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Samantha Morra

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Gmail: Tips

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Angie Kelley

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A Collection of Photo Effects - Online Photo Editor

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Tom Daccord

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U6: E-portfolios - Supporting Distance Learners in the 21st Century

Using e-portfolios for assessment

The use of computers in distance education creates many opportunities for learners to record their progress through a course. In many institutions, tutors are using e-portfolios as a method of formative or continuous assessment. E-portfolios can be produced and published on the Web using some of the simple tools that were discussed in Unit 4, such as wikis, blogs and Google Docs. In addition, some learners might choose to add multimedia elements such as video or audio recordings, if they have the basic equipment - and the inclination - to do so.

As the following illustration by Helen Barret (2007) shows, it is possible to create quite an elaborate, multimedia portfolio system using only freely available tools on the Web.

Tags: u6 google apps googleeinducation googleforeducators about 11 hours ago -Cached -About Shared by:Tom Daccord

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Dennis OConnor

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News: The Evidence on Online Education - Inside Higher Ed

Timely information for our group! The learning time issue in particular is an important finding that points to a cost effective way to increase student learning time without tackling the issue of a longer school day head on. We know that more time on meaningful tasks is crucial, but the physical cost of attending a bricks and mortar classrooms is prohibitive.

Tags: elearning online learning research on 2009-07-02 -Cached -About Shared by:Dennis OConnor

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Timely information for our group! The learning time issue in particular is an important finding that points to a cost effective way to increase student learning time without tackling the issue of a longer school day head on. We know that more time on meaningful tasks is crucial, but the physical cost of attending a bricks and mortar classrooms is prohibitive.
posted by Dennis OConnor on 2009-07-02

WASHINGTON -- Online learning has definite advantages over face-to-face instruction when it comes to teaching and learning, according to a new meta-analysis released Friday by the U.S. Department of Education.
The study found that students who took all or part of their instruction online performed better, on average, than those taking the same course through face-to-face instruction. Further, those who took "blended" courses -- those that combine elements of online learning and face-to-face instruction -- appeared to do best of all. That finding could be significant as many colleges report that blended instruction is among the fastest-growing types of enrollment.
posted by Dennis OConnor on 2009-07-02
the positive results appeared consistent (and statistically significant) for all types of higher education, undergraduate and graduate, across a range of disciplines, the study said.
posted by Dennis OConnor on 2009-07-02
On the topic of online learning, there is a steady stream of studies, but many of them focus on limited issues or lack control groups. The Education Department report said that it had identified more than 1,000 empirical studies of online learning that were published from 1996 through July 2008. For its conclusions, however, the Education Department considered only a small number (51) of independent studies that met strict criteria. They had to contrast an online teaching experience to a face-to-face situation, measure student learning outcomes, use a "rigorous research design," and provide adequate information to calculate the differences.
posted by Dennis OConnor on 2009-07-02
Using technology to give students "control of their interactions" has a positive effect on student learning, however. "Studies indicate that manipulations that trigger learner activity or learner reflection and self-monitoring of understanding are effective when students pursue online learning as individuals," the report says.
posted by Dennis OConnor on 2009-07-02
n noting caveats about the findings, the study returns to the issue of time.
"Despite what appears to be strong support for online learning applications, the studies in this meta-analysis do not demonstrate that online learning is superior as a medium," the report says. "In many of the studies showing an advantage for online learning, the online and classroom conditions differed in terms of time spent, curriculum and pedagogy. It was the combination of elements in the treatment conditions (which was likely to have included additional learning time and materials as well as additional opportunities for collaboration) that produced the observed learning advantages. At the same time, one should note that online learning is much more conducive to the expansion of learning time than is face-to-face instruction."
posted by Dennis OConnor on 2009-07-02
" What the study demonstrates, she said, is that colleges need to think broadly about using online education, and not be "artificially limited" to face-to-face instruction.
posted by Dennis OConnor on 2009-07-02
Successful education has always been about engaging students whether it is in an online environment, face to face or in a blended setting. And fundamental to that is having faculty who are fully supported and engaged in that process as well."
posted by Dennis OConnor on 2009-07-02

Tom Daccord

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Education Recovery and Reinvestment Center

Education Recovery and Reinvestment Center

The new search tools on our Education Recovery and Reinvestment Center help you find the resources you need or take you directly to the pages that meet your needs.

* Fund Finder: Identifies total distribution of funds to your state.
* State Resources page contains state-specific information.
* The LPA Resource page contains specially developed tools and resources.
* The calendar of events is updated regularly.

District and School Administrators

* The School Reform and Improvement Database contains research on school finance models, optimal resource allocation for school improvement, whole district reform, and teacher retention strategies.

