Presentation given at TTIX 2010. This session includes a discussion of moral issues surrounding teaching with technology, especially with social media. Here are some of the issues that we’ll discuss:
1. What are the moral goals of education, and are they attainable when using technology?
2. What are the moral challenges of teaching and learning with technology?
3. What are (or should be) the moral obligations of teachers and learners when teaching or learning with technology?
This document summarizes the research literature on values and character education. It discusses key theories of moral and character development, such as those proposed by Piaget, Kohlberg, and Gilligan. Different approaches to teaching values are outlined, including inculcation, moral development, analysis, values clarification, and action learning. Effective character education programs involve students, parents, teachers and the community, and address cognitive, affective, and behavioral dimensions. Overall, the literature supports comprehensive, holistic approaches to character education that create a caring community and positive school climate.
The document discusses how conceptual metaphors like markets, greenhouses, and families are used to describe education. It outlines different types of metaphors and how they shape policy and discourse in education. Market metaphors emphasize products, consumers, and efficiency while growth metaphors focus on nurturing and development. Family metaphors portray teachers as parents and schools developing allegiance.
This document discusses various psychological theories of learning including behaviorism, cognitivism, constructivism, and their major proponents such as Skinner, Piaget, and Bruner. It contrasts objectivist and constructivist approaches to learning and instruction. Objectivism is grounded in behaviorism and information processing theories, viewing knowledge as something transmitted to students. Constructivism believes learning is an individual process of constructing knowledge based on experiences. The document provides examples of learning theories within these approaches such as cognitive information processing, social constructivism, and multiple intelligences theory.
An Analysis of the Educational Impact of Howard Gardner’s Theory of Multiple ...Richard Thripp
Howard Gardner is a Harvard psychologist who developed the theory of multiple intelligences, which proposes that intelligence is made up of at least eight independent categories rather than a single general ability. The categories are linguistic, logical-mathematical, musical, spatial, bodily-kinesthetic, interpersonal, intrapersonal, and naturalist intelligences. The theory challenges traditional views of intelligence and implications by suggesting students have different cognitive strengths and the education system should support developing all types of intelligences.
The Whole Platform A Language Workbench for EclipseRiccardo Solmi
The document describes The Whole Platform, a language workbench for Eclipse. It allows for domain-specific languages to be defined and used for tasks like language development, data integration, and code generation. Key components include language frameworks, domain-specific languages, and a language workbench based on Eclipse. Usage scenarios automate language definition, data loading and transformation, and model-driven code generation.
Implications of Motor & Physical Development to EducationAirah Allysa Edra
Motor and physical development in children has important implications for education. Delays in motor development can negatively impact a student's academic progress in school. Gross motor problems may make it difficult for students to fully participate in class activities and on the playground, potentially affecting their self-image and other areas of development. Fine motor problems can lead to difficulties with writing skills like letter formation, and cause issues concentrating on written material. Teachers should encourage participation in physical activities, and practice fine motor exercises to support students' development.
Howard Gardner published a book in 1983 called Frames of Mind that outlined seven intelligences: linguistic, logical-mathematical, musical, bodily-kinesthetic, visual-spatial, interpersonal, and intrapersonal. His work was based on human psychology and not intended as an educational system, but it has become widely used in education. Each intelligence represents a different way students understand and learn, and teachers can utilize various tools and techniques to help students develop their strengths in each area.
This document summarizes the research literature on values and character education. It discusses key theories of moral and character development, such as those proposed by Piaget, Kohlberg, and Gilligan. Different approaches to teaching values are outlined, including inculcation, moral development, analysis, values clarification, and action learning. Effective character education programs involve students, parents, teachers and the community, and address cognitive, affective, and behavioral dimensions. Overall, the literature supports comprehensive, holistic approaches to character education that create a caring community and positive school climate.
The document discusses how conceptual metaphors like markets, greenhouses, and families are used to describe education. It outlines different types of metaphors and how they shape policy and discourse in education. Market metaphors emphasize products, consumers, and efficiency while growth metaphors focus on nurturing and development. Family metaphors portray teachers as parents and schools developing allegiance.
This document discusses various psychological theories of learning including behaviorism, cognitivism, constructivism, and their major proponents such as Skinner, Piaget, and Bruner. It contrasts objectivist and constructivist approaches to learning and instruction. Objectivism is grounded in behaviorism and information processing theories, viewing knowledge as something transmitted to students. Constructivism believes learning is an individual process of constructing knowledge based on experiences. The document provides examples of learning theories within these approaches such as cognitive information processing, social constructivism, and multiple intelligences theory.
An Analysis of the Educational Impact of Howard Gardner’s Theory of Multiple ...Richard Thripp
Howard Gardner is a Harvard psychologist who developed the theory of multiple intelligences, which proposes that intelligence is made up of at least eight independent categories rather than a single general ability. The categories are linguistic, logical-mathematical, musical, spatial, bodily-kinesthetic, interpersonal, intrapersonal, and naturalist intelligences. The theory challenges traditional views of intelligence and implications by suggesting students have different cognitive strengths and the education system should support developing all types of intelligences.
The Whole Platform A Language Workbench for EclipseRiccardo Solmi
The document describes The Whole Platform, a language workbench for Eclipse. It allows for domain-specific languages to be defined and used for tasks like language development, data integration, and code generation. Key components include language frameworks, domain-specific languages, and a language workbench based on Eclipse. Usage scenarios automate language definition, data loading and transformation, and model-driven code generation.
Implications of Motor & Physical Development to EducationAirah Allysa Edra
Motor and physical development in children has important implications for education. Delays in motor development can negatively impact a student's academic progress in school. Gross motor problems may make it difficult for students to fully participate in class activities and on the playground, potentially affecting their self-image and other areas of development. Fine motor problems can lead to difficulties with writing skills like letter formation, and cause issues concentrating on written material. Teachers should encourage participation in physical activities, and practice fine motor exercises to support students' development.
