Skip to main content

Home/ Classroom 2.0/ Group items tagged dimensions

Rss Feed Group items tagged

Filter: All | Bookmarks | Topics Simple Middle
firozrrp

Samsung Galaxy C7 Pro unveiled pre-orders to start January 16th - Gadgets World - 0 views

www.gadgetsnd.com/...e-specifications-features.html

Samsung Galaxy C7 Pro Galaxy C7 Pro Samsung C7 Pro

shared by firozrrp on 14 Jan 17 - No Cached
  • firozrrp on 14 Jan 17
     
    Samsung's Chines website listed its new mid-ranger the Galaxy C7 Pro model number SM-C7010 and is pre-booking start from January 16 while, pricing is not revealed. The divice has 156.5 X 77.2 X 7.0mm dimension and 172gm weight
Martin Burrett

QuadBlogging - 0 views

quadblogging.net

blogging collaboration blog English Writing

shared by Martin Burrett on 31 Jan 12 - No Cached
  • Martin Burrett on 31 Jan 12
     
    If you have a class blog, you may want to add an extra dimension by blogging collaboratively with three other classes from across the world. http://ictmagic.wikispaces.com/ICT+%26+Web+Tools
terry freedman

Dimensions in creative work - 0 views

blog.richardmillwood.net/...dimensions-in-creative-work

Richard Millwood audience presentation

shared by terry freedman on 25 Jul 10 - Cached
  • terry freedman on 25 Jul 10
     
    This post by Richard Millwood, which is essentially about one's approach to or relationship with an audience uses a creative media (film) context, but could be applied to ANY medium of presentation, even the ubiquitous PowerPoint. The text itself is too demanding for youngsters, but the slide speaks volumes.
David Wetzel

Why Use an iPod Touch in Science and Math Classrooms? - 0 views

www.teachscienceandmath.com/...in-science-and-math-classrooms

mobile learning ipod touch science and math how why interactive technology teaching strategies critical thinking teach to

shared by David Wetzel on 19 Aug 10 - Cached
  • David Wetzel on 19 Aug 10
     
    The iPod Touch brings a new dimension to teaching and learning in the science or math classroom - Mobile Learning! No longer are students required to only learn within the confines of their classroom when using this digital tool.
David McGavock

Kathy Schrock's Guide for Educators - Assessment Rubrics - Kathy Schrock's Guide for Ed... - 42 views

school.discoveryeducation.com/...assess.html

rubrics assessment education teaching pedagogy schrock resources

shared by David McGavock on 27 Aug 10 - Cached
  • David McGavock on 27 Aug 10
     
    "Now that we are using the Internet in the classroom to support instruction, it is important the area of assessment be addressed. One usable method for teachers is to provide a rubric for student use and for both formative and summative assessment purposes. Another is to provide some type of graphic organizer. Below you will find a collection of assessment rubrics and graphic organizers that may be helpful to you as you design your own. Let me know if you have one you would like to share! A book dealing with both the theoretical and practical design of rubrics is the ASCD publication, Assessing Student Outcomes: Performance Assessment Using the Dimensions of Learning Model. "
Paul Beaufait

TESOL Connections: A Sequence of Critical Thinking Task - 31 views

www.tesol.org/...tc

Bloom's taxonomy critical thinking TESOL Connections education resources tasks teaching

shared by Paul Beaufait on 11 Dec 10 - Cached
  • Scriven and Paul begin to define critical thinking as ‘‘the intellectually disciplined process of actively and skillfully conceptualizing, applying, analyzing, synthesizing, and/or evaluating information gathered from, or generated by, observation, experience, reflection, reasoning, or communication, as a guide to belief and action’’ (quoted in Foundation for Critical Thinking, 2009, para. 2).
  • Bloom (1956) offered one of the first comprehensive elaborations of these important skills. Since the conception of Bloom’s Taxonomy, his colleagues (Anderson & Krathwohl, 2001) have carried on his work and developed a two-dimensional taxonomy for learning, teaching, and assessing student learning outcomes. The Knowledge Dimension identifies four types of knowledge: factual, conceptual, procedural, and metacognitive. The second aspect of Bloom’s Taxonomy, the Cognitive Process Dimension, outlines six ways of thinking (remember, understand, apply, analyze, evaluate, and create) and their many subprocesses.
  • For the purposes of this article, critical thinking is defined as the practice and development of an active, conscious, purposeful awareness of what one encounters both in the classroom and in the outside world. It is a kind of thinking and learning that demands an investment in personal and communal learning on the part of the student and teacher. Critical thinking does not discount the emotional or gut responses that everyone has. Rather, it complements and enters into dialogue with them so that reasoned judgments are possible.
  • ...2 more annotations...
  • Observing is the basic starting point of the sequence—so basic, in fact, that some teachers may not immediately consider it to be critical thinking at all. However, observing is critical thinking because it involves a fundamental level of analysis.
  • To read the rest of the article, download the PDF
  • Paul Beaufait on 11 Dec 10
     
