Fluid and crystallized intelligence Fluid intelligence or fluid reasoning is the capacity to think logically and solve problems in novel situations, independent of acquired knowledge. It is the ability to analyze novel problems, identify patterns and relationships that underpin these problems and the extrapolation of these using logic. It is necessary for all logical problem solving, e.g., in scientific, mathematical, and technical problem solving. Fluid reasoning includes inductive reasoning and deductive reasoning. Crystallized intelligence is the ability to use skills, knowledge, and experience. It does not equate to memory , but it does rely on accessing information from long-term memory. Crystallized intelligence is one’s lifetime of intellectual achievement, as demonstrated largely through one's vocabulary and general knowledge. The terms are somewhat misleading because one is not a "crystallized" form of the other. History[edit] Theoretical development[edit] Fluid versus crystallized[edit] Factor structure[edit]
50 Powerful Ways To Use Skype In The Classroom Added by Katie Lepi on 2012-11-15 Collaborate! Meet with other classrooms : One of the most common projects educators utilize Skype for is setting up exchanges with classrooms around the world, usually for cultural exchange purposes or working together on a common assignment. The program’s official site provides some great opportunities to meet up with like-minded teachers and students sharing the same goals. Practice a foreign language : Connect with individual learners or classrooms hailing from a different native tongue can use a Skype collaboration to sharpen grammar and pronunciation skills through conversation. Communicate! Parent-teacher conferences : Save gas, time, and energy by holding meetings with moms and dads via video chat instead of the usual arrangement. Connect! Art crits : Schedule time with professional artists and receive thorough crits about how to improve a piece. And here’s the tools to help you do it! Comments are closed.
Intelligent tutoring system An intelligent tutoring system (ITS) is a computer system that aims to provide immediate and customized instruction or feedback to learners,[1] usually without intervention from a human teacher. ITSs have the common goal of enabling learning in a meaningful and effective manner by using a variety of computing technologies. There are many examples of ITSs being used in both formal education and professional settings in which they have demonstrated their capabilities and limitations. There is a close relationship between intelligent tutoring, cognitive learning theories and design; and there is ongoing research to improve the effectiveness of ITS. History of ITS[edit] Early mechanical systems[edit] Skinner teaching machine 08 The possibility of intelligent machines have been discussed for centuries. Pressey himself was influenced by Edward L. Early electronic systems[edit] In the period following the second world war, mechanical binary systems gave way to binary based electronic machines.
Dyads & Triads — The Smallest Teams (by Christopher Allen with Elyn Andersson and Shannon Appelcline) Two years ago, the Bainbridge Graduate Institute (www.BGI.edu) faculty gathered to radically reinvent their sustainable business curriculum for the next decade. Our goal was not only to update course content, but also to significantly update how the material was taught. We wished to make our teaching process (our pedagogy) more interactive and also more effective for students graduating into a 21st-century work environment, where people increasingly work in teams-both online and offline. As a specialist in group interactions, I was asked by the faculty whether formal graduate student study groups (called "Study Buddies") should consist of two people or of three. My expertise with group dynamics comes from professional experience as an entrepreneur and from considerable experience both building online communities and helping others to do the same. Clearly, working teams of 4-9 people were too large for our purposes.
«Free digital tools in Blooms This list is distinctive as the resources are a) free and b) almost exclusively browser based. The list is also sorted by Blooms, meaning you are able to more easily consider your student outcomes FIRST. There are a few exceptions. Have a favourite that’s missing? Creating (Higher order thinking): Designing, constructing, planning, producing, inventing, devising, making) Applications: Evaluating (Higher order thinking: Checking, hypothesising, critiquing, experimenting, judging, testing, detecting, monitoring) Applications: Analysing (Higher order thinking: Comparing, organising, deconstructing, attributing, outlining, structuring, integrating) Understanding (Lower order thinking: Interpreting, exemplifying, summarising, inferring, paraphrasing, classifying, comparing, explaining) Remembering (Lower order thinking: Recognising, listing, describing, identifying, retrieving, naming, locating, finding) Blogging Software Posterous – Perhaps the easiest blogging tool to use available. Dashboards
Technology adoption lifecycle The technology adoption lifecycle is a sociological model that is an extension of an earlier model called the diffusion process, which was originally published in 1957 by Joe M. Bohlen, George M. Beal and Everett M. Rogers at Iowa State University and which was originally published only for its application to agriculture and home economics).[1] building on earlier research conducted there by Neal C. Beal, Rogers and Bohlen together developed a model called the diffusion process[5] and later Everett Rogers generalized the use of it in his widely acclaimed book, Diffusion of Innovations[6] (now in its fifth edition), describing how new ideas and technologies spread in different cultures. Rogers' bell curve The technology adoption lifecycle model describes the adoption or acceptance of a new product or innovation, according to the demographic and psychological characteristics of defined adopter groups. The report summarised the categories as: Adaptations of the model[edit] Examples[edit]
OLDaily ~ by Stephen Downes by Stephen Downes April 8, 2014 What Books Should Every Intelligent Person Read?: Tell Us Your Picks; We’ll Tell You OursDan Colman, Open Culture, April 8, 2014 I find the lists offered by Dan Colman and Neil DeGrasse Tyson to be a bit parochial, steeped in (their) local culture and issues of the day. Why else include Darwin and de Tocqueville? Rene Descartes, MeditationsDavid Hume, An Enquiry Concerning Human UnderstandingJohn Stuart Mill, On LibertyUrsula K. Why these? [Link] [Comment] Digital Canada 150Press Release, Government of Canada, April 8, 2014 The Canadian government announces its digital economy strategy: "our vision is for a thriving digital Canada, underscored by five key pillars: connecting Canadians, protecting Canadians, economic opportunities, digital government and Canadian content." [Link] [Comment] Humor That Dare Not Speak Its NameScott Jaschik, Inside Higher Ed, April 8, 2014 [Link] [Comment] [Link] [Comment] What would really be interesting? [Link] [Comment]
An Ed-Tech Guide for Teachers and Technologists “Ed-Tech” stands for educational technology, it is about the education-focused technologies or using general technologies for education purposes. Looking back on 2012, a review on Top 10 Educational Technologies of 2012 (from School Library Journal) is a must-read, and Top 100 Tools for Learning from C4LPT (2012) is the comprehensive list of top Ed-Tech tools from C4LPT. Looking forward to next year, MIT Enterprise Forum gave us the highlight on Converging Trends and Opportunities of K12 EdTech, and The Open University proposed ten innovations that have the potential to provoke major shifts in educational practice: Innovating Pedagogy 2012 from The Open University. Back to the basics of Ed-Tech, Audrey Watters(Hack Education) had created “The Audrey Test” in 2012 – … some of the things I think techies (engineers and entrepreneurs) should know about education. A little history, a little theory, a little policy, a little cognitive science.
