Learning

From Things and Stuff Wiki
Jump to navigation Jump to search


a big mess, to sort

General

learning, personal science and art



  • infed.org - Hundreds of pages and millions of users across the world exploring education, learning and social change.




Blogs

  • Resourceaholic - Ideas and resources for teaching secondary school mathematics

Theory and practice

to sort




  • https://en.wikipedia.org/wiki/Teacher_education - or teacher training refers to programs, policies, procedures, and provision designed to equip (prospective) teachers with the knowledge, attitudes, behaviors, approaches, methodologies and skills they require to perform their tasks effectively in the classroom, school, and wider community. The professionals who engage in training the prospective teachers are called teacher educators (or, in some contexts, teacher trainers). There is a longstanding and ongoing debate about the most appropriate term to describe these activities. The term 'teacher training' (which may give the impression that the activity involves training staff to undertake relatively routine tasks) seems to be losing ground, at least in the U.S., to 'teacher education' (with its connotation of preparing staff for a professional role as a reflective practitioner). The two major components of teacher education are in-service teacher education and pre-service teacher education.





  • https://en.wikipedia.org/wiki/Four_stages_of_competence - or the "conscious competence" learning model, relates to the psychological states involved in the process of progressing from incompetence to competence in a skill. People may have several skills, some unrelated to each other, and each skill will typically be at one of the stages at a given time. Many skills require practice to remain at a high level of competence. The four stages suggest that individuals are initially unaware of how little they know, or unconscious of their incompetence. As they recognize their incompetence, they consciously acquire a skill, then consciously use it. Eventually, the skill can be utilized without it being consciously thought through: the individual is said to have then acquired unconscious competence.




  • https://en.wikipedia.org/wiki/Mathetics - the science of learning. The term was coined by John Amos Comenius (1592–1670, in his work Spicilegium didacticum, published in 1680. He understood Mathetics as the opposite of Didactics, the science of teaching. Mathetics considers and uses findings of current interest from pedagogical psychology, neurophysiology and information technology.
























  • https://en.wikipedia.org/wiki/Case_method - a teaching approach that uses decision-forcing cases to put students in the role of people who were faced with difficult decisions at some point in the past. It developed during the course of the twentieth-century from its origins in the casebook method of teaching law pioneered by Harvard legal scholar Christopher C. Langdell. In sharp contrast to many other teaching methods, the case method requires that instructors refrain from providing their own opinions about the decisions in question. Rather, the chief task of instructors who use the case method is asking students to devise, describe, and defend solutions to the problems presented by each case.


  • https://en.wikipedia.org/wiki/Action_learning - an approach to problem solving involving taking action and reflecting upon the results. This helps improve the problem-solving process as well as simplify the solutions developed by the team. The theory of action learning and its epistemological position were originally developed by Reg Revans, who applied the method to support organizational and business development initiatives and improve on problem solving efforts. Action learning is effective in developing a number of individual leadership and team problem-solving skills, and it became a component in corporate and organizational leadership development programs. This strategy is different from the "one size fits all" curriculum that is characteristic of many training and development programs. Confucius once said, "I hear and I forget; I see and I remember; I do and I understand," and action learning is a cycle of doing and reflecting.







  • https://en.wikipedia.org/wiki/Practicum - also called work placement, especially in the UK, is an undergraduate or graduate-level course, often in a specialized field of study, that is designed to give students supervised practical application of a previously or concurrently studied field or theory. Practicums (student teaching) are common for education, mental health counselor, and social work majors. In some cases, the practicum may be a part-time student teaching placement that occurs the semester before a student's full-time student teaching placement. The process resembles an internship; however, a practicum focuses on observation over work experience.


  • https://en.wikipedia.org/wiki/Social_pedagogy - describes a holistic and relationship-centred way of working in care and educational settings with people across the course of their lives. In many countries across Europe (and increasingly beyond,, it has a long-standing tradition as a field of practice and academic discipline concerned with addressing social inequality and facilitating social change by nurturing learning, well-being and connection both at an individual and community level. The term 'pedagogy' originates from the Greek pais (child) and agein (to bring up, or lead), with the prefix 'social' emphasising that upbringing is not only the responsibility of parents but a shared responsibility of society. Social pedagogy has therefore evolved in somewhat different ways in different countries and reflects cultural and societal norms, attitudes and notions of education and upbringing, of the relationship between the individual and society, and of social welfare provision for its marginalised members. Social pedagogues (professionals who have completed a qualification in social pedagogy) work within a range of different settings, from early years through adulthood to working with disadvantaged adult groups as well as older people. To achieve a holistic perspective within each of these settings, social pedagogy draws together theories and concepts from related disciplines such as sociology, psychology, education, philosophy, medical sciences, and social work.




  • https://en.wikipedia.org/wiki/Learning_community - group of people who share common academic goals and attitudes and meet semi-regularly to collaborate on classwork. Such communities have become the template for a cohort-based, interdisciplinary approach to higher education. This may be based on an advanced kind of educational or 'pedagogical' design.