    "This article [by John Beaumont] is from Volume 1, Issue 4 of TESOL Journal" (TESOL Connections [website], Features, December 2010).
Janette Eade

search-cube - the Visual Search Engine - 0 views

www.search-cube.com

Macict visual search_engine

shared by Janette Eade on 14 Jan 09 - Cached
  • cheryl capozzoli on 14 Jan 09
     
    Just a neat websearch 3D design
  • Janette Eade on 24 Sep 09
     
    searchcube is a graphical search engine that presents search results in a compact, visual format in three dimensions.
Roland Gesthuizen

Paula Smith: Education 2020 -- An Emerging Consensus About Learning - 0 views

www.huffingtonpost.com/...-2020-an-emergin_b_824342.html

education learning Huffingtonpost curriculum engagement motivation student learningspaces learningstyles

shared by Roland Gesthuizen on 26 Feb 11 - No Cached
  • we need to add a truly human dimension to our educational benchmarks
  • First, an increasing number of people have concluded that we need to add a truly human dimension to our educational benchmarks.
  • if a lower school subject area like hands-on science is taught in a way that students understand, they go on to high school and college and explore biology, chemistry and physics with greater enthusiasm
  • ...7 more annotations...
  • the new key metrics must be whether students find school interesting; whether the material challenges them; and whether they actually like school enough to continue their studies.
  • there are no limitations on what children can learn
  • children are preparing themselves to become lifelong learners when they question, analyze, compare, collaborate and listen in the classroom
  • teaching must be individualized and responsive to each student's talents, way of thinking and level of understanding
  • teachers act as coaches who model thinking, planning, risk-taking and reflection for children
  • Technology is transforming how we think about education today.
  • practice over time, plus motivation and mentoring, yields excellence and mastery
  • Roland Gesthuizen on 26 Feb 11
     
    "as we contemplate 2020, I'm certain that there won't be one model, one benchmark, one standard, one curriculum, or one teacher training program that ultimately helps us reach our educational goals. But I strongly believe that a decade from now we'll be able to look back and know that we made learning more interesting for each and every child in our country"
  • Roland Gesthuizen on 26 Feb 11
     
    How to make learning interesting for everybody.
intermixed intermixed

imitation sac longchamps pliage Les - 0 views

DISONS-LE tout net. Le cabriolet Continental GTC de Bentley possède un défaut manifeste : le ronronnement de la pompe électrique de carburant est perceptible dans l'habitacle. Capote fermée ou même...

imitation sac longchamps pas cher pliage grand de voyage

started by intermixed intermixed on 26 Aug 14 no follow-up yet
bltflexitank

flexitank dimensions - 0 views

www.bltflexitank.com/faqs

flexitank dimensions

shared by bltflexitank on 12 Nov 24 - No Cached
  • bltflexitank on 12 Nov 24
     
    Our flexitanks come in various sizes, with capacities ranging from 10m3 to 31m3. According to COA regulations, the loading capacity of a 20'GP should not exceed 24kL (26kL requires carrier approval), and the weight should not exceed 24t. You can choose the appropriate flexitank size based on the density of your contents.
Muveen Ahmed

Exam Performance - 0 views

knowrare.blogspot.com/...Exam-performance.html

education web2.0 technology resources learning teaching science

shared by Muveen Ahmed on 04 Jul 13 - No Cached
  • Muveen Ahmed on 04 Jul 13
     
    How to motivate your child for good exam performance It's that word of period again when students are busy in preparing and learning their subjects for their exams. If you're a parent of a teen currently studying, you'll be completely known of what a challenging dimension this can be, and how bad they search at this quantify nigh their later.
intermixed intermixed

mal . Longchamp soldes - 0 views

Il est au milieu d' une procédure de divorce apparemment amicales avec sa femme de cinq ans , Francesca Zampi . Il est ? en transition?, m'a dit Stone.Depuis il ya environ un an , lorsque Hammerste...