Howard Gardner published a book in 1983 called Frames of Mind that outlined seven intelligences: linguistic, logical-mathematical, musical, bodily-kinesthetic, visual-spatial, interpersonal, and intrapersonal. His work was based on human psychology and not intended as an educational system, but it has become widely used in education. Each intelligence represents a different way students understand and learn, and teachers can utilize various tools and techniques to help students develop their strengths in each area.
Multiple intelligence dr manisha Indani Jalgaon bigKiran Dammani
Howard Gardner first published his theory of multiple intelligences in 1983. The theory proposes that rather than having a single intelligence, people possess at least eight different intelligences: linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalistic. Gardner defined intelligence as the ability to solve problems or create products that are valued within one or more cultural settings. The theory suggests that education should focus on all eight types of intelligence to better address individual differences in learning.
The Multiple Intelligences Method identifies 8 types of intelligences and incorporates them into language teaching. The method has 4 stages: 1) awakening intelligence through sensory experiences 2) amplifying intelligence through comparing experiences 3) teaching linked to intelligence through worksheets and groups 4) transferring intelligence through out-of-class application. Teachers develop rich activities and students are active learners who experiment with intelligences to find their strengths. Evaluation varies by intelligence and students feel confident learning in their own way.
This document provides information about a presentation given by Juniato Sidauruk on the theory of language teaching to lecturers at the University of Indonesia's graduate program in the Faculty of Cultural Sciences. The presentation discussed Gardner's theory of multiple intelligences and implications for applying multiple intelligences in the classroom. Supporting documents on Gardner's theory and applying it in the classroom were also included.
The document discusses Howard Gardner's theory of multiple intelligences, which proposes that intelligence is not a single entity but rather composed of at least eight different dimensions or intelligences. It claims that everyone possesses each of these intelligences to some degree and can develop them throughout life. The eight intelligences identified are linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalist. Examples of each type of intelligence and activities that engage each one are provided. The document also discusses how a teacher's own dominant intelligences can affect their teaching style and the need to support all types of learners.
The document outlines Howard Gardner's theory of multiple intelligences, which defines intelligence as the ability to solve problems and create products valued in a particular cultural context. Gardner proposes eight intelligences: linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalist. The theory suggests that language learning should incorporate and value all intelligences, not just linguistic skills. Teachers should help students develop their multiple intelligences and see language learning as part of personal development. A variety of activities can be used to engage different intelligences in the language classroom.
Howard Gardner's theory of Multiple Intelligences utilizes aspects of cognitive and developmental psychology, anthropology, and sociology to explain the human intellect.
The theory was introduced in 1983, with Gardner's book, Frames of Mind.
Gardner's research consisted of brain research and interviews. Based on his findings, Gardner identified the seven (he has subsequently added an eighth and is considering a ninth) separate intelligences.
Implication of cognitive development in teaching and learninghamirahhamid
This document discusses Piaget's and Vygotsky's theories of cognitive development and their implications for teaching practices. Piaget's theories suggest that teachers should use concrete examples, hands-on activities, and familiar contexts tailored to students' developmental levels. For pre-operational children, instruction should be explicit, involve interactions, and provide a variety of experiences. Concrete operational children benefit from continued hands-on learning and logical problem-solving. Formal operational students can explore concepts and hypotheses. Vygotsky's zone of proximal development theory implies assessment and instruction should start at students' current ability levels and provide support and motivation to progress further. Teachers should encourage collaboration and apply lessons to real-world experiences.
K gary motteram _euro_call_teacher_ed_sig_seminarnickyjohnson
This document discusses Gary Motteram's social and professional identity as it relates to research in technology-enhanced language learning. It provides examples of research conducted by Motteram including a project using IT skills to help students develop language skills. It also discusses theories relevant to the field like sociocultural theory and activity theory. Motteram's work uses qualitative methods like ethnography and narrative research to study teacher practices with technology in authentic contexts.
The document discusses inquiry-based learning and its benefits for student engagement. It outlines the SAUCE model for inquiry which involves setting the scene, acquiring information, using knowledge, communicating results, and evaluating the process. Effective questioning is important for inquiry and the document provides examples of how a school assessed and improved students' questioning skills over time. It also shares the school's curriculum plan which uses an inquiry approach organized around transdisciplinary themes.
This document outlines a proposal for integrating character education into classroom lessons using digital tools. It defines character education as molding students into morally respectful and engaged citizens. The proposal recommends using videos, social media, posters, blogs and digital storytelling to teach concepts like developing morals, civics, ethical reasoning and interpersonal skills. Integrating these tools could help address behavioral issues while improving academic achievement and creating an engaged community. The goal is to educate students to become ethical, participating members of society who can positively impact the world.
Ci 350 character education powerpoint (6)abbyhull41
This document outlines a proposal for integrating character education into classroom lessons using digital tools. It suggests that character education can mold students into ethical, engaged citizens by developing morals, civic participation, ethical reasoning, and interpersonal skills. Various digital activities are proposed, such as using videos to discuss moral scenarios, social media for compliments between peers, and digital storytelling assigned around components of character education. The document argues that character education improves behavior, academics, and creates an engaged community, preparing students for a globalized world that values technology skills and relationships.
This document outlines a proposal for integrating character education into 21st century classrooms. It suggests that character education can mold students into morally respectful and engaged citizens by developing skills like ethical reasoning, conflict resolution, and interpersonal relations. This approach could help improve behavior, learning, and develop a cohesive school community. The document provides examples of using technology like videos, social media, blogs and digital storytelling to teach character education concepts in an interactive way and prepare students for globalized society.
Personal digital inquiry slides 2016 keynote finalJulie Coiro
The document introduces the Summer Institute in Digital Literacy, defining digital literacy as having skills to use the internet productively to generate questions, locate information, evaluate information critically, synthesize information, and communicate answers. It discusses varied definitions of digital literacy from different perspectives and roles in teaching and learning, and encourages participants to discuss how their individual expertise can support designing productive learning experiences for students.