  • https://en.wikipedia.org/wiki/Inclusion_(education) - refers to all students being able to access and gain equal opportunities to education and learning. It arose in the context of special education with an individualized education program or 504 plan, and is built on the notion that it is more effective for students with special needs to have the said mixed experience for them to be more successful in social interactions leading to further success in life. The philosophy behind the implementation of the inclusion model does not prioritize, but still provides for the utilization of special classrooms and special schools for the education of students with disabilities. Inclusive education models are brought into force by educational administrators with the intention of moving away from seclusion models of special education to the fullest extent practical, the idea being that it is to the social benefit of general education students and special education students alike, with the more able students serving as peer models and those less able serving as motivation for general education students to learn empathy. Implementation of these practices varies. Schools most frequently use the inclusion model for select students with mild to moderate special needs. Fully inclusive schools, which are rare, do not separate "general education" and "special education" programs; instead, the school is restructured so that all students learn together.


  • https://en.wikipedia.org/wiki/Inclusive_classroom - term used within American pedagogy to describe a classroom in which all students, irrespective of their abilities or skills, are welcomed holistically. It is built on the notion that being in a non-segregated classroom will better prepare special-needs students for later life. In the United States, the Rehabilitation Act of 1973 guaranteed civil rights to disabled people, though inclusion of disabled students progressed slowly until the No Child Left Behind Act of 2001, after which almost half of US students with disabilities were soon in general classrooms. This has placed a considerable burden on teachers and school boards, who are often unprepared and suffer from stress and frustration, affecting the success of programs. An advocated solution is co-teaching, doubling teaching staff to support an inclusive classroom.


  • https://en.wikipedia.org/wiki/Co-teaching - or team teaching is the division of labor between educators to plan, organize, instruct and make assessments on the same group of students, generally in the a common classroom, and often with a strong focus on those teaching as a team complementing one another's particular skills or other strengths. This approach can be seen in several ways. Teacher candidates who are learning to become teachers are asked to co-teach with experienced associate teachers, whereby the classroom responsibilities are shared, and the teacher candidate can learn from the associate teacher. Regular classroom teachers and special education teachers can be paired in co-teaching relationships to benefit inclusion of students with special needs.


















  • https://en.wikipedia.org/wiki/Networked_learning - a process of developing and maintaining connections with people and information, and communicating in such a way so as to support one another's learning. The central term in this definition is connections. It adopts a relational stance in which learning takes place both in relation to others and in relation to learning resources. In design and practice, networked learning is intended to facilitate evolving sets of connections between learners and their interpersonal communities, knowledge contexts, and digital technologies. Networked learning can offer educational institutions more functional efficiency, in that the curriculum can be more tightly managed centrally, or in the case of vocational learning, it can reduce costs to employers and tax payers. However, it is also argued that networked learning is too often considered within the presumption of institutionalised or educationalised learning, thereby omitting awareness of the benefits that networked learning has to informal or situated learning.


  • https://en.wikipedia.org/wiki/Deschooling_Society - a 1971 book written by Austrian author Ivan Illich that critiques the role and practice of education in the modern world and calls for the use of advanced technology to support "learning webs", which incorporate "peer-matching networks", where descriptions of a person's activities and skills are mutually exchanged for the education that they would benefit from. Illich argued that, with an egalitarian use of technology and a recognition of what technological progress allows, it would be warranted to create decentralized webs that would support the goal of a truly equal educational system: A good educational system should have three purposes: it should provide all who want to learn with access to available resources at any time in their lives; empower all who want to share what they know to find those who want to learn it from them; and, finally, furnish all who want to present an issue to the public with the opportunity to make their challenge known. Illich proposes a system of self-directed education in fluid and informal arrangements, which he describes as "educational webs which heighten the opportunity for each one to transform each moment of his living into one of learning, sharing, and caring."



  • https://en.wikipedia.org/wiki/Blended_learning - a formal education program in which a student learns at least in part through delivery of content and instruction via digital and online media with some element of student control over time, place, path, or pace. While students still attend "brick-and-mortar" schools, face-to-face classroom methods are combined with computer-mediated activities. Blended learning is also used in professional development and training settings. A lack of consensus on a definition of blended learning has led to difficulties in research about its effectiveness in the classroom. Blended learning is also sometimes used in the same breath as "personalized learning" and differentiated instruction.



  • Pedagogical Practice - Teaching Online Pedagogical Repository - The Teaching Online Pedagogical Repository is provided as an open educational resource under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. 2017, Center for Distributed Learning, University of Central Florida



  • https://en.wikipedia.org/wiki/Flipped_classroom - an instructional strategy and a type of blended learning that reverses the traditional learning environment by delivering instructional content, often online, outside of the classroom. It moves activities, including those that may have traditionally been considered homework, into the classroom. In a flipped classroom, students watch online lectures, collaborate in online discussions, or carry out research at home and engage in concepts in the classroom with the guidance of a mentor.


  • Turning Education Upside Down - The New York Times - Flipping a classroom changes several things. One is what students do at home. At first, teachers assigned 20-minute videos, but they now make them shorter — six minutes, even three minutes. That promotes re-watching. The school also uses audio files and readings as homework, and uses videos from the Khan Academy, TED and other sources. Many students do not ask questions in class, worried they will look dumb. But they can watch a video over and over without fear.


