tweets - open, empathy

Harold Jarche (@hjarche)
4/9/13 6:42 AM
Without the artificial construct of the classroom, how many children would be diagnosed with ADHD?

Harold Jarche (@hjarche)
4/9/13 6:42 AM
Without the artificial construct of the classroom, how many children would be diagnosed with ADHD?

Harold Jarche (@hjarche)
4/9/13 6:42 AM
Without the artificial construct of the classroom, how many children would be diagnosed with ADHD?

: )

Randy Turner (@rturner229) 4/7/13 11:10 AM The Turner Report: A warning to those who want to become teachers rturner229.blogspot.com/2013/04/a-warn…

Young teachers from across the United States have told me they no longer have the ability to properly manage classrooms, not because of lack of training, not because of lack of ability, not because of lack of desire, but because of upper administration decisions to reduce statistics on classroom referrals and in-school and out-of-school suspensions. As any classroom teacher can tell you, when the students know there will be no repercussions for their actions, there will be no change in their behavior. When there is no change in their behavior, other students will have a more difficult time learning.

oh my.

Whether it is was because they could not maintain control over their classrooms or because they did not have sufficient command over their subject matter, they soon found it wise to find another line of work.

Sam Chaltain (@samchaltain)
4/8/13 10:34 AM
RT @edutopia: Beautiful video via @ashokaus: "Line One Page One" bit.ly/12oTcQf <-- nbsp="" span="">#YearatMH#startempathy #edreform

Raul (@hummingbird604)
4/9/13 6:27 AM
Skilled foreign workers are a fact of Canadian life, whether people like it or not. All of Canada is immigrant, for crying out loud!

Bob Dillon (@ideaguy42)
4/9/13 6:29 AM
Want to Transform 'Tough' Urban Schools? Swap Security Guards For Art Teachersbit.ly/17lLp5L


Ashoka (@Ashoka)
4/9/13 6:41 AM
"Change begets and accelerates change. We need a new leadership which enables this" Bill Drayton encourages the room at @SocIntLeague lunch


Ashoka Changemakers (@changemakers)
4/9/13 6:41 AM
Drayton: The intrapreneurs are pioneers. How do we work together, without walls, to make change? #SocInt

Ashoka (@Ashoka)
4/8/13 6:27 AM
"Q: How do we tip a system? A: build a team of teams" Drayton speaks through essential components of #framework change at @AshokaUK lunch.

David Weinberger (@dweinberger)
4/9/13 6:42 AM
Congrats. But why should we trust Elsevier to preserve #mendeley's openness instincts? RT @mrgunn: We haven't turned evil...

danah boyd (@zephoria)
4/9/13 6:42 AM
@academicdave Completely agree. Shocked that Mendeley folks don't realize how angry Elsevier makes OA-minded scholars.

Zeynep Tufekci (@techsoc)
4/9/13 6:41 AM
.@academicdave @zephoria The only way Mendeley is going to make money for Elsevier is if it is "bundled" to institutions. More rip-off.

Don Tapscott (@dtapscott) 4/8/13 6:24 AM For Scientists, an Exploding World of Pseudo-Academiaow.ly/1ULTp0

Jeffrey Beall, a research librarian at the University of Colorado in Denver, has developedhis own blacklist of what he calls “predatory open-access journals.” There were 20 publishers on his list in 2010, and now there are more than 300. He estimates that there are as many as 4,000 predatory journals today, at least 25 percent of the total number of open-access journals.

Some professors listed on the Web sites of journals on Beall’s list, and the associated conferences, say they made a big mistake getting involved with the journals and cannot seem to escape them.

eerily sounds like public Ed

mark as thumbprint

http://redefineschool.com/632/remarketable/

un mdg 2015

the dream (act) is now

thinking about moocs et al

the mooc idea

Between the By-Road and the Main Road: On Empathy and Doubt and Civility

Between the By-Road and the Main Road: On Empathy and Doubt and Civility: Being Other (M.A. Reilly, 3.13) I. I was driving to Connecticut this morning to participate in a dissertation defense and on the...

