SELECTED “CONNOTEA” ENTRIES
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ELI Podcast: Technology and the Conative Learning Domain in Undergraduate Education
www-cdn.educause.edu
In this podcast Reeves argues that "Although many instructors teach to higher-order cognitive, affective, and psychomotor outcomes and to specific objectives derived from their disciplines, they ignore critical conative outcomes. Fortunately, technology has potential to foster engaged learning and authentic assessment that address the full range of cognitive, conative, affective, and psychomotor outcomes in undergraduate education." He makes a distinction between "assessment" and "evaluation" by proposing that we use assessment when we talk about human qualities and we use evaluation when we speak of things being judged. "Assess People, Evaluate Things" How do you assess drive? He talks about an article by Moore "Decline by degrees: Higher Education at Risk" that argues that in Higher Education we are not challenging undergraduates to put much effort into their work. He argues against tenuring practices at Research One institutions because he claims teaching (therefore students) get short-changed because the emphasis is on research. He argues for a 5-year rolling contractual system.
Posted by pelliott to Eli Technology Meeting undergradutates Thomas C. Reeves Conation educause assessment podcast technology evaluation on Mon Apr 12 2010 at 12:02 UTC | quarantined private | info | related
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ELI Session: The World Is Open – Now, WE ALL LEARN with Web Technology | EDUCAUSE
www.educause.edu
This podcast was created by Gerry Bayne on 2/16/2010. Bayne describes it thusly, "n this session, Curtis J. Bonk, Professor for Instructional Systems Technology at Indiana University System, offers an intriguing look at 10 technology trends that he calls educational openers. When combined, the first letter of each opener spells the acronym WE ALL LEARN. This model helps make sense of the role of various technologies in open education and participatory environments, including e-books, podcasts, streamed videos, open courseware, online learning portals, social networking tools like Facebook and Ning, YouTube videos, wikis, and virtual worlds. Clearly, technology-based learning continues to open new learning pathways for all the connected learners of this planet. At the same time, thousands of organizations and individuals are sharing their course materials, expertise, and instructional ideas globally, thereby expanding learning opportunities and resources even further. As this occurs, members of the media, politicians, educators, students, parents, and others are asking important questions about the quality of such contents."
Posted by pelliott to Curtis J. Bonk podcast Web 2.0 learning on Mon Apr 12 2010 at 11:26 UTC | quarantined private | info | related
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Podcast: How Web 2.0 Tools are Transforming Learning and Knowledge
edcommunity.apple.com
This podcast is part of the Apple Learning Interchange. In it, Chris Dede, a Professor at Harvard University, talks about the need to synthesize "classic" and Web 2.0 knowledge as we develop new approaches to curriculum, pedagogy, and assessment. Assessment, he feels, should be based on sophisticated performances and peer reviews.
Posted by pelliott to Web 2.0 knowledge learning Chris Dede reform curriculum podcast Wikis folksonomies collaborative learning on Wed Mar 24 2010 at 04:59 UTC | quarantined private | info | related
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Conation as an Important Factor of Mind
www.edpsycinteractive.org
Some of the conative issues one faces daily are: --what are my intentions and goals; --what am I going to do; --what are my plans and commitments? Huitt writes, "The study of intentionality is common to the behavior of both animals and human beings. However, Frankfurt (1982) proposes that human intentionality is different from animal intentionality in that human beings can desire to contravene their conditioning. Bandura (1997) believes this is possible because of the singularly human ability of self-reflective evaluation. More recent literature has focused on the concept of self-regulation as an aspect of conation (e.g., Bandura, 1991; Schunk & Zimmerman, 1994), adding an additional dimension to the study of self (e.g., self-concept, self-esteem, self-reflection, self-determination)." There are five aspects of directionality component of conation. They are: 1. Becoming aware of human needs, 2. Dreaming and envisioning the "Possible Self" (Fantasizing goal attainment) 3. Making choices, 4. Setting goals, and 5. Making plans Finally, J. Barell (1995) proposes that helping students develop the conative attitudes and skills associated with self-direction and personal efficacy is one of the most critical tasks presently facing parents and educators.
Posted by pelliott to Conation energizing affection volition direction persistence cognition on Wed Apr 07 2010 at 17:02 UTC | private | info | related
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Preparing Teachers to Teach Mathematics with Technology
eusesconsortium.org
Margaret L. Niess argues that "To be prepared to teach mathematics then, teachers need an in-depth understanding of mathematics (the content), teaching and learning (the pedagogy), and technology. More importantly, however, they need an integrated knowledge of these different knowledge domains, the overlap and integration of these domains. TPCK for teaching with technology means that as they think about particular mathematics concepts, they are concurrently considering how they might teach the important ideas embodied in the mathematical concepts in such a way that the technology places the concept in a form understandable by their students.
Posted by pelliott to Pedagogical Content Knowledge teacher preparation teacher education technology mathematics on Wed Apr 07 2010 at 17:34 UTC | private | info | related
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TPCK - Technological Pedagogical Content Knowledge - TPCK
www.tpack.org
Technological Pedagogical Content Knowledge (TPACK) attempts to capture some of the essential qualities of knowledge required by teachers for technology integration in their teaching, while addressing the complex, multifaceted and situated nature of teacher knowledge. At the heart of the TPACK framework, is the complex interplay of three primary forms of knowledge: Content (CK), Pedagogy (PK), and Technology (TK).
Posted by pelliott to Pedagogical Content Knowledge KOEHLER Mishra technology on Wed Apr 07 2010 at 16:52 UTC | private | info | related
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Technological PCK: A Framework for Teacher Knowledge
punya.educ.msu.edu
Mishra and Koehler advance a framework for considering the pedagogical content knowledge associated with technological infusions into learning environments.
Posted by pelliott to Pedagogical Content Knowledge framework technology on Wed Apr 07 2010 at 16:47 UTC | private | info | related
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Building a Better Teacher - NYTimes.com
www.nytimes.com
Elizabeth Green sets out to determine what it takes to "Build a Better Teacher." The skills and knowledge associated with this task are debated in this article. Doug Lemov argues for employing a taxonomy of teaching techniques that give teachers "control" of their classrooms because he believes, without effective classroom management no learning can occur. Deborah Ball argues for "mathematical content knowledge" and "mathematical knowledge of teaching" to be an effective teacher. She uses norm setting techniques and advocates for this and not Lemov's "management" terminology. Ball's M.K.T. seems to be akin to Lee Shulman's "Pedagogical Content Knowledge."
Posted by pelliott to Classroom Management Taxonomy Classroom Norms Doug Lemov Deborah Ball Mathematical Knowledge for Teaching Pedagogical Content Knowledge CLASSROOM management on Thu Mar 11 2010 at 19:45 UTC | private | info | related