  • Clintondale High School: Flipped School Model of Instruction - Our students receive their teacher’s lectures at home and do their homework in class. Our students work side-by-side with our expert staff. One-on-one time with students is up four times over years past, test scores are up and our students are more engaged. We are “flipped out” over our fabulous results and are extremely committed to ensure that all of our students and their families get the very best we have to offer

















  • https://en.wikipedia.org/wiki/Democratic_education - a type of formal education that is organized democratically, so that students can manage their own learning and participate in the governance of their school. Democratic education is often specifically emancipatory, with the students' voices being equal to the teacher's. The history of democratic education spans from at least the 17th century. While it is associated with a number of individuals, there has been no central figure, establishment, or nation that advocated democratic education.


  • https://en.wikipedia.org/wiki/Sudbury_school - a type of school, usually for the K-12 age range, where students have complete responsibility for their own education, and the school is run by a direct democracy in which students and staff are equal citizens. Students use their time however they wish, and learn as a by-product of ordinary experience rather than through coursework. There is no predetermined educational syllabus, prescriptive curriculum or standardized instruction. This is a form of democratic education. Daniel Greenberg, one of the founders of the original Sudbury Model school, writes that the two things that distinguish a Sudbury Model school are that everyone is treated equally (adults and children together, and that there is no authority other than that granted by the consent of the governed.
  • Sudbury Valley School: Theory - The School is based on one simple fact — that the survival of every species depends on the driving ambition of its young to develop the skills they need to thrive as effective adults in the world. Sudbury Valley offers each student a place to fulfill that ambition and discover their unique points of excellence. Fence Backstory In 1968, a group of parents and educators founded a school based on a clear vision of the individual freedom needed by children to flourish, and of a community governed equally by all its members. The result was a unique combination of liberty and responsibility that has been Sudbury Valley's hallmark ever since.



  • https://en.wikipedia.org/wiki/Summerhill_School - an independent (i.e. fee-charging, boarding school in Leiston, Suffolk, England. It was founded in 1921 by Alexander Sutherland Neill with the belief that the school should be made to fit the child, rather than the other way around. It is run as a democratic community; the running of the school is conducted in the school meetings, which anyone, staff or pupil, may attend, and at which everyone has an equal vote. These meetings serve as both a legislative and judicial body. Members of the community are free to do as they please, so long as their actions do not cause any harm to others, according to Neill's principle "Freedom, not Licence." This extends to the freedom for pupils to choose which lessons, if any, they attend. It is an example of both democratic education and alternative education.


  • https://en.wikipedia.org/wiki/Summerhill_School - an independent (i.e. fee-charging, boarding school in Leiston, Suffolk, England. It was founded in 1921 by Alexander Sutherland Neill with the belief that the school should be made to fit the child, rather than the other way around. It is run as a democratic community; the running of the school is conducted in the school meetings, which anyone, staff or pupil, may attend, and at which everyone has an equal vote. These meetings serve as both a legislative and judicial body. Members of the community are free to do as they please, so long as their actions do not cause any harm to others, according to Neill's principle "Freedom, not Licence." This extends to the freedom for pupils to choose which lessons, if any, they attend. It is an example of both democratic education and alternative education.



  • https://en.wikipedia.org/wiki/Educational_inequality - the unequal distribution of academic resources, including but not limited to school funding, qualified and experienced teachers, books, and technologies, to socially excluded communities. These communities tend to be historically disadvantaged and oppressed. Individuals belonging to these marginalized groups are often denied access to schools with adequate resources. Inequality leads to major differences in the educational success or efficiency of these individuals and ultimately suppresses social and economic mobility. Inequality in education is broken down in different types: regional inequality, inequality by sex, inequality by social stratification, inequality by parental income, inequality by parent occupation, and many more.



  • https://en.wikipedia.org/wiki/Ferrer_movement - an early 20th century libertarian school inspired by the anarchist pedagogy of Francisco Ferrer. He was a proponent of rationalist, secular education that emphasized reason, dignity, self-reliance, and scientific observation, as opposed to the ecclesiastical and dogmatic standard Spanish curriculum of the period. Ferrer's teachings followed in a tradition of rationalist and romantic education philosophy, and 19th century extragovernment, secular Spanish schools. He was particularly influenced by Paul Robin's orphanage at Cempuis. With this ideal in mind, Ferrer established the Escola Moderna in Barcelona, which ran for five years between 1901 and 1906. Ferrer tried a less dogmatic approach to education that would try to draw out the child's natural powers, though children still received moral indoctrination on social responsibility and the importance of freedom. Ferrer championed practical knowledge over theory, and emphasized experiences and trips over readings. Pupils were free and trusted to direct their own education and attend as they pleased. The school also hosted lectures for adults in the evenings and weekends. It also hosted a printing press to create readings for the school. The press ran its own journal with news from the school and articles from prominent libertarian writers. Following Ferrer's execution, an international Ferrer movement (also known as the Modern School movement, spread throughout Europe and as far as Brazil and the United States, most notably in the New York and Stelton Modern School.