Leadership Education Re-Imagined: Using Social Media & The Social Change Mode...Dr. Josie Ahlquist
Are college students prepared to be leaders online, using social media for social good? Looking at leadership literature and current practices, a gap exists in how to develop students to be agents of change using social media. This session was presented at the 2014 NASPA Western Regional Conference and proposed how educators can adapt the Social Change Model to reflect and apply digital competencies to their practice, leadership curriculum, training and programming.
Open Learner Model As A Tool For Self Regulated LearningHeidi Maestas
Here are the steps to replicate Bollinger Bands in Excel for IBM US Equity:
1. Use the Bloomberg function =BDP() to pull historical closing prices for IBM US Equity into Excel. Specify the date range needed.
2. Calculate a simple moving average (SMA) of the closing prices over a period (typically 20 days). Use the AVERAGE function on a rolling window of prices.
3. Calculate the standard deviation of prices over the same period. Use STDEV.S on a rolling window.
4. Add and subtract twice the standard deviation from step 3 to the SMA from step 2. This gives the upper and lower Bollinger Bands.
5. Plot the closing
This document discusses the non-technical aspects of education including the soul, relationships, and character. It references several works that examine inviting students through caring relationships, using technology creatively to engage students, and integrating character education. The document suggests that a teacher's own soul, character, and ability to care for students are important for nurturing students' personal development beyond just knowledge.
This document discusses the non-technical aspects of education including the soul, relationships, and character. It references several works that examine inviting students through caring relationships, using technology creatively to engage students, and integrating character education. The document suggests that a teacher's own soul, character, and ability to care for students are important for nurturing students' personal development beyond just knowledge.
This document discusses the need for changes in education to better prepare students for the future. It notes that the world, students, and schools have all shifted significantly since the past. New literacies and skills are needed, like being multiliterate, active content creators, and able to collaborate globally. Learning is becoming more connected and less confined to the classroom. Teachers are encouraged to shift from a teaching focus to a learning focus and view themselves as curriculum designers. Technology should be used innovatively to transform learning rather than just be added on or used mechanically.
Multiple intelligence dr manisha Indani Jalgaon bigKiran Dammani
Howard Gardner first published his theory of multiple intelligences in 1983. The theory proposes that rather than having a single intelligence, people possess at least eight different intelligences: linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalistic. Gardner defined intelligence as the ability to solve problems or create products that are valued within one or more cultural settings. The theory suggests that education should focus on all eight types of intelligence to better address individual differences in learning.
The Multiple Intelligences Method identifies 8 types of intelligences and incorporates them into language teaching. The method has 4 stages: 1) awakening intelligence through sensory experiences 2) amplifying intelligence through comparing experiences 3) teaching linked to intelligence through worksheets and groups 4) transferring intelligence through out-of-class application. Teachers develop rich activities and students are active learners who experiment with intelligences to find their strengths. Evaluation varies by intelligence and students feel confident learning in their own way.
This document provides information about a presentation given by Juniato Sidauruk on the theory of language teaching to lecturers at the University of Indonesia's graduate program in the Faculty of Cultural Sciences. The presentation discussed Gardner's theory of multiple intelligences and implications for applying multiple intelligences in the classroom. Supporting documents on Gardner's theory and applying it in the classroom were also included.
The document discusses Howard Gardner's theory of multiple intelligences, which proposes that intelligence is not a single entity but rather composed of at least eight different dimensions or intelligences. It claims that everyone possesses each of these intelligences to some degree and can develop them throughout life. The eight intelligences identified are linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalist. Examples of each type of intelligence and activities that engage each one are provided. The document also discusses how a teacher's own dominant intelligences can affect their teaching style and the need to support all types of learners.
The document outlines Howard Gardner's theory of multiple intelligences, which defines intelligence as the ability to solve problems and create products valued in a particular cultural context. Gardner proposes eight intelligences: linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalist. The theory suggests that language learning should incorporate and value all intelligences, not just linguistic skills. Teachers should help students develop their multiple intelligences and see language learning as part of personal development. A variety of activities can be used to engage different intelligences in the language classroom.
Howard Gardner's theory of Multiple Intelligences utilizes aspects of cognitive and developmental psychology, anthropology, and sociology to explain the human intellect.
The theory was introduced in 1983, with Gardner's book, Frames of Mind.
Gardner's research consisted of brain research and interviews. Based on his findings, Gardner identified the seven (he has subsequently added an eighth and is considering a ninth) separate intelligences.
Implication of cognitive development in teaching and learninghamirahhamid
This document discusses Piaget's and Vygotsky's theories of cognitive development and their implications for teaching practices. Piaget's theories suggest that teachers should use concrete examples, hands-on activities, and familiar contexts tailored to students' developmental levels. For pre-operational children, instruction should be explicit, involve interactions, and provide a variety of experiences. Concrete operational children benefit from continued hands-on learning and logical problem-solving. Formal operational students can explore concepts and hypotheses. Vygotsky's zone of proximal development theory implies assessment and instruction should start at students' current ability levels and provide support and motivation to progress further. Teachers should encourage collaboration and apply lessons to real-world experiences.
K gary motteram _euro_call_teacher_ed_sig_seminarnickyjohnson
This document discusses Gary Motteram's social and professional identity as it relates to research in technology-enhanced language learning. It provides examples of research conducted by Motteram including a project using IT skills to help students develop language skills. It also discusses theories relevant to the field like sociocultural theory and activity theory. Motteram's work uses qualitative methods like ethnography and narrative research to study teacher practices with technology in authentic contexts.
The document discusses inquiry-based learning and its benefits for student engagement. It outlines the SAUCE model for inquiry which involves setting the scene, acquiring information, using knowledge, communicating results, and evaluating the process. Effective questioning is important for inquiry and the document provides examples of how a school assessed and improved students' questioning skills over time. It also shares the school's curriculum plan which uses an inquiry approach organized around transdisciplinary themes.
