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Text of the page (random words):
the divergence imperative the divergence imperative the dynamics of divergent thinking learning and teaching as a praxis for educational leadership friday july 22 2016 the echo chamber of confirmation bias nothing like politics to constrain manifest social media as an echo chamber of presumption confirmation bias such a massive waste of technology people are seriously afraid to think for themselves to cast a wide net in what they read watch listen to change is not our enemy throughout history progress is the manifestation of change intellectual growth what is the point of education if all it does is confine bully people into an acceptance of presumptive nar ratives and memes educational indoctrination breeds convergence and followers not creative dynamic learners the world is not static and the future needs divergent creative thinkers not drones who conflate a gpa with actual understanding and comprehension the echo chamber is the intellectual closed mind it is a norm that deserves and requires our active resistance cross posted with ecomyths posted by l graham smith at 10 01 am email this blogthis share to x share to facebook share to pinterest wednesday october 29 2014 learning and connectivism in moocs instinctively and intuitively i am skeptical about moocs many are similarly inclined and are outright dismissive in their reaction to them however experience suggests it is precisely when we are most set in our opposition and predisposition that we need to step back consider things more deeply reflect and ponder if our presumptions are acting to preclude us from learning something that is just new different and or an alternate perspective it is in this vein that i recently discovered the ideas of stephen downes well presented on his blog and illustrated with this presentation posted by l graham smith at 12 49 pm email this blogthis share to x share to facebook share to pinterest monday september 9 2013 science moral authority and the implications for education starting back to a new term and prepping for the classroom myself and read this latest post from frank furedi in spiked at a time when society finds it hard to provide compelling answers to the problems that people face the realm of science is being plundered in search of moral authority evidence based education which is intimately linked to the what works culture leads to a form of processed education processed education is dominated by an instrumentalism that threatens to reduce education to a technique and teaching to a technical intervention not only does the quest for an evidence base distract educators from teaching and from confronting challenges it also doesn t work even in its own terms two things are inter related here the use of science to infer moral political authority within decision making and the implied corollary that education not embracing the presumptive process is deficient furedi issues an important warning against both trends but is particularly worried about the reductionist effect that a reliance upon science especially normative science and post normal science invokes within education teaching should be the facilitation of discovery and personal understanding of experience not the imposed accreditation in approved thought paradigms or ideology posted by l graham smith at 8 47 am email this blogthis share to x share to facebook share to pinterest tuesday may 14 2013 life learning and living good post this what if i dont have a passion don t expect your calling in life to find you you have to go grab the world and be brave enough to venture out and discover for yourself or just live the life of quiet desperation your family prescribes for you and confines you to because of their fears you have to live your life as you not the life anyone wishes for you and that can take time to discover define and realize but it s not a race it is a journey and enjoying experiencing the journey is the point of life we are all going to die crossing the finishing line first is not the goal giving love finding love and sharing our love with people of spaces and places and creating something of value that s the purpose there is no timeline but our own posted by l graham smith at 8 39 am email this blogthis share to x share to facebook share to pinterest tuesday march 19 2013 value and edcuation a thoughtful post from james delingpole who writes the most important thing of all for a teacher is or should be to be placed in circumstances where you are properly able to teach delingpole sees the problem in contemporary education as stemming from a cheapening of instruction wherein the free state provided education is akin to one of those all you can eat buffets where the food is so cheap you no longer see it as a dining out treat but as something almost contemptible what is needed is for the institutions the students and the larger society to perceive and re assert the value that arises from an education this presumes of course in higher education that institutions and professors are supplying an education that provides value in contemporary society for a globalized world in an era of profound and rapid change it also calls into question the real worth of mooc s and the pressures to adopt massive on line distance and remote courses distinct from the personal communal contact of the real classroom as susam blum writes learners are people not isolated test taking brains update education is primarily driven by motivation and online learning doesn t do anything to address people s motivational needs why on lin e education is mostly a fantasy posted by l graham smith at 3 14 pm email this blogthis share to x share to facebook share to pinterest thursday november 8 2012 education as coaching or a plantation economy two contrasting perspectives on university education caught my eye recently the first article was an excellent exposition on the meaning of learning and why technology and teaching are not the same