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    <title>Pinboard (katherinestevens)</title>
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    <description>recent bookmarks from katherinestevens</description>
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  </channel><item rdf:about="https://www.sciencedaily.com/releases/2019/08/190813143857.htm">
    <title>Growth mindset intervention boosts confidence, persistence in entrepreneurship students -- ScienceDaily</title>
    <dc:date>2019-08-14T00:49:55+00:00</dc:date>
    <link>https://www.sciencedaily.com/releases/2019/08/190813143857.htm</link>
    <dc:creator>katherinestevens</dc:creator><description><![CDATA["A low-cost intervention aimed at fostering a growth mindset in students gave the students more confidence in their entrepreneurship abilities and helped them persist when challenges arose."]]></description>
<dc:subject>education confidence performance entrepreneurial_learning persistence</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:katherinestevens/b:220b0baedce5/</dc:identifier>
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<item rdf:about="https://www.yahoo.com/finance/news/meet-the-11-yearold-ceo-trying-to-teach-1-billion-kids-to-code-150017815.html">
    <title>11-year-old CEO aims to teach 1 billion kids to code</title>
    <dc:date>2019-06-25T03:24:31+00:00</dc:date>
    <link>https://www.yahoo.com/finance/news/meet-the-11-yearold-ceo-trying-to-teach-1-billion-kids-to-code-150017815.html</link>
    <dc:creator>katherinestevens</dc:creator><description><![CDATA[CoderBunnyz games to teach kids how to code]]></description>
<dc:subject>kids education games</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:katherinestevens/b:ec5cbab70579/</dc:identifier>
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    <title>A 'million word gap' for children who aren't read to at home: That's how many fewer words some may hear by kindergarten -- ScienceDaily</title>
    <dc:date>2019-04-08T21:31:35+00:00</dc:date>
    <link>https://www.sciencedaily.com/releases/2019/04/190404074947.htm</link>
    <dc:creator>katherinestevens</dc:creator><description><![CDATA["Young children whose parents read them five books a day enter kindergarten having heard about 1.4 million more words than kids who were never read to, a new study found. This 'million word gap' could be one key in explaining differences in vocabulary and reading development. ...

"Even kids who are read only one book a day will hear about 290,000 more words by age 5 than those who don't regularly read books with a parent or caregiver.

"'Kids who hear more vocabulary words are going to be better prepared to see those words in print when they enter school,' said Jessica Logan, a member of Ohio State's Crane Center for Early Childhood Research and Policy.

"'They are likely to pick up reading skills more quickly and easily.'

"The study appears online in the Journal of Developmental and Behavioral Pediatrics and will be published in a future print edition.]]></description>
<dc:subject>children reading education</dc:subject>
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    <title>Student likeability might be link between academic success and risk of depression: Children struggling in elementary school are less liked by their teachers and peers, opening them up to higher risk of depression -- ScienceDaily</title>
    <dc:date>2019-02-21T19:59:22+00:00</dc:date>
    <link>https://www.sciencedaily.com/releases/2019/02/190221095113.htm</link>
    <dc:creator>katherinestevens</dc:creator><description><![CDATA["A new study suggests that children doing well in classrooms are more popular and emotionally secure than their peers who are having trouble academically.
"The research from the University of Missouri directly challenges the common stereotype that academically gifted children are considered less popular than their peers. The findings also confirm the significant impact academic performance can have on a student's mental and social well-being.

"'Plenty of research before this study has shown that children who struggle in elementary school are more likely to experience feelings of frustration and worthlessness, which can put them at greater risk for depression,' said Keith Herman, a professor in the MU College of Education. 'Now we're finding that there is a link, with clues that a child's social life can be impacted by their success in class.'"]]></description>
<dc:subject>children K-12 parenting teaching education depression</dc:subject>
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<item rdf:about="https://www.sciencedaily.com/releases/2018/11/181120125811.htm">
    <title>Being fair: The benefits of early childhood education -- ScienceDaily</title>
    <dc:date>2018-12-01T03:30:16+00:00</dc:date>
    <link>https://www.sciencedaily.com/releases/2018/11/181120125811.htm</link>
    <dc:creator>katherinestevens</dc:creator><description><![CDATA["Children from low-income families who got intensive education early in life treat others with high levels of fairness in midlife, more than 40 years later, even when being fair comes at a high personal cost, according to a new study published today in Nature Communications.

"The 78 people in the study were followed as part of the Abecedarian Project, begun in the 1970s and to this day one of the longest running randomized controlled studies of the effects of early childhood education in low-income and high-risk families.

"Participants played games designed to measure their adherence to social norms and their social decision-making processes. In one game, a player was asked to split a sum of money -- $20 -with another participant. The participant could either accept the amount proposed, or reject it, in which case neither received any money. When faced with unequal offers, participants had to make trade-offs between self-interest and the enforcement of social norms of equality.

"This is where the value of early childhood education became apparent. Players who, in the 1970s, had been given intensive educational training including cognitive and social stimulation when they were young children, strongly rejected unequal division of money among players when they were in midlife, even if it meant they would miss out on hefty financial gains themselves.

"'When someone rejects an offer, they are sending a very strong signal to the other player about the decision regarding how the money should be divided,' said Université de Montréal assistant psychology professor Sébastien Hétu, a first-author of the study. 'People who received educational training through the Abecedarian Project were inclined to accept generally equal offers, but would reject disadvantageous and advantageous offers. In effect, they punished transgressions that they judged to be outside of the social norm of equality.'"]]></description>
<dc:subject>children education cooperation society decision-making</dc:subject>
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<item rdf:about="https://www.sciencedaily.com/releases/2018/06/180628151752.htm">
    <title>The problem with solving problems: 'Prevalence induced concept change' causes people to re-define problems as they are reduced -- ScienceDaily</title>
    <dc:date>2018-06-28T20:55:11+00:00</dc:date>
    <link>https://www.sciencedaily.com/releases/2018/06/180628151752.htm</link>
    <dc:creator>katherinestevens</dc:creator><description><![CDATA["As demonstrated in a series of new studies, researchers show that as the prevalence of a problem is reduced, humans are naturally inclined to redefine the problem itself. The result is that as a problem becomes smaller, people's conceptualizations of that problem become larger, which can lead them to miss the fact that they've solved it."

"Although it's far from perfect by virtually any measure -- whether poverty rates, violence, access to education, racism and prejudice or any number of others -- the world continues to improve. Why, then, do polls consistently show that people believe otherwise?

"The answer, Daniel Gilbert says, may lie in a phenomenon called 'prevalence induced concept change.'

"As demonstrated in a series of new studies, Gilbert, the Edgar Pierce Professor of Psychology, his post-doctoral student David Levari, and several other colleagues, show that as the prevalence of a problem is reduced, humans are naturally inclined to redefine the problem itself. The result is that as a problem becomes smaller, people's conceptualizations of that problem become larger, which can lead them to miss the fact that they've solved it. The studies are described in a paper in the June 29th issue of Science.

"'Our studies show that people judge each new instance of a concept in the context of the previous instances,' Gilbert said. 'So as we reduce the prevalence of a problem, such as discrimination for example, we judge each new behavior in the improved context that we have created.'

"'Another way to say this is that solving problems causes us to expand our definitions of them,' he said. 'When problems become rare, we count more things as problems. Our studies suggest that when the world gets better, we become harsher critics of it, and this can cause us to mistakenly conclude that it hasn't actually gotten better at all. Progress, it seems, tends to mask itself.'

"The phenomenon isn't limited to large, seemingly intractable social issues, Gilbert said. In several experiments described in the paper, it emerged even when participants were asked to look for blue dots.

"'We had volunteers look at thousands of dots on a computer screen one at a time and decide if each was or was not blue,' Gilbert said. 'When we lowered the prevalence of blue dots, and what we found was that our participants began to classify as blue dots they had previously classified as purple.'

"Even when participants were warned to be on the lookout for the phenomenon, and even when they were offered money not to let it happen, the results showed they continued to alter their definitions of blue."]]></description>
<dc:subject>problem-solving decision-making culture society poverty education</dc:subject>
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<item rdf:about="https://www.sciencedaily.com/releases/2018/06/180611133437.htm">
    <title>Making mistakes while studying actually helps you learn better: When learning something new, there are instances where trial and error helps rather than hinders, according to recent findings by Baycrest researchers -- ScienceDaily</title>
    <dc:date>2018-06-12T05:57:55+00:00</dc:date>
    <link>https://www.sciencedaily.com/releases/2018/06/180611133437.htm</link>
    <dc:creator>katherinestevens</dc:creator><description><![CDATA["When learning something new, there are instances where trial and error helps rather than hinders, according to recent findings by Baycrest researchers.

"Contrary to popular belief, when a person makes a mistake while learning, it improves their memory for the right information, but only if the error is close to the correct answer, according to a study published in the journal, Memory.

"'Our research found evidence that mistakes that are a 'near miss' can help a person learn the information better than if no errors were made at all,' says Dr. Nicole Anderson, senior author on the paper and senior scientist at Baycrest's Rotman Research Institute. 'These types of errors can serve as stepping stones to remembering the right answer. But if the error made is a wild guess and out in left field, then a person does not learn the correct information as easily.'

"These findings could help with improving education for not only younger adults, but also late-life learners. ...

