You don’t have to do everything yourself!

Theprincipleismerelythisthatdifferentsubjectsandmodesofstudyshouldbeundertakenbypupilsatfittingtimeswhentheyhavereachedtheproperstageofmentaldevelopment.

There is no single correct way to implement personalized learning

We analyzed the relationship between students’ level of online engagement, and traditional learning metrics, to understand the effectiveness of discussion forums in the context of flipped classrooms.

most e-learning systems

Dweck’s message is that we can’t just adopt a growth mindset and forget about it, and simply praising effort regardless of actual progress is completely counterproductive. Successfully cultivating a growth mindset is an ongoing process that consists of teaching strategies for growth and praising effort thoughtfully, rather than regardlessly.

n and d

Offering students the possibility of experiential learning in personal, interactive, networked computing—in all its gloriously messy varieties—provides the richest opportunity yet for integrative thinking within and beyond "schooling."

Moreover, the experience of building and participating within a digitally mediated network of discovery is itself a form of experiential learning, indeed a kind of metaexperiential learning that vividly and concretely teaches the experience of networks themselves.

Go into your nearest college or university library. Ignore the computer stations and the digital affordances. Enter the stacks, and run your fingers along the spines of the books on the shelves. You're tracing nodes and connections. You're touching networked learning—slow-motion and erratic, to be sure, but solid and present and, truth to tell, thrilling.

“The chief trick to making good mistakes is not to hide them — especially not from yourself.”

Apprendre à programmer permet aux enfants un nouveau rapport aux technologies: de consommateur interactif de manuels scolaires numérisés à la capacité de créer des ressources éducatives numériques et même des mini-jeux.

The whole organic nature of learning experience through the #walkmyworld learning events meant that I learned what I needed to learn as I needed to learn it. It wasn’t a top down dictate of learning outcomes because the outcomes were determined by the process. It is a revolutionary concept — yet as ancient as Aristotle. Learning should never be measured solely by standard outcomes; people learn, and I mean really LEARN, when they discover for themselves what they know, what they want to know, and how they want to know it.

“The key is deliberate practice: not just doing it again and again, but challenging yourself with a task that is just beyond your current ability, trying it, analyzing your performance while and after doing it, and correcting any mistakes. Then repeat. And repeat again. There appear to be no real shortcuts: even Mozart, who was a musical prodigy at age 4, took 13 more years before he began to produce world-class music.”

focus groups where students self-report the effectiveness of the materials are common, particularly among textbook publishers

It’s educators who come up with hypotheses and test them using a large data set.

learned from experience

a good example of the kind of insight that big data is completely blind to

I will investigate the details on this, including the relevant contractual clauses, when I get the chance.

taking a swipe at Knewton

they are making a bet against the software as a replacement for the teacher and against big data

a set of algorithms designed to optimize the commitment of knowledge to long-term memory

numbers have to be interpreted by those who do the daily work of classroom teaching

The challenge, of course, is how to balance concerns of the Hawthorne effect with privacy.

Regular readers know that I am a big fan of the standard-in-development.

If Knewton were doing more of this, I wouldn’t be as critical.

purchasable à la carte

Personalized course materials made possible by real data

Soon, data will make learning outcomes for these courses highly transparent

to offer just lectures

when outcomes are non-transparent

Unbundling has played out in almost every media industry.

wring out every ounce of performance

increased investment in professional development and teaching-friendly tenure and promotion practices

OpenAI is a non-profit artificial intelligence research company. Our goal is to advance digital intelligence in the way that is most likely to benefit humanity as a whole, unconstrained by a need to generate financial return.

