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Roger Schank

Roger Schank
Related:  Cogniticiens, informaticiens, anthropologues (L-Z)

UNESCO | Teaching and Learning for a Sustainable Future | Module 20: Experiential learning Introduction At the heart of all learning is the way we process our experiences, especially our critical reflections on our experiences. This module introduces experiential education as a key approach to student-centred learning for a sustainable future. Experiential learning engages students in critical thinking, problem solving and decision making in contexts that are personally relevant to them. This approach to learning also involves making opportunities for debriefing and consolidation of ideas and skills through feedback, reflection, and the application of the ideas and skills to new situations. Objectives To appreciate the value of student-centred experiential learning; To analyse the elements of experiential learning; To develop guidelines for teaching through experiential approaches; and To relate experiential learning to education for sustainable futures. Activities References Beard, C. and Wilson, J.P. Silberman, M.L. Wessels, M. (2006) Experiential Learning, Juta and Co. Credits

How technology can actually change education | OEB Insights By Roger Schank You can’t read something about education these days without reading about how technology will change everything. Sorry to be a downer, but technology will change nothing if what is meant by technology is that we have new ways of delivering the same old material. The basic philosophy behind education for millennia has been that experts know stuff, so the experts (or their agents) will tell you the stuff you need to know. The problem is learning simply doesn’t work that way. People learn by trying things out and seeing how it goes. Technology could change education in important ways by doing the following things (nearly all of which are regularly resisted by those in charge who want things to stay fundamentally the same): Eliminating all lectures. Where does AI fit in all this? We need to build an AI mentor so that there is always someone available to ask. And of course we need to build virtual environments. So, will technology help fix education?

Warren McCulloch Un article de Wikipédia, l'encyclopédie libre. Il est l'initiateur des rencontres interdisciplinaires, dites Conférences Macy, qui réunirent certains des plus grands esprits de l'époque entre 1942 et 1953 et qui furent à l'origine de la cybernétique. Il a établi la propriété suivante : lorsqu'un neurone cérébral A est relié directement à un neurone cérébral B, il existe toujours une liaison, soit directe soit indirecte, allant également de B vers A. Il fut le chef des laboratoires de la faculté de médecine à Harvard Chicago avant de poursuivre sa carrière au MIT. En 1943, il écrit avec Walter Pitts « A logical calculus of the Ideas Immanent in Nervous activity », Bulletin of Mathematical Biophysics, University of Chicago Press. En introduisant le caractère de « tout ou rien » dans la description de l’activation du système neuronal, il situe celui-ci dans la catégorie des modèles logiques (ceci l'amènera à la théorie des automates et ouvrira à l’élaboration d’automates «auto-régulés » ).

Challenge Based Learning - Students Today, Teachers Tomorrow By Murdock Middle School Ms. Carboni's Class Our technology classes at Murdock Middle School strive to give back to the community, while reinforcing technology literacy skills. Students worked in teams and created videos to teach a skill that they shared with their community. The students' names will appear in the video as there are hundreds to list since we had approximately 65 teams participating. Challenge Teach what you have learned Overview Students presented their media asset to teach a skill they have learned to share with their community. Sources Murdock Middle School's Team PowerPuff Girlz, "1,2,3, Stop Bullying Me!" Learning Theories that Support Multiage Education. Teaching with the Constructivist Theory.

Judy Willis Experiential learning - Wikipedia Experiential learning is the process of learning through experience, and is more specifically defined as "learning through reflection on doing".[1] Hands-on learning is a form of experiential learning but does not necessarily involve students reflecting on their product.[2][3][4] Experiential learning is distinct from rote or didactic learning, in which the learner plays a comparatively passive role.[5] It is related to but not synonymous with other forms of active learning such as action learning, adventure learning, free-choice learning, cooperative learning, service-learning, and situated learning.[6] Experiential learning is often used synonymously with the term "experiential education", but while experiential education is a broader philosophy of education, experiential learning considers the individual learning process.[7] As such, compared to experiential education, experiential learning is concerned with more concrete issues related to the learner and the learning context.