bobbi macdonald - beautiful evidence

i have a beautiful evidence...
grazie Bobbi

via tweets - self, mortality, moocs

Will Richardson (@willrich45) 4/6/13 6:45 AM Mindfulness: Observing Without Questioningbuff.ly/14CUXtC

spend most of our mental lives winning imaginary arguments that are never actually going to take place. In other words, we exist in an epistemic matrix with a willful prescription to the blue pill.

brings me to a recently published paper by Erika N. Carlson, a PhD candidate at Washington University in St. Louis. Carlson proposes that mindfulness, defined as “paying attention to one’s current experience in a nonevaluative way,” may provide an effective means for acquiring self-knowledge. The “m

The first is nonevalution observation, which encourages people to consider information even if it threatens the ego

An observant ego, in sum, is a healthy ego.  

Second, we should pay attention to all the available information in a given moment (i.e., all thoughts, feelings, and behaviors). If this sounds obvious consider that compared to untrained individuals, people with mindfulness training preform better on conflict monitoring tasks, orientation tasks, standardized tests and working memory tasks.* Like impartial spectators, they consider all of the facts and avoid jumping to conclusions.

wonderful observation... unless you've observed some of those standardized tests..

they are mostly designed for that first.. memorized .... algorithm/answer.

you have to teach a kid .. how not to be mindful during our current day standardized tests.

low scores come from kids paying attention to their creativity.. to the possibility that there are no pat answers. to feelings behaviors curiosities the test question evokes at that moment in time.

they have to train... to stick with the trained answer.

And this brings me back to the scientific method. The amateur scientist begins by asking a question and looking for evidence. Yet Alexander Fleming showed us that observation might be the best starting point. We can learn from this. Our introspecting narrative-weaving mind is literally self-serving: one half agrees to ask all the questions, but in return the other half provides the desired answers. This is the epistemic matrix in action, and it thrives on questions. Despite this reality I’m optimistic about our frontal lobes. If Carlson is correct, mindfulness offers a way out. We simply need to observe ourselves, free of judgment, and question less

bravo.. spot on...

but please don't attach to a test that doesnt allow for that (would be way too hard to grade..no?)

Carlson is correct, mindfulness offers a way out. We simply need to observe ourselves, free of judgment, and question less.  

Lisa Dabbs (@teachingwthsoul)
4/6/13 6:46 AM
Wow! Is stress another factor?"@pradagirl47: How sad it this--in the wealthiest country in the world? Thoughts? fb.me/1BfqTGrbv”

Milton Ramirez (@tonnet) 4/6/13 6:47 AM Why Do Students Enroll in (But Don’t Complete) MOOC Courses?bit.ly/140nee8

ess than 10 percent of MOOC students, on average, complete a course. That’s the conclusion of Katy Jordan of Open University, who published her analysis, pulled together from available data of some Massively Open Online Courses, or MOOCs.

But do completion rates matter?

While MOOCs can’t offer the promise of automatic promotion that degree programs can provide, they can offer a much lower-risk path to new workplace skills. Some students might lift specific skills out of courses without following through to completion

1. 5.  “Are they boosting their CV? Are they changing their career track?” Rhee-Weise said. “I would love to know how this is tracking and helping in some way with employment. … It seems like a way in which we could blur the gap between unemployed college graduates and unfilled employment opportunities.”

degrees and radmatter and behance.. no?

“I’m not totally convinced yet that MOOCs will necessarily be completely disruptive to higher education,” said Rhee-Weise of the Innosight Institute, an organization founded upon forwarding the principal of disruptive innovation in education and healthcare. “I think in general we think they have the hallmarks of disruption. But what’s interesting is these are all emerging from the [universities] themselves, and when we have seen disruptors have success, they’ve come out of autonomous units” outside the formal education system.

sit, sat, act, or be..

http://www.huffingtonpost.com/steve-nelson/the-college-board-fails-t_b_2801884.html?utm_hp_ref=tw

http://redefineschool.com/632/what-about-standardized-tests/

http://redefineschool.com/632/act-and-be/

ignorance from monika hardy

the finnish extrovert

http://pennfinn13.wordpress.com/2013/03/30/have-you-heard-the-one-about-the-finnish-extrovert-part-ii/

tweets apr 3 - beyond research - closer to truth

JackieGerstein Ed.D. (@jackiegerstein) 4/3/13 6:56 AM Reading Feeding the Creative Brain: From Curiosity to Innovation by @robinfogartyp21.org/tools-and-reso… Through her work as a neuroscientist and neurosurgeon, Willis learned about the inner workings of the human brain. The more she understood the science behind learning and cognition, the more curious she became about the outer workings of the brain with teaching and cognition. “What is it that teachers do that spark that natural curiosity to know?” With that idea driving her, she left her practice, returned to the university for a teaching degree, and worked as a teacher for 11 years.

