trying to answer questions—or to even foster questions in the first place
This strikes me as a crucial point: using this tool allowed you to shift from a traditional, considerably passive learning style (they're still engaging with the text, but alone) to a more potentially active one.
Campus Design Toolkit
Large lecture classes may go through the content too quickly for the typical student to understand. That's why so many schools follow the practice of breaking the class cohort into smaller sections led by teaching assistants.
“learners must be actively engaged in learning” to achieve deep understanding (Barkley, Cross, & Major, 2005, p. 10).
This might be a useful reference for further study into active learning
Microphones are the new surveillance cameras.
Many times, the work we do as educators is actually taking away some of the most powerful learning from our students.
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.
Sounds like something interesting for Dr. Jeremy Dean.
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.
to offer just lectures
slow readers down
Does the slow reading movement parallel the slow food one? In some ways, there might be a point against “consumption” in both cases. Or, at least, utilitarianism.
They suggested that the CHA’s heat infra-structures conjoined wastefulness and neglect in ways that encouraged tenants’attachments to heat and, with respect to heat consumption, placed them perma-nently beyond practices of self-sufficiency
I completely agree with this statement. They were unable to control levels of heat within their homes so when it consistently stayed too hot, they opened windows to let in cold air... hello.. That's like having your sprinklers on for your yard when it's pouring rain outside.. and there's a drought.
Besides the piece’s content, the interactions which happened through a layer of Diigo annotations were quite interesting.
Might want to add yet another layer to this old discussion.
follow the lead of the sciences
Again, I don't get all the anti-science rhetoric and anti-intellectualism when it comes to talking about teaching. Was active learning invented in science classes? No. Was John Dewey a scientist? No. Either way, does any of that mean that we should reject something because it was done in the sciences or said by a scientist?
There are whole journals devoted to research on teaching humanities topics: history, philosophy, writing, literature, etc. All ignored in this article.
Eliot was a chemist, so perhaps we should take his criticisms with a grain of salt.
Again, there is plenty of research showing that active learning is better in areas other than the sciences and math. See the section on History education in the free book How Students Learn, for example: http://www.nap.edu/read/10126/chapter/3
or the book Doing History, or work by Sam Wineburg and other history education researchers.
vogue
I wouldnt't call it a "craze" or a "vogue" when people have been arguing for it for over 100 years and there are now thousands of empirical research articles demonstrating that it is superior to traditional lecture. Rejecting active learning in favor of traditional lecture is akin to the 19th doctors who rejected the idea that they needed to wash their hands: https://edtechdev.wordpress.com/2014/06/03/healthcare/
2014 study showed that test scores in science and math courses improved after professors replaced lecture time with “active learning” methods like group work
It's not just math and science. There are studies showing active learning is better than lecture for history teaching and other areas, too. Here's just one: http://link.springer.com/article/10.1023/B:IHIE.0000047415.48495.05#page-1
Pour le contexte… Girard est instigateur d’un projet qui a donné lieu à un manifeste sur la pédagogie active.
Ce manifeste a donné lieu à un débat.
Le texte de Tisseron auquel répond Girard a été partagé par Jacques Cool sur Facebook (connu sous le nom de « Jacques McCool » parce que la plateforme n’accepte pas son vrai nom).
I've been spending a lot of time lately learning how to use Selenium WebDriver, the premier automation toolkit for functional testing of Web software.
A /lot/ of time. But it's turning out to be well spent.
An experiment with @medium and @hypothes_is, https://medium.com/@judell/an-experiment-with-medium-78b670d0f0f8 …, illustrates the idea of portable comments.