"'Based on these findings, someone studying for an exam should only take practice quizzes after reviewing the material,' says Dr. Anderson, who is also an associate professor of psychology and psychiatry at the University of Toronto. 'If a person takes a practice test and is unfamiliar with the content, they risk making guesses that are nowhere near the right answer. This could make it harder for them to learn the correct information later.'"]]></description>
<dc:subject>failure learning learning_methods education testing assessment</dc:subject>
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<item rdf:about="https://www.sciencedaily.com/releases/2018/05/180522114523.htm">
    <title>Study finds popular 'growth mindset' educational interventions aren't very effective -- ScienceDaily</title>
    <dc:date>2018-05-24T23:30:46+00:00</dc:date>
    <link>https://www.sciencedaily.com/releases/2018/05/180522114523.htm</link>
    <dc:creator>katherinestevens</dc:creator><description><![CDATA["A new study co-authored by researchers at Michigan State University and Case Western Reserve University found that 'growth mindset interventions,' or programs that teach students they can improve their intelligence with effort -- and therefore improve grades and test scores -- don't work for students in most circumstances. ...

"'Although our results do support claims that economically disadvantaged students or students at high risk of failing may benefit from growth mindset interventions, importantly, only a few studies contributed to those analyses, so they must be interpreted with caution.'"]]></description>
<dc:subject>education psychology K-12 mindset</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:katherinestevens/b:79acec742ca9/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:psychology"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:K-12"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:mindset"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="https://www.sciencedaily.com/releases/2018/03/180326140244.htm">
    <title>Music lessons improve children's cognitive skills and academic performance: Cognitive skills developed from music lessons appear to transfer to unrelated subjects, leading to improved academic performance -- ScienceDaily</title>
    <dc:date>2018-03-30T05:50:42+00:00</dc:date>
    <link>https://www.sciencedaily.com/releases/2018/03/180326140244.htm</link>
    <dc:creator>katherinestevens</dc:creator><description><![CDATA["The first large-scale, longitudinal study adapted into the regular school curriculum finds that structured music lessons significantly enhance children's cognitive abilities -- including language-based reasoning, short-term memory, planning and inhibition -- leading to improved academic performance. Visual arts lessons were also found to significantly improve children's visual and spatial memory."]]></description>
<dc:subject>children education music K-12 arts</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:katherinestevens/b:4634d1f4d7f0/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:children"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:music"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:K-12"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:arts"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="https://www.spring.org.uk/2018/03/childhood-behaviours-success.php">
    <title>3 Childhood Behaviours Predict Success 50 Years Later - PsyBlog</title>
    <dc:date>2018-03-05T20:41:12+00:00</dc:date>
    <link>https://www.spring.org.uk/2018/03/childhood-behaviours-success.php</link>
    <dc:creator>katherinestevens</dc:creator><description><![CDATA["Being interested in school, being a responsible student and having good reading and writing skills all predict people’s occupational success decades later, new research finds.
"Even 50 years after someone had left high school, these factors still predicted if people had a more prestigious job or not.
"Being a good student also predicted how much money people earned 50 years later.]]></description>
<dc:subject>education K-12 success performance reading writing</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:katherinestevens/b:a3baca793483/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:K-12"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:success"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:performance"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:reading"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:writing"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="https://www.sciencedaily.com/releases/2018/01/180130123717.htm">
    <title>Research finds early childhood program linked to degree completion at age 35: 30-year follow-up study of Chicago graduates shows increased postsecondary attainment -- ScienceDaily</title>
    <dc:date>2018-01-31T04:01:00+00:00</dc:date>
    <link>https://www.sciencedaily.com/releases/2018/01/180130123717.htm</link>
    <dc:creator>katherinestevens</dc:creator><description><![CDATA["Participating in an intensive early childhood education program from preschool to third grade is linked to higher educational attainment in mid-life, according to a new study.

"The study, published in JAMA Pediatrics, tracked the progress of more than 1,500 children from low-income neighborhoods in Chicago, from the time they entered preschool in 1983 and 1984 in Child-Parent Centers (CPC) until roughly 30 years later. The children were part of the Chicago Longitudinal Study, one of the longest-running follow-ups of early childhood intervention."]]></description>
<dc:subject>childhood child education K-6</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:katherinestevens/b:fe75a8ad0df9/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:childhood"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:child"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:K-6"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="https://www.sciencedaily.com/releases/2017/12/171219092958.htm">
    <title>Exercising at own pace boosts a child’s ability to learn -- ScienceDaily</title>
    <dc:date>2018-01-04T07:07:06+00:00</dc:date>
    <link>https://www.sciencedaily.com/releases/2017/12/171219092958.htm</link>
    <dc:creator>katherinestevens</dc:creator><description><![CDATA["... we found that 15 minutes of self-paced exercise can significantly improve a child's mood, attention and memory -- enhancing their ability to learn."]]></description>
<dc:subject>children learning education exercise memory</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:katherinestevens/b:2b97f14e71ad/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:children"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:learning"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:exercise"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:memory"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://blog.ayjay.org/guidance-for-my-students-and-others/">
    <title>guidance for my students (&amp; others) – Snakes and Ladders</title>
    <dc:date>2017-09-27T05:06:46+00:00</dc:date>
    <link>http://blog.ayjay.org/guidance-for-my-students-and-others/</link>
    <dc:creator>katherinestevens</dc:creator><dc:subject>advice education highered</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:katherinestevens/b:cbb625f9fb55/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:advice"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:highered"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://blog.cathy-moore.com/">
    <title>Training design ideas from Cathy Moore</title>
    <dc:date>2017-07-04T05:33:20+00:00</dc:date>
    <link>http://blog.cathy-moore.com/</link>
    <dc:creator>katherinestevens</dc:creator><description><![CDATA[Cathy has an excellent "action map" process that helps you focus on what you want people to be able to "do" not just "know."]]></description>
<dc:subject>blog education elearning instructionaldesign learning</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:katherinestevens/b:4addd88e1c54/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:blog"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:elearning"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:instructionaldesign"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:learning"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://www.downes.ca/index.html">
    <title>Stephen's Web</title>
    <dc:date>2017-07-03T17:44:38+00:00</dc:date>
    <link>http://www.downes.ca/index.html</link>
    <dc:creator>katherinestevens</dc:creator><description><![CDATA[Stephen Downes has an excellent daily summary and quick commentary about articles on education, learning, and training.]]></description>
<dc:subject>education learning trends</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:katherinestevens/b:7055e731c4a5/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:learning"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:trends"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://www.cetusnews.com/views/Bkl9jBzaZW?cat=life&amp;title=Rush-to-College-Might-Be-a-Mistake-">
    <title>Rush to College Might Be a Mistake - cetusnews</title>
    <dc:date>2017-06-02T01:36:55+00:00</dc:date>
    <link>http://www.cetusnews.com/views/Bkl9jBzaZW?cat=life&amp;title=Rush-to-College-Might-Be-a-Mistake-</link>
    <dc:creator>katherinestevens</dc:creator><description><![CDATA[According to a Gallup recent Gallup report: 
"More than half of 90,000 people surveyed between June 2016 and March 2017, said they would change at least one decision they made about their education if they had to do it all over again: 36% would choose a different major, 28% would choose a different institution and 12% would pursue a different degree. ...

"The people with the most misgivings are liberal-arts majors who earned bachelor’s degrees, 48% of them said they would have chosen a different major and 57% said they would have made at least one decision differently. ...

"Perhaps the most profound finding to emerge from the survey is that going to college to find yourself has become a luxury many Americans can no longer afford. Instead, those who expressed the least regret were best able to align their education with a career. ...

"'If you can afford to go to college, then heading off without a plan is no big deal and it can be a valuable experience. But if you can’t afford it, I don’t think students should be rushed into going,' said Brandon Busteed, executive director of Education and Workforce Development at Gallup. 'I think we should encourage students to think about taking a year and working to identify some things they are interested in.' ...

"Less surprising: debt correlates with regret. Also, those who attended for-profit institutions were more remorseful than those who attended either public or private nonprofit schools. ...

"Those who studied a trade or attended graduate school had fewer qualms than those who earned an associate’s or undergraduate degree. The people who were most unhappy dropped out of college. And those undergraduates who studied science, technology, engineering or math had fewer misgivings than those who studied liberal arts. People who graduated after the age of 30 were more satisfied with their educational decisions than their younger counterparts."
Author: Douglas Belkin, cetus News, June 1, 2017]]></description>
<dc:subject>career highered education</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:katherinestevens/b:fad4080779b3/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:career"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:highered"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:education"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="https://www.sciencedaily.com/releases/2017/03/170321110341.htm">
    <title>Peers, more than teachers, inspire us to learn -- ScienceDaily</title>
    <dc:date>2017-03-22T01:52:33+00:00</dc:date>
    <link>https://www.sciencedaily.com/releases/2017/03/170321110341.htm</link>
    <dc:creator>katherinestevens</dc:creator><description><![CDATA["'Why do I have to learn this?' It's a common question among youth, but new research out of Michigan State University suggests students perform much better academically when the answer is provided by their peers rather than their teachers.

"University students who were given a rationale for why learning is important from people similar to them -- in this case actors posing as young professionals -- wrote more effective essays and got a significantly better final grade than students who were given the same rationale from the course instructor.