The results of her dichotomous work describe a neurological phenomenon that occurs inherently as a function of the human mind.  From untamed curiosity, an unending flow of questions, and simple, simmering investigations, the learner seeks validation of emerging ideas. Ultimately, this is nature’s circuit for creating connections and sparking innovation and invention. To examine more closely the processing elements of the naturally curious and creative mind, Willis delineates the process scientifically, and then translates that neural process into educational terms that define the creative process as illustrated in Figure 1.

curious.. if the brains plasticity has skewed our research on naturalness.. in regard to the brain.. and curiosity.

Fig 1: Nurturing Natural Curiosity

NOVELTY - Discern differences in environment that spark emotional curiosity

CURIOSITY - The motivating desire to “want to know”

HYPOTHESIS - Impending questions that frame plausible and implausible answers

INVESTIGATON - Method of searching for conclusive evidence to prove hypothesis

VALIDATION - Findings that are significant and irrefutable

_________

Willis explains about Darwin’s Theory of Survival of the Fittest (1949) and how that natural instinct for “noticing something different on the horizon”, ignites the Reticular Activating System (RAS) that signals an internal alarm. At this moment, the amygdala, the center of emotions, kicks in, and the body reacts viscerally to the circumstances. Willis adds, that this is the emotional connection that excites the learner and readies them for input. It is the kind of ignition she suggests teacher harness to create a ready state or mindset that invites learning as it passes through the Pre-Frontal Lobes (PFL) This short term memory can then travel through the hippocampus and into long term memory.

It is the kind of ignition she suggests teacher harness to create a ready state or mindset that invites learning as it passes through the Pre-Frontal Lobes (PFL) This short term memory can then travel through the hippocampus and into long term memory.

going way off here..

but the instant i read that first sentence.. I thought of rushkoff

One example she cites is putting a radish on every desk in her seventh grade classroom. As they enter the room, students are all abuzz about the “novelty” of the radish and start questioning her about what it’s all about. This is the desired brain state of receptive learners. They have what the Caines’ (2011) call, a “relaxed alertness”.  There is some emotional connection at work. At some point she reveals the point of the radish.

Once the novelty triggers their curiosity, students want to investigate, explore, and experiment. They are eager to know if their guesses are on target; if their predictions are right. They want to know, to validate their thinking, to see if they are right or wrong. And that is exactly where teachers want them to be . . . seeking and searching for the answers.

curious.. what might happen.. if we did this with no agenda..

Watching two toddlers on Waikiki Beach, stand at the edge of the water and run up onto the beach, squealing with delight every time the repeating waves approach them, is remarkable in itself, but when they continue this activity for well over an hour, the power of this natural curiosity is crystallized. It is a mysterious key that unlocks the mind for speculation, investigation and validation. It is that mysterious key that teachers can use to open the creative channels for student-initiated learning.

indeed.. this is one reason why curiosity seems to be that leveling piece..

but does it compromise it.. adulter-ize it (perfect word here) when we front/side/back end it with an agenda.. (other than how to further facilitate curiosity or a curiosity)

Constantly change the mechanics (and the antics) of the classroom to keep kids on their toes, ever-ready for that teachable moment.

kids .. adults.. who ... on their toes..?