education is not the transmission of information or ideas education is the training needed to make use of information and ideas as information breaks loose from bookstores and libraries and floods onto computers and mobile devices that training becomes more important not less educators are coaches personal trainers in intellectual fitness the value we add to the media extravaganza is like the value the trainer adds to the gym or the coach adds to the equipment we provide individualized instruction in how to evaluate and make use of information and ideas teaching people how to think for themselves just as coaching requires individual attention education at its core requires one mind engaging with another in real time listening understanding correcting modeling suggesting prodding denying affirming and critiquing thoughts and their expression in contrast the second article was a post lamenting how contemporary universities now resemble a plantation economy the modern university is a plantation a large agricultural enterprise that raises and sells livestock and crops for profit undergraduates are livestock in an actual plantation livestock are raised and sold for profit moving undergrads through the system is how universities make a great deal of money an important aspect of raising livestock is keeping them docile if students are livestock what corresponds to crops research grants and contracts not research itself but research done in order to receive outside money in the modern research university obtaining grants is a requisite for employment yes one can do research without external funding but that doesn t count at least not for much every plantation needs overseers bosses who enforce rules and dole out the rewards and punishments in universities these are department chairs and deans the connection between the two posts increasing efforts to transpose teaching practice with the use of technology through the widespread imposition of distance education on line and free large enrollment classes what is driving these initiatives is not pedagogy nor the quality of education rather the plantation owners and operators of the university sector are seeking to further increase revenue decrease expenditures and sell their measures as educationally sound and driven improvements education suffers when learning is replaced by grade attainment and performance indicators for the success of your plantation university are the throughput of the livestock students big courses using distance technology are the university equivalent of google and wikipedia large repositories of information data and opinions but they are not learning in and of themselves teaching still requires that a teacher facilitate and empower the learning of the student good tools are nice but are no substitute for skilled coaching personal engagement and emotional investment posted by l graham smith at 11 31 am email this blogthis share to x share to facebook share to pinterest thursday november 1 2012 empowerment too often it is assumed that education has to be structured and that learning has to be taught a recent experiment with technology reveals just how much this proposition is a fallacy the one laptop per child project decided to side track educational structures and instead just dropped off sealed boxes of tablet pcs in two ethiopian villages the results are inspiring to all who subscribe to the strength of the human condition and innovative spirit we left the boxes in the village closed taped shut no instruction no human being i thought the kids will play with the boxes within four minutes one kid not only opened the box but found the on off switch he d never seen an on off switch he powered it up within five days they were using 47 apps per child per day within two weeks they were singing abc songs in english in the village and within five months they had hacked android some idiot in our organization or in the media lab had disabled the camera and they figured out it had a camera and they hacked android posted by l graham smith at 1 37 pm email this blogthis share to x share to facebook share to pinterest older posts home subscribe to posts atom practice vs theory the difference between practice and theory is bigger in practice than in theory sustainability sustainability is the capacity of a system to engage in the complexities of continuous improvement consistent with deep values of human purpose fullan links alfie kohn courage and renewal critical mass critical thinking disrupt education big think ecomyths ed foreman educational origami emotional intelligence habits of the mind mind shift new horizons for learning not always learning outside of the text pj media pedagogy of the oppressed personality insights questions and observations reason samizdata seth godin spiked stephen downes stories from the grameen tim worstall e literate educational technology in higher education gapminder heterox academy my teaching journey presentation zen teaching tools cmap critical thinking concepts and tools edustyle free technology for teachers online college classes prezi rubistar rubrics tag cloud tag crowd vue wordle zoom it blog archive 2016 1 july 1 the echo chamber of confirmation bias 2014 1 october 1 2013 3 september 1 may 1 march 1 2012 6 november 2 april 1 march 1 february 1 january 1 2011 3 november 3 search this blog about me l graham smith dr l graham smith has over thirty years experience as a researcher teacher and consultant in resources management the author of over 70 publications his writings successfully balance academic and practical considerations and provide a systematic framework for empowering change his areas of expertise include environmental ideology globalization the dynamics of change the design and implementation of strategic planning processes sustainability and its implementation individual and institutional capacity building educational praxis and skills development view my complete profile my prezi presentations 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