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12.8.11 Ender's Game and artificial instruction

posted Dec 8, 2011, 10:40 AM by Unknown user

Forty-sixth issue, Volume four

TLT Group TGIF 12.8.2011                

From TLT Group World Headquarters

We've been talking lately about Ender’s Game by Orson Scott Card, and highly recommend that you read it this holiday!

Brief synopsis:   Ender Wiggin, age six, is selected by international military forces to be trained to lead.  Ender and his parents are given no choice.      In Battle School and then in Command School, Ender advances in a computer training game farther than anyone before, and then to simulated battles... before his 10th birthday.*

Why you should read it:     The novel depicts a powerful educational system that includes "tracking", simulations, teamwork, projects, and other forms of instruction - even experiential learning.  It raises questions about student choice, matching students with instructional options, and the role of computer simulations.

We’ll be looking more closely at Ender’s Game and the ethical, moral, and political implications of ‘artificial instruction’ this January and February. Keep your eye out for online discussions on FridayLive!  Looking forward to your input!

*Adapted from http://www.sparknotes.com/lit/endersgame/summary.html

Truth vs. Proof - Godel, Logicomix, and Beyond - See extraordinary "family movie" of Godel, Einstein et al

Too much turkey? Tips for a healthy diet beginning right after Thanksgiving!

Thanksgiving Day 2011 - As good as it gets! Fundamental Questions - or Thanksgiving, for Everything! tlt.gs/fqfi

There's an app for that - Lots of good apps for iPad, android, chrome browser

How to counter misleading bad press for higher ed - Zubizaretta plenary at Lilly 2011

If evidence for changing pedagogies is so clear, then why do my colleagues keep teaching the same way?

Friday Dec. 9, 2:00pm EDT... Free to all

Guests: Scott Simkins, Director, Academy of Teaching and Learning, North Carolina A & T
State University

Recent books such as Academically Adrift suggest that traditional teaching practices result in "limited learning" for large numbers of students, while evidence mounts that using research-based, interactive-engagement teaching practices increases student learning. So why don't more faculty members adopt these more effective teaching practices? We'll make use of recent research to help us better understand why many faculty members fail to make changes to their teaching practices despite evidence that it would benefit students.

More about the session and Registration for Dec. 9

What's next on FridayLive!... Working with Student Resistance to Active Learning

FridayLive! full event calendar
Fall 2011 season FASTPASS is also available for registration for TLT Group Individual Members

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Encourage. Enable. Engage.