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Finally, productive media such as a webpage or blog post or digital object or model of some kind – these enable an output from the learning in which the learner articulates and shares what they have learned, considers the learning experience, adjusts their original conception in the light of the interaction, and reflects upon the significance of the experience. Productive media support the final, reflective phase of the learning encounter, and will often overlap with communicative media.
What emerges is that while each media form supports a different dimension or dimensions of the learning encounter, none of them can support every dimension. Narrative media support the apprehensive dimension and may be all you need for a purely instructional approach; interactive and adaptive media support immersive, exploratory learning and on their own result in a game-like experience; communicative media support the discursive and productive dimensions, and for pure peer-to-peer learning may be all you need. But to support the kind of deep or complex learning which engages all the phases of the learning encounter, you need a combination of media forms.
Diana Laurillard’s conversational framework feels like a very powerful model for understanding how formal learning works and how best to design effective learning objects. It is the best kind of theory: one that informs practice. It starts by identifying the main characteristics of a learning encounter, develops from these a typology of learning experiences, and finally maps this to a taxonomy of media forms appropriate to each type of experience.
Building on the Socratic tradition of dialectic, the social constructivist learning theories of Vygotsky and Piaget and the conversation theory of Pask, Laurillard maintains that all complex learning involves
a continuing iterative dialogue between teacher and student, which reveals the participants’ conceptions and the variations between them… There is no escape from the need for dialogue, no room for mere telling, nor for practice without description, nor for experimentation without reflection, nor for student action without feedback. (Laurillard…
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In “Cold War,” a hot romance is doomed from the start. Writer-director Pawel Pawlikowski, whose 2013 film “Ida” won the Oscar for Best Foreign Language Film, stages a love story that crosses political boundaries, but is universal in its volatility.
Tomasz Kot is Wiktor Warski, a musician scouting talent in post-WWII Poland. Joanna Kulig electrifies as Zuzanna “Zula” Lichoń, a much younger singer who catches his eye from a crowded field. The two pair up and their affair shoots sparks, though both parties know the flame is burning quickly and isn’t meant to last.
They fall out and reconvene years later in France, and follow this pattern for years. Political forces keep them apart. But so do their personal issues, and their inability to shelve the other matters in their lives and make each other a priority. They take up other lovers, knowing they’ll eventually come back to one another. But the passion between them runs so deep that they’re always ready to explode, walk away and repeat the cycle all over again. A scene where Zula tears up a dance floor to “Rock Around the Clock” while he looks on speaks volumes.
The political metaphors are thick, but not so much that they overshadow the humanity of the love story at the film’s center. Kot and Kulig scorch the screen when they’re together, and Pawlikowski (working with cinematographer Łukasz Żal) shoots in luxe black and white that adds to the stark economy of the film. (It comes in at a lithe 88 minutes.)
The ending comes as a stunner, but is the only logical conclusion for Wiktor and Zula. “Cold War” captivates and transcends barriers of language and culture. It’s a gorgeous tale as rocky as it is romantic.
Adam Graham Detroit News Film Criticagraham@detroitnews.com
Published 9:25 AM EST Feb 1, 2019
Evolutionary biology and scientific evidence tell us that all humans originated from and evolved from ape-like ancestors over 6 million years ago in Africa. From knowledge gained from the discovery of early human fossils and archaeological remains, it appears that there were probably 15-20 different species of early humans that existed, some beginning as early as several million years ago. These species of humans, called “hominins,” migrated into Asia about 2 million years ago, then into Europe, and the rest of the world much later. While different branches of humans died out, the branch leading to the modern human, Homo sapiens, continued to evolve.
Have you ever?
1. felt dismayed when somebody, in response to, ‘Hi, how are
you?’, doesn’t answer, ‘Fine, thanks’, but starts to tell you
about their health?
2. had a tricky conversation with someone whose name you’ve
forgotten when they clearly know who you are? Should you
ask their name?
3. discovered to your embarrassment that you’ve been walking
along, talking to yourself because your friend stopped a
while ago to look in a shop window?
4. said you’re pleased with your hair in a hairdresser’s, despite
hating it, and can’t wait to leave the shop and comb it out?
5. spent a meal debating with yourself whether to tell the person
you’re eating with that there is some food on their face?
6. asked someone in a supermarket where something is, only
to learn that the person is another customer like yourself?