In closing, it seems logical that if educators covet the natural curiosity of students to engage, guess, investigate and validate their ideas, these are the engaging strategies that propel student-directed projects and authentic learning experiences. At the same time, students develop a sense of intense ownership over their own learning.

this is where I am that jerk..

how do we call this authentic and self directed..

if we really believed this created intense ownership... we would need no more gimmicks.. strategies..

just our intense authenticity to give up the power.. agenda... sense of control..

and... fear... of getting in  trouble .. some how.. for that (much desired/needed) giving up ness

Pasi Sahlberg (@pasi_sahlberg)
4/3/13 6:58 AM
OECD's view to Trends Shaping Education 2013oecd.org/edu/ceri/trend…

Ben Grey (@bengrey)
4/3/13 7:31 AM
@budtheteacher Have you read this?amzn.to/17cTcCA

Seth's Blog: A field guide to the Meeting Troll

Seth's Blog: A field guide to the Meeting Troll

dylan arena - measuring what matters

http://connectedlearning.tv/dylan-arena-measuring-what-matters-most-choice-based-assessments-digital-age

https://docs.google.com/document/d/1CumRXej8XoS1L7d_fjKnuSvyvBW7NHmeofvUjMW07u4/edit

http://redefineschool.com/632/1341-2/dylan-arena/

would you say ideally, as the documentation/proof piece diminishes - we see more brilliance.. becoming almost an unbeknownst trailing, we focus our energies more on natural curiosities - and following that

says fundamental goal of education: To make sure the learner knows how to behave in the world"

In the Hangout today:

• Jeff Brazil - Moderator, Communications Director at the DML Research Hub - @dmlresearchhub
• Dylan Arena - Guest speaker, Chief Learning Scientist at Kidaptive - @DylanAArena
• Ben Shapiro - McDonnell Family Assistant Professor of Engineering Education at Tufts University - @bennytheshap
• Joined by: Ethan Danahy & Brian O'Connell
• Mitchel Hare - Executive Program Chair at The Institute of Production and Recording - @mitchelhare
• Carla Casilli - Web Literacy Badges Lead at Mozilla Foundation - @carlacasilli
• Tim Lord - Co-Founder & Co-Executive Director of the DreamYard Project - http://dreamyard.colorjarprojects.com/team_member/tim-lord/
  
  
  jesse schell - games to try to encourage more health promoting actions in youth
  
  
  JonBarilone: Some bio info about Jesse Schell: http://hivepgh.sproutfund.org/person/schell-jesse/
  
  
  
  
  what's worth measuring - responses to failure - via dylan
  
  
  3 camps of ed
  1) widgets - for all work forces
  2) what we should have are citizens
  
  
  paul tough
  
  
  http://www.amazon.com/gp/product/0547564651/ref=as_li_tf_tl?ie=UTF8&tag=pautou-20&linkCode=as2&camp=1789&creative=9325&creativeASIN=0547564651
  
  
  http://www.nytimes.com/2012/08/26/books/review/how-children-succeed-by-paul-tough.html?_r=0
  
  
  ets - educational testing service - not a policy setting organization
  but won't try something until enough pressure
  
  
  
  

tweets apr 1

ReachScale (@ReachScale)
4/1/13 6:47 AM
Want to Build Resilience? Kill the Complexity by @andrew_zolli via @JenniferSertlblogs.hbr.org/cs/2012/09/wan…

Confronting this ambiguity, the pilots appear to have reverted to rote training procedures that likely made the situation worse: they banked into a climb designed to avoid further danger, which also slowed the plane's airspeed and sent it into a stall.

(Pilot 1) Damn it, we're going to crash... This can't be happening! 

(Pilot 2) But what's happening? 

The reasons are rooted partly in the pernicious nature of complexity, and partly in the way that human beings psychologically respond to risk

We rightfully add safety systems to things like planes and oil rigs, and hedge the bets of major banks, in an effort to encourage them to run safely yet ever-more efficiently. Each of these safety features, however, also increases the complexity of the whole. Add enough of them, and soon these otherwise beneficial features become potential sources of risk themselves, as the number of possible interactions — both anticipated and unanticipated — between various components becomes incomprehensibly large.

Variations of such "complexity risk" contributed to JP Morgan's recent multibillion-dollar hedging fiasco, as well as to the challenge of rebooting the US economy in the wake of the 2008 financial crisis. (Some of the derivatives contracts that banks had previously signed with each other were up to a million pages long, rendering them incomprehensible. Untangling the resulting counterparty risk — determining who was on the hook to whom — was rendered all but impossible. This in turn made hoarding money, not lending it, the sanest thing for the banks to do after the crash.)

totally sounds like Ed  - no?