"'These findings suggest that what instructors were good at was getting across cold facts, while the peers seemed to be tapping into an identification process,' said study co-author Cary Roseth, associate professor of educational psychology. 'In other words, as a student, I can identify with my peers and imagine myself using the course material in the same way they do. This gives the material meaning and a sense of purpose that goes beyond memorization. When I hear a peer's story, it connects to the story I am telling myself about who I want to be in the future.'
"The research, published in the International Journal of Educational Research ..."
Author: Science Daily, March 21, 2017]]></description>
<dc:subject>education highered learning instructional_methods</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:katherinestevens/b:a68513eced25/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:highered"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:learning"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:instructional_methods"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://www.spring.org.uk/2017/03/understand-any-subject.php">
    <title>How To Understand Any Subject More Deeply - PsyBlog</title>
    <dc:date>2017-03-21T20:41:52+00:00</dc:date>
    <link>http://www.spring.org.uk/2017/03/understand-any-subject.php</link>
    <dc:creator>katherinestevens</dc:creator><description><![CDATA["Arguing with yourself can be a highly productive exercise, a new study finds.
"Imagining both sides of the argument helps people reach a deeper, more sophisticated understanding of the subject, the researchers found."
Author: Jeremy Dean, PsyBlog, March 2017]]></description>
<dc:subject>learning psychology instructional_strategy education</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:katherinestevens/b:47d04b5b404a/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:learning"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:psychology"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:instructional_strategy"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:education"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://www.spring.org.uk/2016/03/the-very-best-learning-method-is-not-taught-to-students-or-teachers.php">
    <title>The Very Best Learning Method Is Not Taught To Students Or Teachers - PsyBlog</title>
    <dc:date>2017-03-15T21:19:32+00:00</dc:date>
    <link>http://www.spring.org.uk/2016/03/the-very-best-learning-method-is-not-taught-to-students-or-teachers.php</link>
    <dc:creator>katherinestevens</dc:creator><description><![CDATA["Spreading out learning over time is one of the most effective strategies.

"So-called ‘distributed practice’ means breaking up learning into short sessions.
"People learn better when they learn in these short sessions spread over a long period of time. ...
"Despite this, distributed practice is very infrequently used by students and may not be highlighted as a top strategy to them by teachers.
"Instead, students tend to use highly inefficient methods such as highlighting, summarising, underlining and re-reading.
"One technique that is effective — which students do sometimes use — is testing."]]></description>
<dc:subject>learning education K-12 highered instructional_methods instructional_strategy instructional_theory</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:katherinestevens/b:6aa131be0019/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:learning"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:K-12"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:highered"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:instructional_methods"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:instructional_strategy"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:instructional_theory"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://www.businessinsider.com/universities-should-ban-powerpoint-it-makes-students-stupid-and-professors-boring-2015-6">
    <title>Universities should ban PowerPoint — It makes students stupid and professors boring - Business Insider</title>
    <dc:date>2017-03-06T01:41:13+00:00</dc:date>
    <link>http://www.businessinsider.com/universities-should-ban-powerpoint-it-makes-students-stupid-and-professors-boring-2015-6</link>
    <dc:creator>katherinestevens</dc:creator><dc:subject>highered education</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:katherinestevens/b:0496ee1b0d7e/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:highered"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:education"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://www.theblaze.com/news/2016/05/02/middle-school-reduces-bad-behavior-dramatically-with-reverse-suspensions-that-invite-parents-to-school-when-students-misbehave">
    <title>Middle School Reduces Bad Behavior Dramatically With ‘Reverse Suspensions’ That Invite Parents to School When Students Misbehave – TheBlaze</title>
    <dc:date>2017-03-03T19:07:41+00:00</dc:date>
    <link>http://www.theblaze.com/news/2016/05/02/middle-school-reduces-bad-behavior-dramatically-with-reverse-suspensions-that-invite-parents-to-school-when-students-misbehave</link>
    <dc:creator>katherinestevens</dc:creator><description><![CDATA["Administrators at one West Virginia middle school have introduced a new disciplinary alternative to traditional suspension that they believe could be more effective in reforming troubled students.

"At Huntington East Middle School, non-violent, non-verbally abusive behavior is handled by offering parents the option of a “reverse suspension.”

"In a reverse suspension, instead of sending a child home, the student’s parent is invited to come to school and spend the entire day by his side. ...

"Principal Frank Barnett said the approach has helped the school reduce student suspensions by two thirds and bad behavior incidents by more than half. The school discovered that, for many students, suspensions were seen as a break from school, something they planned for. ...

The principal shared that around 30 families opted for reverse suspensions this year."
Author: Carly Moilman, The Blaze, May 2, 2016]]></description>
<dc:subject>education K-12</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:katherinestevens/b:f43c0bf5d141/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:K-12"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://www.scarymommy.com/texas-school-triples-recess-time-and-sees-immediate-positive-results-in-kids/">
    <title>Texas School Triples Recess Time And Sees Immediate Positive Results In Kids – Scary Mommy</title>
    <dc:date>2017-02-27T05:30:31+00:00</dc:date>
    <link>http://www.scarymommy.com/texas-school-triples-recess-time-and-sees-immediate-positive-results-in-kids/</link>
    <dc:creator>katherinestevens</dc:creator><description><![CDATA["A Texas school started giving children four recess breaks a day, and teachers and parents say the results have been wonderful."]]></description>
<dc:subject>K-6 education</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:katherinestevens/b:2afd9153ab1a/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:K-6"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:education"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="https://www.edutopia.org/blog/5-highly-effective-teaching-practices-rebecca-alber">
    <title>5 Highly Effective Teaching Practices | Edutopia</title>
    <dc:date>2017-02-26T02:20:37+00:00</dc:date>
    <link>https://www.edutopia.org/blog/5-highly-effective-teaching-practices-rebecca-alber</link>
    <dc:creator>katherinestevens</dc:creator><description><![CDATA[5 highlly effective teaching practices based on research:
1. Teacher clarity
"When a teacher begins a new unit of study or project with students, she clarifies the purpose and learning goals, and provides explicit criteria on how students can be successful. It's ideal to also present models or examples to students so they can see what the end product looks like."
2. Classroom discussion
3. Feedback
4. Formative assessment
5. Metacognitive strategies
Author: Rebecca Alber, Edutopia, Feb. 27, 2017]]></description>
<dc:subject>k-12 education instructional_methods teaching</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:katherinestevens/b:5071d547178e/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:k-12"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:instructional_methods"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:teaching"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="https://ww2.kqed.org/mindshift/2016/06/22/librarian-approved-30-ed-tech-apps-to-inspire-creativity-and-creation/">
    <title>Librarian Approved: 30 Ed-Tech Apps to Inspire Creativity and Creation | MindShift | KQED News</title>
    <dc:date>2017-02-12T17:05:02+00:00</dc:date>
    <link>https://ww2.kqed.org/mindshift/2016/06/22/librarian-approved-30-ed-tech-apps-to-inspire-creativity-and-creation/</link>
    <dc:creator>katherinestevens</dc:creator><dc:subject>apps creativity edtech education</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:katherinestevens/b:c876728f4065/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:apps"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:creativity"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:edtech"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:education"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://www.upworthy.com/researchers-studied-kindergarteners-behavior-and-followed-up-19-years-later-here-are-the-findings?c=ufb8">
    <title>Researchers studied kindergarteners' behavior and followed up 19 years later. Here are the findings.</title>
    <dc:date>2017-02-11T15:42:09+00:00</dc:date>
    <link>http://www.upworthy.com/researchers-studied-kindergarteners-behavior-and-followed-up-19-years-later-here-are-the-findings?c=ufb8</link>
    <dc:creator>katherinestevens</dc:creator><description><![CDATA["Researchers measured the social skills of 800 kindergarteners in 1991. Two decades later, they looked them up to see how things turned out. ...

"What they found probably isn't too surprising: Kids who related well to their peers, handled their emotions better, and were good at resolving problems went on to have more successful lives.

"What's surprising is just how strong the correlation was.

"An increase of a single point in social competency score showed a child would be 54% more likely to earn a high school diploma, twice as likely to graduate with a college degree, and 46% more likely to have a stable, full-time job at age 25."
Author: Evan Porter, Upworthy, August 12, 2015]]></description>
<dc:subject>childdevelopment children education K-12 emotions</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:katherinestevens/b:9e782b422f5b/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:childdevelopment"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:children"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:K-12"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:emotions"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="https://www.sciencedaily.com/releases/2017/02/170208111619.htm">
    <title>Math learned best when children move -- ScienceDaily</title>
    <dc:date>2017-02-09T03:29:45+00:00</dc:date>
    <link>https://www.sciencedaily.com/releases/2017/02/170208111619.htm</link>
    <dc:creator>katherinestevens</dc:creator><description><![CDATA["Children improve at math when instruction engages their own bodies. This is one of the findings from a recent study coming from the University of Copenhagen's Department of Nutrition, Exercise and Sports. The results also document that children require individualized learning strategies. ...

"When children were grouped according to pre study math performance, the results demonstrated that children with average and above average performance benefitted most from using the entire body in learning. Children who weren't very good at math prior to the study received no particular benefit from the alternative instructional forms. ...

"... according to Associate Professor Wienecke ...'individual understanding must be taken into account. Otherwise, we risk an unfortunate combined outcome in which those who are already proficient advance, and those who have not yet mastered concepts cannot keep up.']]></description>
<dc:subject>education math children K-12 exercise instructional_methods</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:katherinestevens/b:0774c612a1e0/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:math"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:children"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:K-12"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:exercise"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:instructional_methods"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="https://qz.com/849256/how-to-master-a-new-subject/">
    <title>How to master a new subject — Quartz</title>
    <dc:date>2017-01-23T19:08:24+00:00</dc:date>
    <link>https://qz.com/849256/how-to-master-a-new-subject/</link>
    <dc:creator>katherinestevens</dc:creator><description><![CDATA["The famous Nobel Prize-winning physicist Richard Feynman understood the difference between 'knowing something' and 'knowing the name of something,' and it’s one of the most important reasons for his success.
"Feynman stumbled upon a formula for learning that ensured he understood something better than everyone else.
"It’s called the Feynman Technique and it will help you learn anything deeper, and faster. The topic, subject, or concept you want to learn doesn’t matter. Pick anything. ...