Tags: stimulus funds recovery reinvestment on 2009-07-02 -Cached -About Shared by:Tom Daccord

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Gaby K. Benkwitz

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Online Communities: Design, Theory and Practice

Tags: no_tag on 2009-07-02 -Cached -About Shared by:Gaby K. Benkwitz

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Stephen Veliz

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Podsafe Audio - Podcast Music for the Revolution

Tags: music podcasting audio creativecommons podcast mp3 podsafe on 2009-07-02 -Cached -About Shared by:Stephen Veliz

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Tero Toivanen

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Open Library (avoin kirjasto)

featuring 23,285,112 books
(including 1,064,822 with full-text)

Tags: open library education learning ebooks scanning on 2009-07-01 -Cached -About Shared by:Tero Toivanen

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Lucy Gray

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Google For Educators - Web Search

Tags: search GCT Google education k12 necc necc09 on 2009-07-01 -Cached -About Shared by:Lucy Gray

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Stephen Veliz

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Creating a Personal Learning Network with Web 2.0 Tools ‎(Bui...

Tags: pln Web2.0 professionaldevelopment socialnetworking pd network fetc on 2009-07-01 -Cached -About Shared by:Stephen Veliz

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Stephen Veliz

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Stages of PLN adoption | The Thinking Stick

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Russell D. Jones

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Putting Technology in Its Place - Lesson Plans Blog - NYTimes.com

Using Technology in the classroom and the social learning environment

Tags: Social Learning Technology in the Classroom on 2009-07-01 -Cached -About Shared by:Russell D. Jones

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I rarely grade alone. The students rarely do their homework in isolation. The same chatting software that, when mismanaged, give us fits in our classrooms, enables us to collaborate in dynamic ways. Students now continue fiery classroom debates when they get home from school. They now walk each other through difficult readings of “The Odyssey” and “Hamlet” and return to class with stronger understandings
posted by Russell D. Jones on 2009-07-01
- Social Learning
  posted by Russell D. Jones on 2009-07-01
it is more crucial that they learn how to sift thoughtfully through increasing amounts of information.
posted by Russell D. Jones on 2009-07-01
The issue now is distinguishing between rich resources and the online collection of surface facts, misinformation, and inexcusable lies that masquerade as the truth. It will be hard for our students to be thoughtful citizens without this ability to discern the useful from the irrelevant. This is especially clear during this election season. If they are never asked to practice dealing with this new onslaught of information, they will have to practice when the stakes are much higher.
posted by Russell D. Jones on 2009-07-01
- Another comment about information literacy and the value of information literacy.
  posted by Russell D. Jones on 2009-07-01

Russell D. Jones

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R.I.P.: Lectures, Notes, and Tests (Scrapping the Old Ways) | Britannic...

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Russell D. Jones

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Turned On, Plugged In, Online, & Dumb: Student Failure Despite the Tech...

Tags: Classroom 2.0 Technology in the Classroom on 2009-07-01 -Cached -About Shared by:Russell D. Jones

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Russell D. Jones

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DR4WARD: TOPLESS MEETINGS / CLASSROOMS ENGAGING CONTROVERSY

Classrooms barring new techs

Tags: Classroom 2.0 on 2009-07-01 -Cached -About Shared by:Russell D. Jones

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Chuck Holland

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Web 2.0 Tools for Educators Home - Web 2.0 Tools for Educators

Tags: web2.0 tools on 2009-07-01 -Cached -About Shared by:Chuck Holland

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Russell D. Jones

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A Vision of Students Today (& What Teachers Must Do) | Britannica Blog