This document outlines a proposal for integrating character education into classroom lessons using digital tools. It defines character education as molding students into morally respectful and engaged citizens. The proposal recommends using videos, social media, posters, blogs and digital storytelling to teach concepts like developing morals, civics, ethical reasoning and interpersonal skills. Integrating these tools could help address behavioral issues while improving academic achievement and creating an engaged community. The goal is to educate students to become ethical, participating members of society who can positively impact the world.
Ci 350 character education powerpoint (6)abbyhull41
This document outlines a proposal for integrating character education into classroom lessons using digital tools. It suggests that character education can mold students into ethical, engaged citizens by developing morals, civic participation, ethical reasoning, and interpersonal skills. Various digital activities are proposed, such as using videos to discuss moral scenarios, social media for compliments between peers, and digital storytelling assigned around components of character education. The document argues that character education improves behavior, academics, and creates an engaged community, preparing students for a globalized world that values technology skills and relationships.
This document outlines a proposal for integrating character education into 21st century classrooms. It suggests that character education can mold students into morally respectful and engaged citizens by developing skills like ethical reasoning, conflict resolution, and interpersonal relations. This approach could help improve behavior, learning, and develop a cohesive school community. The document provides examples of using technology like videos, social media, blogs and digital storytelling to teach character education concepts in an interactive way and prepare students for globalized society.
Personal digital inquiry slides 2016 keynote finalJulie Coiro
The document introduces the Summer Institute in Digital Literacy, defining digital literacy as having skills to use the internet productively to generate questions, locate information, evaluate information critically, synthesize information, and communicate answers. It discusses varied definitions of digital literacy from different perspectives and roles in teaching and learning, and encourages participants to discuss how their individual expertise can support designing productive learning experiences for students.
Leadership Education Re-Imagined: Using Social Media & The Social Change Mode...Dr. Josie Ahlquist
Are college students prepared to be leaders online, using social media for social good? Looking at leadership literature and current practices, a gap exists in how to develop students to be agents of change using social media. This session was presented at the 2014 NASPA Western Regional Conference and proposed how educators can adapt the Social Change Model to reflect and apply digital competencies to their practice, leadership curriculum, training and programming.
Open Learner Model As A Tool For Self Regulated LearningHeidi Maestas
Here are the steps to replicate Bollinger Bands in Excel for IBM US Equity:
1. Use the Bloomberg function =BDP() to pull historical closing prices for IBM US Equity into Excel. Specify the date range needed.
2. Calculate a simple moving average (SMA) of the closing prices over a period (typically 20 days). Use the AVERAGE function on a rolling window of prices.
3. Calculate the standard deviation of prices over the same period. Use STDEV.S on a rolling window.
4. Add and subtract twice the standard deviation from step 3 to the SMA from step 2. This gives the upper and lower Bollinger Bands.
5. Plot the closing
This document discusses the non-technical aspects of education including the soul, relationships, and character. It references several works that examine inviting students through caring relationships, using technology creatively to engage students, and integrating character education. The document suggests that a teacher's own soul, character, and ability to care for students are important for nurturing students' personal development beyond just knowledge.
This document discusses the non-technical aspects of education including the soul, relationships, and character. It references several works that examine inviting students through caring relationships, using technology creatively to engage students, and integrating character education. The document suggests that a teacher's own soul, character, and ability to care for students are important for nurturing students' personal development beyond just knowledge.
This document discusses the need for changes in education to better prepare students for the future. It notes that the world, students, and schools have all shifted significantly since the past. New literacies and skills are needed, like being multiliterate, active content creators, and able to collaborate globally. Learning is becoming more connected and less confined to the classroom. Teachers are encouraged to shift from a teaching focus to a learning focus and view themselves as curriculum designers. Technology should be used innovatively to transform learning rather than just be added on or used mechanically.
Personal Inquiry & Online Research: Connecting Learners in Ways That MatterJulie Coiro
This was the Keynote talk presented at Day 1 at the Summer Institute in Digital Literacy 2015 at the University of Rhode Island presented by Julie Coiro, Jill Castek, and Dave Quinn
Personal Digital Inquiry Summer Institute in Digital Literacy 2019Julie Coiro
This document discusses designing opportunities for personal digital inquiry in classrooms. It begins by asking how student-driven inquiry fits into digital literacy and what role the teacher plays in the inquiry process. It discusses choosing technologies that can deepen learning in meaningful ways. Personal digital inquiry is explored at different grade levels from K-12. The document emphasizes building a classroom culture of inquiry before introducing technology, with a focus on curiosity, relationship building, and student voice. It provides examples of personal digital inquiry projects across grade levels and discusses using technology to support knowledge building and creation. The goal is to move from teacher-guided to more learner-guided inquiry using technology purposefully.
For German Philosopher Martin Heidegger, “To be a work means to set up a world , and holds truth: Truth, as the
clearing and concealing of beings, happens in being composed.” Taking an adult-centered online course as “the
work” and a metaphor for a constructed world, the author uses an interdisciplinary approach to discuss the development of adults as learners.
Presented at the Jean Piaget Society for the Study of Knowledge & Development 37th Annual Meeting, Amsterdam
31 May–2 June, 2007
1 Week 3 – The impact of personal and cultural VannaJoy20
1
Week 3 – The impact of personal and cultural
values in educational contexts
TOPIC GOALS
Explore personal and cultural values in education for educators and
students
2
1. Introduction
“Great people have great values and great ethics.”
(Jeffrey Gitomer, 1993)
2. Educators Personal and Cultural Values
Our values as educators play a significant role to how we portray ourselves
in action, what we do and what we say. Most of the times you find educators
asking themselves the same question. What kind of an educator am I? Educators
always need to justify themselves through their teaching practices and that can
only be done when we reflect on what we do and why we teach in a particular
way. That involves the values of any educator to be questioned.