  • https://en.wikipedia.org/wiki/Pedagogy_of_the_Oppressed - a book by Brazilian educator Paulo Freire, written in Portuguese between 1967 and 1968, but published first in Spanish in 1968. An English translation was published in 1970, with the Portuguese original being published in 1972 in Portugal, and then again in Brazil in 1974. The book is considered one of the foundational texts of critical pedagogy, and proposes a pedagogy with a new relationship between teacher, student, and society. Dedicated to the oppressed and based on his own experience helping Brazilian adults to read and write, Freire includes a detailed Marxist class analysis in his exploration of the relationship between the colonizer and the colonized. In the book, Freire calls traditional pedagogy the "banking model of education" because it treats the student as an empty vessel to be filled with knowledge, like a piggy bank. He argues that pedagogy should instead treat the learner as a co-creator of knowledge. As of 2000, the book had sold over 750,000 copies worldwide.: 9 It is the third most cited book in the social sciences


  • https://en.wikipedia.org/wiki/Ecopedagogy - movement is an outgrowth of the theory and practice of critical pedagogy, a body of educational praxis influenced by the philosopher and educator Paulo Freire. Ecopedagogy's mission is to develop a robust appreciation for the collective potentials of humanity and to foster social justice throughout the world. It does so as part of a future-oriented, ecological and political vision that radically opposes the globalization of ideologies such as neoliberalism and imperialism, while also attempting to foment forms of critical ecoliteracy. Recently, there have been attempts to integrate critical eco-pedagogy, as defined by Greg Misiaszek with Modern Stoic philosophy to create Stoic eco-pedagogy. One of ecopedagogy's goals is the realization of culturally relevant forms of knowledge grounded in normative concepts such as sustainability, planetarity (i.e. identifying as an earthling, and biophilia (i.e. love of all life).


  • https://en.wikipedia.org/wiki/Abolitionist_teaching - also known as abolitionist pedagogy, is a set of practices and approaches to teaching that focus on restoring humanity for all children in schools. Abolitionist teaching is the practice of pursuing educational freedom for all students, eschewing reform in favor of transformation. This 21st century practice is rooted in Black critical theory and focused on joy, direct action and abolition. The practice is supported by the Abolitionist Teaching Network, a collective of educators providing resources for teachers whose mission is to "develop and support those in the struggle for educational freedom," while utilizing "the intellectual work and direct action of Abolitionists in many forms." This network was established by author and professor Bettina Love.

Abolitionist teaching has its roots in critical pedagogy, intersectional feminism and abolitionist action. It is defined as the commitment to pursue educational freedom and fight for an education system where students thrive, rather than just survive. Love further notes that it is a necessary complement to critical pedagogy, as pedagogy is most effective when paired with teachers who fight for student equality and justice. This teaching method is intended to combat systemic oppression, racial violence, the school-to-prison pipeline, reliance on test taking and all other parts of a system Bettina Love calls the "educational survival complex." Other parts of the system that the practice is intended to combat is cheating, as Drs. Lore/tta LeMaster and Meggie Mapes note that "Rather than punitive measures, abolitionist pedagogy requires rethinking how narratives of cheating perform and to what and whose ends such narratives serve." Some scholars, such as Denise Blum, have argued for a neo-abolitionist pedagogy in educational institutions, a "‘third space’ to process emotional responses and discuss social positionalities to prevent unproductive feelings of guilt or pity that function to further otherize immigrants."



  • https://en.wikipedia.org/wiki/Queer_pedagogy - an academic discipline devoted to exploring the intersection between queer theory and critical pedagogy, which are both grounded in Marxist critical theory. It is also noted for challenging the so-called "compulsory cisheterosexual and normative structures, practices, and curricula" that marginalize or oppress non-heterosexual students and teachers


  • https://en.wikipedia.org/wiki/Edupunk - a do it yourself (DIY), attitude to teaching and learning practices. Tom Kuntz described edupunk as "an approach to teaching that avoids mainstream tools like PowerPoint and Blackboard, and instead aims to bring the rebellious attitude and DIY ethos of ’70s bands like The Clash to the classroom." Many instructional applications can be described as DIY education or edupunk. Edupunk has risen from an objection to the efforts of government and corporate interests in reframing and bundling emerging technologies into cookie-cutter products with pre-defined application—somewhat similar to traditional punk ideologies. The reaction to corporate influence on education is only one part of edupunk, though. Stephen Downes has identified three aspects to this approach: Reaction against commercialization of learning, Do-it-yourself attitude, Thinking and learning for yourself










  • The Cost of Waterloo Software Engineering - Waterloo is home to the world’s largest cooperative education programs — meaning that every engineering student is required to take at least 5 internships over the course of their degree. Most take six. This lengthens the duration of the course to five years, and forces us into odd schedules where we alternate between four months of work and four months of school. We get no summer breaks. One of the most important parts of Waterloo’s co-op program is that the school requires each placement be paid. Without meeting certain minimum requirements for compensation, a student can’t claim academic credit for their internship, and without five internships, they can’t graduate. This results in Waterloo co-op students being able to pay their tuition in full (hopefully) each semester. In disciplines like Software Engineering, where demand is at an all-time high and many students are skilled enough to hold their own at Silicon Valley tech giants, many students end up negotiating for higher salaries at their internships. [4]




Social learning theory

  • https://en.wikipedia.org/wiki/Social_learning_theory - (Albert Bandura) posits that learning is a cognitive process that takes place in a social context and can occur purely through observation or direct instruction, even in the absence of motor reproduction or direct reinforcement. In addition to the observation of behavior, learning also occurs through the observation of rewards and punishments, a process known as vicarious reinforcement. The theory expands on traditional behavioral theories, in which behavior is governed solely by reinforcements, by placing emphasis on the important roles of various internal processes in the learning individual.

