Imported from Diigo
Eide Neurolearning Blog: Walking and Chewing Gum at the Same Time: Multi-Tasking and Complex Thinking
Research showing that, at least in some cases, doing two tasks at the same time is actually more efficient than doing each separately.
Maybe basic skill sets for schooling should not be thought of as the 3 R's (reading, writing, and 'rithmetic), but rather beyond the memorization of facts and procedures, the efficient working of working memory and long term memory, the strategic use of brain resources for dynamic problem solving and multi-tasking, and the organization of ideas and perceptions for all types of output: verbal as well as non-verbal.
Blindness | Critique Wall.com
Great examples of side by side images demonstrating what someone with red-green colorblindness sees, by someone who is colorblind. Always good to keep in mind for designing--this is why accessibility guidelines against using color as the only indicator exist.
Clive on Learning: Stocking fillers for e-learning enthusiasts
A reading list for e-learning professionals. I have some of these books, and I'm familiar with others, but some of these are new to me. Not everything on the list is directly related to e-learning, but Clive has reviewed all the books.
D-Ed Reckoning: Downes responds
Stephen Downes responds to a long review of his presentation criticizing Kirschner et al. This addresses some of the inaccuracies in the review and delves deeper into what a networked theory of learning really means.
<span class="blsp-spelling-error" id="SPELLING_ERROR_30">Kirshner</span> argues, very clearly, that non-<span class="blsp-spelling-error" id="SPELLING_ERROR_31">instructivist</span> methods result in no better learning than direct instruction, and sometimes in *less* learning, because of the 'cognitive overhead' required in self-directed methodologies.<br><br><span class="blsp-spelling-error" id="SPELLING_ERROR_32">Kirshner's</span> argument on this point is not based on experimental data, but rather, on his theory of cognition. Specifically, he argues that short-term memory has a limited capacity, and that if some of this capacity is not available for new facts (because it is taken up 'selecting scientific principles') then the transfer of information to the student is reduced.<br><br>I respond to <span class="blsp-spelling-error" id="SPELLING_ERROR_33">this</span> argument by showing how <span class="blsp-spelling-error" id="SPELLING_ERROR_34">Kirshner's</span> theory is false. We do not 'retrieve theories' into short term memory and then 'select' from them. That is not how thinking works; that is not ow scientific thinking works. And therefore, <span class="blsp-spelling-error" id="SPELLING_ERROR_35">Kirshner's</span> argument, on these grounds, against student-directed learning, fails.
The best mechanism for demonstrating knowledge is not likely the production of a certain set of facts on demand. Expertise in a discipline on the <span class="blsp-spelling-error" id="SPELLING_ERROR_54">part</span> of a student is something that is typically *recognized*, not measured, by people who are already experts in the field.
D-Ed Reckoning: Downes on Kirschner
Lengthy response to Downes' presentation summarizing criticisms of the Kirschner et al paper on "minimally guided instruction." There's some inaccuracies in this response, which Downes addresses in his comment. The author doesn't see that instructivist and constructivist teaching methods really differ from each other.
Study: Googling Oneself Is More Popular -- chicagotribune.com
Interesting stats on looking up yourself, friends, and others through search engines. Most people say they aren't concerned about the information available about them online and that it is accurate. The low number of people reporting negative experiences from online information was a surprise to me--the fears about transparency don't seem to be backed up with data.
Few Internet users say they Google themselves regularly -- about three-quarters of self-searchers say they have done so only once or twice. And most who have done so consider what they find accurate. Only 4 percent of Internet users said embarrassing or inaccurate information online resulted in a bad experience.
The Bamboo Project Blog: Six Reasons People Aren't Commenting On Your Blog
If you're not getting comments on your blog, these might be some of the reasons. If you sound like a press release, infomercial, or know-it-all, people won't join the conversation. Create the right atmosphere, show people how to comment, and make it clear you want conversation, and you might get more comments.
CSS Creator IE6 left-shift after div
Solutions for a CSS problem I was having with our team blog. Text following a blockquote was cut off on the left. Without a width on the blockquote, IE6 tries to treat the width as 100% plus padding. Putting a width of 80% on the blockquote seems to have fixed the issue. If everyone would just switch to Firefox, my life would be so much easier.
Half an Hour: Free Learning and Control Learning: On the So-Called Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching
Text from Downes' presentation critiquing the Kirschner, Sweller, and Clark article. Downes goes through a number of Kirschner et al's arguments, showing the internal inconsistency, lapses of logic, and lack of evidence. Citations included.
YouTube - A Vision of K-12 Students Today
A synthesis of information from several videos, including Michael Wesch's "Vision of Students Today" and Karl Fisch's "Did You Know." The style is similar to Wesch's video, where students hold up signs with text. This isn't so much new or innovative as a great example of a remix of content for a specific audience, focusing more on K-12 teachers.
For higher pay, learn to say you're sorry - Oct. 17, 2007 - Ask Annie
Fortune Magazine article that cites a study showing a direct correlation between income and a willingness to apologize. So how do we create organizational cultures where people feel open to admit mistakes and apologize (and hopefully learn from those mistakes)?
People earning over $100,000 a year are almost twice as likely to apologize after an argument or mistake as those earning $25,000 or less, the survey found.
They were also asked whether they would apologize in three situations: when they felt they were entirely to blame for a problem; when they thought they were only partly at fault; and when they believed they were blameless.
In all three cases, "a person's willingness to apologize was an almost perfect predictor of their place on the income ladder," the study says.
EdTechDev: An Argument for Knols Over Wikipedia and Citizendium
Looking at the constructivism and other articles where Dlewis3 has been flooding content with arguments from Kirschner, Sweller, and Clark. This author feels that since David Lewis has made these changes that Wikipedia isn't the "nonbiased" source it claims to be. I think the author misunderstands Wikipedia's NPOV though; controversial claims can be made if they're cited, but so can arguments on the other side. NPOV doesn't mean everyone agrees on a middle point.