‘Throughout our teaching careers we think and behave in certain ways and
believe in certain things, such as how far our teaching can be called ‘educational’,
about what we can offer children and what our capabilities are. What we do, think,
and feel about teaching constitute our sense of professional identity. We can
reveal and communicate this identity when we address and articulate an answer
to the question’ (Ghaye, 2011).
3
If we reflect on these descriptions of practice, we give
ourselves the chance to learn from our experiences of
teaching. This can help to move our practice forward.
(Ghaye, 2011)
‘While a case could be made that there are some universally accepted
values, values in education are culturally bound. No aspect of curriculum is taught
in a cultural void, and the relationship of values education to cultural context
throws up particular challenges in attempting an international study’ (Stephenson,
1998).
Educators usually do not stay in an unchanged set of values as they develop
more practice and experience the reflection on these shifts and changes happen
depending on the setting and context they work in. To be called a professional
implies that educators need to reflect on their teaching constantly and be
responsive to what is happening around them. ‘A teacher’s values should be
derived from the nature of what constitutes effective and ethical practice. To
reach this position, we have to understand and question the purposes of education’
(Ghaye, 2011)
4
Cultural values on the other hand are the particular concepts of interest of
each individual when asked about their beliefs, personality, values and identity.
That way you can distinguish their cultural views and behaviours in their personal
lives which then reflect in their practices as well. This also reflects specific
characteristics and certain practices on a larger nationwide scale that constitutes
each educational context. However, ‘Individuals are expected to cultivate and
express their own preferences, feelings, ideas, and abilities. Schwartz (1994)
distinguishes two types of auto ...
Designing Blended Learning Experiences - HandoutBrent Jones
This workshop will walk participants through the course design and development process, with an emphasis on blended-learning curriculum for Content and Language Integrated Learning (CLIL) contexts. Highlighting the work of L. Dee Fink (2003) in the area of Significant Learning
Experiences, we will explore the different types of learning in Fink’s Taxonomy (foundational
knowledge, application, integration, human dimension, caring and learning how to learn) while familiarising ourselves with his course design framework. Participants will be challenged to consider how each phase of this framework can inform and influence their own course design decisions, specifically the creation, adoption or adaptation of materials and methods to promote the
acquisition of a new language as well as broader 21st century skills. Using examples of courses recently developed for a content-based English language program for university students in Japan, the presenter will discuss how Fink’s concepts of backward design (what’s important now and years after the course, and what should students do in the course to succeed?) and forward assessment
(imagining students in a situation where they would use the knowledge/skills, and focusing the learning on realistic meaningful tasks) have helped in both revamping existing courses and developing new ones. Participants will go away with several job aids to assist them in their own
curriculum, course and lesson planning endeavours.
Epistemic fluency perspectives in teaching and learning practice: Learning to...Lina Markauskaite
Summary
Capacities to drive collective learning, address jointly complex practical challenges and create innovative solutions are seen essential for future graduates. How to prepare students to lead complex collaborative learning, change and innovation projects? How to assist them to develop knowledge and skills needed for resourceful teamwork with other people who have different expertises, experiences, and interests?
Systems, Change and Learning is a blended graduate course in the Maters of the Learning Sciences and Technology program that aims to develop students’ capacities to lead complex organisational learning and educational innovation projects. Rooted in systems theories, cybernetics and the learning sciences, this course: 1) introduces students to the theoretical approaches and methods for understanding complexity, facilitating individual learning and managing change, and 2) provides them with practical experiences to engage in systems inquiry and collaborative innovation design projects.
The course draws on the second-order pedagogy and grants students’ agency to design not only the innovation, but also their own learning and innovation process and environment. Students choose complex real life organisational learning or educational change challenges and, over the course of the semester, work in small innovation teams by analysing an encountered problematical situation, modelling possible scenarios and developing innovative solutions. As a result, each team creates a practical guide for Change and Innovation Managers who will be tasked with implementing the proposed innovation in an organisational setting.
The main emphasis is on fostering expansive learning and deliberative innovation culture trough cultivating systems thinking, design practice and responsive action. Through engaging in systemic inquiry, innovation design tasks and authentic teamwork, students develop a number of graduate attributes that are critical for joint learning and knowledge-informed, responsive action in modern workplaces, such as analytical and integrative thinking, effective teamwork, multidisciplinary and intercultural competencies.
Evaluations show that this course promotes deep student engagement and brings about transformative learning experiences. It is now offered as an elective in two other interdisciplinary masters programs.
Similar to Moral Implications of Education in a Digital World (20)
Uses of Video Annotation Software to Promote Deep Learning - SoTE 2106Michael Johnson
This document discusses uses of video annotation software to promote deep learning. It begins by listing several free and paid video annotation tools. It then defines deep learning as an active, engaged approach to learning that involves relating ideas, gaining overviews, and creating structures. The document outlines 15 specific uses of video annotation that can promote deep learning, such as providing instructor, peer, and self feedback; annotating examples and non-examples; and analyzing works of art. It concludes by asking the reader about other potential uses and their key takeaways.
Improving Learner Performance through Time-Sensitive Feedback: Design-Based R...Michael Johnson
This document discusses the benefits and issues of using video annotation software to provide timely feedback to improve learner performance. It defines video annotation as a tool that allows users to add notes, comments, and explanations to specific moments in a recorded video performance. The document reports that studies have found video annotation facilitates higher-level feedback, self-reflection, and performance among learners. However, it also outlines lessons learned, including the need to provide coaching along with feedback, ensure the quality of peer feedback, and address technological issues.
LDSIDLC 2015 - Aim at Improvement: Focusing Student Attention through Video A...Michael Johnson
The impact of video is increased when learner’s attention is focused on critical aspects of the performance. This is enhanced by providing learners feedback or asking learners to analyze works of their own or their peers. Video annotation tools can facilitate this process. This session looks at ways these free or inexpensive tools can be used to analyze video and lead to improved learning.
The presentation introduces the idea of video annotation, some common tools, possible uses, and lessons learned as I have helped people use these tools over the past several years...