Constructivist epistemology Constructivist epistemology is a branch in philosophy of science maintaining that natural science consists of mental constructs that are constructed with the aim of explaining sensory experience (or measurements) of the natural world. According to it, scientific knowledge is constructed by the scientific community, seeking to measure and construct models of the natural world. Tenets[edit] According to constructivists there is no single valid methodology in science, but rather a diversity of useful methods.[2] Origin of the term[edit] History[edit] Constructivism stems from a number of philosophies. Following the Renaissance and the Enlightenment, with the phenomenology and the event, Kant gives a decisive contradiction to Cartesians' epistemology that has grown since Descartes despite Giambattista Vico calling in Scienza nuova ("New Science") in 1725 that "the norm of the truth is to have made it". Constructivism and sciences[edit] Social constructivism in sociology[edit] Joe L.
Connectivism & Connective Knowledge Week 9 is a conference week, focusing on Net Pedagogy. This will be a great opportunity to reflect on how social networks and networked technology impact how we teach and learn. We’ve lined up five excellent speakers for the week: Martin Weller Title: Is there a pedagogy of abundance? Description: In a digital age we have seen a fundamental shift in many of the basic economic models underlying industries as they move from an economic model based on scarcity to one based on abundance. Time: Wed, November 11. Frances Bell Title: Transparent Teaching and Learning: what remains when the teacher disappears Description: This session’s deliberately ambiguous title (is it a statement or a question?) · Do we need teachers? · What remains when the teacher disappears? · What informs teachers’ practice? I hope you can join us and answer my questions. Time: Wed, November 11 Time Conversions 2000 GMT Stephen Downes Title: Open Education: Projects and Potential [webcast of an f2f presentation] Description:
Top 5 Lectures about Education & Technology Learn About EnglishCentral Teaching English Magazine Read The Latest Newsletter Digital Downloads TESOL Certificate Supporter Top 5 Lectures about Education & Technology This is a follow up to my recent: Top 5 Inspirational presentations about Educational Technology. Over the last decade there have been some great lectures made available to teachers/researchers about the powerful new possibility that technology promises for education. I'm sure you have your own to share and please comment and tell us which one(s) you think are a "must". Honorable Mentions: Is the internet a good thing? #5 Derailing Education - David Warlich #4 Let's Use Video To Re-invent Education #3 Copyright problems in the Digital Age - Richard Stallman #2 The Learning Revolution - Ken Robinson #1 The Future Of Learning - Sugata Mitra If you liked this you might enjoy: Top 5 inspirational speeches for teachers Views: 292 Tags: education, future, lecture, technology, top5 Like 0 members like this Share Twitter Facebook Add a Remark
An Introduction to Connective Knowledge ~ Stephen's Web ~ b You are not logged in. [] [] Revised and Updated (minor corrections and typos only) and placed in MS-Word Document form, November 27, 2007. Click here . The version that follows below is the original (uncorrected) version). Yet another article, describing new forms of knowledge as probablistic , has crossed my desk today, and consequently it seems appropriate at this time to type a few words on the nature of distributed knowledge. It should go without saying that these are my own thoughts, and this discussion should not therefore be considered an authoritative reference on the subject. a. You probably grew up learning that there are two major types of knowledge: qualitative and quantitative. Distributed knowledge adds a third major category to this domain, knowledge that could be described as connective. This is more than just the existence of a relation between one entity and another; it implies interaction. Probabilistic knowledge is a type of quantitative knowledge. b. c. d. e. f. g.
100+ examples of use of social media for learning EmailShare 0EmailShare Note: this page dates back to 2011. More up to date information is to be found in my Social Learning Handbook 2014. Here are over 100 ways that different social technologies (and tools) are being used by learning professionals worldwide – compiled from the comments of those who have contributed to the Top 100 Tools for Learning 2009 activity. Blogging (1) “Blogs are great for learning from others, reflection, story sharing, facilitating connections among people, philosophizing, and much more” Janice Petosky, Instructional designer,West Chester, Pennsylvania (2) “Writing a blog is a learning activity, of course, but reading the best blogs that are available is one of my most productive learning experiences.” (3) “Blogging is my chief way of making sense of things“ Michele Martin, Freelance Learning Consultant, USA (5) “While everyone seems to get the blog thing now, few are leveraging the technology for what, at its root, it really is: a very quick web page creator.