185 Articles match "2005","generation"

• The Best from Informal Learning Flow

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• Top Education Stories for 2005
  
  Generation Gaps - Technology, Independence, How We Know Do you think that kids these days are different? Generation gaps in technology, personal communication and motivation are popping up all over this year as boomers, X, Y, and Millenials try to work and negotiate together. Conventional education can't ignore the effects of the Gaming Generation. Innovation and Video Games Generation M: Kids & Multimedia Video Gamers & Visual Spatial Expertise Video Games 1. It's the Technology, Baby What were the top Christmas gifts this season?
  Eide Neurolearning Blog - Friday, December 30, 2005
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• Principles for Evaluating Websites
  
  The code used to generate the encryption is provided, along with samples of the encrypted data. This article is very trustworthy. EDT, July 16, 2005. The article begins, “Bastille Day is the French national holiday, celebrated on 14 July each year” and provides some background. EDT, July 16, 2005. The article lists a number of ‘minigames’ played on The Price is Right. How do you know whether something you read on the web is true? You can’t know, at least, not for sure.
  Half an Hour - Saturday, July 16, 2005
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• Children Think in Pictures, Teachers Think in Words
  
  When children were asked to generate words using different strategies, researchers found that were quite different from adults. Schlaggar's earlier work, it looks as if the visual areas of children are more active when words are being generated. This may be why children delight so much in picture books, cartoons, and computer-based learning, and why eidetic imagery or "photographic memory" seems to be more common in children than adults (see other link below). There's a lot of data in this new report from Washington University St. Louis, and a lot of the information has
  Eide Neurolearning Blog - Thursday, November 3, 2005
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• Teaching for "Restless Natives"
  
  She talks about "a growing discontent among this current generation of students—or as Marc Prensky coined, the "digital natives", and she's got a point. Check out a thought-provoking interview with Deneen Fraser-Bowen at Innovate Online (register, but free). There is a huge technological divide between students and teachers, and the "on-demand" culture has turned educational expectations and rules upside-down.
  Eide Neurolearning Blog - Wednesday, December 28, 2005
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• The Value of Work
  
  The production of things we don't need generates jobs - and we need jobs, remember, because otherwise people would starve - and in order to ensure the constant purchase of things we don't need we also produce the means, through marketing and advertisement, of persuading people that they do need these things. Someone wrote in DEOS just the other day, "Is a terrible, boring, mind-numbing job better than unemployment, or not? Will the society/economy accomodate the thing called "intelligence" or will it only accomodate some people's intelligence?"
  Half an Hour - Wednesday, May 11, 2005
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• Net Metering
  
  So I wrte to NB Power asking for details on the program and this morning the reply came back, which I pass on here: Policy A customer may connect a generation unit that uses renewable fuels and has a nameplate rating of up to 100 kW to the NB Power Distribution - Customer Service (Disco) grid. The output of the generation unit may be used to offset the customer's own consumption. It is a little bit under the radar - there was a mention on the radio last week and this morning I saw a short article in the local newspaper. The idea is 'Net Metering', which is in short the concept
  Half an Hour - Tuesday, October 11, 2005
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• Creative Writing in Your Brain
  
  If we have to be creative for a living or serious hobby, it's probably good to be aware that idea generation from an analytical approach is different from the more imagistic kind involving the parietal lobes. Creative Story Generation and fMRI Right Prefrontal and Episodic Retrieval Eide Neurolearning Blog: Finding and Retrieving Patterns Eide Neurolearning Blo With all the same caveats regarding scientific assessments of creativity, here's what your brain looks like when you're writing creatively (a blog perhaps?). Some of the particular brain activations reflect the nature
  Eide Neurolearning Blog - Thursday, December 1, 2005
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• The Purpose of a PhD
  
  After all, position advertisements all specify 'earned PhD required' rather than, say, 'scholars, stewards of the discipline, who will engage in serious research throughout their careers to advance the frontiers of the field and transfer the new knowledge generated through research into applications that enhance human learning and performance,' etc. I write from the perspective as one without a PhD, who went through a PhD program, argued with his supervisor about the existence of sentences in the brain, went ABD, my dissertation never examined, and has proceeded to teach, research and write as though he had a PhD anyways (though of course never pretending to actually have one).
  Half an Hour - Tuesday, October 4, 2005
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• Failing to Connect
  
  That leaves ER as the only means for a developing nation to generate any level of internal wealth, and so, it is not surprising that this was the option favoured. Had I been in a similar situation - and with benefit of your experience (for I confess I would have taken a line very much like the one you did) I would argue for FR and CR economies on the basis of their potential to generate payments for production of goods for which there is no local demand (because of cost, not need), and where local distribution isw thereby enabled. Lawrence lessig writes of a talk he gave in South Africa promoting Creative Commons.
  Half an Hour - Monday, May 23, 2005
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• Preserving the Tradition
  
  It seems to me that there is a very important sense to the idea that the nature of a discipline is recreated through each successive generation. It is a responsibilty to take the work, sacrifice, and dedication of generations before that we have been so fortuante to freely inherit, and to treasure, preserve, and most importantly, extend this work to continue to benefit humanity and bless mankind. While I respect the position described by David Wiley, I disagree with it, for two reasons. First, rather than 'treasure and preserve' and 'extend', we in academia routinely dump the work of
  Half an Hour - Wednesday, October 5, 2005
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