Organizations also have a measure of risk homeostasis, expressed through their culture.
People who are naturally more risk-averse or more risk tolerant than the culture of their organizations find themselves pressured, often covertly, to "get in line" or "get packing." 

This was well in evidence at BP, for example, long before their devastating spill in the Gulf — the company actually had a major accident somewhere in the world roughly every other year for a decade prior to the Deep Water Horizon catastrophe. During that period, fines and admonitions from governments came to be seen by BP's executive management as the cost of growth in the high-stakes world of energy extraction — and this acceptance sent a powerful signal through the rank-and-file. According to former employees at the company, BP's lower-level managers would instead focus excessively on things like the dangers of not having a lid on a cup of coffee, rather than the risk and expense of capping a well with inferior material.

oh my..

douglas rushkoff (@rushkoff)
3/28/13 7:10 AM
Nice, uncomplicated hour-long Present Shock interview on Philly NPR yesterdaywhyy.org/cms/radiotimes…

johnkellden (@johnkellden)
3/31/13 7:28 AM
Social Business Design: Opportunity Mindset +ConversationLab  Unlearning Tea House Sequence: 1. Smallest… plus.google.com/10101025294309…


johnmaeda (@johnmaeda)
3/31/13 7:23 AM
Every story has N > 1 sides. And more often, N >> 1. RT @janchip risd.cc/121gYxF via@anxiaostudio

johnmaeda (@johnmaeda)
3/31/13 7:22 AM
How we see ourselves, is how we be ourselves; the permission we give to others to change how we see, changes how we be.

Fred Wilson (@fredwilson)
3/30/13 8:06 AM
Video Of The Week: You Are What You Tweetavc.com/a_vc/2013/03/v…

used to be wanted to document the experience
now documenting becomes the experience
so much to learn about our obsession with documenting, how to not let it be the focus

JR Reagan (@IdeaXplorer)
3/27/13 1:44 PM
Research discovers risk aversion in Gen Y – is there an entrepreneurship generation?read.bi/10dLDGr (via @NewEnglandVC)

Greg Satell (@Digitaltonto) 3/31/13 7:31 AM Bayesian Strategy p.ost.im/p/dxp4uV Because failing "fast and cheap" is getting to be too slow and expensive

truth, planning has never been about strategy, but control and control has always been an illusion

Greg Satell (@Digitaltonto)
3/31/13 7:22 AM
Why Our Numbers Are Always Wrong | Digital Tontodigitaltonto.com/2012/why-our-n…

Harvard Biz Review (@HarvardBiz) 3/30/13 7:46 AM Our brains are meant to see in pictures s.hbr.org/110LQzz@billfranksga #dataviz

is the key to the value proposition of data visualization. It could be that you are struggling to convey information without being aware that there is a visual that can have the same type of impact as a map. Or there may be connections among all that data that you'd never make without a visualization. Until you see the visual for the first time, however, you won't appreciate the value it offers

One of the best features of modern visualization tools is that they permit interactivity with the underlying data. In other words, a visual isn't static. You can click on various parts of a visual to drill into different views of your data on the fly. While many business intelligence tools have enabled drill down reports for years, they typically contain only common visuals and also typically constrain users to predetermined paths. Visualization tools today don't apply many limits on what users can do, which opens up a lot more options for analyzing data.

rabbit holes.. allure

- Jeff Goldstein (@doctorjeff) 3/30/13 7:46 AM We are BORN curious. We are BORN evidence-based learners. These MUST be the two core human attributes driving ed in our classrooms. #edchat

or in the city.. often.. spinach is all that's seen in the classroom.. no?