"Step 1: Teach it to a child
"Take out a blank sheet of paper and write the subject you want to learn at the top. Write out what you know about the subject as if you were teaching it to a child. Not your smart adult friend but rather an eight-year-old who has just enough vocabulary and attention span to understand basic concepts and relationships.

"Step 2: Review
"In step one, you will inevitably encounter gaps in your knowledge where you’re forgetting something important, are not able to explain it, or simply have trouble connecting an important concept.
"This is invaluable feedback because you’ve discovered the edge of your knowledge. Competence is knowing the limit of your abilities, and you’ve just identified one!
"This is where the learning starts. Now you know where you got stuck, go back to the source material and re-learn it until you can explain it in basic terms.
"Identifying the boundaries of your understanding also limits the mistakes you’re liable to make and increases your chance of success when applying knowledge.

"Step 3: Organize and simplify
"Now you have a set of hand-crafted notes. Review them to make sure you didn’t mistakenly borrow any of the jargon from the source material. Organize them into a simple story that flows.
"Read them out loud. If the explanation isn’t simple or sounds confusing that’s a good indication that your understanding in that area still needs some work.

"Step 4 (optional): Transmit
"If you really want to be sure of your understanding, run it past someone (ideally who knows little of the subject—or find that 8-year-old!). The ultimate test of your knowledge is your capacity to convey it to another. ..."]]></description>
<dc:subject>learning test education instructional_methods</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:katherinestevens/b:5fd968b4a9d1/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:learning"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:test"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:instructional_methods"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="https://www.sciencedaily.com/releases/2017/01/170117083830.htm">
    <title>Want to ace an exam? Tell a friend what you learned -- ScienceDaily</title>
    <dc:date>2017-01-17T22:03:40+00:00</dc:date>
    <link>https://www.sciencedaily.com/releases/2017/01/170117083830.htm</link>
    <dc:creator>katherinestevens</dc:creator><description><![CDATA["Students who are given information and tell someone about it immediately recall the details better and longer -- a strategy which could be a plus come test time, says a Baylor University researcher.

"'This has to be actively replaying or re-generating the information -- for example, by telling someone the particulars, as opposed to just simply re-reading the textbook or class notes and studying it again later,' said Baylor psychologist Melanie Sekeres, Ph.D., lead author of the study.

"'What we found in our study was that a week later, the memory was just as good,' she said. 'Telling someone else about what you've learned is a really effective way for students to study instead of just re-reading the textbook or class notes.']]></description>
<dc:subject>studying education highered highschool memory learning</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:katherinestevens/b:422587be1a05/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:studying"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:highered"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:highschool"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:memory"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:learning"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="https://beyondtheu.com/good-pieces-advice-college-students-unlikely-hear/">
    <title>Good Pieces Of Advice College Students Are Unlikely To Hear - Beyond The U</title>
    <dc:date>2016-12-31T04:01:10+00:00</dc:date>
    <link>https://beyondtheu.com/good-pieces-advice-college-students-unlikely-hear/</link>
    <dc:creator>katherinestevens</dc:creator><description><![CDATA["Quora asked a variety of successful students and graduates to share advice they felt college students are unlikely to hear." This article lists some of the tips.]]></description>
<dc:subject>highered education learning</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:katherinestevens/b:3d8a9fd2f461/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:highered"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:learning"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://www.scarymommy.com/whirlpool-care-counts-improves-attendance-in-schools/">
    <title>Whirlpool Care Counts Improves Attendance In Schools</title>
    <dc:date>2016-08-12T19:36:12+00:00</dc:date>
    <link>http://www.scarymommy.com/whirlpool-care-counts-improves-attendance-in-schools/</link>
    <dc:creator>katherinestevens</dc:creator><description><![CDATA["Last year the good people at Whirlpool created the Whirlpool Care Counts Program and donated seventeen pairs of washers and dryers to school districts in St. Louis and in Fairfield, California. The schools then invited kids with attendance problems to bring in their laundry to be cleaned while they were in class.

"The results were astounding: over 90% of participating students increased their attendance that year, at-risk students attended almost two more weeks of school, and each student got approximately 50 loads of laundry done at school. This year, Whirlpool will expand the program to twenty more schools in five more districts.

"Last year the good people at Whirlpool created the Whirlpool Care Counts Program and donated seventeen pairs of washers and dryers to school districts in St. Louis and in Fairfield, California. The schools then invited kids with attendance problems to bring in their laundry to be cleaned while they were in class.

The results were astounding: over 90% of participating students increased their attendance that year, at-risk students attended almost two more weeks of school, and each student got approximately 50 loads of laundry done at school. This year, Whirlpool will expand the program to twenty more schools in five more districts." ...

"Enter Dr. Melody Gunn, the former principal of Gibson Elementary School in St. Louis. While talking with the parents of some of her students, she learned that they had significant trouble being able to afford to do laundry or scheduling a time to go to laundromats from week to week. She approached Whirlpool and asked if they would donate a washer and dryer to her school. Whirlpool got interested, did its own research, and found that one in five students in the United States have trouble finding clean clothes to wear to school." ...

"Too often, kids with attendance issues are branded as 'troubled' or 'lazy.' More fortunate adults either can’t imagine not being able to do something that seems as simple to them as laundry, or they don’t take the time to put themselves in these kids’ shoes long enough to consider that it might be those kinds of issues that are playing a part in their struggles. Parents who are working to keep their kids fed and alive sometimes need to let other, less essential things (like a two-hour trip to the laundromat), go."
Author: Meredith Bland, Scary Mommy, August 10, 2016]]></description>
<dc:subject>education middleschool K-12</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:katherinestevens/b:6350bafd07f5/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:middleschool"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:K-12"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://www2.ed.gov/policy/gen/guid/fpco/ferpa/index.html">
    <title>Family Educational Rights and Privacy Act (FERPA)</title>
    <dc:date>2016-07-06T18:18:26+00:00</dc:date>
    <link>http://www2.ed.gov/policy/gen/guid/fpco/ferpa/index.html</link>
    <dc:creator>katherinestevens</dc:creator><description><![CDATA["The Family Educational Rights and Privacy Act (FERPA) (20 U.S.C. § 1232g; 34 CFR Part 99) is a Federal law that protects the privacy of student education records. The law applies to all schools that receive funds under an applicable program of the U.S. Department of Education."]]></description>
<dc:subject>privacy education K-12</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:katherinestevens/b:9e9a2205bda3/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:privacy"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:K-12"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="https://www.sciencedaily.com/releases/2016/05/160518102746.htm">
    <title>Kids who text and watch TV simultaneously likely to underperform at school: Juggling different types of media at one time is associated with impulsiveness in teens -- ScienceDaily</title>
    <dc:date>2016-05-18T17:14:54+00:00</dc:date>
    <link>https://www.sciencedaily.com/releases/2016/05/160518102746.htm</link>
    <dc:creator>katherinestevens</dc:creator><description><![CDATA["The more time teenagers spend splitting their attention between various devices such as their phones, video games or TV, the lower their test scores in math and English tend to be. More time spent multitasking between different types of media is also associated with greater impulsivity and a poorer working memory in adolescents."]]></description>
<dc:subject>memory education learning texting media multitasking teens</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:katherinestevens/b:1f409a6cfcbd/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:memory"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:learning"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:texting"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:media"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:multitasking"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:teens"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://www.spring.org.uk/2016/05/reading-paper-cognitive-benefit.php">
    <title>Reading Off Paper Has A Useful Cognitive Benefit Over Tablets Or Laptops - PsyBlog</title>
    <dc:date>2016-05-11T01:21:16+00:00</dc:date>
    <link>http://www.spring.org.uk/2016/05/reading-paper-cognitive-benefit.php</link>
    <dc:creator>katherinestevens</dc:creator><dc:subject>studying reading learning education K12 highered</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:katherinestevens/b:c0e1067a6539/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:studying"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:reading"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:learning"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:K12"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:highered"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://www.sciencedaily.com/releases/2015/11/151119095748.htm">
    <title>How a raisin can predict a toddler's future academic ability: Simple raisin test to forecast a child's attention and learning capacity -- ScienceDaily</title>
    <dc:date>2015-11-25T21:39:05+00:00</dc:date>
    <link>http://www.sciencedaily.com/releases/2015/11/151119095748.htm</link>
    <dc:creator>katherinestevens</dc:creator><description><![CDATA["Using just the piece of dried fruit and a plastic cup they have devised a test based on how long a 20-month old child can wait to pick up a raisin in front of them.

"The toddlers were given a raisin that was placed under an opaque cup within easy reach. After three training runs toddlers were asked to wait until they were told (60 seconds) they could touch and eat the raisin. During the study it was found that those who were born very prematurely were more likely to take the raisin before the allotted time. In a follow on study the academics found that those who couldn't inhibit their behavior as toddlers weren't performing as well in school as their full-term peers seven years later."]]></description>
<dc:subject>children toddler parenting learning K-12 childdevelopment education</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:katherinestevens/b:cfbbe07c90a7/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:children"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:toddler"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:parenting"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:learning"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:K-12"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:childdevelopment"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:education"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://www.sciencedaily.com/releases/2015/11/151109083415.htm">
    <title>Don't delay: Having to wait doesn't help young kids exercise self-control -- ScienceDaily</title>
    <dc:date>2015-11-10T01:35:07+00:00</dc:date>
    <link>http://www.sciencedaily.com/releases/2015/11/151109083415.htm</link>
    <dc:creator>katherinestevens</dc:creator><description><![CDATA["Would your ability to resist a tantalizing cookie improve if you had to wait a few seconds before you could reach for it? The idea that natural urges 'die down' with time seems intuitive, but new research shows that it's being reminded about what not to do, not the passage of time, that actually helps young children control their impulsive behavior." ...