Or worse, have you had the reverse happen to you?
7. wished that you’d bought some of the things in the trolley
of the person ahead of you in the supermarket queue?
8. found it difficult to keep your smile and patience, after a third
failed attempt when someone is taking a group photograph?
9. felt awkward because after saying a long and affectionate
goodbye to someone you both set off in the same direction?
10. said, ‘We really must meet up again sometime’, when
you really meant ‘Not a chance!’?
What is the difference between human being and being human?
There is a very distinct difference between Being Human and Human Being. The dictionary describes Being human as simply understanding that others are human too. … describes Human Beings as a person, especially as distinguished from other animals or as representing the human species.
Our Mind: Imagination, Creativity, and Forethought: A Blessing and a Curse
The human brain and the activity of its countless neurons and synaptic possibilities contribute to the human mind. The human mind is different from the brain: the brain is the tangible, visible part of the physical body; the mind consists of the intangible realm of thoughts, feelings, beliefs, and consciousness.
Thomas Suddendorf says in his book, “The Gap”:
“Mind is a tricky concept. I think I know what a mind is because I have one — or because I am one. You might feel the same. But the minds of others are not directly observable. We assume that others have minds somewhat like ours — filled with beliefs and desires — but we can only infer those mental states. We cannot see, feel, or touch them. We largely rely on language to inform each other about what is on our minds.” (p. 39)
Thanks to our unique memory, acquisition of language skills, and ability to write, humans around the world, from the very young to the very old, have been communicating and transmitting their ideas through stories for thousands of years, and storytelling remains integral to being human and to human culture.
No matter how you look at it, humans are unique, and paradoxical. While we are the most advanced species intellectually, technologically, and emotionally, extending our lifespans, creating artificial intelligence, traveling to outer space, showing great acts of heroism, altruism and compassion, we also continue to engage in primitive, violent, cruel, and self-destructive behavior.
As beings with awesome intelligence and the ability to control and alter our environment, though, we also have a commensurate responsibility to care for our planet, its resources, and all the other sentient beings who inhabit it and depend on us for their survival. We are still evolving as a species and we need to continue to learn from our past, imagine better futures, and create new and better ways of being together for the sake of ourselves, other animals, and our planet.
Resources and Further Reading
- Chimps vs Humans: How are We Different?, LiveScience, https://www.livescience.com/15297-chimps-humans.html
- Our Distant Ancestors, Book Review of The Gap:The Science of What Separates Us from Other Animals, The Human Journey, http://www.humanjourney.us/gap.html
- From Grunting to Gabbing: Why Humans Can Talk, NPR, WGBH Radio, The Human Edge, http://www.npr.org/templates/story/story.php?storyId=129083762
- How Are Humans Unique? Closer to Truth, https://www.closertotruth.com/series/how-are-humans-unique
- The Moral of the Story, New York Times Book Review, http://www.nytimes.com/2012/08/05/books/review/the-storytelling-animal-by-jonathan-gottschall.html?mcubz=0
Let’s speak English.
Welcome to Halina’s Conversational English online course
By Halina Ostańkowicz- Bazan
I have been teaching languages for over 40 years.I taught Polish as foreign languages in traditional settings at the Wroclaw University of Technology for about 41 years.
In 2010, I started my online adventure mainly on WizIQ. Since that time I have been using technology in my classes.I have been teaching English to speakers of other languages for over 25 years. I have been coaching both face-to-face and in blended learning arrangements.
- Are you unsatisfied with your level of English?
- Do you want to become a forward-thinking speaker and reach to a great extent fluency?
- If so, my course is for you!
Throughout my online course, participants will be able to ask questions before (in the course-ware), during the Virtual Class (in the chat box), and after (in the course-ware).
For the duration of the ten…
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TEACHING AND TECHNOLOGY
By Halina Ostankowicz- Bazan
What does teaching with technology mean to me?
To me, teaching with technology involves the development of my approaches that includes four primary modules: the course content, the coach, the students, and the technology implements.
After over thirty years of teaching, I felt bored with my traditional technics and wanted to find some inspiration, as well as improvement.
My motivation, to search for the updated coaching methods, was an eagerness to make my classes more challenging and more exciting.