Many classroom and teaching strategies draw on principles of social learning to enhance students' knowledge acquisition and retention. For example, using the technique of guided participation, a teacher says a phrase and asks the class to repeat the phrase. Thus, students both imitate and reproduce the teacher's action, aiding retention. An extension of guided participation is reciprocal learning, in which both student and teacher share responsibility in leading discussions. Additionally, teachers can shape the classroom behavior of students by modelling appropriate behavior and visibly rewarding students for good behavior. By emphasizing the teacher's role as model and encouraging the students to adopt the position of observer, the teacher can make knowledge and practices explicit to students, enhancing their learning outcomes. With increased use of technology in the classroom, game-based social learning platforms such as Kahoot! are being integrated into the curriculum to reinforce knowledge while encouraging peer-to-peer support, debate, critical thinking and development of leadership skills.

Another important application of social learning theory has been in the treatment and conceptualization of anxiety disorders. The classical conditioning approach to anxiety disorders, which spurred the development of behavioral therapy and is considered by some to be the first modern theory of anxiety, began to lose steam in the late 1970s as researchers began to question its underlying assumptions. For example, the classical conditioning approach holds that pathological fear and anxiety are developed through direct learning; however, many people with anxiety disorders cannot recall a traumatic conditioning event, in which the feared stimulus was experienced in close temporal and spatial contiguity with an intrinsically aversive stimulus. Social learning theory helped salvage learning approaches to anxiety disorders by providing additional mechanisms beyond classical conditioning that could account for the acquisition of fear. For example, social learning theory suggests that a child could acquire a fear of snakes by observing a family member express fear in response to snakes. Alternatively, the child could learn the associations between snakes and unpleasant bites through direct experience, without developing excessive fear, but could later learn from others that snakes can have deadly venom, leading to a re-evaluation of the dangerousness of snake bites, and accordingly, a more exaggerated fear response to snakes.


Popular education


Constructivist


  • https://en.wikipedia.org/wiki/Experiential_learning - the process of learning through experience, and is more narrowly defined as "learning through reflection on doing". Hands-on learning can be a form of experiential learning, but does not necessarily involve students reflecting on their product. Experiential learning is distinct from rote or didactic learning, in which the learner plays a comparatively passive role. 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.






  • https://en.wikipedia.org/wiki/Learning-by-doing - a theory that places heavy emphasis on student engagement and is a hands-on, task-oriented, process to education. The theory refers to the process in which students actively participate in more practical and imaginative ways of learning. This process distinguishes itself from other learning approaches as it provides many pedagogical advantages to more traditional learning styles, such those which privilege inert knowledge. Learning-by-doing is related to other types of learning such as adventure learning, action learning, cooperative learning, experiential learning, peer learning, service-learning, and situated learning.

Connectivism


Rhizomatic

Education systems

Formal education




  • computerbasedmath.org is a project to build a completely new math curriculum with computer-based computation at its heart—alongside a campaign to refocus math education away from historical hand-calculating techniques and toward relevant and conceptually interesting topics.
  • CS in VN






https://en.wikipedia.org/wiki/Dharma_transmission - In the western understanding, dharma transmission stands solely for recognition of authentic insight, whereas in the Japanese monastery system dharma transmission is a formal notification that someone is fully qualified to take a leading role in this system. In the USA and Europe dharma transmission is linked to the unofficial title roshi, older teacher. In the Western understanding roshis are "part of a tradition that imputes to them quasi-divine qualities", someone who "is defined by simplicity, innocence, and lack of self-interest or desire". Nevertheless, the authorisation of teachers through dharma transmission does not mean that teachers are infallible, as is clear from the repeated appearance of scandals.

According to Lachs, those scandals have also been possible because of the status given to roshis by dharma transmission, and "a desire for the master’s aura, recognition, and approval": The students expect the real teacher to be an ideal teacher and look forward to having such an ideal teacher lead and instruct them. The student who enters the practice having read a myth will expect to find the myth and will think they have found the myth. Unfortunately, they have found the myth without recognizing it for what it is. What they really have found, all too often, is another story of ordinary, flawed human behavior.

UK & Scotland

Informal education

Home schooling


  • Phoenix Home Education Camp - an inclusive and welcoming home education camp in West Wales. P.HEC is organised and run by a group of home educators, with the full support of the folks at the Pengraig community. Home education events have been running at the farm for eleven years now, which means that we have been able to gather together a skilled, experienced team of organisers and workshop leaders to ensure a fantastic camp for everyone, kids and adults alike.

Edinburgh

  • Creative Interdisciplinary Research in Collaborative Environments - CIRCLE's members are researchers and creative practitioners at the University of Edinburgh and elsewhere. They work across the creative arts, architecture, the humanities, the physical and social sciences. Their research focuses on developing creative collaborative environments, employing methods across disciplines. Their aim is to develop effective and affecting interactive environments, within a critical framework, seeking the insights that interdisciplinary inquiry might allow.