"'Our findings suggest that pausing before acting won't help you resist temptations unless you are somehow reminded of your goals,' Barker explains."[psychological scientist Jane Barker of the University of Colorado Boulder]
Author: Science Daily, Nov. 11, 2015]]></description>
<dc:subject>willpower change childdevelopment children education learning</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:katherinestevens/b:536c41e911f4/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:willpower"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:change"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:childdevelopment"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:children"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:learning"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://www.sciencedaily.com/releases/2015/11/151103064606.htm">
    <title>Preschoolers working memory forecasts teenage dropout risk: Preschoolers working memory can forecasts teenage dropout risk -- ScienceDaily</title>
    <dc:date>2015-11-10T01:22:27+00:00</dc:date>
    <link>http://www.sciencedaily.com/releases/2015/11/151103064606.htm</link>
    <dc:creator>katherinestevens</dc:creator><description><![CDATA["Preschoolers who score lower on a working memory task are likely to score higher on a dropout risk scale at the age of 13, researchers at Université Sainte-Anne and the University of Montreal revealed today. " ...

"In older children, vigorous aerobic activity such as soccer, basketball, and jumping rope have all been shown to have beneficial effects on concentration and working memory. 'Traditional martial arts that place an important focus on respect, self-discipline, and humility have been shown to help children, especially boys build strong cognitive control and working memory skills,' Fitzpatrick added. 'Another promising strategy for improving working memory in children is to limit screen time -- video games, smartphones, tablets, and television -- which can undermine cognitive control and take time away from more enriching pursuits.'"]]></description>
<dc:subject>exercise children teens education</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:katherinestevens/b:2ce8691c47ea/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:exercise"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:children"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:teens"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:education"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://www.spring.org.uk/2014/10/7-common-neuromyths-that-many-educators-believe.php">
    <title>7 Common Neuromyths That Many Educators Believe - PsyBlog</title>
    <dc:date>2015-11-07T02:06:31+00:00</dc:date>
    <link>http://www.spring.org.uk/2014/10/7-common-neuromyths-that-many-educators-believe.php</link>
    <dc:creator>katherinestevens</dc:creator><description><![CDATA[Author: Jeremy Dean, PsyBlog, October 2014]]></description>
<dc:subject>brain neuroscience education myths learning learningstyles</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:katherinestevens/b:98e3b7900951/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:brain"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:neuroscience"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:myths"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:learning"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:learningstyles"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://www.sciencedaily.com/releases/2015/10/151008152222.htm">
    <title>Math story time at home bolsters achievement in school -- ScienceDaily</title>
    <dc:date>2015-10-29T20:44:31+00:00</dc:date>
    <link>http://www.sciencedaily.com/releases/2015/10/151008152222.htm</link>
    <dc:creator>katherinestevens</dc:creator><description><![CDATA["The study from psychologists Sian Beilock and Susan Levine shows a marked increase in math achievement among children whose families used Bedtime Math, an iPad app that delivers engaging math story problems for parents and children to solve together.

"Even children who used the app with their parents as little as once a week saw gains in math achievement by the end of the school year. The app's effect was especially strong for children whose parents tend to be anxious or uncomfortable with math."
Author: Science Daily, October 6, 2015]]></description>
<dc:subject>math education parenting</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:katherinestevens/b:efa3a8981a44/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:math"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:parenting"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://www.sciencedaily.com/releases/2015/10/151016135315.htm">
    <title>A nap to recap: How reward, daytime sleep boost learning: Findings could benefit educators -- ScienceDaily</title>
    <dc:date>2015-10-17T21:52:55+00:00</dc:date>
    <link>http://www.sciencedaily.com/releases/2015/10/151016135315.htm</link>
    <dc:creator>katherinestevens</dc:creator><description><![CDATA["A new study suggests that receiving rewards as you learn can help cement new facts and skills in your memory, particularly when combined with a daytime nap."
Author: ScienceDaily]]></description>
<dc:subject>sleep learning education instructional_methods instructional_theory</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:katherinestevens/b:7bd77d3f33c7/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:sleep"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:learning"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:instructional_methods"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:instructional_theory"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://www.sciencedaily.com/releases/2015/10/151005121422.htm">
    <title>Training by repetition actually prevents learning for those with autism -- ScienceDaily</title>
    <dc:date>2015-10-08T23:05:45+00:00</dc:date>
    <link>http://www.sciencedaily.com/releases/2015/10/151005121422.htm</link>
    <dc:creator>katherinestevens</dc:creator><description><![CDATA["Training individuals with those with autism spectrum disorders (ASD) to acquire new information by repeating the information actually harms their ability to apply that learned knowledge to other situations. This finding, by an international research team, challenges the popular educational approaches designed for ASD individuals that focus on repetition and drills."]]></description>
<dc:subject>learning instructional_methods autism education</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:katherinestevens/b:853b87658d76/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:learning"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:instructional_methods"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:autism"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:education"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://www.spring.org.uk/2015/09/the-secret-to-better-learning-that-most-people-dont-know.php">
    <title>The Secret to Better Learning That Most People Don't Know - PsyBlog</title>
    <dc:date>2015-09-10T03:55:39+00:00</dc:date>
    <link>http://www.spring.org.uk/2015/09/the-secret-to-better-learning-that-most-people-dont-know.php</link>
    <dc:creator>katherinestevens</dc:creator><description><![CDATA[The answer: interleaving
"On a test one day later, the students who’d been using the interleaving method did 25% better.
 
"But, when tested a month later, the interleaving method did 76% better.

"That’s quite an increase given that both groups had been learning for the same amount of time.

"The only difference was that some learned block by block and others had their learning mixed up.

"One of the potential drawbacks of the technique is that it can feel harder at first.

"Instead of concentrating on one skill at a time, you have to work on two or more.

"But interleaving probably works because it forces the mind to work harder.

"Instead of relying on learning a system and sticking with it, the mind has to keep searching and reaching for solutions."

Author: Jeremy Dean, PsyBlog, September 2015]]></description>
<dc:subject>learning training instructional_methods education kids math trainingmethods</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:katherinestevens/b:d2d2375b3b24/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:learning"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:training"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:instructional_methods"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:kids"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:math"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:trainingmethods"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://www.harvardbusiness.org/short-bursts-not-shortcuts-value-learning-over-time">
    <title>Short Bursts, Not Shortcuts: The Value of Learning Over Time | Harvard Business Publishing Corporate Learning</title>
    <dc:date>2015-07-29T18:31:03+00:00</dc:date>
    <link>http://www.harvardbusiness.org/short-bursts-not-shortcuts-value-learning-over-time</link>
    <dc:creator>katherinestevens</dc:creator><description><![CDATA[You have to register to download the document]]></description>
<dc:subject>learningtheory memory learning education</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:katherinestevens/b:7e42275fffe2/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:learningtheory"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:memory"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:learning"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:education"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://www.wholechildeducation.org/blog/10-ways-technology-supports-21st-century-learners-in-being-self-directed/">
    <title>10 Ways Technology Supports 21st Century Learners in Being Self-Directed — Whole Child Education</title>
    <dc:date>2015-06-13T01:19:02+00:00</dc:date>
    <link>http://www.wholechildeducation.org/blog/10-ways-technology-supports-21st-century-learners-in-being-self-directed/</link>
    <dc:creator>katherinestevens</dc:creator><description><![CDATA[Life in the 21st century provides a whole new world of opportunities for self-directed, passion-driven, personalized learning. ... Here are 10 ideas every teacher should consider when supporting learning for students today. 
1. Personal learning networks
2. Tweet to connect with experts
3. Skype an expert
4. Free only educational resources
5. Online learning
6. Authentic publishish
7. Use YouTube and iTunes to learn anything
8. Passion (or Talent( profiles
9. Develop authentic learning portfolios
10, Empower students to assess ad learn themselves 
Author: Lisa Nielsen, The Whole Child, Feb. 16, 2011]]></description>
<dc:subject>education self-directed social media portfolios edtech PLN twitter skype OER</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:katherinestevens/b:1457451fcc25/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:self-directed"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:social"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:media"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:portfolios"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:edtech"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:PLN"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:twitter"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:skype"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:OER"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://www.huffingtonpost.com/keith-m-parsons/message-to-my-freshman-st_b_7275016.html">
    <title>Message to My Freshman Students | Keith M. Parsons</title>
    <dc:date>2015-05-16T20:41:01+00:00</dc:date>
    <link>http://www.huffingtonpost.com/keith-m-parsons/message-to-my-freshman-st_b_7275016.html</link>
    <dc:creator>katherinestevens</dc:creator><description><![CDATA[A professor's message to freshman college students:
"First, I am your professor, not your teacher. There is a difference. Up to now your instruction has been in the hands of teachers, and a teacher's job is to make sure that you learn. Teachers are evaluated on the basis of learning outcomes, generally as measured by standardized tests. If you don't learn, then your teacher is blamed. However, things are very different for a university professor. It is no part of my job to make you learn. At university, learning is your job -- and yours alone. My job is to lead you to the fountain of knowledge. Whether you drink deeply or only gargle is entirely up to you."
Author: Keith M. Parsons, Huffington Post Education, May 18, 2015]]></description>
<dc:subject>highered education learning highschool</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:katherinestevens/b:94404332502e/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:highered"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:learning"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:highschool"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://www.learningsolutionsmag.com/articles/1037/is-content-curation-in-your-skill-set-it-should-be">
    <title>Is Content Curation in Your Skill Set? It Should Be. by David Kelly : Learning Solutions Magazine</title>
    <dc:date>2015-05-01T21:44:37+00:00</dc:date>
    <link>http://www.learningsolutionsmag.com/articles/1037/is-content-curation-in-your-skill-set-it-should-be</link>
    <dc:creator>katherinestevens</dc:creator><description><![CDATA[Author: David Kelly, Learning Solutions Magazine, October 29, 2012]]></description>
<dc:subject>curation learning informal-learning education socialmedia</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:katherinestevens/b:4bca123ea4c1/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:curation"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:learning"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:informal-learning"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:socialmedia"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://c4lpt.co.uk/directory-of-learning-performance-tools/content-curation-tools-and-services/">
    <title>Content Curation Tools and Services | Centre for Learning &amp; Performance Technologies</title>
    <dc:date>2015-05-01T21:43:04+00:00</dc:date>
    <link>http://c4lpt.co.uk/directory-of-learning-performance-tools/content-curation-tools-and-services/</link>
    <dc:creator>katherinestevens</dc:creator><description><![CDATA[Jane Hart's list of top content curation tools and services]]></description>
<dc:subject>curation tools learning education edtech</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:katherinestevens/b:6bcd49401c4f/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:curation"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:tools"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:learning"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:edtech"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://www.edtechmagazine.com/higher/article/2015/03/6-tech-trends-course-reshape-higher-ed-2020">
    <title>6 Tech Trends on Course to Reshape Higher Ed by 2020 | EdTech Magazine</title>
    <dc:date>2015-05-01T21:26:01+00:00</dc:date>
    <link>http://www.edtechmagazine.com/higher/article/2015/03/6-tech-trends-course-reshape-higher-ed-2020</link>
    <dc:creator>katherinestevens</dc:creator><description><![CDATA[Author: March 27, 2015]]></description>
<dc:subject>highered education trends</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:katherinestevens/b:7e006d046e32/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:highered"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:trends"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://www.spring.org.uk/2015/04/1-in-5-children-experience-something-worse-than-parental-abuse.php">
    <title>1 in 5 Children Experience Something WORSE Than Parental Abuse - PsyBlog</title>
    <dc:date>2015-04-29T21:15:23+00:00</dc:date>
    <link>http://www.spring.org.uk/2015/04/1-in-5-children-experience-something-worse-than-parental-abuse.php</link>
    <dc:creator>katherinestevens</dc:creator><description><![CDATA["Bullying as a child has a worse effect on adult mental health than parental abuse, new research shows.