Tags: no_tag on 2009-07-01 -Cached -About Shared by:Russell D. Jones

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It has taken years of acclimatizing our youth to stale artificial environments, piles of propaganda convincing them that what goes on inside these environments is of immense importance, and a steady hand of discipline should they ever start to question it.
posted by Russell D. Jones on 2009-07-01
- There is a huge investment in resources, time, and tradition from the teacher, the instutions, the society, and--importantly--the students. Students have invested much more time (proportional to their short lives) in learning how to be skillful at the education game. Many don't like teachers changing the rules of the game just when they've become proficient at it.
  posted by Russell D. Jones on 2009-07-01
Last spring I asked my students how many of them did not like school. Over half of them rose their hands. When I asked how many of them did not like learning, no hands were raised. I have tried this with faculty and get similar results. Last year’s U.S. Professor of the Year, Chris Sorensen, began his acceptance speech by announcing, “I hate school.” The crowd, made up largely of other outstanding faculty, overwhelmingly agreed. And yet he went on to speak with passionate conviction about his love of learning and the desire to spread that love. And there’s the rub. We love learning. We hate school. What’s worse is that many of us hate school because we love learning.
posted by Russell D. Jones on 2009-07-01
- So we (teachers and students) are willing to endure a little (or a lot) of uncomfortableness in order to pursue that love of learning.
  posted by Russell D. Jones on 2009-07-01
They tell us, first of all, that despite appearances, our classrooms have been fundamentally changed.
posted by Russell D. Jones on 2009-07-01
While most of our classrooms were built under the assumption that information is scarce and hard to find, nearly the entire body of human knowledge now flows through and around these rooms in one form or another, ready to be accessed by laptops, cellphones, and iPods. Classrooms built to re-enforce the top-down authoritative knowledge of the teacher are now enveloped by a cloud of ubiquitous digital information where knowledge is made, not found, and authority is continuously negotiated through discussion and participation. In short, they tell us that our walls no longer mark the boundaries of our classrooms.
posted by Russell D. Jones on 2009-07-01
And that’s what has been wrong all along. Some time ago we started taking our walls too seriously – not just the walls of our classrooms, but also the metaphorical walls that we have constructed around our “subjects,” “disciplines,” and “courses.” McLuhan’s statement about the bewildered child confronting “the education establishment where information is scarce but ordered and structured by fragmented, classified patterns, subjects, and schedules” still holds true in most classrooms today. The walls have become so prominent that they are even reflected in our language, so that today there is something called “the real world” which is foreign and set apart from our schools. When somebody asks a question that seems irrelevant to this real world, we say that it is “merely academic.”
posted by Russell D. Jones on 2009-07-01
We can use them in ways that empower and engage students in real world problems and activities, leveraging the enormous potentials of the digital media environment that now surrounds us. In the process, we allow students to develop much-needed skills in navigating and harnessing this new media environment, including the wisdom to know when to turn it off. When students are engaged in projects that are meaningful and important to them, and that make them feel meaningful and important, they will enthusiastically turn off their cellphones and laptops to grapple with the most difficult texts and take on the most rigorous tasks.
posted by Russell D. Jones on 2009-07-01
At the root of your question is a much more interesting observation that many of the styles of self-directed learning now enabled through technology are in conflict with the traditional teacher-student relationship. I don’t think the answer is to annihilate that relationship, but to rethink it.
posted by Russell D. Jones on 2009-07-01
Personally, I increasingly position myself as the manager of a learning environment in which I also take part in the learning. This can only happen by addressing real and relevant problems and questions for which I do not know the answers. That’s the fun of it. We become collaborators, with me exploring the world right along with my students.
posted by Russell D. Jones on 2009-07-01
our walls, the particular architectonics of the disciplines we work within, provide students with the conversational, narrative, cognitive, epistemological, methodological, ontological, the –ogical means for converting mere information into knowledge.
posted by Russell D. Jones on 2009-07-01

Russell D. Jones

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Brave New Classroom 2.0 (New Blog Forum) | Britannica Blog

Tags: Classroom 2.0 Michael Wesch John Seely Brown learning2.0 on 2009-07-01 -Cached -About Shared by:Russell D. Jones

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Russell D. Jones

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Jabberwiki: The Educational Response, Part II | Britannica Blog

Critical of Web 2.0 techs at university and in culture

Tags: Web 2.0 Education 2.0 Wikipedia Wikipedia at College on 2009-07-01 -Cached -About Shared by:Russell D. Jones

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Tero Toivanen

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Why boys will pick Bob over Barbie - children are genetically programme...

The researchers found that 'girls showed a visual preference for the doll over the toy truck and boys compared to girls showed a greater number of visual fixations on the truck'.

Tags: genetics genetically programmed boys girls gender biological differences social pressure study research toys on 2009-07-01 -Cached -About Shared by:Tero Toivanen

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Tests involving children as young as three months suggest biological differences and not social pressures dictate which toys children like to play with.

