Mr. Adler’s notion that “almost all of the great books in every fieldare within the grasp of all normally intelligent men” seems to usto need a deal of sifting. We do not know what he means by “nor-mally intelligent

Why were Adler and Hutchins the stars of the show? Due to theprominence of the University of Chicago in the city, and the factthe both men had been in the news fairly often since the early1930s due to their writings and public speaking engagements, theywere very public Chicago intellectuals.

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Learning and knowledge rests in diversity of opinions.

I would like you to do us a favor though because our country has been through a lot and Ukraine knows a lot about it. I would like you to find out what happened with this whole situation with Ukraine, they say Crowdstrike

Something like collaborative study was mentioned in a recent article by Brown and Adler (2008). The authors cite Harvard research Richard Light who investigates factors predictive of college student success. Light's research (2004) observes that whether or not students form themselves into small study groups that meet frequently is a better predict or academic achievement than such factors as variables associated with instructor style.

In knowledge-building, the strong form, the learner adds to core ideas from existing personal knowledge and in doing to reflects on the core ideas in greater depth

Key Finding: At home, students spent 68.2 percent of their time on Academic sites, and 31.8 percent of their time on Non-Academic sites.

More Students are Bringing Devices Home GoGuardian analyzed the aggregate anonymous data of 5 million K-12 students, and found that the percent of student devices being used at home steadily increased from the fall of 2016 to the fall of 2017 across grade levels. The largest percentage increase in device usage at home was at the elementary school level, increasing 132 percent, from 11.7 percent in 2016 to 27.2 percent in 2017. Overall, Chromebook usage at home was more prevalent in the higher grade levels: 53.4 percent of middle school devices, and 57.1 percent of high school devices were used by students at home in 2017.

The Rise of Chromebooks in Education As reported by Edsurge and The Journal, Google Chromebooks have captured the dominant share of the K-12 mobile computing market in the United States for the second year in a row. Google Chrome OS's share of school-purchased mobile devices surged to a 59.8 percent share in 2017, up 21 percentage points from 2014.

Top educational sites trending by subject Top educational sites trending by grade level, based upon an index that equally weighed the percent of students visiting the site and percent of time spent.

Websites offering personalized learning experiences were prevalent across all grade levels, with Khan Academy in the top ten sites at the elementary, middle school, and high school grade levels

The popular study application Quizlet occupies the #2 spot on top educational sites overall, and the #1 spot for middle school and high school students. This is consistent with the larger edtech landscape, where digital flashcards, self-made quizzes, and online study tools are on the rise

Rise in interactive gamification: Data trends indicated a rise in the gamification of digital learning, with Kahoot holding the #1 spot for Educational Sites overall and Cool Math Games taking the #1 spot for Trending Sites (which evaluated YoY growth).

top trending sites in education

G Suite for EducationSix of the Top Ten Educational Sites G Suite for Education (GSFE) far surpassed other sites and apps in student usage metrics, accounting for six of the top ten educational sites. G Suite continues to play a prominent and valuable role in America’s classrooms - more than half the nation’s primary and secondary school students use G Suite, as reported by the New York Times. Average usage of time spent between Google Sites

Student device usage can be broken down into three overarching categories: G Suite for Education - including Google Docs, Sheets, Slides, etc.- account for 68.5% of total time spent by students on the top 100 sites. Publishers and Learning Systems - including textbook publisher, LMS, and SIS sites - account for 20.2% of total time spent on the top 100 sites. Student-driven educational sites account for 11.3% of total time spent on the top 100 sites. The list of top student-driven educational sites is included below, and reflects students’ organic browsing patterns.

The Benchmark Report analyzes the aggregate device usage of 5 million K-12 students across the country.

our hunch is that at a minimum it will require learning scientists to approach educators with more humility. Instead of attacking myths, scientists need to approach educators as professional colleagues. As colleagues, teachers and scientists have much to learn from and teach each other about what works in a classroom.

The contrast suggests that while learning styles are popular, what’s really popular is instruction involving multiple modalities. Perhaps some teachers who express a belief in learning styles “really mean that they try to use a variety of representations and activities in class,

There is a way forward. We need more teaching – and less preaching – to influence the beliefs of educators such as Terry. To achieve this, advocates of learning science should borrow from the playbooks of good science teachers. These teachers do not prioritize getting students to reject their existing beliefs, but instead seek to foster new scientific knowledge in their students. They replace scientific misconceptions, rather than debunk them.