Community Learning and Development

Academic

See also Science, Being, Maths, Physics, Organising#Reference/citation management


  • https://en.wikipedia.org/wiki/Academic_discipline - or academic field is a subdivision of knowledge that is taught and researched at the college or university level. Disciplines are defined (in part) and recognized by the academic journals in which research is published, and the learned societies and academic departments or faculties within colleges and universities to which their practitioners belong. Academic disciplines are conventionally divided into the humanities, including language, art and cultural studies, and the scientific disciplines, such as physics, chemistry, and biology; the social sciences are sometimes considered a third category. Individuals associated with academic disciplines are commonly referred to as experts or specialists. Others, who may have studied liberal arts or systems theory rather than concentrating in a specific academic discipline, are classified as generalists.

While academic disciplines in and of themselves are more or less focused practices, scholarly approaches such as multidisciplinarity/interdisciplinarity, transdisciplinarity, and cross-disciplinarity integrate aspects from multiple academic disciplines, therefore addressing any problems that may arise from narrow concentration within specialized fields of study. For example, professionals may encounter trouble communicating across academic disciplines because of differences in language, specified concepts, or methodology. Some researchers believe that academic disciplines may, in the future, be replaced by what is known as Mode 2 or "post-academic science", which involves the acquisition of cross-disciplinary knowledge through the collaboration of specialists from various academic disciplines. It is also known as a field of study, field of inquiry, research field and branch of knowledge. The different terms are used in different countries and fields.


  • https://en.wikipedia.org/wiki/Outline_of_academic_disciplines - An academic discipline or field of study is a branch of knowledge, taught and researched as part of higher education. A scholar's discipline is commonly defined by the university faculties and learned societies to which they belong and the academic journals in which they publish research.

Disciplines vary between well-established ones that exist in almost all universities and have well-defined rosters of journals and conferences, and nascent ones supported by only a few universities and publications. A discipline may have branches, and these are often called sub-disciplines.


or interdisciplinary studies involves the combination of multiple academic disciplines into one activity (e.g., a research project).[1] It draws knowledge from several other fields like sociology, anthropology, psychology, economics, etc. It is about creating something by thinking across boundaries. It is related to an interdiscipline or an interdisciplinary field, which is an organizational unit that crosses traditional boundaries between academic disciplines or schools of thought, as new needs and professions emerge. Large engineering teams are usually interdisciplinary, as a power station or mobile phone or other project requires the melding of several specialties. However, the term "interdisciplinary" is sometimes confined to academic settings.


  • https://en.wikipedia.org/wiki/Interdisciplinarity - or interdisciplinary studies involves the combination of multiple academic disciplines into one activity (e.g., a research project). It draws knowledge from several other fields like sociology, anthropology, psychology, economics, etc. It is about creating something by thinking across boundaries. It is related to an interdiscipline or an interdisciplinary field, which is an organizational unit that crosses traditional boundaries between academic disciplines or schools of thought, as new needs and professions emerge. Large engineering teams are usually interdisciplinary, as a power station or mobile phone or other project requires the melding of several specialties. However, the term "interdisciplinary" is sometimes confined to academic settings.



  • https://en.wikipedia.org/wiki/Academic_staff - also known as faculty (in North American usage) or academics (in British, Australia, and New Zealand usage), are vague terms that describe teachers or research staff of a school, college, university or research institute. In British and Australian/New Zealand English "faculty" usually refers to a sub-division of a university (usually a group of departments), not to the employees, as it can also do in North America. In the United States and parts of Canada, universities, community colleges and even some secondary and primary schools use the term faculty. Other institutions (e.g., teaching hospitals or not-for-profit research institutes) may likewise use the term faculty. In parts of the US, the term academic staff can be synonymous with just staff, which instead refers to staff that is not primarily involved with teaching or research.
  • https://en.wikipedia.org/wiki/List_of_academic_ranks - also scientific rank) is the rank of a scientist or teacher in a college, high school, university or research establishment. The academic ranks indicate relative importance and power of individuals in academia. The academic ranks are specific for each country, there is no worldwide-unified ranking system. Among the common ranks are professor, associate professor (docent), assistant professor and instructor.


  • https://en.wikipedia.org/wiki/Academic_department - division of a university or school faculty devoted to a particular academic discipline. This article covers United States usage at the university level. In the United Kingdom and other Commonwealth countries, universities tend to use the term faculty; faculties are typically further divided into schools or departments, but not always.


  • https://en.wikipedia.org/wiki/Academic_advising - according to the National Academic Advising Association, "a series of intentional interactions with a curriculum, a pedagogy, and a set of student learning outcomes. Academic advising synthesizes and contextualizes students' educational experiences within the frameworks of their aspirations, abilities and lives to extend learning beyond campus boundaries and timeframes."


  • https://en.wikipedia.org/wiki/Learning_development - describes work with students and staff to develop academic practices, with a main focus on students developing academic practices in higher education, which assess the progress of knowledge acquired by the means of structural approaches (Tejero, 2020). Learning developers are academic professionals who: teach, advise and facilitate students to develop their academic practices; create academic development learning resources; and reflect on their own academic practices through a community of practice.