Case Studies in Teaching and Learning with Social Media in Higher EducationMichael Johnson
In this session the presenters shared best practices in using social media by presenting data derived from multiple case studies at a large university in the western United States. The researchers will discuss the effects of these technologies on students’ learning experiences, general principles for successful use of social media, challenges encountered by their use, and ideas for improving the use of social media in higher education courses from both the instructor and student perspectives.
For more information on our cases, see http://spreadsheets5.google.com/a/byu.edu/ccc?key=tponeuwhMQ-XEY2p0c5i02A&hl=en
Are Independent Study/Correspondence Courses Still Viable? A Case Study (ICED...Michael Johnson
The document discusses the advantages and disadvantages of independent study/correspondence courses based on a case study. Some key disadvantages included that students need strong self-discipline and motivation as there is no interaction with other students or instructors. However, advantages are the flexibility, convenience, and ability to learn at one's own pace while fulfilling other obligations. The document also provides suggestions to mitigate disadvantages such as personalizing the course and interactions between instructors and students.
Lighting The Fire in Distance Education (AECT 2009)Michael Johnson
This document summarizes findings from a case study on how an instructor was able to light the fire of learning in students in a distance education literature course. Through in-depth interviews, the study found that the instructor achieved this by: 1) creating clear alignment between learning outcomes, activities and assessments; 2) linking course elements through personal application questions and offering choices; and 3) providing challenging and inspiring instruction through thought-provoking questions, modeling a love of learning, and giving encouraging feedback. Developing edifying relationships where students felt a closeness and rapport with the instructor also helped light students' fires for learning.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Physiology and chemistry of skin and pigmentation, hairs, scalp, lips and nail, Cleansing cream, Lotions, Face powders, Face packs, Lipsticks, Bath products, soaps and baby product,
Preparation and standardization of the following : Tonic, Bleaches, Dentifrices and Mouth washes & Tooth Pastes, Cosmetics for Nails.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Moral Implications of Education in a Digital World
1. Moral Implications of Education in a Digital World TTIX 2010 Salt Lake City, UT June 10, 2010 Michael C. Johnson
2. Back channel on Twitter #moraledtech & use conference hashtag #ttix10
3. Are there moral implications/considerations when teaching and learning with technology??
4. What makes teaching a moral endeavor is that it is, quite centrally, human action undertaken in regard to other human beings. Thus, matters of what is fair, right, just, and virtuous are always present. (Fenstermacher, 1990, p. 133 as cited in Osguthorpe, R. T. et al., 2003)
5. Using technology in education actually increases or enhances those “human actions taken in regard to other humans” Wonderlane. “Student and Teacher.” Flickr. http://www.flickr.com/photos/wonderlane/37531816/. Edenpictures. “Eden Through the Looking Glass.” Flickr. http://www.flickr.com/photos/edenpictures/3460562429/. Frerieke. “Day 58_a reveiling day.” Flickr. http://www.flickr.com/photos/frerieke/3313869283/. Vancouver Film School. “Foundation Visual Art & Design – Life Drawing class.” Flckr. http://www.flickr.com/photos/vancouverfilmschool/4423008460/. USACE Europe District. “Yes we can: USACE employees help students manage can construction project.” Flickr. http://www.flickr.com/photos/europedistrict/4419592724/. Frerieke. “funny things on my laptop?” Flickr. http://www.flickr.com/photos/frerieke/3354048198/.
6. Technology Changes Roles Student becomes a teacher Teachers become students Mott & Wiley, 2009 As our roles changes, our responsibilities towards each other change… Doesn’t this imply some moral issues?
7. Some are tempted to think of life in cyberspace as insignificant, as escape or meaningless diversion. It is not. Our experiences there are serious play. We belittle them at our risk. We must understand the dynamics of virtual experience both to foresee who might be in danger and to put these experiences to best use. Without a deep understanding of the many selves that we express in the virtual we cannot use our experiences to enrich the real. If we cultivate our awareness of what stands behind our screen personae, we are more likely to succeed in using virtual experience for personal transformation. Turkle, 1995, p. 268 as cited in James, et al., 2008
8. What are some of the moral challenges or concerns for students?
9. Jarvey, Dean (dmjarvey). “I Swear, He Is Texting Everywhere He Goes (2).” Flickr. http://www.flickr.com/photos/28009451@N03/4512714161/.
17. Gonzalo BaezaHernández. No title. http://www.flickr.com/photos/gonzalobaeza/4096838046/in/photostream/ Hulton-Deutsch Collection/CORBIS. “A close up of a young woman snorting cocaine during the 1920s.” Flickr. http://www.flickr.com/photos/foxtongue/3128716789/.
19. “‘We can’t make the awareness of Web issues solely person- and relationship-centered,’ said Joseph Turow, a professor at the Annenberg School for Communication at the University of Pennsylvania. ‘Children should learn things like what a cookie or a Web virus is, and how corporations profit from tracking consumers online,’ he said” (NY Times).
20. Ozvold, Jeff (ozvoldjj). “University of Oregon.” Flickr. http://www.flickr.com/photos/jeffozvold/2253108077/.
21. Seyfang, Mike (MikeBlogs). “Copyright Symbols.” Flickr. http://www.flickr.com/photos/mikeblogs/3020966268/.
22. Zanarini, Pietro (zipckr). “Web 2.0 icons.” Flickr. http://www.flickr.com/photos/zipckr/3925513417/. Michael C. Johnson. “Teaching with Technology Google Search Results”
24. What are other moral considerations and implications should we be concerned about ?
25. Learning in a Networked World Will there be appropriate amounts of help/feedback available to students? For us learners (in professional development)? Will we and our students be willing to reciprocate and offer appropriate levels of help/feedback to others Are we sensitive to other’s needs and feeling, or simply seeing our own self interest?