To that end, recently a group of 30 learning scientists – including Steven Pinker, Hal Pashler and others – published a letter to inform teachers that learning styles is a “neuromyth” that “create[s] a false impression of individuals’ abilities, leading to expectations and excuses that are detrimental to learning in general, which is a cost in the long term.”

Various government websites have been purged of climate change information ever since Trump took over. Within minutes of the president's inauguration, the White House's webpage removed pretty much all references to climate change and replaced it with "An America First Energy Plan."

Under Tillerson's leadership, Exxon issued several statements that supported the Paris climate agreement. However, Tillerson has not explicitly endorsed the global climate action accord.

Either way, the major obstacle is Trump’s untrustworthiness. He is a frequently mendacious man, and many of his associates possess the same deficiency in character. I do not know if the many untruths Trump and his team have uttered on this subject are making them appear guiltier than they are or obscuring a shocking reality.

A study of 2,000 Twitter users who publicly identified as either Labour, Tory, Ukip or SNP supporters has found they are far more likely to interact with others from the same party and to share articles from publications that match their views.

metacognitive knowledge consists of personal insights into how cognitive tasks such as memory or writing are accomplished, about what makes particular tasks difficult or easy, and about personal cognitive characteristics and capabilities.

Researchers have found that the following problems, among others, are typical:

targeted rereading or asking the teacher or a classmate for assistance

Students frequently are unaware that they have failed to comprehend material they have read (Baker, 1985; Markman & Gorin, 1981). They also seem unable to predict accurately how they will do on tests covering material that they are studying (Pressley, Snyder, Levin, Murrary & Ghatala, 1987)

Technology offers ways to address metacognitive weakness.

The expectations include cyberbullying “awareness and response” which we assume implies that schools are expected not only to inform, but to intervene when students are being cyberbullied.

To receive the funds necessary to address equity, school agree to address the issues of technology-related responsible behavior.

The Children’s Internet Protection Act (CIPA) mandated that school and library authorities must certify that they are enforcing a policy of Internet safety that includes measures to block or filter Internet access for both minors and adults to certain visual depictions. These include visual depictions that are (1) obscene, or (2) child pornography, or, with respect to use of computers with Internet access by minors, (3) harmful to minors.

Supporters argue that the intent was not to have the telecommunications industry pass on the cost to consumers, but to have the industry absorb these additional costs out of the savings allowed by regulatory changes that reduced access charges previously paid by long-distance companies.

We commonly urge students to report when they are cyberbullied, but they do not do so.

What should be said?

The bystander effect proposes that the likelihood of any given observer stepping forward to assist a victim decreases as the number of bystanders increases

Perhaps the situation would be different if reinforcers did not reinforce, more outsiders supported the defenders, and victims had a different social skill set that might limit or allow a response to attacks.

argues that cyberbullying (actually the original model focused on bullying) is a systemic problem unlikely to be adequately addressed assuming that the only needed intervention is to focus on the perpetrators.

“online harassment” is applied to many situations others would label as bullying.

made phone calls to a carefully selected group of adolescents

representative national sample of specific age groups

What can be obscure are the methods used to generate the data that are analyzed.

It is not that there are not plenty of descriptive statistics available. Rather, it is frustrating that these statistics are so variable.

Bullied students claim that the harrassment of peers is responsible for a decline in their grades (Beran & Li, 2007) and that they sometimes avoid going to school because of their treatment online (Katzer, et al., 2009; Ybarra, et al., 2007). Despite the negative experiences occuring online, the victims of bullying feel less safe in school (Varjas, et al., 2007).

note that adolescents without a sense of confidence and poor social skills are less likely to fit in and to have less developed coping skills rendering them poorly prepared to deal with peer conflicts

We prefer to refer to the connections between being cyberbullied and feelings or behaviors as correlates rather than consequences because these variables are probably interconnected in complex ways.

In this case, of course, we are attempting to consider whether among all of the potential problems that impact children of school age, schools should attempt to address the causes and consequences of cyberbullying.

The stages in this process play out over a significant period of time during which practitioners are asking for ways to address the problems.

Cyberbullying is often perceived as a problem for educators to address. However, the major role of the school is that it establishes the social context through which students know each other. The reality is that most online bullying does not involve school equipment or occur during school hours.

As a matter of efficiency, these companies desire a broad audience and seldom see K-12 students as providing a unique business opportunity

attributes of online experiences we value in some settings are the same attributes that cause problems in other settings

The research on cyberbullying does not seem to be mature

Participants in a chat actually search for the designated hashtag rather than watch their Twitter feed.