The U.S. study looked at babies aged three to eight months - before they can identify even the gender of other people.
posted by Tero Toivanen on 2009-07-01
Researchers placed a doll and truck inside a puppet-theatre style box and showed them to 30 children - 17 boys and 13 girls - for two ten-second intervals.
The findings, from researchers at Texas A&M University, overturn conventional wisdom that children's toy preferences are down to social conditioning.
posted by Tero Toivanen on 2009-07-01
For the study, led by Gerianne Alexander, researchers set up a presentation box similar to a puppet theatre and placed a doll and truck inside.
posted by Tero Toivanen on 2009-07-01
Eye-tracking technology measured how many times and how long the babies focused or 'fixated' on each object.
posted by Tero Toivanen on 2009-07-01
The researchers found that 'girls showed a visual preference for the doll over the toy truck and boys compared to girls showed a greater number of visual fixations on the truck'.
posted by Tero Toivanen on 2009-07-01
It seems unlikely that object interests in infants younger than nine months of age are a result of internal motivation to conform to external referents of gender role behaviour.
posted by Tero Toivanen on 2009-07-01
The study reinforces the findings of previous research by Dr Alexander involving green vervet monkeys.
Male monkeys spent more time playing with traditional male toys such as a car and a ball than did female monkeys.
The female monkeys, however, spent more time playing with a doll and a pot than did the males.
posted by Tero Toivanen on 2009-07-01

Classroom 2.0 Bookmarks

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Gmail: Tips

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A Collection of Photo Effects - Online Photo Editor

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U6: E-portfolios - Supporting Distance Learners in the 21st Century

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News: The Evidence on Online Education - Inside Higher Ed

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Education Recovery and Reinvestment Center

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Online Communities: Design, Theory and Practice

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Podsafe Audio - Podcast Music for the Revolution

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Open Library (avoin kirjasto)

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Google For Educators - Web Search

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Creating a Personal Learning Network with Web 2.0 Tools ‎(Bui...

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Stages of PLN adoption | The Thinking Stick

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Putting Technology in Its Place - Lesson Plans Blog - NYTimes.com

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R.I.P.: Lectures, Notes, and Tests (Scrapping the Old Ways) | Britannic...

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Turned On, Plugged In, Online, & Dumb: Student Failure Despite the Tech...

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DR4WARD: TOPLESS MEETINGS / CLASSROOMS ENGAGING CONTROVERSY

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Web 2.0 Tools for Educators Home - Web 2.0 Tools for Educators

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A Vision of Students Today (& What Teachers Must Do) | Britannica Blog

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Brave New Classroom 2.0 (New Blog Forum) | Britannica Blog

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Jabberwiki: The Educational Response, Part II | Britannica Blog

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Why boys will pick Bob over Barbie - children are genetically programme...

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Expand News: The Evidence on Online Education - Inside Higher Ed

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Expand Podsafe Audio - Podcast Music for the Revolution

Expand Open Library (avoin kirjasto)

Expand Google For Educators - Web Search

Expand Creating a Personal Learning Network with Web 2.0 Tools ‎(Bui...

Expand Stages of PLN adoption | The Thinking Stick

Expand Putting Technology in Its Place - Lesson Plans Blog - NYTimes.com

Expand R.I.P.: Lectures, Notes, and Tests (Scrapping the Old Ways) | Britannic...

Expand Turned On, Plugged In, Online, & Dumb: Student Failure Despite the Tech...

Expand DR4WARD: TOPLESS MEETINGS / CLASSROOMS ENGAGING CONTROVERSY

Expand Web 2.0 Tools for Educators Home - Web 2.0 Tools for Educators

Expand A Vision of Students Today (& What Teachers Must Do) | Britannica Blog

Expand Brave New Classroom 2.0 (New Blog Forum) | Britannica Blog

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Expand Why boys will pick Bob over Barbie - children are genetically programme...

Classroom 2.0

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Diigo - Highlight and Share the Web!

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Gmail: Tips

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A Collection of Photo Effects - Online Photo Editor

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U6: E-portfolios - Supporting Distance Learners in the 21st Century

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News: The Evidence on Online Education - Inside Higher Ed

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Education Recovery and Reinvestment Center

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Online Communities: Design, Theory and Practice

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Podsafe Audio - Podcast Music for the Revolution

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Open Library (avoin kirjasto)

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Google For Educators - Web Search

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Creating a Personal Learning Network with Web 2.0 Tools ‎(Bui...

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Stages of PLN adoption | The Thinking Stick

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Putting Technology in Its Place - Lesson Plans Blog - NYTimes.com

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R.I.P.: Lectures, Notes, and Tests (Scrapping the Old Ways) | Britannic...

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Turned On, Plugged In, Online, & Dumb: Student Failure Despite the Tech...

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DR4WARD: TOPLESS MEETINGS / CLASSROOMS ENGAGING CONTROVERSY

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Web 2.0 Tools for Educators Home - Web 2.0 Tools for Educators

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A Vision of Students Today (& What Teachers Must Do) | Britannica Blog

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Brave New Classroom 2.0 (New Blog Forum) | Britannica Blog

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Jabberwiki: The Educational Response, Part II | Britannica Blog

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Why boys will pick Bob over Barbie - children are genetically programme...