To outsiders looking in, teaching seems a relatively simple endeavor. Even to some insiders who do not step back and try to understand what they are doing, teaching can be perceived to be a simple endeavor. The reality is that teaching should vary depending on the nature of the curriculum, the purpose of the teaching, Read More
If instructors and school leaders seek to create schools in which practices and structures are aligned with the realities of human learning, then they must work from two hypotheses: First, the students who arrive in schools are experienced learners. Their experiences are affected by their culture, motivation, academic, and personal experiences. Any list of the relevant Read More
Scholars who study knowledge transfer differentiate “near transfer” from “far transfer.” Near transfer describes applying knowledge in settings similar to where it was learned, and far transfer describes applying it to settings dissimilar to where it was learned. Transfer does exist along a continuum and it is difficult to measure reliably. In these ways it Read More
When the curriculum is organized around problems and complex tasks, it is inevitable that students will encounter situations that challenge their current knowledge. There will be ideas they do not yet understand, tasks they cannot complete with competence, and resources they cannot comprehend, and tools they are unable to use. It can be reasoned that students who do not Read More
Caine and Caine (2011) reviewed explored the cognitive engagement that has been designed into video games. They find “popular technology engages children and adults using challenging scenarios, exciting and relevant social issues, collaboration, ownership, relevant engagement, competition, and action” (p. 8); they find these features contribute to a situation in which natural learning occurs. Natural Read More
I found this when cleaning up files… in the thesis for my master of arts degree. He wrote it in 1980. I wrote my thesis in 2000. It still appears to be an accurate assessment of our situation. Twenty years ago, Papert perceived education to be on the verge of a technologydriven revolution that sounds Read More
Here is one more post culled from old materials I am cleaning out. When I last taught educators who were emerging researchers, I used this to help them navigate the information sources we encounter: As researchers and seekers of information, we depend on words, images, and other media created by others. Not all resources we Read More
Students in online courses that include discussions frequently complain the task is a burden, the discussions are disappointing, and they contribute little to their building of new knowledge. Students report that the prompts used to focus discussions can make the board more interesting. If the prompt simply has them restate information from a text, they Read More
Those who are aware of what they know, capable of judging the situations in which they can solve problems, and reacting to fil gaps in their knowledge with their existing knowledge are demonstrating their metacognitive abilities. They know what they know and they know what to do if they don’t know. Greater metacognitive understanding is Read More
While I am a distance learning professional and I spend most of my time working at a computer and encouraging educators to use computers, I am an educator before I am a technologist. Teaching decisions must be made to benefit students. For much of my career, it has been easy for many individual educators to reject all technology-based and distance learning options categorically. They were justified in reasoning they could Read More