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Society for Learning Analytics Research

Society for Learning Analytics Research
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Felder & Soloman: Learning Styles and Strategies Richard M. Felder Hoechst Celanese Professor of Chemical Engineering North Carolina State University Barbara A. Soloman Coordinator of Advising, First Year College North Carolina State University Active learners tend to retain and understand information best by doing something active with it--discussing or applying it or explaining it to others. Reflective learners prefer to think about it quietly first. Everybody is active sometimes and reflective sometimes. How can active learners help themselves? If you are an active learner in a class that allows little or no class time for discussion or problem-solving activities, you should try to compensate for these lacks when you study. How can reflective learners help themselves? If you are a reflective learner in a class that allows little or no class time for thinking about new information, you should try to compensate for this lack when you study. Everybody is sensing sometimes and intuitive sometimes. How can sensing learners help themselves?

Homepage - Cloudworks Curse of knowledge The curse of knowledge is a cognitive bias that leads better-informed parties to find it extremely difficult to think about problems from the perspective of lesser-informed parties. The effect was first described in print by the economists Colin Camerer, George Loewenstein and Martin Weber, though they give original credit for suggesting the term to Robin Hogarth.[1] History[edit] While the economists Colin Camerer, George Loewenstein, and Martin Weber were the first to "coin" the term "curse of knowledge" and to describe, and effectively, define this phenomenon, they are self-reportedly not the first individuals to document or study the effect; on the other hand, in their publication they state that: "All the previous evidence of the curse of knowledge has been gathered in psychological studies of individual judgments", referring readers to Baruch Fischhoff's work from 1975, which also involves the hindsight bias.[2] Applications[edit] See also[edit] References[edit]

Adam Cooper’s Work Blog » A Seasonal Sociogram for Learning Analytics Research SoLAR, the Society for Learning Analytics Research has recently made available a dataset covering research publications in learning analytics and educational data mining and issued the LAK Data Challenge, challenging the community to use the dataset to answer the question: What do analytics on learning analytics tell us? How can we make sense of this emerging field’s historical roots, current state, and future trends, based on how its members report and debate their research? Thanks to too many repeats on the TV schedule I managed to re-learn a bit of novice-level SPARQL and manipulate the RDF/XML provided into a form I can handle with R. Now, I’ve had a bit of a pop at the sociograms – i.e. visualisations of social networks – in the past but they do have their uses and one of these is getting a feel for the shape of a dataset that deals with relations. And with it being the Christmas season, the colour scheme chose itself. So, what does it tell me? Am I any the wiser? Merry Christmas!

Overview of learning styles Many people recognize that each person prefers different learning styles and techniques. Learning styles group common ways that people learn. Everyone has a mix of learning styles. Using multiple learning styles and �multiple intelligences� for learning is a relatively new approach. By recognizing and understanding your own learning styles, you can use techniques better suited to you. The Seven Learning Styles Visual (spatial):You prefer using pictures, images, and spatial understanding. Why Learning Styles? Your learning styles have more influence than you may realize. Research shows us that each learning style uses different parts of the brain. For example: Visual: The occipital lobes at the back of the brain manage the visual sense. Where to next? Click the links in the navigation menu on the left (or above) to learn more about the individual learning styles, or go to the learning styles inventory page to try a test to discover your own learning styles.

FreedomBox Foundation For those of you who have not heard through the mailing list or in the project's IRC channel (#freedombox on FreedomBox has reached the 0.2 release. This second release is still intended for developers but represents a significant maturation of the components we have discussed here in the past and a big step forward for the project as a whole. 0.2 features Plinth, our user interface tool, is now connected to a number of running systems on the box including PageKite, an XMPP chat server, local network administration if you want to use the FreedomBox as a home router, and some diagnostic and general system configuration tools. Additionally, the 0.2 release installs Tor and configures it as a bridge. Availability and reach As discussed previously, one of the ways we are working to improve privacy and security for computer users is by making the tools we include in FreedomBox available outside of particular FreedomBox images or hardware. The future

The Back Page By Carl Wieman In the pages of APS News and elsewhere there has been much discussion about the deficiencies of our science education system. Everyone from leaders of government, industry, and academia to concerned parents is pointing to the evidence and lamenting how these deficiencies hinder economic growth and the attainment of a scientifically literate citizenry capable of making wise informed decisions on important societal issues. Usually, such laments are accompanied with an opinion as to the source of the problem and how to solve it. One common claim is that higher education is failing because the faculty members in science care only about research and have little interest or concern with teaching. (Physics is often held out as a subject of particular criticism in this respect.) I reject this claim. Here I would like to offer an explanation for this disparity between good intentions and bad results and, on this basis, suggest how to improve teaching and learning.

