Next-generation research techniques and tools Model-building Management of massive data sets Better semantic analysis (audio, video, text) - distributed processing of data NSF could “rent” out computer time for research Recording of all human-computer interaction
Tools to support the processes of learning Googlewave, Google Docs (live collaboration) Autonomous agents providing contextual and pertinent support for learning
Building capacity for innovation/change in the teaching profession Better reward system for innovation Design of new and innovative learning environments Home based learning environments / continuous online learning
Self-regulated learning, metacognition, epistemic awareness in both learners and teachers Actual differentiated computer-mediated supports for individualized instruction Better guidance outside the classroom (better elearning, self-paced, guided instruction)
New learning imperatives of the knowledge society; more complex, question-raising rather than question-answering Focusing with inquiry instead of only rote-learning at earliest stages Constant development of inquiry through various grade levels/taking control of the material and taking possession of it. Pre-service training programs providing pre-service teachers with experience of and ways to incorporate inquiry approaches
The teacher has to be the tip of the iceberg: adequately supported by a team of professionals, as teachers teams, school teams, and beyond. Communities of practice, communities of learners, communities of support Parents/students as partners, not clients or customers Community members as partners./local action Students of higher education as partners.
Increased enrollment in higher education, need to create alternative routes for people who do not plan on becoming academics A series of courses with a focus on the development of professional skills and work-related knowledge can be given within various departments as core courses for graduation or as a minor. First year courses would focus on the underlying theory, which has helped to develop experiential education. Second term or second year courses would concentrate more on the development of practical skills and work-related knowledge. Students would be able to develop knowledge and skills related to both multidisciplinary and interdisciplinary service based learning. This approach is two fold. First, it would help to bridge the gap between various professions and students.Second, it would develop links between theoretical knowledge and professional knowledge in different fields. Students would be able to finalize their courses by selecting and participating in a community project which would help them apply relevant academic knowledge, develop professional skills, and make direct connections with profesionals in various fields. Online alternatives Crowd-sourcing learning (concepts behind wikipedia)
Critical evaluation of technology use, to include cultural and personal context data driven decision-making, evidence-informed... getting out of the political cycle, looking beyond the next election Progressive change – Incremental change when possible, revolutionary change when needed – avoiding the bandwagon
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Next-generation research techniques and tools
Model-building
Management of massive data sets
Better semantic analysis (audio, video, text) - distributed processing of data
NSF could “rent” out computer time for research
Recording of all human-computer interaction
Tools to support the processes of learning
Googlewave, Google Docs (live collaboration)
Autonomous agents providing contextual and pertinent support for learning
Building capacity for innovation/change in the teaching profession
Better reward system for innovation
Design of new and innovative learning environments
Home based learning environments / continuous online learning
Self-regulated learning, metacognition, epistemic awareness in both learners and teachers
Actual differentiated computer-mediated supports for individualized instruction
Better guidance outside the classroom (better elearning, self-paced, guided instruction)
New learning imperatives of the knowledge society; more complex, question-raising rather than question-answering
Focusing with inquiry instead of only rote-learning at earliest stages
Constant development of inquiry through various grade levels/taking control of the material and taking possession of it.
Pre-service training programs providing pre-service teachers with experience of and ways to incorporate inquiry approaches
The teacher has to be the tip of the iceberg: adequately supported by a team of professionals, as teachers teams, school teams, and beyond.
Communities of practice, communities of learners, communities of support
Parents/students as partners, not clients or customers
Community members as partners./local action
Students of higher education as partners.
Increased enrollment in higher education, need to create alternative routes for people who do not plan on becoming academics
A series of courses with a focus on the development of professional skills and work-related knowledge can be given within various departments as core courses for graduation or as a minor. First year courses would focus on the underlying theory, which has helped to develop experiential education. Second term or second year courses would concentrate more on the development of practical skills and work-related knowledge. Students would be able to develop knowledge and skills related to both multidisciplinary and interdisciplinary service based learning. This approach is two fold. First, it would help to bridge the gap between various professions and students.Second, it would develop links between theoretical knowledge and professional knowledge in different fields. Students would be able to finalize their courses by selecting and participating in a community project which would help them apply relevant academic knowledge, develop professional skills, and make direct connections with profesionals in various fields.
Online alternatives
Crowd-sourcing learning (concepts behind wikipedia)
Critical evaluation of technology use, to include cultural and personal context
data driven decision-making, evidence-informed...
getting out of the political cycle, looking beyond the next election
Progressive change – Incremental change when possible, revolutionary change when needed – avoiding the bandwagon