Over the decades I have been working with digital technologies, teachers, and learners; electronic portfolios have been a recurring topic. The story usually plays out like this: I arrive in a school (maybe k-12, maybe college) and there are groups (often departments in colleges) in which there is interest in adopting electronic portfolios. I hear, Read More
In courses organized around the instructionist recitation script, the ability of students to comply with the presented knowledge and provide expected answers is the valued outcome. In deeper, active, and authentic learning environments, students who show the greatest ability to apply multidimensional capacities to propose reasonable and fact-based solutions are the most competent learners. Mehlenbacher Read More
Late in the 20th century, a diverse group of scholars (medical researchers, psychologists, computer scientists, philosophers, and others) started applying amazing new tools to the human brain. These tools include philosophical and epistemological tools (ideas to help us think about human learning), clinical and therapeutic tools (methods for studying patients in hospitals and similar setting), Read More
Deep learning is an alternative to the version of curriculum that supports instructionism. Among the assumptions in which deep learning are grounded are: appropriate curriculum depends on individual’s existing knowledge as well as social context schools give students experiences within which they develop and refine skills for on-going learning through reflection, learners understand themselves as Read More
Fundamentally, human communication includes: (a) encoding, (b) storage, (c) transportation, and (d) decoding. Responding to the limits of human communication that result when we rely exclusively on our bodies and motivated by the necessity of communication for our social species, humans have developed a long series of both hard technologies and soft technologies for extending Read More
My email response to a leader seems to deserve a place on this blog: The purpose of education is to help people learn. Learning is a natural physiological process of the human brain. Nature, then, defines the rules within which educators (and education policy makers) must play. While it might be convenient for policy makers Read More
Research depends on “facts.” In the vernacular, fact typically means information that is true and accurate; implicit also is the assumption that the fact is objectively defined so that every observer will agree on the both reality of the fact and the meaning of the fact. A more sophisticated view of facts recognizes the role Read More
Lev Vygotsky was a Russian psychologist who lived from 1896-1934. He was relatively unknown to educators until the 1960’s and 1970’s when his work was rediscovered and interpreted. (Many believe the difficulty with reading Vygotsky’s work arose from the little editing he did during his end-of-life brain dump during which he recorded as many of Read More
Many animals other than humans live in social groups, and many of those demonstrate complex cooperative behavior, much of which is mediated by communication. In non-human species this communication is described as signal-based. Scientists who conduct field studies of social creatures (and even those who watch television programs about those social creatures) are familiar with Read More
As the school year ended, I was in several situations (including a Saturday morning at the barber shop) in which I overheard many conversations about schools and teachers and students and end of the year activities and summer readings… I stop the list here, but readers can imagine (with a good deal of accuracy I Read More