Learning and Knowledge Analytics - Analyzing what can be connected Sleep learning is possible: Associations formed when asleep remained intact when awake Is sleep learning possible? A new Weizmann Institute study appearing August 26 in Nature Neuroscience has found that if certain odors are presented after tones during sleep, people will start sniffing when they hear the tones alone -- even when no odor is present -- both during sleep and, later, when awake. In other words, people can learn new information while they sleep, and this can unconsciously modify their waking behavior. Sleep-learning experiments are notoriously difficult to conduct. For one thing, one must be sure that the subjects are actually asleep and stay that way during the "lessons." Prof. In the experiments, the subjects slept in a special lab while their sleep state was continuously monitored. The next day, the now awake subjects again heard the tones alone -- with no accompanying odor. The team then asked whether this type of learning is tied to a particular phase of sleep.

MindShift | How we will learn MindShift explores the future of learning in all its dimensions. We examine how learning is being impacted by technology, discoveries about how the brain works, poverty and inequities, social and emotional practices, assessments, digital games, design thinking and music, among many other topics. We look at how learning is evolving in the classroom and beyond.We also revisit old ideas that have come full circle in the era of the over scheduled child, such as unschooling, tinkering, playing in the woods, mindfulness, inquiry-based learning and student motivation. We report on shifts in how educators practice their craft as they apply innovative ideas to help students learn, while meeting the rigorous demands of their standards and curriculum. Contact the us by email.

Conventions of Writing Humanities Papers Professor Celia A. Easton Department of English State University of New York College at Geneseo Read a successful essay on Thucydides written by a student in my Fall 1999 section of Humanities 220. The first thought any writer should give to a paper is not "What am I going to say?" but "Who is my audience?" Organization. Introductory pitfalls. Praising the bard. Lab talk. Therapy thesis. Good Starts. In the body. Writing analysis. Creating your own organization. Limiting Description. Using Secondary Sources. When you are required to incorporate secondary sources into your essay, you must make sure that you are not simply writing a report. Using quotations. In The Second Treatise of Government, John Locke claims, " . . . ." Is this clear? Plagiarism. There are also positive reasons to cite sources. Weak conclusions. Sudden stop. Apology. As a famous writer once said. As I've just said. Good endings. Format. Here is an example of a parenthetical citation for a primary source: Locke, John.

Blog |  About Silvia Rosenthal Tolisano is a Third Culture Kid (TCK). Born in Germany, raised in Argentina, having lived shortly in Brazil, is now planted in the United States. Her multicultural upbringing fueled her passion for languages, travel, global awareness, and global competencies. Silvia holds a Bachelor’s Degree in Spanish with a Minor in International Studies and a Masters in Education with an emphasis in Instructional Technology. Her passions include globally connected learning, technology integration, contemporary upgrades and amplification of the curriculum, documenting for learning (from digital portfolios, digital storytelling, new forms of teacher observations, to building institutional memory), blogging as pedagogy, visualize learning and developing & maintaining a Personal Learning Network.

GUARDIAN ANGEL KIDS online ezine for Kids! How did you learn the most difficult thing you ever learned? Some of our students may have used continued practice, trial and error or the aid of a mentor, hands-on tutorial, exploration, discovery, and mapping. Children have many different ways of learning and teachers can channel their students' learning styles. This ability and skill is especially important when supporting new skills and activities in ESL (English as a second language) as different types of learner needs require various learning styles which ensures deeper understanding. If we look closely, a learning style is an approach or process we use to learn something in terms of our own and students’ most “comfortable” way to learn. Teachers often teach using their preferred learning styles. Learning Styles are Challenging There are different ways of describing learning styles. Receiving Style Examples Evidence of Learning – Processing Styles Linear learners – Put things in order. (Felder and Soloman and Learning-Styles Online)

Tech Learning TL Advisor Blog and Ed Tech Ticker Blogs from TL Blog Staff – 0 Comments March 25, 2011 By: Ben Grey Mar 25 Written by: 3/25/2011 9:31 AM ShareThis As I started writing this post, I quickly realized there was no way I would be able to address everything in a single post. We are currently exploring the possibility of implementing a 1:1 program at our middle school with our roughly 1,060 students next year. My research was centered around the premise that these devices would prove to be both a conduit and source of production for our students' learning. After evaluating the devices above, we realized that a hybrid environment will likely be the most effective for our purposes. In our environment, we plan on distributing a netbook running Linux to the general student population. When we were considering the various devices, the full laptops were ruled out fairly quickly due to cost and size. We then looked more closely at the iPads and netbooks. Our final breakdown was as follows: Also factor in additional app costs. Take an average class of 30 students.