Engines for Education - Welcome Giulio Tononi Giulio Tononi (Italian: [ˈd͡ʒulio toˈnoni]) is a neuroscientist and psychiatrist who holds the David P. White Chair in Sleep Medicine, as well as a Distinguished Chair in Consciousness Science, at the University of Wisconsin. Biography[edit] Tononi was born in Trento, Italy, and obtained an M.D. in psychiatry and a Ph.D. in neurobiology at the Sant'Anna School of Advanced Studies in Pisa, Italy. He is an authority on sleep, and in particular the genetics and etiology of sleep.[1][2][3][4][5][6][7] Tononi and collaborators have pioneered several complementary approaches to study sleep: genomicsproteomicsfruit fly modelsrodent models employing multiunit / local field potential recordings in behaving animalsin vivo voltammetry and microscopyhigh-density EEG recordings and transcranial magnetic stimulation (TMS) in humanslarge-scale computer models of sleep and wakefulness Works[edit] Tononi, G. (2012). References[edit] External links[edit] Media related to Giulio Tononi at Wikimedia Commons

National Social Science Association Heutagogy: It Isn’t Your Mother’s Pedagogy Any More Jane Eberle Emporia State University Marcus Childress Emporia State University While many educators refer to all teaching as pedagogy, this is a term that limits the scope of what teaching can and should be. The need to know The learner’s self-concept The role of the learner’s experience Readiness to learn Orientation to learning Motivation (Knowles, 1984) Knowles popularized andragogy as a means to address specific needs of adults that may not be seen to be inherent in children as learners. Adults need to know why they need to learn something. These assumptions can be made for all learners, including the elementary and high school students. A higher order of learning is when the individual questions the goal structures and rules upon detecting an error. Double-loop learning is non-linear and not necessarily planned. Assessment in a heutagogical environment can be accomplished at several levels. Table 1. Figure 1. Table 2. Table 3.

3. EL CONCEPTO LAZEAR - Si deseamos aterrizar esta "Teoría de las Inteligencias Múltiples" en el aula, quizás podamos encontrar en la experiencia del Colegio Monserrat, una de las prácticas más enriquecedoras y mejor llevadas a cabo a nivel nacional, contando esta con el beneplácito de su propio progenitor. (Véase “Una experiencia a compartir: Las Inteligencias Múltiples en el Colegio Monserrat”. Monserrat Del Pozo Roselló. Su versada praxis sobre la teoría propone el uso de la conocida como “Caja de Herramientas” del autor, y experto en la aplicación de la proposición de Howard Gardner, David Lazear. Una vez seleccionadas las actividades o experiencias, sin caer en el error de reiterar en aquellas que nos parezcan más sencillas o accesibles, podemos programar un esquema de ejecución en el aula.

Beck's Hybrids How, when, and where should you tissue test? How do you handle your samples once you pull them? What should you be thinking about when evaluating the results? Join Jim Schwartz, Director of PFR and Agronomy, and Beck’s Southern Illinois PFR team in the latest episode of #AskPFR as they look to answer some of the top questions on farmers’ minds. Do you have questions about one of our PFR studies or something you’re seeing in the field? Make sure to send them to us on social media using @beckshybrids and #AskPFR. School in the Cloud Daniel Parrochia Un article de Wikipédia, l'encyclopédie libre. Daniel Parrochia ou Daniel Parokia (né le à Givors) est un philosophe, épistémologue français qui cherche, depuis une trentaine d'années environ, à élaborer une pensée mathématique du monde, une réflexion sur la mathématisation du sensible et ses modèles – formes mathématiques, systèmes, réseaux, graphes, ordres partiels, classifications. Il est également romancier. Études et parcours[modifier | modifier le code] Fils d'un père expert comptable et d'une mère professeur d'anglais, Daniel Parrochia fait ses études secondaires et supérieures à Lyon, où il est l'élève de François Dagognet. Philosophie : un anti-positivisme[modifier | modifier le code] Ouvrages[modifier | modifier le code] Ouvrages en collaboration[modifier | modifier le code] Penser les réseaux (sous la dir. de D. Œuvres romanesques[modifier | modifier le code] Avant de rejoindre le grand soleil, Buchet-Chastel, 2015 (ISBN 978-2-283-02909-1) P.

Pedro Buendía Abril: Animación matemática Al escribir cada página de esta aventura, lo he hecho con toda la fuerza posible para contribuir a la difusión del saber matemático entre más y más gente, para evitar sufrimientos e injusticias con enseñanzas en conserva que pierden el frescor de lo natural, para hacer realidad el sueño de la fiesta de los números, la democracia matemática, la creatividad y el fomento de los valores humanos. Puede descargar Diario de matemática desnuda, en formato PDF, en el siguiente enlace: Diario de matemática desnuda.

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