"The study, published in The Lancet Psychiatry found very severe outcomes for bullied children (Lereya et al., 2015)."
Author: Jeremy Dean, PsyBlog, April 2015]]></description>
<dc:subject>parenting education K-12 children kids teens</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:katherinestevens/b:54e897c43ed1/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:parenting"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:K-12"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:children"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:kids"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:teens"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://www.spring.org.uk/2015/04/tested-whether-people-think-better-on-their-feet-or-seated.php">
    <title>Tested: Whether People Think Better on Their Feet or Seated - PsyBlog</title>
    <dc:date>2015-04-27T00:00:03+00:00</dc:date>
    <link>http://www.spring.org.uk/2015/04/tested-whether-people-think-better-on-their-feet-or-seated.php</link>
    <dc:creator>katherinestevens</dc:creator><description><![CDATA["For the study 282 children between about 7- and 10-years-old were followed over the academic year.

"Some classes had regular desks, while others had standing desks.

"The results showed that those using the standing desk were more likely to:

Raise their hand.
Play a part in classroom discussions.
Answer a question.
Avoid talking out of turn.
The research is published in the  International Journal of Health Promotion and Education (Dornhecker et al., 2015)."

Author: Jeremy Dean, Psyblog, April 2015]]></description>
<dc:subject>pyschology learning education K-12 attention</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:katherinestevens/b:05788e5f3150/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:pyschology"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:learning"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:K-12"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:attention"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://www.fastcompany.com/3044907/work-smart/how-typing-is-destroying-your-memory">
    <title>How Typing Is Destroying Your Memory | Fast Company | Business + Innovation</title>
    <dc:date>2015-04-21T15:51:18+00:00</dc:date>
    <link>http://www.fastcompany.com/3044907/work-smart/how-typing-is-destroying-your-memory</link>
    <dc:creator>katherinestevens</dc:creator><description><![CDATA["Bad News: If you take notes in a meeting using your laptop, or if you create a to-do list using an app, you might be undermining your ability to recall the information later.

"A recent study published in Psychological Science found that the pen is mightier than the keyboard when it comes to remembering what you just jotted down."]]></description>
<dc:subject>memory education learning pm</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:katherinestevens/b:290f1a1ce1cf/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:memory"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:learning"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:pm"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://www.pearsonlearningsolutions.com/assets/downloads/reports/social-media-for-teaching-and-learning-2013-report.pdf#view=FitH,0">
    <title>Social Media for Teaching and Learning (PDF) - Babson College &amp; Pearson Learning Report October 2013</title>
    <dc:date>2015-04-11T14:42:18+00:00</dc:date>
    <link>http://www.pearsonlearningsolutions.com/assets/downloads/reports/social-media-for-teaching-and-learning-2013-report.pdf#view=FitH,0</link>
    <dc:creator>katherinestevens</dc:creator><description><![CDATA[Study of social media use in colleges to support learning by Jeff Seaman, Babson College and Hester Tinti-Kan, VP, Pearson Learning Solutions, October 2013. Has lots of stats on college faculty's use of social media for teaching.]]></description>
<dc:subject>learning education linkedin twitter blogs podcasts wikis facebook statistics socialmedia</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:katherinestevens/b:a4b1ff814209/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:learning"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:linkedin"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:twitter"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:blogs"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:podcasts"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:wikis"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:facebook"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:statistics"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:socialmedia"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://www.huffingtonpost.com/jason-a-llorenz/ten-steps-to-using-twitte_b_5692021.html">
    <title>Ten Steps to Using Twitter in the College Classroom | Jason A. Llorenz</title>
    <dc:date>2015-04-11T14:25:49+00:00</dc:date>
    <link>http://www.huffingtonpost.com/jason-a-llorenz/ten-steps-to-using-twitte_b_5692021.html</link>
    <dc:creator>katherinestevens</dc:creator><description><![CDATA[Provides 10 strategies and tactics for integrating Twitter into college classes. Here are some of the suggestonns.
"1) Assign a course #hashtag" early and "include it on all of your materials."
"2) Provide Twitter training(s)."
   "Step 1: Have all students open the Twitter app on their phones or laptops while projecting Twitter in front of the room, monitoring the class hash tag. 
   'Step 2: Have everyone tweet one thing they would like to learn this semester, and remember to include the class hashtag. This allows everyone to see the hashtag string unfold in front of them. 
   Step 3: Now, Pose a question to the class, via Twitter (again, using the hashtag) -- like, "what is important about #Twitter?" Remind everyone to respond by including your twitter handle, and the class hashtag. 
   Step 4: Have students find a response they like, and retweet it, first by clicking the retweet button, and then by quote tweet, spelling out, for example: RT: @llorenzesq "Twitter connects ideas" #rusocial14
3) Dymystify Twitter langugage. "Taking a snapshot of a tweet, highlight the main components in front of your classroom, highlighting the handle(s), hashtags, links (shortened), and how and why each are used. I call this "the anatomy of a tweet."
"4) Provide a glossary."
"5) Determine Influences. ... Ask your students to do a web search (off of Twitter) for Twitter influencers + (insert subject of interest). "
Author: Janson A. Llorenz, Huff Post College, October 25, 2015]]></description>
<dc:subject>twitter howto highered socialmedia education learning</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:katherinestevens/b:d0eb289596d1/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:twitter"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:howto"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:highered"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:socialmedia"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:learning"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://www.scientificamerican.com/article/what-works-what-doesn-t/">
    <title>What Works, What Doesn't - Scientific American</title>
    <dc:date>2015-04-07T14:47:25+00:00</dc:date>
    <link>http://www.scientificamerican.com/article/what-works-what-doesn-t/</link>
    <dc:creator>katherinestevens</dc:creator><description><![CDATA["Some study techniques accelerate learning, whereas others are just a waste of time—but which ones are which? An unprecedented review maps out the best pathways to follow."
By John Dunlosky, Katherine A. Rawson, Elizabeth J. Marsh, Mitchell J. Nathan and Daniel T. Willingham, Scientific American, January 1, 2015