Learning how to teach with technology has helped me to make progress as a teacher and a learner. Teaching with technology can deepen student learning by supporting instructional objectives. However, it can be challenging to select the “best” tech tools while not losing sight of your goals for student learning.
In the classroom, technology can encompass all kinds of tools from low-tech pencil, paper, and chalkboard, to the use of presentation software, or high-tech tablets, online collaboration and conferencing tools, and more. The newest technologies allow us to try things in physical and virtual classrooms that were not possible before. What you use depends fundamentally on what you are trying to accomplish.
I like this model;
According to Gregory and Denby Associates significant implications for teaching with technology state that instruction should attempt to build upon each student’s experiential base.
What a teacher / student learns from education is, in no small extent, a function of prior knowledge.
One role of technology, therefore, is to bridge personal experiences and formal in traction. Technology should also be sufficiently flexible to adapt to teachers’ / students’ on-going instructional needs. One of the symbols of a master teacher is the ability to recognize and repair student’s misunderstandings and misconceptions.
What do I expect students to learn from the online course?
I would like to make my students interested in learning, improving the general understanding of the need to ask questions as well as to search for answers.
I expect my learners to change their studying habits so that can grow an appropriate background education and become more open to new ways of getting knowledge.
What skills and knowledge do I want them to acquire by the end of the course?
By the end of the course, students should improve their speaking and listening skills as well as become more confident in communication in English.
Students / participants will have a strong understanding of what the communicative approach to language teaching is and how it relates to them.
Learners will practice updated, efficient studying methods and will make implausible progress through self-study.
Finally, course participants will achieve a high fluency level of conversational English.
Also, to enhancing their pronunciation, improving speaking skills and language fluency students will be prepared for a variety of English-speaking module exams.
Halina’s Conversational English online course I would like my students to;
- Improve speaking competence and English fluency
- Increase communication efficiency
- Use strategies for making Small Talk effectively
- Get ready for a variety of English-speaking environments
- Prepare for different Spoken English, Exams, and Interviews
What teaching strategies (lecture, discussion, group work, case studies, etc.) will best help students achieve these goals?
The best teaching approaches for my learners are speaking as well as listening strategies. Apparently we run-through presentations, discussions, conversations, dialogues, teamwork and case studies. I would like to point out that I just use actual, real texts from the books, newspapers, the song’s lyrics, movies. We often take advantage of different kinds of listening comprehension such as listening to the news, interviews presentations, et cetera.
Generally speaking, in my course I will take advantage of both synchronous lessons and asynchronous communication supported with PowerPoint presentations, reading as well as listening assignments, discussions, and variety of tasks such as running or giving interviews, making English speaking videos, creating classes.
Being creative is a must in the language classroom.
In one of the TED talks, Sir Ken Robinson said that creativity is as important as literacy and as such must be promoted in any classroom. Nowadays, however, most Foreign Language syllabuses follow the testing-oriented approach to allow for more objective assessment of the students.
For recognizable reasons, the testing-oriented approach does not generate a context for learners being creative. Therefore, creativity is not promoted or is even excluded in total.
In my course, I will argue that in the context of Foreign Language Learning and Teaching creativeness is essential. It leads to better and faster assimilation of language material, and it generates a more productive language environment. Moreover, inventiveness unpredictably enough may produce better test results, no matter the learners’ level is.
Halina Ostańkowicz- Bazan
Online publications, virtual communities, and more blogs
- Campus Technology.
- EDUCAUSE is an online research community
- EdTech: Focus on Higher Education.
- eLearn Magazine
- Learning through Digital Media
- HASTAC: Humanities, Arts, Science, and Technology Advanced Collaboratory
- Clickers in the Classroom and other short educational videos from the University of Colorado
- Creating a PDF with video: “One easy way to make readings come alive for your students.”
Resources from other teaching and learning centers
- Technology, Center for Teaching and Learning, University of Texas, Austin
- Technology in the Classroom, Center for Research on Learning and Teaching, University of Michigan
- Educational Technologies, Center for Teaching, Learning and Technology, University of British Columbia
- Flipping the classroom
- Active learning
- Student writing
- Discussing racial violence in the US: Resources for discussing current events
- Large lecture instruction
Teaching with technology
Learn to Blend and Flip with Technology
Teaching with Technology
Micro Teaching in Pairs
What does it mean to be a kind leader? It sounds like a negative, but good leadership means being generous and considerate with your experience.