Celebrating Rummler

I Have Started a Campaign to Celebrate Rummler in 2020

During the week of his birthday – April 12th-18th.

I invited others to join with me to share on Social Media – any and all thanks to him for all of the lessons, take-a-ways, and remembrances they have of the Good Doctor.

I will be sharing mine. It was an interesting trip down memory lane – of all of the time I got to spend with him beginning in 1981 and up through 2008.

I’ve had many mentors (lucky me) – but he was the most influential.

Celebrating Rummler 2020 2

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Video Flashback: ISPI Conference 2000 – 99 Seconds Sessions

Hosted by Thiagi

Yes – it’s been 20 years!

RIP to those who are no longer with us.

This video is 80 minutes in length.

For information about this year’s conference – later this month – 4/29/2020 to 5/4/2020 – in Tucson, Arizona – please go here.

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The Ten Deadly Sins of Education

By Paul Kirschner – Published 21 Mar 2020

In the final chapter of our book How Learning Happens: Seminal Works in Educational Psychology and What They Mean in Practice, Carl Hendrick and I briefly describe ten deadly sins of education. Giving in to sins is often tempting, but if you do you’ll be implementing evidence-UNinformed education and flying in the face of evidence. What follows is a very abridged version of that chapter.

1 The Learning Pyramid

The learning pyramid supposedly reflects the effectiveness of different forms of teaching. According to the pyramid, pupils only remember 5% of what the teacher says, 10% of what they read, 20% of an audio-visual presentation, etc. The percentages vary in different pyramids, but that’s not important. What is important is that it’s nonsense.

Why? First, there’s no basis for such percentages. Even the institution that everyone quotes (National Training Laboratories) says they don’t have data to support them. Furthermore, the pyramid is simply a corruption of Edgar Dale’s cone of experience (1954), in which he indicated how media differ along a continuum from abstract (language, letters) to concrete (direct experience). Finally, even if the percentages were correct, you can’t do anything with it. No lesson is purely one or the other and just adding these percentages up teaches us that you could learn more than 100%!

dales-cone-not-true

For the rest of this article – please go here.

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Universal Design for Learning (UDL)

Universal Design for Learning (UDL) is about more than accessibility or the notion of making environments accessible for learners with disabilities.  It gets at the heart of design – whether it’s design of a building, design of learning materials, design of a classroom environment, or design of a system.  UDL is about the decisions we make in the design and development of learning systems, materials, and environments and whether those decisions unnecessarily constrain learners.

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Universal Design is a way of thinking about the individuals who inhabit the spaces and places we build.  It is a way of thinking about the inherent diversity of any given group of learners and applying a set of principles that will maximize access to learning – for all ages, modalities, life styles and life structures.

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For the rest of this please go – here.

Thanks to Steph Moore (the author) for posting about this on Twitter!

@steph_moore

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HPT Video Weekend Matinee: Daniels 2011

The HPT Video Weekend Matinee series is intended to introduce you to the library, with over 100 videos, in the hopes that you’ll share them further into your professional networks, as you see appropriate. And if you have videos to share with us, please forward them to the site administrators.

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HPT Video Weekend Matinee: Shank 2019

The HPT Video Weekend Matinee series is intended to introduce you to the library, with over 100 videos, in the hopes that you’ll share them further into your professional networks, as you see appropriate. And if you have videos to share with us, please forward them to the site administrators.

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