Big Sur is our newest Open Rack-compatible hardware designed for AI computing at a large scale. In collaboration with partners, we've built Big Sur to incorporate eight high-performance GPUs

The most popular project for the MUA to tackle was Learning Analytics

Lambda Solutions [Corrected.]

help build a community that functions as a collective pool of knowledge and possibility

literary Facebook

a study by Stephen Schueller, published last year in the Journal of Positive Psychology, found that people assigned to a happiness activity similar to one for which they previously expressed a preference showed significantly greater increases in happiness than people assigned to an activity not based on a prior preference. This, writes Schueller, is “a model for positive psychology exercises similar to Netflix for movies or Amazon for books and other products.”

elementary school children become increasingly inattentive in class when recess is delayed. Similarly, studies conducted in French and Canadian elementary schools over a period of four years found that regular physical activity had positive effects on academic performance. Spending one third of the school day in physical education, art, and music improved not only physical fitness, but attitudes toward learning and test scores. These findings echo those from one analysis of 200 studies on the effects of exercise on cognitive functioning, which also suggests that physical activity promotes learning.

TPOT is a Python tool that automatically creates and optimizes machine learning pipelines using genetic programming. Think of TPOT as your “Data Science Assistant”: TPOT will automate the most tedious part of machine learning by intelligently exploring thousands of possible pipelines, then recommending the pipelines that work best for your data.

Nanodegree Program Summary Machine learning represents a key evolution in the fields of computer science, data analysis, software engineering, and artificial intelligence. It has quickly become industry's preferred way to make sense of the staggering volume of data our modern world produces. Machine learning engineers build programs that dynamically perform the analyses that data scientists used to perform manually. These programs can “learn” based on millions of experiences, all rigorously and numerically defined.

learning spaces

SUNY

grows exponentially.

What is the correlation between levels of student responses to each other and outcomes?

read by any Caliper-compliant system

Caliper WordPress plugin

most blogs have a feature called “pingbacks,”

prior learning assessments

adaptive learning with multiple levels of support.

technology-assisted differentiated instruction

Personal Learning Record will define how to represent, capture and leverage user activity, including ratings, test results and performance measures in a distributed learning and work environment.

Resource Repository Network will create a resource graph of learning/training resources data from multiple sources and formats including live and dynamic data

e-learning technologies and standards: SCORM, LOM, IMS-LD, IMS-CC, IMS-QTI, IMS-CP, LDL, SLD

They found that students were most engaged in school while taking tests, doing individual work, and doing group work, and less so when listening to lectures or watching videos. In addition, the students were most engaged and reported being in a better mood when they felt that their activities were under their own control and relevant to their lives. The researchers conclude that teachers can encourage more flow in their classrooms through lessons that offer choice, are connected to students’ goals, and provide both challenges and opportunities for success that are appropriate to students’ level of skill.

Real learning, says Shernoff, requires student engagement—of which flow is the deepest form possible—and that involves a combination of motivation, concentration, interest, and enjoyment derived from the process of learning itself—qualities that are essential to Csikzentmihalyi’s definition of flow.

But one place where we might not find too much flow these days, sadly, is in American schools. For years, the learning conditions in classrooms have been practically antithetical to the conditions people need to achieve flow and all the benefits that come with it. Especially in the era of No Child Left Behind and high-stakes testing, schools have often favored regimentation over self-directed learning, making it harder for students to get deeply engaged with topics that interest them. Paradoxically, these trends might be undermining the kind of student achievement they were designed to promote, and could even be causing student burnout.

The importance assumed for collaboration within NL has almost become ubiquitous and is frequently seen as unquestionably desirable.

Over time these things you write up start to form a deep network that helps you think.

follow the lead of the sciences

Eliot was a chemist, so perhaps we should take his criticisms with a grain of salt.

vogue

2014 study showed that test scores in science and math courses improved after professors replaced lecture time with “active learning” methods like group work

From knowing to learning An immediate outcome of this transition is that we no longer ask, “Do students know this?” Instead, we can ask, “How do students learn this?” Giving students learning activities as an assessment has the benefit of assessing a meaningful aspect of their learning, that is, their ability to make sense of new challenges. This paradigm is often termed preparation for future learning assessment, or PFL.