32. Moral Reasons to Use Technology Failure to use technology that would benefit the student Technology that would help them learn Technology that is part of their field/content area Use of technology that is not in the best interest of our students
35. We need educated men and women who not only pursue their own personal interests but are also prepared to fulfill their social and civic obligations. (Boyer, 1998 p. 7)
36. Peterson and Seligman’s (2004) Character Strengths and Virtues Wisdom and knowledge Courage Humanity Justice Temperance Transcendence
52. Howard Gardner’s Ethical Fault Lines identity (how do you present yourself online?); privacy (the world can see everything you write); ownership (plagiarism, reproducing creative work); credibility (legitimate sources of information); and community (interacting with others). James, et al., 2008
53. Courtesy Policy “Generally, courtesy means we interact with one another in positive, respectful ways” (Frey & Fisher, 2008)
54. Berkowitz & Fekula (1999)Five Elements of Postsecondary Character Education 1. Teaching about character (morality, ethics, and so forth) Ethics across the curriculum, Espoused values, Guest speakers, symposia, and so forth, Publications 2. Displaying character Role-modeling, Institutional policies and behavior 3. Demanding character Academic standards, Behavior standards, Enforcement policies and behavior 4. Apprenticeship, or practicing character Democratic governance, Community service, Experiential learning 5. Reflecting on character Service learning, Mentors, Journals
55. Additional Perspectives Teaching in Moral Ways: Pure intent, sincere effort, willingness to change on part of teacher and learner (Osguthorpe, R.T. & Osguthorpe, R. D.,2000) Consciousness of Craft, of Membership, of Sacrifice, of Memory, of Imagination (Green, 1999)
56. Additional Perspectives Moral Reasoning – Kohlberg Level 1. Preconventional Morality (Stage 1. Obedience and Punishment Orientation, Stage 2. Individualism and Exchange), Level II. Conventional Morality (Stage 3. Good Interpersonal Relationships, Stage 4. Maintaining the Social Order) Level III. Postconventional Morality (Stage 5. Social Contract and Individual Rights, Stage 6: Universal Principles) Post-Kohlbergian Moral Development (Bebeau, Rest, and Narvaez, 1999) moral sensitivity, moral judgment, and moral motivation, and moral character
57. Additional Perspectives Golden Rule/Silver Rule Levinas Hypostasis: “putting the other first” and “being-for-the-other,” (Inouye, Merrill, & Swan, 2005)
58. Additional Perspectives Possible Applications of (Johnson, et al., 2010) Don’t ignore moral/character issues in content (or related to the tools you use) Engage students in meaningful conversation Establish a positive relationship with students Invite students to apply what they are learning and to use their agency to make good choices.
61. References Balmert, M.E., & Ezzell, M.H. (2002). Leading learning by assuring distance instructional technology is an ethical enterprise. Paper presented at the annual conference of the Adult Higher Education Alliance, Pittsburgh, PA. Berkowitz, M.W. (2002). The science of character education. In W. Damon (Ed.), Bringing in a new era in character education (pp. 43–63). Stanford, CA: Hoover Press. Berkowitz, M.W., & Fekula, M.J. (1999). Educating for character. About Campus, 4(5), 17–22. Bebeau, M. J., Rest, J. R., & Narvaez, D. (1999). Beyond the promise: A perspective on research in moral education. Educational Researcher, 28(4), 18-26. Boyer, E. L. (1987). College: The undergraduate experience in America. New York: HarperCollins (Harper & Row). Bugeja, Michael J. (2009). Reduce the Technology, Rescue Your Job. Chronicle of Higher Education, 56(12), A36-A38
62. References Clifford, . (April 8, 2010). Teaching about web includes troublesome parts. New York Times. Retrieved April, 2010, http://www.nytimes.com/2010/04/09/education/09cyberkids.html?partner=rss&emc=rss Davidson, M., Lickona, T., & Khmelkov, V. (2008). Smart & good schools: A new paradigm for high school character education. In L.P. Nucci (Ed.), Handbook of moral and character education. New York: Routledge. Frey, N. & Fisher D. (2008). Doing the right thing with technology. English Journal, 97(6), 38-42. Gismondi, A. (2006). The downside of the Internet: Cheating and technology in higher education. Journal of College and Character 7(5). Retrieved March 10, 2010 from http://journals.naspa.org/jcc/vol7/iss5/5/ Green, T. F. (1999). Voices: The educational formation of conscience. Notre Dame, IN: Notre Dame Press. Inouye, D. K., Merrill, P. F., & Swan, R. H. (2005). Help: Toward a new ethics-centered paradigm for instructional design and technology. IDT Record. Retrieved September 25, 2006 from http://www.indiana.edu/~idt/articles/documents/Inouye_print_version.pdf
63. References James, C., Davis, K., Flores, A., Francis, J. M. , Pettingill, L., Rundle, M., & Gardner, H. (February, 2008). Young People, Ethics, and the New Digital Media: A Synthesis from the Good Play Project . GoodWork® Project Report Series, Number 54, Harvard Graduate School of Education. Retrieved June 8, 2010 from http://pzweb.harvard.edu/ebookstore/pdfs/goodwork54.pdf Johnson, M. J., Osguthorpe, R. D., & Williams, D. D. (2010). Pedagogical considerations that may encourage character development in a distance education course. Journal of College and Character 11(2). Retrieved April 30, 2010 from http://journals.naspa.org/jcc/vol11/iss2/11/ Lewis, C.S. (1965). The abolition of man or reflections on education with special reference to the teaching of English in the upper forms of schools. New York: MacMillan Publishing. Lewis, C.S. (1996). The screwtape letters (Revised ed.). New York: Simon & Schuster. Lickona, T., & Davidson, M. (2005). Smart & good high schools: Integrating excellence and ethics for success in school, work, and beyond. Cortland, NY: Center for the 4th and 5th Rs (Respect & Responsibility), Washington, D.C.: Character Education Partnership.