There are two efficiency issues we propose teachers should consider in evaluating possible technology-supported, classroom activities. These might be described as the efficiency of the learning task and the efficiency of the learning tool

With direct instruction, less learner cognitive activity is required to get to the point of learning and a larger proportion of learners would be likely to have sufficient remaining cognitive capacity to have successful learning experiences.

There are practical limits on the load that the cognitive system can tolerate and the work of meaningful learning must fit within what an individual is capable of accomplishing

Our somewhat simplified version suggests that the sources of load in educational settings might be identified as (1) the cognitive activity involved in meaningful learning, (2) the cognitive activity to accomplish any external tasks intended to facilitate learning, and (3) the cognitive activities not directly relevant to learning.

Kuhn, D. (2007). Is direct instruction an answer to the right question? Educational Psychologist, 42, 109-113.

"Students with high reading ability but low knowledge of baseball were no more capable of recall or summarization than were students with low reading ability and low knowledge of baseball" (p. 19)

Recht and Leslie (1988) wanted to evaluate the relative contribution of reading skill and background knowledge as predictors of differences in what would be learned by reading a text passage

What is needed is guided practice; a more systematic approach in which students receive feedback on how well they are implementing higher order skills.

Susan Beck's web site

Count calories, not carbs

Specifically, they asked students to "Write an explanation of what caused the eruption of Mt. St. Helens" after reviewing a number of web sites that supposedly resulted from a search on the phrase "causes volcanic eruptions". As is sometimes the case in educational or psychological research, the list of web links provided research participants were not the top "hits" from an actual search, but a collection of informative and pseudoscience sites offering information on volcanic eruptions.

Google Plus is really a framework for a number of services with the promise that more will eventually be added.

circle becomes a way to target the delivery of content and participation in communication activities.

A circle is a group of individuals that fall within a category

originating from the insight that our social relationships, face-to-face and online, are really made up of a complex assortment of overlapping groups

On the road

this might be used to determine when changes were made to a document and if the document was created by multiple authors who did what

The author can specify whether the partner can view, comment, or edit the document. These options are hierarchical such that editorial privileges allow commenting

Teacher models comments in reaction to a writing sample displayed on interactive white board.

Most students are not prepared to be effective peer editors

Peers provide separation

In addition to the advantage of a division of labor, peer editing should offer a way to develop editing skills

A reality associated with such benefits is the time intensive nature of supporting revision

An important challenge related to this claim is to make commenting as practical and efficient as possible

Material written to be communicated to peers through telecommunications has been found to be better organized, mechanically more correct, and more informative than papers on identical topics written to be graded by the teacher (Cohen & Riel, 1989)

recursive nature of process writing—that is, the expectation that ideas will be generated, written, considered, and rewritten several times—is ideally implemented within a system that allows written products to be saved, retrieved, and modified efficiently

composition skills within this orientation often involves collaboration, and writers frequently receive help and feedback from classmates and their teacher during all of the stages

writing process approach, which encompasses the stages of planning, drafting, editing/revising, and publishing

all parties can use these data

These components now feed detailed data to a management system that organizes information on time spent and performance accomplishments for the student, teacher and parent

now include a hierarchical structure (knowledge map)

Kahn Academy have evolved into a more complete system for both learning and instruction

individuals will differ in what they know and what they will find difficult to understand

watch the demonstration or consider the explanation a second time

most of us have some things we already know

the videos offered by the Kahn Academy are short - bite-sized you might say

preferable to use valuable class time for interaction and assume that information input can efficiently be accomplished elsewhere

before you come to class and we will spend class time discussing what you have learned and addressing your questions

Consider Khan’s concept of “flip the classroom” which seems to translate as watch the lecture at home and do homework in the classroom.

we would describe as screen casting

The first explains the theory of mastery learning. The second explains how the theory of mastery learning was implemented as instructional strategies when first implemented.

advantage of CAI may be increasing

Summary of Research on CAI

Students in schools with a higher proportion of students receiving a lunch subsidy are more likely to work with instructional software.

the lack of frequent updates on technology use cannot be explained by concluding that most students make heavy use of instructional software in their daily work

Some point to the motivational advantage of games and the related willingness of many players to spend considerable amounts of time and others complain that any observed benefits of games are likely due to the extra time spent.