Commercial publishers and content producers say there's reason to doubt the quality of open resources

"If you leave those there it will make a mess and make me spill things. That's one reason we don't let you bitches behind the bar."

Our design model builds on this approach by focusing on supports and mechanisms for building envi-ronments that connect learning across the spheres of interests, peer culture, and academic life.

Connected learning addresses the gap between in-school and out-of-school learning, intergenerational disconnects, and new equity gaps arising from the privatization of learning. In doing so, connected learning taps the opportunities provided by digital media to more easily link home, school, community and peer contexts of learning; sup-port peer and intergenerational connections based on shared interests; and create more connections with non-dominant youth, drawing from capacities of diverse communities.

Connected learning is a model of learning and social change that is not defined by a specific technology, tool, or technique. Instead, connected learning is defined by a commitment to social equity and progressive learning, and seeks to mold the uptake of new technologies and techniques based on these commitments.

Bottlenecks are important because they signal where students are unable to grasp crucial ways of knowing in our fields.

connect in- and out-of-school learning

Connected Learning, has emerged as a powerful way to connect fragmented spheres of a young person’s life—interests, academic and work opportunities, and peer culture.

Bennett Merriman, young entrepreneur and director of a workforce management company, told a recent higher education conference that connectivity in our work place is important. He recommended that students should spend time developing their networks throughout their studies.

Flexibility

Hands on

Individualism–

"What really is our role as professors?" he asks. "Is our role to simply give out information and people will use it as they wish? Or is our role to honestly and truly help guide people to be who they are and how they will live their life?"

learning is the act of recognizing patterns shaped by complex networks

Knowledge is, on this theory, literally the set of connections formed by actions and experience.

the learning is the network

Learning is considered a “. . . knowledge creation process . . . not only knowledge consumption.”

The capacity to know is more critical than what is actually known

We’ll have an even more humane, ethical, productive, and effective version of the courseware when we come out of the pilot in Spring term.

What we should aim at producing is men who possess both culture and expert knowledge in some special direction.

We found that dispersions of the triblock co-micelles in a decane:toluene (3:5 by volume) solution resulted in the selective dissolution of the central M(PFS60-b-PDMS660) micelle block, leaving short XLM(PI1424-b-PFS63) daughter micelles

BCPs assemble into a variety of different morphologies that are influenced by polymer molecular weights and block ratios, with further control possible through the manipulation of environmental conditions such as temperature, solvent, and concentration

solution

Because dynein inhibition alone did not inhibit IAV uncoating completely, we investigated a possible additional role for the actomyosin system

we noticed that another histone deacetylase, HDAC6, was also required for infection

With the risk of an influenza pandemic growing, it is increasingly important to understand virus-host interactions in detail and to develop new antiviral strategies (1).

This course introduces students to the basic knowledge representation, problem solving, and learning methods of artificial intelligence.

The motion of probe particles trackedinside cells has been classified as subdiffusive,diffusive, or superdiffusive. Such classifications,however, obscure the distinction between ther-mally driven and nonequilibrium fluctuationsand are inadequate to identify intracellular ma-terial properties

Connected learning boils down to risk taking in the end. To quote colleague Jade Davis from her recent DML blog post, “I think the biggest risk in connected learning is Not Trying.”

While I’d struggle to tell you how I learn best, there is one question that I’d always be able to answer enthusiastically: What would you like to learn next? Right now I’m learning JavaScript and have plans to give Spanish another go. I should probably pick up those guitar lessons again soon as well. Thankfully we live in a time when it’s trivially easy to gain access to resources and to learning activities. The problem is finding out the ones that work best for you. Perhaps that’s why we carry around in our pockets devices that can access pretty much the sum total of human knowledge yet use them to LOL at amusing pictures of cats. What are the barriers here? I’d suggest there are three main ones: 1 Curriculum - the series of activities that build towards a learning goal 2 Credentials - the ability to show what you know 3 Community - the cohort of peers you feel you are part of, along with access to ‘experts’

The “connected learning” term seems to derive from this infographic on connected learning and the folk who developed it. Their “What is Connected Learning” provides more of an overview, including principles (see the following table) and a research synthesis report.