64. References Osguthorpe, R.D. (2009). On the possible forms a relationship might take between the moral character of a teacher and the moral development of a student. Teachers College Record, 111(1). Retrieved April 4, 2008, from http://www.tcrecord.org. Osguthorpe, R. T., (2009). Power of Teaching Seminar, October 15, 2009. Video available at http://education.byu.edu/media/watch/345 Osguthorpe, R. T., Osguthorpe, R. D. Jacob, W. J., Davies, R. (2003). Moral dimensions of instructional design. Educational Technology, 43(2), 19-23. Osguthorpe, R. T., Osguthorpe, R. D. (2000). Learning to be Good while Becoming Good at Learning. Paper presented at the annual meeting of the American Educational Research Association, New Orleans, LA, April, 2000. Peterson, C., & Seligman, M.E.P. (2004). Character strengths and virtues: A handbook and classification. Oxford: Oxford University Press. Turkle, S. (1995). Life on the screen: Identity in the age of the internet. New York: Simon And Schuster.
65. Image Works Cited Image Bibliography (in order of appearance) Most Images used under Creative Commons Attribute License, attribution is on each image, except: Society Super CalaFragalistic. “Digital World.” Students of the World. http://www.studentsoftheworld.info/sites/society/img/27319_ist2_1804351_digital_world_globe.jpg. Slide 14: Distracted Driving cartoon by Jeff Parker, Florida Today at http://CagleCartoons.com
Editor's Notes
Cyber-cheating, plagiarism, and so forth…
Cyber-bullying (there have been cases of bullied and harassed children and young adults driven to suicide by their peers.
The proliferation and availability of pornography and other sexually explicit materials
Sexting and other inappropriate uses of mobile and other technologies…
Technology as a distraction (I know it happens to me more often than I care to admit)
The danger that people will get caught up in living virtual lives and lose out one or neglect real life and real relationships…
The loss of real friendship (or so some feel…) due to social media…
Technology addition (brieflydiscuss the recent NY Times article, other articles discussing students being addicted to technology)
How to deal with Hacking, phishing, viruses, worms, trojan horses, spyware, etc.“‘We can’t make the awareness of Web issues solely person- and relationship-centered,’ said Joseph Turow, a professor at the Annenberg School for Communication at the University of Pennsylvania. ‘Children should learn things like what a cookie or a Web virus is, and how corporations profit from tracking consumers online,’ he said” (NY Times).
Accessibility issues with the use of certain technologies, failing to use technology in ways that are accessible to those with handicaps, using technologies that help those with handicaps
Ownership and intellectual property issues (mash-ups, protecting students’ rights, file sharing a la napster, etc.)
Dealing with a deluge of data and technologies as well as needing to address the credibility of sources, etc.
With the increase of bombardment of media and advertising, there is a need for Media Literacy…
Why using Technology? (do students need to know, are we using the appropriate technologies to help them learn, i.e., forms of educational malpractice)
We don’t want to be guilty of educational malpractice. Deciding to use technology, for the right reasons, is like giving proper health care. We would be derelict in our duties if we purposely remained ignorant of advances that could benefit students or fail to offer the help that is needed.
Peterson and Seligman (2004) described a model of character that included six virtues, each consisting of a variety of character strengths:Wisdom and knowledge, which the authors described as “cognitive strengths that entail the acquisition and use of knowledge” (p. 29). They included five character strengths of wisdom and knowledge: (a) creativity, (b) curiosity, (c) open-mindedness, (d) love of learning, and (e) perspective.Courage, which they described as “emotional strength that involves the exercise of will to accomplish goals in the face of opposition, external or internal” (p. 29). The authors included four strengths as part of courage: (a) bravery, (b) persistence, (c) integrity, and (d) vitality.Humanity, which they defined as “interpersonal strengths that involve tending and befriending others” (p. 29). The authors included three strengths as part of humanity, (a) love, (b) kindness, and (c) social intelligence.Justice, which they described as “civic strengths that underlie healthy community life” (p. 30). The authors included three strengths as part of justice: (a) citizenship, (b) fairness, and (c) leadership.Temperance, which is comprised of “strengths that protect against excess” (p. 30), such as (a) forgiveness and mercy, (b) humility and modesty, (c) prudence, and (d) self-regulation.Transcendence, or “strengths that forge connections to the larger universe and provide meaning” (p. 30). The authors included four strengths as part of transcendence: (a) appreciation of beauty and excellence, (b) gratitude, (c) hope, (d) humor, and (e) spirituality.
Performance Character or “mastery orientation” (p. 373) leading one to realize his or her “potential for excellence in any performance environment, such as academics, extracurricular activities, the workplace, and throughout life” (p. 373). Performance character includes, but is not limited to, attributes such as:
Moral Character or “relational orientation” (p. 373) which has a moderating role in that it helps individuals direct their performance goals to “honor the interests of others, to ensure that we do not violate moral values such as fairness, honesty, and caring in the pursuit of high performance” (p. 374). It consists of qualities that assist individuals in their interpersonal relationships and ethical conduct, which include, but are not limited to:
Based on Peterson and Seligman (2004) and others, Davidson et al. (2008) recommended helping students achieve eight foundational developmental outcomes of character education. [A student should become a]:
Moral Character or “relational orientation” (p. 373) which has a moderating role in that it helps individuals direct their performance goals to “honor the interests of others, to ensure that we do not violate moral values such as fairness, honesty, and caring in the pursuit of high performance” (p. 374). It consists of qualities that assist individuals in their interpersonal relationships and ethical conduct, which include, but are not limited to:
Providing students with the right kinds of technology that enhance educationTake appropriate responsibility for technology useDetermining usage policies (is Banning Social Media a moral or ethical choice?)Privacy (protecting student records, cases of schools using technology to spy on students, etc.)Keeping in mind the goals of education (are they purely vocational?)Providing educational opportunities and resources to previously underserved populations (Other issues??
Although I think there are a variety of ways to address them that can work…
TPACK can help with guiding and integrating technology appropriately, but it may not fully address all moral issues…