NOTE: This is just a snippet online. You need the print version to get the articles.]]></description>
<dc:subject>studying education highered K-12 highschool</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:katherinestevens/b:31c116bac562/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:studying"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:highered"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:K-12"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:highschool"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://www.scientificamerican.com/article/stop-lecturing-me/">
    <title>Stop Lecturing Me - Scientific American</title>
    <dc:date>2015-04-07T14:41:30+00:00</dc:date>
    <link>http://www.scientificamerican.com/article/stop-lecturing-me/</link>
    <dc:creator>katherinestevens</dc:creator><description><![CDATA["At the college level, the evidence is clear: science students learn less when they are expected to listen passively."
Jul 15, 2014 |By Carl Wieman, At the college level, the evidence is clear: science students learn less when they are expected to listen passively
Author: Carl Wieman, Scientific American, Jul 15, 2014]]></description>
<dc:subject>studying education highered instructional_methods</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:katherinestevens/b:1b45fda3d7de/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:studying"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:highered"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:instructional_methods"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://www.scientificamerican.com/podcast/episode/studying-instead-of-sleeping-bites-12-08-29/">
    <title>Studying Instead of Sleeping Bites Students - Scientific American</title>
    <dc:date>2015-04-07T14:32:54+00:00</dc:date>
    <link>http://www.scientificamerican.com/podcast/episode/studying-instead-of-sleeping-bites-12-08-29/</link>
    <dc:creator>katherinestevens</dc:creator><description><![CDATA["Students who studied a lot at the expense of sleep had significantly more negative incidents, such as not understanding a lecture, as those who kept a more balanced study schedule. Christie Nicholson reports.
Author: Scientific American, August 29, 2012]]></description>
<dc:subject>studying education highered K-12 sleep</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:katherinestevens/b:eb586ec8a01f/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:studying"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:highered"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:K-12"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:sleep"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://www.entrepreneur.com/article/238908">
    <title>15 Free Online Learning Sites Every Entrepreneur Should Visit</title>
    <dc:date>2015-02-26T18:24:09+00:00</dc:date>
    <link>http://www.entrepreneur.com/article/238908</link>
    <dc:creator>katherinestevens</dc:creator><description><![CDATA[15 Free Online Learning Sites Every Entrepreneur Should Visit includes:
1. CodeAcademy
2. Hubspot Academy
3. Moz - for SEO
4. LearnVest for 2 courses on managing money "Building Better Money Habits" and "How to Budget"
5. Niche consultant courses - "ome great coaches and organizations that routinely have free courses and ebooks on building a business include Natalie MacNeil and MyOwnBusiness. Try searching “niche keyword” + “business course” to find one most applicable to you."
6. edX - "This free site currently has over 300 courses on a variety of topics, including “Financial Analysis and Decision Making” and “Entrepreneurship 101: Who is your customer?” These courses not only cover business in general, but can also you help learn more skills that are applicable to your industry, such as big data or environmental conservation."

7. Khan Academy
8. MIT Open Courseware
9. Kutztown University of Pennsylvania - "This university has almost 100 free on-demand college courses that are extremely applicable to entrepreneurs, including ones that cover business planning, operations and management and small-business tax. "

10. Cousera
11. Open Culture
12. YouTube
13. Alison - "This platform offers free online courses from ... Google, Microsoft, and Macmillan. With over 4 million users and over 600 courses already, it covers topics such as economic literacy, personal development and business/enterprise skills."

14. Saylor - "The Saylor Foundation offers tuition-free courses and also works with accredited colleges and universities to offer affordable credentials. Its course offerings are similar to what you’d see when working toward a bachelor’s degree."

15. Podcasts]]></description>
<dc:subject>entrepreneurial_learning entrepreneurship education financial_education howto</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:katherinestevens/b:e31ff27fe71c/</dc:identifier>
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	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:entrepreneurship"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:financial_education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:howto"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://www.news.wisc.edu/23500">
    <title>Review identifies keys to financial well-being for children and young adults</title>
    <dc:date>2015-02-17T23:56:54+00:00</dc:date>
    <link>http://www.news.wisc.edu/23500</link>
    <dc:creator>katherinestevens</dc:creator><description><![CDATA[Review identifies keys to financial well-being for children and young adults. 

"Elizabeth Odders-White, an associate professor with the University of Wisconsin-Madison's Wisconsin School of Business, finds that parents can take a number of steps at each stage of their child's development to teach and model financial well-being.

Odders-White conducted a broad review of existing literature from consumer science, developmental psychology and related fields to identify how children can best develop the skills and approaches they will need to become adults who can manage their own finances, provide a safety net for themselves and their families and enjoy a sense of financial well-being."
]]></description>
<dc:subject>financial kids learning education</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:katherinestevens/b:087f0e3fa4e3/</dc:identifier>
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	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:kids"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:learning"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:education"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://www.natlawreview.com/article/president-obama-proposes-new-legislation-and-model-terms-service-to-protect-student-">
    <title>President Obama Proposes New Legislation and Model Terms of Service to Protect Student Privacy | The National Law Review</title>
    <dc:date>2015-01-16T23:10:28+00:00</dc:date>
    <link>http://www.natlawreview.com/article/president-obama-proposes-new-legislation-and-model-terms-service-to-protect-student-</link>
    <dc:creator>katherinestevens</dc:creator><dc:subject>education edtech</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:katherinestevens/b:143bf9e1f088/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:edtech"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://literacynet.org/lincs/resources/cromley_report.pdf">
    <title>Learning to Think, Learning to Learn:[PDF - online book]</title>
    <dc:date>2015-01-08T20:06:00+00:00</dc:date>
    <link>http://literacynet.org/lincs/resources/cromley_report.pdf</link>
    <dc:creator>katherinestevens</dc:creator><description><![CDATA[Subtitle: What The Science Of Thinking And Learning Has To Offer Adult Education
Produced under a National Institute for Literacy
Literacy Leader Fellowship
Jennifer Cromley
Literacy Leader Fellow, 1998-99

This is a 200+ page book, which is available as a PDF.]]></description>
<dc:subject>literacy instructional-theory instructional_methods education training</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:katherinestevens/b:2cc928761d3a/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:literacy"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:instructional-theory"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:instructional_methods"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:training"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://www.tonybates.ca/2014/07/27/why-lectures-are-dead-or-soon-will-be/">
    <title>Why lectures are dead (or soon will be)</title>
    <dc:date>2015-01-02T20:59:21+00:00</dc:date>
    <link>http://www.tonybates.ca/2014/07/27/why-lectures-are-dead-or-soon-will-be/</link>
    <dc:creator>katherinestevens</dc:creator><description><![CDATA[Author: Tony Bates]]></description>
<dc:subject>instructional_methods education training instructional_strategy elearning elearning_design</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:katherinestevens/b:c313c081e24c/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:instructional_methods"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:training"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:instructional_strategy"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:elearning"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:elearning_design"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://adifference.blogspot.ca/2014/09/are-laptops-really-bad-for-learning.html">
    <title>A Difference: Are Laptops Really Bad For Learning?</title>
    <dc:date>2015-01-02T20:54:15+00:00</dc:date>
    <link>http://adifference.blogspot.ca/2014/09/are-laptops-really-bad-for-learning.html</link>
    <dc:creator>katherinestevens</dc:creator><description><![CDATA["A study was recently published in the Journal of Psychological Science ... titled: The Pen Is Mightier Than the Keyboard: Advantages of Longhand Over Laptop Note Taking. The general consensus seems to be that people learn more effectively when taking notes using pen and paper rather than laptops."
]]></description>
<dc:subject>education instructional_methods writing notetaking</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:katherinestevens/b:66f98496af1c/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:instructional_methods"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:writing"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:notetaking"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://tlt.psu.edu/2014/06/03/educational-gaming-design-simple-prototyping-with-metrics-and-events/">
    <title>Educational gaming design: Simple prototyping with metrics and events</title>
    <dc:date>2015-01-01T20:46:39+00:00</dc:date>
    <link>http://tlt.psu.edu/2014/06/03/educational-gaming-design-simple-prototyping-with-metrics-and-events/</link>
    <dc:creator>katherinestevens</dc:creator><description><![CDATA["The first thing you should think about, when designing an educational game, is to define a clear learning objective(s). This is a fairly obvious first step. Yet it often gets skipped over in favor of thinking about more detailed information about the game. ..."

"The second, and maybe more important thing to think about when designing an educational game is how will your game keep score and what will it keep score of? We need tangible and quantifiable methods of monitoring a player’s progress. Score, as in number of points, is rarely specific enough to accurately measure a player’s skill, or knowledge of content. We need metrics that are more closely aligned with the learning objectives of the game. When a game’s metrics relate directly to a game’s learning objectives it increases the odds of accurately assessing a player."

"... the next step is to come up with ways that our player can have influence over, or be influenced by them. Basically, we need to give the player methods of action. ..."

"We can categorize all events into four types. It doesn’t seem like a lot by it is true if you think about it. The four event types are happenstance, multiple-choice, multiple selection and slider. It’s not important to think about the context of the event at this point."

"Meaning, a multiple-choice event may not appear as a test question to the player during gameplay. Instead, it might be in the form of which chest to open or which hallway to go down. For now, we want to think about the content of the event and the resulting change to our metrics. You can design just about any game using these four events. ..."

Author: Zachary Edward Zikik, June 3, 2014]]></description>
<dc:subject>gamedesign elearning instructional_methods eduction training education learning</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:katherinestevens/b:bd8174eaa6b1/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:gamedesign"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:elearning"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:instructional_methods"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:eduction"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:training"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:learning"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://financeintheclassroom.org/">
    <title>Finance in the Classroom - Utah's website</title>
    <dc:date>2014-12-13T00:12:45+00:00</dc:date>
    <link>http://financeintheclassroom.org/</link>
    <dc:creator>katherinestevens</dc:creator><dc:subject>K-12 financial_education education</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:katherinestevens/b:3a323f1f94f4/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:K-12"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:financial_education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:education"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="https://smallbusiness.yahoo.com/advisor/kids-theme-park-educates-them-finance-151902717.html">
    <title>Kids’ theme park educates them about finance - Yahoo Small Business Advisor</title>
    <dc:date>2014-11-19T20:36:07+00:00</dc:date>
    <link>https://smallbusiness.yahoo.com/advisor/kids-theme-park-educates-them-finance-151902717.html</link>
    <dc:creator>katherinestevens</dc:creator><dc:subject>kids financial_education education finance</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:katherinestevens/b:fb433b1d5a5b/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:kids"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:financial_education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:finance"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://www.newyorker.com/tech/elements/brain-games-are-bogus">
    <title>Brain Games are Bogus - The New Yorker</title>
    <dc:date>2014-11-09T05:15:22+00:00</dc:date>
    <link>http://www.newyorker.com/tech/elements/brain-games-are-bogus</link>
    <dc:creator>katherinestevens</dc:creator><description><![CDATA[Do brain games make you smarter? "The answer, however, now appears to be a pretty firm no—at least, not through brain training. 
"A pair of scientists in Europe recently gathered all of the best research—twenty-three investigations of memory training by teams around the world—and employed a standard statistical technique (called meta-analysis) to settle this controversial issue. The conclusion: the games may yield improvements in the narrow task being trained, but this does not transfer to broader skills like the ability to read or do arithmetic, or to other measures of intelligence. Playing the games makes you better at the games, in other words, but not at anything anyone might care about in real life. ..."