  • https://en.wikipedia.org/wiki/Scholarly_method - or scholarship, is the body of principles and practices used by scholars and academics to make their claims about the subject as valid and trustworthy as possible, and to make them known to the scholarly public. It is the methods that systemically advance the teaching, research, and practice of a given scholarly or academic field of study through rigorous inquiry. Scholarship is noted by its significance to its particular profession,[clarification needed] and is creative, can be documented, can be replicated or elaborated, and can be and is peer reviewed through various methods. The scholarly method includes the subcategories of the scientific method, in which scientists prove their claims, and the historical method, in which historians verify their claims.


  • https://en.wikipedia.org/wiki/Scholarly_communication - involves the creation, publication, dissemination and discovery of academic research, primarily in peer-reviewed journals and books. It is “the system through which research and other scholarly writings are created, evaluated for quality, disseminated to the scholarly community, and preserved for future use." This primarily involves the publication of peer-reviewed academic journals, books and conference papers. There are many issues with scholarly communication, which include author rights, the peer review process, the economics of scholarly resources, new models of publishing (including open access and institutional repositories), rights and access to federally funded research and preservation of intellectual assets. Common methods of scholarly communication include publishing peer-reviewed articles in academic journals, academic monographs and books, book reviews and conference papers. Other textual formats used include preprints and working papers, reports, encyclopedias, dictionaries, data and visualisations, blogs and discussion forums. Other forms, particularly in the arts and humanities include multimedia formats such as sound and video recordings.




  • UNISTATS - Compare official course data from universities and colleges








  • PhDTree - academic genealogy & family tree







Research / scholarship

See Research, Organising


Humour

Educational technology

  • https://en.wikipedia.org/wiki/Educational_technology - Educational technology is the effective use of technological tools in learning. As a concept, it concerns an array of tools, such as media, machines and networking hardware, as well as considering underlying theoretical perspectives for their effective application.

Educational technology is not restricted to high technology. Nonetheless, electronic educational technology, also called e-learning, has become an important part of society today, comprising an extensive array of digitization approaches, components and delivery methods. For example, m-learning emphasizes mobility, but is otherwise indistinguishable in principle from educational technology.

Educational technology includes numerous types of media that deliver text, audio, images, animation, and streaming video, and includes technology applications and processes such as audio or video tape, satellite TV, CD-ROM, and computer-based learning, as well as local intranet/extranet and web-based learning. Information and communication systems, whether free-standing or based on either local networks or the Internet in networked learning, underlie many e-learning processes.

Theoretical perspectives and scientific testing influence instructional design. The application of theories of human behavior to educational technology derives input from instructional theory, learning theory, educational psychology, media psychology and human performance technology. Educational technology and e-learning can occur in or out of the classroom. It can be self-paced, asynchronous learning or may be instructor-led, synchronous learning. It is suited to distance learning and in conjunction with face-to-face teaching, which is termed blended learning. Educational technology is used by learners and educators in homes, schools (both K-12 and higher education), businesses, and other settings.


  • https://en.wikipedia.org/wiki/Learning_management_system - a software application for the administration, documentation, tracking, reporting, automation, and delivery of educational courses, training programs, materials or learning and development programs. The learning management system concept emerged directly from e-Learning. Learning management systems make up the largest segment of the learning system market. The first introduction of the LMS was in the late 1990s. Learning management systems have faced a massive growth in usage due to the emphasis on remote learning during the COVID-19 pandemic. Learning management systems were designed to identify training and learning gaps, using analytical data and reporting. LMSs are focused on online learning delivery but support a range of uses, acting as a platform for online content, including courses, both asynchronous based and synchronous based. In the higher education space, an LMS may offer classroom management for instructor-led training or a flipped classroom. Modern LMSs include intelligent algorithms to make automated recommendations for courses based on a user's skill profile as well as extract metadata from learning materials to make such recommendations even more accurate.





  • https://en.wikipedia.org/wiki/Open_educational_resources - freely accessible, openly licensed text, media, and other digital assets that are useful for teaching, learning, and assessing as well as for research purposes.The term OER describes publicly accessible materials and resources for any user to use, re-mix, improve and redistribute under some licenses.[1]The development and promotion of open educational resources is often motivated by a desire to provide an alternate or enhanced educational paradigm.
  • media.ccc.de - OMG! OER! - Polish government decided in favour of open-licensed e-textbooks. This is not to liking of big textbook publishers, reaping in profits hand over fist. While their black PR campaign focuses on technicalities, it seems obvious that their real beef is with the liberal licensing.


  • OER Commons - a public digital library of open educational resources. Explore, create, and collaborate with educators around the world to improve curriculum.
  • Open educational resources (OERs) | Jisc - Explaining open educational resources (OERs) and surrounding issues for senior managers, learning technologists, technical staff and educators interested in releasing OERs to the education community.



  • Open Educational Resources (OER) - teaching, learning and research materials in any medium – digital or otherwise – that reside in the public domain or have been released under an open license that permits no-cost access, use, adaptation and redistribution by others with no or limited restrictions. OER form part of ‘Open Solutions’, alongside Free and Open Source software (FOSS), Open Access (OA), Open Data (OD) and crowdsourcing platforms.


Books

Software

Resources

  • WikiEducator is an evolving community intended for the collaborative planning of education projects linked with the development of free content, development of free content on Wikieducator for e-learning, work on building open education resources OERs, on how to create OERs, networking on funding proposals developed as free content


  • EduTechWiki is about Educational Technology (instructional technology) and related fields. It is hosted by TECFA - an educational technology research and teaching unit at University of Geneva.
  • HLWIKI International - Our objective is to build a health sciences librarianship wiki with an international perspective.


