is actually two sets of questions to review undergraduate education courses and the technology used in their delivery.

Seven Principles for Good Practice in Undergraduate Education

All the questions could be answered with good examples from the CCK08 course. Everything was addressed in an exemplary fashion. I know you are supposed to find some areas where you, the reviewer, can make some constructive suggestions for improvement. Darn, I couldn't think of any. I'm sure there must be some, but nothing jumped out as an opportunity for teaching moment.


Learning Environment Technology Considerations

The second set of questions deals specifically with the use of technology in teaching and learning. If there are any weaknesses, they are in the basic assumptions behind the evaluation questions. Some of these notions are down-right quaint. The respect for course management is so last week.

So the Course Evaluation Checklist severed a useful purpose, just not what I expected. Instead of suggesting some areas of improvement for the CCK08 course, I have work to do. I need to go back and update the checklist and my faculty development workshop. I'm open to suggestions.
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CCK08 every day in a letter...

Terry talks about in-depth processing in networks, and about lack the energy, time and commitment to dig deeply in his networked connections.

In a group I feel more responsible for the other group members and open myself to challenging emotional and cognitive debate, support and nurturing - all of which may cost me an investment of time, energy and emotional commitment

I have relied on the daily CCK08 letters to stay current and engaged. But the down-side is the shift to "group mode" - someone - Stephen and George are taking care of me. It isn't like they don't have tons of other stuff to do.

This is something I struggle with as an instructor and as a student/participant. How much responsibility does the learner have for their own learning? How much guidance should be provided? And by whom? What is the expectation of the guider for how this information will be used? Does that expectation somehow define the boundary between a group and a network?
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CCK08 a gift horse

I agree with Matthias that an indirect effect leads to better success in learning than direct, goal-directed attempts to control the outcomes. Perhaps we are just slightly ahead of our time. We "get it" but I am very concerned by my students' apparent inability or unwillingness to engage in learning beyond what is explicitly codified. Giving them permission and encouragement to explore and develop their own connections has not been met with the wild enthusiasm that I expected. This is going to be challenging.

Nature or nurture? Structural preferences? What can I put in place to help my chickadees move toward this wide open space that is theirs to discover and enjoy for the rest of their lives?

Resonance is an interesting concept. Whether it is a physical structural preference for threaded discussions and blogs, or a range of ideas or just writing style, inclusion of white-space, font selection and word choice in a catchy blog post title, some work products of other CCK08 participants just jump out and grab my attention. Before I know it, I'm connected to something old, something new and/or something borrowed. The give-and-take generated from the posts, comments, replies and feedback is exciting as well as informative. This is so multi-faceted that determining how this happens is way beyond me. Suffice to say it is a fascinating topic in itself.

I would have to say that, at this time, I'm firmly in the external devices as auxiliary extensions of the human mind camp. I'm comfortable with the notion that conceptual connections can be facilitated by tools including, but not limited to mapping tools. I love the phrase visuo-spatial sketchpad of the human short-term memory, but that is only one aspect of learners' need for external devices.

Innovation, tool-use, collection, sorting, categorizing, storage and retrieval, even planning are basic tasks that humans and most animals exhibit. Technologies can be directed to participate in these tasks as well, and in some cases can do more better than individuals or groups. Making the connections seamless is surprisingly easy, as demonstrated by the sense-making and learning that is happening for hundreds, if not thousands of us in CCK08 over the last couple of months.

This is a precious gift. I want my students to have it. Now if they would look beyond its mouth...
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CCK08 - student blogs

Students are working on community service learning projects. I had them set up blogs to be used to describe their work, report their weekly progress and reflect on the project's contribution to the community. Because community service learning is being added to many college requirements, this is an opportunity for the students engaged in community service learning to share their experience.

Interesting feedback from students. Blogging isn't something that they would choose to do. Setting up a blog was easy enough. It might be good for submitting certain assignments. Perhaps the discussions through comments would be interesting. However, using a blog as a record of progress as a student, was not viewed as important. Certainly not something that be considered an ePortfolio.

Don't students have any interest in preserving or sharing their writing assignments beyond the class? Aren't they proud of the work they have done and want others to have the benefit of their research, their experiences and ideas on these topics? Are the assignments not interesting enough for students to want to have a record of their effort once the course is completed? Are the assignment writing prompts seen as addressing issues that have no relevance beyond the class?

This is pretty disheartening. What are students learning and why if it isn't relevant beyond the assignments and the class? Are students so focused on getting an "A" that there is no value to work or by-products that do not directly contribute to improving their GPA? How did that happen? Why are we wasting all this talent and effort if there is nothing useful to be gained from it that benefits either the student or society?

CCK08 Non-Linear Learning

There are many good relevant points in the article Developing Online From Simplicity toward Complexity: Going with the Flow of Non-Linear Learning. As a student, a parent and an educator, I have seen that the traditional linear lockstep-for-all teaching doesn't do justice to the potential of learners who are required to spend 12-20 years of their lives in this system.

Hooray! A new way of educational thinking and supporting learning!

Complexity theory attempts to explain the ‘big consequences of little - a recognition that the world is irreducibly complex, not determinist and predictable things’.

This is a wonderful characterization of complexity theory. Most of education and learning falls within this description. How many times have you "known" something really important that you happened to learn while doing something completely different? Happens all the time.

young people from across the globe, the ‘net generation’, are adopting remarkably similar learning approaches, characterised as chaotic, constructivist, integrated and multi-faceted, and where ‘play’ is central. These young, Lee claim, chart their own learning pathways, set their own goals, ‘learning’ is incidental and a sense of ‘fun’ is paramount. Amid such seeming chaos, these young people develop skills, beliefs and attitudes that many educators have been trying to foster in the school system for years; namely independent and self-directed learning.

... The non-linear approach, which moved away from pushing all students through the same content, produced a learning environment which was relevant and challenging for all students. By the latter cycles, students were more likely to be touched by a sense of ‘fun’ and ‘excitement’ in their computer use.

As much as I appreciate the fuss being made of how the net generation is so different, it isn't news. It is now fashionable in educational academia to address this perceived cataclysmic change that has come about in response to kids having access to the internet. The need has been there for a very long time. It just didn't get a lot of attention. Bring it on. Better late than never..