One proven method for increasing the involvement of learners in active exploration and generative thinking is to have them work within the exploratory environment in small groups. A collaborative arrangement can prevent some students from becoming completely lost.

situating learning in a context in which actions based on present understanding

developers make available guest passes

What case can be made for the digital version of flashcards?

Flashcards provide individuals or individuals within small groups a way to systematically practice retrieval and evaluate understanding both of which are important and documented ways to improve performance and retention (Rohrer, & Pashler, 2010)

arguments for and against guided or direct instructions

Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching

why not generate products as part of the learning process

external record of the problem-solving process

Metacognitive control functions are demonstrated in planning, regulating, and evaluating behaviors

You consider what is expected of you and adjust your behavior accordingly

peer tutoring

teaching represents a generative activity with benefits to both the teacher and the student

Tasks that rely on multiple sources and that get beyond summarization to argumentation and explanation have a greater positive impact on depth of understanding

whether the task encourages the writer to express ideas that are already formed or requires the writer to formulate new ideas. Bereiter and Scardamalia (1987) differentiate such tasks as knowledge telling and knowledge transforming

credible support for this focus from at least two identifiable research areas involving learning activities which are traditionally described as a) writing to learn and b) peer tutoring.

generative learning (Wittrock, 1974, 1990)

We would describe such products as externalized representations of understanding and suggest that in creating these representations, individually or collaboratively, learners process their experiences in ways they may not have without the requirement of generating the product.

How many times will students use the tool? Is this a one-time project or task or will students like make frequent use of what they learn in your class and in other classes?

"thinking about the experience" component is often sacrificed to save time

Science labs make a good example of the challenge of task efficiency

if the total load exceeds the cognitive capacity of working memory, the system becomes less effective

Less work is required when a learner already has a good background relevant to what she is trying to learn

Think of load as work.

background for this discussion might be found in our comments on the limits of working memory and our description of the controversy between advocates of direct instruction and more experiential learning activities

for flawed models of how something works to be changed, the flawed model must be activated (brought into working memory) at the same time information that contradicts the flawed model is active

Creating links is not an automatic process. Students must activate stored experiences and find appropriate connections with new ideas or with older ideas that were not previously understood as related

Attempting to recall disconnected elements requires additional working memory capacity

Individuals connect elements in their memories in unique ways as a consequence of personal cognitive activity. Effective educational experiences, therefore, must result in both the accumulation and organization of memory units.

some researchers describe as indexing

A second learning goal might be to store personal experiences as episodes, but to also associate meaningful labels with these experiences

experiences by themselves are not equivalent to knowledge

advocates of case-based learning, pointing to the problem-solving behavior of individuals in professions such as medicine, claim that decisions are often based on the recollection of "episodes" rather than abstract principles

Episodic memories are rich in detail, much of which may be of no great significance. Episodes are associated with a particular time and place.

drawn a distinction between the verbal representation of what we know and the memory responsible for what we can do

Russell and colleagues

Personal technology proficiency might be thought of as a starting point for the development of teacher differences influencing what happened in the classroom

Inan and Lowther (2010)

basic research strategy might go something like this

While teachers in their first few years do not necessarily engage their students with technology, once they get started teachers newer to the role of educator have their students make greater classroom use of technology.

Bloom (1984) described what he called the 2 sigma problem. The core idea in this paper was that the likely optimal outcome in instruction would be similar to the outcome of a student working with a quality tutor

authors propose that the learning and motivational advantages of individual learning will allow a break from these dependencies

"nonconsumption". This strange term pretty much translates as "no competition"

Whether "outsiders" have an accurate understanding or not, it is the children of outsiders we are educating and it is the outsiders who are paying the bills

Keller's personalized system of instruction relied on tutors to work with individual students and while probably less well known is closest to the way technology is used to address individual needs (see Kahn Academy as an example)

we believe that the most credible research supports a focus on aptitude and background knowledge differences, but not learning styles

what each individual does cognitively is self initiated and controlled

many interesting ideas floating about that are intriguing, but as yet unproven.

Center for Research on Education Outcomes, 2015

teachers will increase their role as facilitator

more flexible content

Learning What Schools Have Traditionally Taught

Writing to Learn Teaching to Learn

Knowledge telling is regarded as the weak form involving a restatement of what is known with limited activation of other existing knowledge

theoretical perspective most commonly mentioned as a rationale for the collection of activities we describe here is ''generative learning'' (Wittrock, 1974, 1990)