"Cogmed and the other companies stake their claims on “working memory,” the ability to keep information the focus of conscious attention, despite distractions—mental juggling, in other words. There is powerful, widely accepted evidence that working memory plays an important role in everything from reading ability and problem-solving to reasoning and learning new skills. (It also seems to help with musical sight-reading and proficiency at Texas hold ’em.) And problems with working memory play a role in A.D.H.D., which has become an American fixation. Working memory is also closely related to “executive function,” the brain’s ability to make a plan and stick with it, an active and fruitful area of psychology with broad social implications. Many psychologists consider working memory to be a core component of general intelligence. People who score highly on intelligence tests also tend to perform well on working-memory tests.

The experiments by Klingberg and others suggested that working memory could be markedly increased through training, the same way that sit-ups create stronger abs—and, more importantly, that the training could bring broad benefits, the way weight training can make a person a better all-around athlete. ..."

"Over the last year, however, the idea that working-memory training has broad benefits has crumbled. One group of psychologists, lead by a team at Georgia Tech, ... but with more careful controls and seventeen different cognitive-skills tests. Their subjects showed no evidence whatsoever for improvement in intelligence. They also identified a pattern of methodological problems with experiments showing positive results, like poor controls and a reliance on a single measure of cognitive improvement. ..."

"The recent meta-analysis, led by Monica Melby-Lervåg, of the University of Oslo, and also published in a top journal, is even more damning. Some studies are more convincing than others, because they include more subjects and show a larger effect. Melby-Lervåg’s paper laboriously accounts for this .... The meta-analysis found that the training isn’t doing anyone much good. If anything, the scientific literature tends to overstate effects, because teams that find nothing tend not to publish their papers. (This is known as the “filedrawer” effect.) ... In the meantime, a separate paper by some of the Georgia Tech scientists looked specifically at Cogmed’s training, which has been subjected to more scientific scrutiny than any other program. 'The claims made by Cogmed,” they wrote, “are largely unsubstantiated.'"

Author: Gareth Cook, The New Yorker, April 5, 2013]]></description>
<dc:subject>games braingames education learning</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:katherinestevens/b:876d075c8a7d/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:games"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:braingames"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:learning"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://www.crucialskills.com/2014/10/kerrying-on-lifes-a-speech/">
    <title>Kerrying On: Life’s a Speech | Crucial Skills</title>
    <dc:date>2014-10-31T19:19:29+00:00</dc:date>
    <link>http://www.crucialskills.com/2014/10/kerrying-on-lifes-a-speech/</link>
    <dc:creator>katherinestevens</dc:creator><description><![CDATA[Article about the importance of testing ideas with others. It's about developing a final product and you're done. The author contrasts producing a movie (a one-time event) and writing and delivering a speech (improving each time based on audience feedback).

"[Movie] Producers spend tens of millions on a production, show it to audiences, and then wait for the fall out. There’s not much they can do if it doesn’t go well. The sets have been demolished, the people behind the cameras have moved on to new projects, and the principal actors have scattered to the wind. With a movie, you have one chance to get it right and then it’s on to the next one. At best, you can tweak a little here and cut a little there but nothing more than that."

"My speech, in contrast, provided ample opportunity for me to improve on my original disaster by running short-term mini-experiments. With each new speech, I’d try out new ideas or methods, watch the reaction, make changes, test them, and then repeat the process until, by golly, I had a finely tuned, widely accepted, finished product. In fact, that’s not even true. With a speech, you never have a finished product. With each new delivery, you’re provided one more opportunity to make improvements based on your latest audience’s reaction."

"I suppose we develop this life-is-a-movie attitude early on in our education. We work on our first science project or term paper, hand it in, and pray for a good grade. We’re lucky to get it handed in at all, let alone tested, changed, polished, and refined. As a result, by the time I work with students in graduate school, they’re used to dashing out a project, doing the least amount possible to receive the grade they want, and then moving on. They have neither the time nor the inclination to polish anything.

"Unfortunately, when it comes to producing a noteworthy product, polishing is everything. Just ask professional writers about their craft. They’ll eagerly tell you, “Writing is rewriting.” And if they’re smart, they’re rewriting based on the reaction of members of their target audience."

"For instance, when we develop a new training product, we don’t create two days of training and then test it with a beta group. We work feverishly on one hour of the training and then test it. Then we make changes and test it again. And again. Next, we combine two one-hour segments into a quarter day. By the time we release a finished product, every element has been vetted by real audiences, dozens of times."

"Understanding this idea gives us hope. It frees us from the frightening challenge of “getting it right the first time.” Instead, when it comes to working on complex projects, we should produce a first draft, run tests, make changes, and repeat. So I’ll say it one more time: life is a speech, not a movie."

Author: Kerry Patterson, Crucial Skills website, Oct 28, 2014]]></description>
<dc:subject>speaking speeches process creativity performance education highered</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:katherinestevens/b:89f29965002f/</dc:identifier>
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	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:process"/>
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<item rdf:about="http://www.edutopia.org/blog/dyslexia-in-general-ed-classroom-kelli-sandman-hurley">
    <title>Dyslexia in the General Education Classroom | Edutopia</title>
    <dc:date>2014-10-30T00:31:28+00:00</dc:date>
    <link>http://www.edutopia.org/blog/dyslexia-in-general-ed-classroom-kelli-sandman-hurley</link>
    <dc:creator>katherinestevens</dc:creator><description><![CDATA[Some common and helpful accommodations:
* "Books on audio: These should be introduced as soon as a reading deficit is suspected, and implemented as early as kindergarten. ... Learning Ally and Bookshare are reputable resources."
* "Do not require the student to read aloud, unless he or she volunteers or had the opportunity to practice."
* "Provide notes ahead of time or allow the student to record the lecture. The Livescribe Pen is a fantastic tool."
* "Allow the student to verbally respond to short-answer and essay questions as well as dictate longer passages. Dyslexia affects writing as much, if not more, than reading."
* "Do not mark off for spelling -- grade written assignments based on content only."
* "Remove time limits from testing and other timed situations."
* "Give multiple opportunities for success." 
Author: Kelli Sandman-Hurey, Edutopia, October 23, 2014]]></description>
<dc:subject>K-12 education dyslexia learning-disability children</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:katherinestevens/b:08f1a2d09938/</dc:identifier>
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	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:learning-disability"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:children"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://www.corestandards.org/">
    <title>Common Core State Standards Initiative</title>
    <dc:date>2014-10-01T20:53:37+00:00</dc:date>
    <link>http://www.corestandards.org/</link>
    <dc:creator>katherinestevens</dc:creator><description><![CDATA[Website for the Common Core educational standards.]]></description>
<dc:subject>education english literacy standards</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:katherinestevens/b:c3fcca02590b/</dc:identifier>
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	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:english"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:literacy"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:standards"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://www.trainingmagnetwork.com/welcome/wp_bottomlineperformance_sept16?gref=wp1">
    <title>When Remembering Really Matters: Learning Strategies for Long Term Retention [webinar, ebook]</title>
    <dc:date>2014-09-09T17:49:34+00:00</dc:date>
    <link>http://www.trainingmagnetwork.com/welcome/wp_bottomlineperformance_sept16?gref=wp1</link>
    <dc:creator>katherinestevens</dc:creator><description><![CDATA[You have to register to get the free ebook "When Remembering Really Matters: Learning Strategies for Long Term Retention"]]></description>
<dc:subject>webinar memory learning instructional_methods instructional_strategy education</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:katherinestevens/b:f994e4b14029/</dc:identifier>
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	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:learning"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:instructional_methods"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:instructional_strategy"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:education"/>
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<item rdf:about="http://www.nytimes.com/2012/03/18/opinion/sunday/the-neuroscience-of-your-brain-on-fiction.html?pagewanted=all&amp;_r=1&amp;">
    <title>The Neuroscience of Your Brain on Fiction - NYTimes.com</title>
    <dc:date>2014-09-03T17:31:56+00:00</dc:date>
    <link>http://www.nytimes.com/2012/03/18/opinion/sunday/the-neuroscience-of-your-brain-on-fiction.html?pagewanted=all&amp;_r=1&amp;</link>
    <dc:creator>katherinestevens</dc:creator><description><![CDATA["Brain scans are revealing what happens in our heads when we read a detailed description, an evocative metaphor or an emotional exchange between characters. Stories, this research is showing, stimulate the brain and even change how we act in life."

Author: Annie Murphy Paul, NY Times, March 17, 2012]]></description>
<dc:subject>stories education reading storytelling</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:katherinestevens/b:b4a4b7c4e6cd/</dc:identifier>
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	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:reading"/>
	<rdf:li rdf:resource="https://pinboard.in/u:katherinestevens/t:storytelling"/>
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