- Jeff Goldstein (@doctorjeff)
3/30/13 7:47 AM
Education that denies our children their curiosity, and their need to poke the universe ... is not education worthy of our children. #edchat

David Warlick (@dwarlick)
3/31/13 7:22 AM
This photo of my parents dancing together someplace in Italy, well it just took my breath away.instagram.com/p/XhfroDkIIP/

Teny Oded Gross (@tenygross)
3/31/13 7:21 AM
“@NickKristof: Fascinating essay: Poor Pakistanis more opposed to extremist violence than middle class Pakistanis dawn.com/2013/03/18/the…”

ReachScale (@ReachScale)
3/31/13 7:21 AM
Must read!! Why Rich Don't Give 2 Charity: Wealthiest Americans give 1.3% of income; poorest 3.2%. ow.ly/jzkjx via @GailPerrync

dave cormier (@davecormier)
3/31/13 7:49 AM
Here is the first syllabus from the collection of OCL docs.google.com/document/d/1sC… requires purchase of a textbook with accompanying website

                

 Calculator: Must perform basic math functions (Not a cell phone)

really.. why?

author must have read the book about not smiling till October.. - i got scared.

Will Richardson (@willrich45) 4/1/13 6:45 AM What Does a Tablet Do to the Child’s Mind? zite.to/10pD0Yb An important conversation.#parenting

A report published last week by the Millennium Cohort Study, a long-term study group in Britain that has been following 19,000 children born in 2000 and 2001, found that those who watched more than three hours of television, videos or DVDs a day had a higher chance of conduct problems, emotional symptoms and relationship problems by the time they were 7 than children who did not. The study, of a sample of 11,000 children, found that children who played video games — often age-appropriate games — for the same amount of time did not show any signs of negative behavioral changes by the same age.

Which brings us back to the dinner table with my niece and nephew. While they sat happily staring into those shiny screens, they were not engaged in any type of conversatio

how do we know.. not engaged in any type of Convo?

“Conversations with each other are the way children learn to have conversations with themselves, and learn how to be alone,” said Sherry Turkle, a professor of science, technology and society at the Massachusetts Institute of Technology, and author of the book “Alone Together: Why We Expect More From Technology and Less From Each Other.” “Learning about solitude and being alone is the bedrock of early development, and you don’t want your kids to miss out on that because you’re pacifying them with a device.”

so what if 1) they are conversing w someone other than self

2) they are conversing with self.. bypassing using friends as a potential means of how to converse with self

And they need to be able to think independently of a device. “They need to be able to explore their imagination. To be able to gather themselves and know who they are. So someday they can form a relationship with another person without a panic of being alone,” she said. “If you don’t teach your children to be alone, they’ll only know how to be lonely.”

Richard Patey (@RichardPatey)
3/28/13 2:58 AM

@ReachScale (@sandymaxey) looking at your work with @CSRwire and corporations I think you'd appreciate this post best profitisgood.co.uk/social-enterpr…

ReachScale (@ReachScale)
3/31/13 7:11 AM

Hi @RichardPatey Thx 4 post. Definition discussion is long. Distinctions are more useful and you can help decisions. profitisgood.co.uk/social-enterpr…

Richard Patey (@RichardPatey)
3/31/13 8:33 AM

Hi @ReachScale I agree distinction is better than definitions but I just don't see anything distinct about #socent & #impinv

Rob Hanna (@SocialWealth)
3/31/13 8:47 AM

@RichardPatey @ReachScale #impinv #socent is really just business as usual PLUS explicit intentions on driving measurable externalities

ReachScale (@ReachScale)
3/31/13 8:52 AM
Disagree We track 64 innovation/scale distinctions MT @SocialWealth @RichardPatey #socentjust business as usual PLUS lower externalities

Rob Hanna (@SocialWealth)
3/31/13 9:59 PM
@ReachScale I honor your disagreement, but disagree that #impinv #socent defines itself by tracking ~64 distinctions from biz @RichardPatey

Tony Wagner (@DrTonyWagner)
4/1/13 6:46 AM
“@FastCoCreate: Is the MFA the new MBA?fastcompany.com/node/300754

scared we are missing the essence.. which will drag us on 5 more, 10 more years. how to make passion, purpose, happy in a classroom. wish we could realize the importance of giving up control.. trusting.

pink's webinar

i hope i'm missing something here:

how can someone who taught the world about intrinsic motivation, now be a part of an effort to teach teachers how to sell things to kids. tricking them into learning is not intrinsic.

and at a price. $50 bucks 

sαvα (@savasavasava) 3/30/13 12:47 AM @aspaul I’ve lost count of how many I’ve randomly seen in NYC. love her.. amuse. muse. use. us. u.