That power is unleashed when teachers see the portfolio process as dependent upon the clarity of goals for student performance through their work in the liberal arts and professional education curriculum; when they attend to the quality of the assignments, projects and assessments that they provide for their students; and when they take the responsibility for teaching students the process of reflection and self assessment.

Enter the Daily Mail website, MailOnline, and CNN online. These sites display news stories with the main points of the story displayed as bullet points that are written independently of the text. “Of key importance is that these summary points are abstractive and do not simply copy sentences from the documents,” say Hermann and co.

expanded learning schedules

effective democratic participation

collaboration

the Common Core standards are strongly aligned with deeper learning—and represent an especially promising leverage point for the Program to help advance its goals . 9

portfolios,

The new Common Core State Standards are an enormous step forward toward the goal of preparing all students for the future: across forty-five states, schools are now required to teach skills like critical thinking and effective communication alongside core academic content.

When learning is personalized,

Steven Wheeler’s presentation below reviews related ideas contextualizing the modern learning climate. The gist? Rapid technology change has produced critical new pathways for both formal and informal learning.

Rhizomatic Learning Is A Metaphor For How We Learn

colour as an object-centred

‘how does it work?

riting rhizomatically; understanding texts as rhizomatic; and analyzing the rhizomatic linkages between texts and the talk of the research participants.

We are in desperate need of new concepts, Deleuzian or otherwise, in this new educational environment that privileges a single positivist research model with its transcendent rationality and objectivity and accompanying concepts such as randomization, replicability, generalizability, bias, and so forth—one that has marginalized subjugated knowledges and done material harm at all levels of education, and one that many educators have resisted with some success for the last fifty years

Todd May (1996) explains that Deleuze’s ontology is ‘built upon the not-so-controversial idea that how we conceive the world is relevant to how we live in it.’

Now you might ask what this discussion of subjectivity in Deleuze has to do with education and science, and I would respond—everything, everything. All of education and science is grounded in certain theories of the subject; and if the subject changes, everything else must as well

Rather than asking what a concept means, you will find yourself Deleuzian Concepts for Education: The subject undone 285 © 2004 Philosophy of Education Society of Australasia asking, ‘Does it work? what new thoughts does it make possible to think? what new emotions does it make possible to feel? what new sensations and perceptions does it open in the body?’ (Massumi, 1992, p. 8). You soon give up worrying about what Deleuze might have intended and use him in your own work ‘to free life from where it’s trapped, to trace lines of flight’ (Deleuze, 1990/1995, p. 141) into a different wa y of being in the world

permission to give up the pretense of signifying and ‘making meaning’ in the old way

Now you might ask what this discussion of subjectivity in Deleuze has to do with education and science, and I would respond—everything, everything. All of education and science is grounded in certain theories of the subject; and if the subject changes, everything else must as well.

haecceity

One form of resistance to the scientism produced by the old values of government functionaries involves accomplishing scholarship that critiques those values and introduces concepts that upset the established order. This essay participates in that resistance, illustrating how Deleuzian concepts keep the field of play open, becoming, rhizomatic, with science springing up everywhere, unrecognizable according to the old rules, coming and going in the middle, ‘where things pick up speed’ (Deleuze & Guattari, 1980/1987, p. 25).

We are in desperate need of new concepts, Deleuzian or otherwise, in this new educational environment that privileges a single positivist research model with its transcendent rationality and objectivity and accompanying concepts such as randomization, replicability, generalizability, bias, and so forth—one that has marginalized subjugated knowledges and done material harm at all levels of education, and one that many educators have resisted with some success for the last fifty years.

Deleuze's ontology is ‘built upon the not-so-controversial idea that how we conceive the world is relevant to how we live in it