  • Peeragogy is a collection of techniques for collaborative learning and collaborative work. By learning how to “work smart” together, we hope to leave the world in a better state than it was when we arrived.


  • e-Learning Tags is a social bookmarking site where eLearning Professionals discover, share, vote and discuss interesting and remarkable content related to the e-learning field!





  • Metacademy is a community-driven, open-source platform for experts to collaboratively construct a web of knowledge. Right now, Metacademy focuses on machine learning and probabilistic AI, because that's what the current contributors are experts in. But eventually, Metacademy will cover a much wider breadth of knowledge, e.g. mathematics, engineering, music, medicine, computer science… [16]




  • DIY is a safe place for kids to learn new skills online and share what they make and do with other creative kids. Every member has a public portfolio to share their projects and talents with their family, teachers, and friends.There are more than 130 DIY Skills to earn by completing special challenges, from Animator to Solar Engineer to Zoologist. Parents and Teachers have access to their own dashboard to follow along progress and keep tabs on social activity.



Articles

  • Scholarpedia - the peer-reviewed open-access encyclopedia, where knowledge is curated by communities of experts.
  • Academia - the easiest way to share papers with millions of people across the world for free. A study recently published in PLOS ONE found that papers uploaded to Academia receive a 69% boost in citations over 5 years.



VLE / LME

  • Moodle is a Course Management System (CMS), also known as a Learning Management System (LMS) or a Virtual Learning Environment (VLE). It is a Free web application that educators can use to create effective online learning sites.
  • LON-CAPA is a full-featured open source course management, learning content management, and assessment system
  • Claroline is an open source platform for collaborative e-learning and working online. Available in a wide number of different languages, Claroline can be downloaded for free and freely installed.
  • Fedena is a free & opensource school management software that has more features than a student information system. Use fedena to efficiently manage students, teachers, employees, courses & all the system & process related to your institution.
  • GLEU Studio is a one-stop shop for technology-enhanced learning at Goldsmiths, and represents a major rationalisation and simplification, transforming how the unit interacts with learning and teaching across the University.


  • Q.uiz.Me - The educational quiz game designed to strengthen and test knowledge within subjects including Maths, Spellings, Science and History [18]

Wiki

See also Social#Wiki

Documents

  • nb - annotate course material online, either for yourself, or to discuss it with the class. voting for comments and questions. annotation of pdf, html, and chronological annotation of video.

OpenCourseWare

Video



  • VideoLectures.NET is an award-winning free and open access educational video lectures repository.


MOOC

Articles

  • MOOCs and Libraries - MOOCs and Libraries is devoted to documenting librarian and library involvement in Massive Open Online Courses

Software

edX

Google Course Builder

other

Courses

  • Class Central is a free online course aka MOOC aggregator from top universities like Stanford, MIT, Harvard, etc. offered via Coursera, Udacity, edX, NovoED, & others.
  • CourseTalk - MOOC reviews & ratings for Coursera, edX, Udacity and more.
  • Mooctivity is a comprehensive catalog of MOOCs/online courses from Coursera, edX, FutureLearn and others with a social platform for online students.
  • TopFreeClasses.com will help you find and compare MOOC courses from Coursera, Udacity, edX, Stanford, MIT, and many others.
  • CourseBuffet is a course catalog for online learning. [21]
  • iversity - bring higher education into the digital age. With our courses, online-teaching becomes interactive, social and accessible around the globe.
  • Rheingold U. is a totally online learning community, offering courses that usually run for five weeks, with five live sessions and ongoing asynchronous discussions through forums, blogs, wikis, mindmaps, and social bookmarks.
  • Wikiversity is a Wikimedia Foundation project devoted to learning resources, learning projects, and research for use in all levels, types, and styles of education from pre-school to university, including professional training and informal learning.

Coursera

  • html5 varilable speed video++
  • subtitles++
  • video stream times out if paused, does not resume--
  • no time code link--
  • no links on videos, no hypermedia/popcorn.js like--
  • copyright status??
  • Presencing Institute - Hubs are self-organised place-based groups that meet in-person to watch the live sessions together and to practice the methods and tools that are introduced in the Lab.


  • u.lab Scotland - a Massive Open Online Course (MOOC) offered for free by the Massachusetts Institute for Technology (MIT). It offers to “put you into the driver’s seat of innovation and change” by helping you to make transformational change by changing yourself.


Networks








  • figshare is a repository where users can make all of their research outputs available in a citable, shareable and discoverable manner.

SPOC

Tools

To sort

  • OU Learning Design Initiative (OULDI) started with institutional strategic funding in 2007 and has been funded by JISC under the Curriculum Design programme since September 2008.
  • Educase is a nonprofit association and the foremost community of IT leaders and professionals committed to advancing higher education.
  • Design Informatics focuses on designing with data. We can harness massive connectivity, analytic power and industrial-strength simulation to design tangible products and intangible services to transform the ways we work, live at home, care for each other, and play. Edinburgh Uni.





Video

Retrieved from "https://wiki.thingsandstuff.org/index.php?title=Learning&oldid=62081"