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]
Penetrating the Fog: Analytics in Learning and Education (EDUCAUSE Review George Siemens (gsiemens@gmail.com) is with the Technology Enhanced Knowledge Research Institute at Athabasca University. Phil Long (longpd@uq.edu.au) is a Professor in the Schools of ITEE and Psychology and is Director of the Centre for Educational Innovation & Technology at the University of Queensland. Comments on this article can be posted to the web via the link at the bottom of this page. Attempts to imagine the future of education often emphasize new technologies—ubiquitous computing devices, flexible classroom designs, and innovative visual displays. Meanwhile, the move toward using data and evidence to make decisions is transforming other fields. Higher education, a field that gathers an astonishing array of data about its “customers,” has traditionally been inefficient in its data use, often operating with substantial delays in analyzing readily evident data and feedback. Something must change. Data Explosion Big Data Learning Analytics The Value of Analytics for Higher Education
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.
Open Learning Analytics: A proposal Learning analytics are increasingly relevant, and prominent, in education. Startups and established software vendors are targeting learning analytics in their product offerings for the education and training and development sector. Many of the companies that serve the higher education market– including Sungard, Blackboard, and Pearson – are already heavily committed to analytics. To some degree, all educators are involved in analytics. Given the importance of analytics in education, we need to have an early discussion on openness. To address the need for openness of platforms, algorithms and ensure that the learning process remains a key focus, a group of us have proposed the development of an open learning analytics architecture/platform. Additionally, we (Simon Buckingham Shum, Shane Dawson, Erik Duval, Dragan Gasevic, and myself) are offering an open online course on learning analytics starting January 2012.
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.
Learning Analytics: Ascilite 2011 Keynote Learning Analytics: Dream, Nightmare, or Fairydust? From today’s keynote at Ascilite 2011, here’s the podcast plus the slides. I am grateful to Gary, Renee and everyone else at Ascilite for their understanding and flexibility, since after months of planning this trip, unfortunately I could not be there in person after my father passed away last weekend. For those of you who like to download and watch offline: podcast [Hi-Res version: 93.3Mb] + slides [PPTX/PDF] For detailed descriptions of work presented here, see other posts tagged learning analytics and the references below. Abstract Pervasive digital technology is weaving a fabric around our lives which makes it increasingly hard not to leave digital traces. One answer is it’s time to upgrade our computing kit. Then there are those of a more cautious nature. Analytics may in time come to be used to judge you — as a learner, an educator, or your institution. Are you thinking Dream, Nightmare, or Fairydust? Biography Key refs:
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 – TechLearning.com 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.
Science, Creativity and the Real World Gifted Homeschoolers Forum Science, Creativity and the Real World: Lessons Learned from the U.S. Homeschool Community By Corin Barsily Goodwin and Mika Gustavson, MFT A great deal of concern surrounds the lack of quality in science education in the United States. A 2012 study by the Fordham Institute[1] identifies four main factors for the failure of science standards to produce a flock of achievers: an undermining of evolutionary theory, vague goals, not enough guidance for teachers on how to integrate the history of science and the concept of scientific inquiry into their lessons, and not enough math instruction. Let’s first examine the needs of the gifted learner, with a particular emphasis on creativity, and how those needs are expressed in the context of science learning, followed by a discussion of the limitations of the rote method of scientific education for these learners and some alternative options gleaned from homeschoolers and others who take a more flexible approach to education. Conclusion
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