Longchamp soldes

started by intermixed intermixed on 21 Jan 14 no follow-up yet
intermixed intermixed

Lunettes Carrera pas cher Un - 0 views

«Ce type de comprimés contient généralement de l'opium qui existe aussi sous forme de poudre et de liquide», nous explique un observateur averti en ajoutant, qu'au regard des saisies considérables ...

Lunettes De Soleil Chanel pas cher Carrera

started by intermixed intermixed on 17 Mar 14 no follow-up yet
intermixed intermixed

ralph lauren pas cher homme Allez savoir - 0 views

Un récit saturé de détails, quel plaisir ! Les années 1930 à 1970 sont là, avec leurs drapeaux roses et leurs pensées grises - la grisaille finissant par voiler le soleil. François Augiéras fut pas...

polo ralph lauren manche longue femme pas cher homme tee shirt

started by intermixed intermixed on 23 Jun 14 no follow-up yet
intermixed intermixed

sac longchamp pliage cheval au galop pas cher En - 0 views

Ce fonds, dont les caisses sont restées jusqu'à présent désespérément vides, sera, selon François Hollande, "non seulement la marque de la solidarité mais aussi une capacité pour que l'économie mon...

sac longchamp pliage carreaux pas cher cheval au galop classique

started by intermixed intermixed on 24 Sep 14 no follow-up yet
intermixed intermixed

Sac Burberry pas cher d'émettre - 0 views

En étudiant l'appareil vocal d'un Homme de Neandertal mâle, une experte de l'école supérieure de musique de Londres est parvenue à mettre en évidence le type de sons que celui-ci pouvait émettre av...

Polo pas cher Sac Trench burberry

started by intermixed intermixed on 09 Apr 15 no follow-up yet
Carlos Quintero

Innovate: Future Learning Landscapes: Transforming Pedagogy through Social Software - 0 views

innovateonline.info/index.php

article artículo education innovate learning pedagogia2.0 pedagogy teaching

shared by Carlos Quintero on 11 Sep 08 - Cached
  • Web 2.0 has inspired intense and growing interest, particularly as wikis, weblogs (blogs), really simple syndication (RSS) feeds, social networking sites, tag-based folksonomies, and peer-to-peer media-sharing applications have gained traction in all sectors of the education industry (Allen 2004; Alexander 2006)
  • Web 2.0 allows customization, personalization, and rich opportunities for networking and collaboration, all of which offer considerable potential for addressing the needs of today's diverse student body (Bryant 2006).
  • In contrast to earlier e-learning approaches that simply replicated traditional models, the Web 2.0 movement with its associated array of social software tools offers opportunities to move away from the last century's highly centralized, industrial model of learning and toward individual learner empowerment through designs that focus on collaborative, networked interaction (Rogers et al. 2007; Sims 2006; Sheely 2006)
  • ...19 more annotations...
  • learning management systems (Exhibit 1).
  • The reality, however, is that today's students demand greater control of their own learning and the inclusion of technologies in ways that meet their needs and preferences (Prensky 2005)
  • Tools like blogs, wikis, media-sharing applications, and social networking sites can support and encourage informal conversation, dialogue, collaborative content generation, and knowledge sharing, giving learners access to a wide range of ideas and representations. Used appropriately, they promise to make truly learner-centered education a reality by promoting learner agency, autonomy, and engagement in social networks that straddle multiple real and virtual communities by reaching across physical, geographic, institutional, and organizational boundaries.
  • "I have always imagined the information space as something to which everyone has immediate and intuitive access, and not just to browse, but to create” (2000, 216). Social software tools make it easy to contribute ideas and content, placing the power of media creation and distribution into the hands of "the people formerly known as the audience" (Rosen 2006).
  • the most promising settings for a pedagogy that capitalizes on the capabilities of these tools are fully online or blended so that students can engage with peers, instructors, and the community in creating and sharing ideas. In this model, some learners engage in creative authorship, producing and manipulating digital images and video clips, tagging them with chosen keywords, and making this content available to peers worldwide through Flickr, MySpace, and YouTube
  • Student-centered tasks designed by constructivist teachers reach toward this ideal, but they too often lack the dimension of real-world interactivity and community engagement that social software can contribute.
  • Pedagogy 2.0: Teaching and Learning for the Knowledge Age In striving to achieve these goals, educators need to revisit their conceptualization of teaching and learning (Exhibit 2).
  • Pedagogy 2.0: Teaching and Learning for the Knowledge Age In striving to achieve these goals, educators need to revisit their conceptualization of teaching and learning
  • Pedagogy 2.0 is defined by: Content: Microunits that augment thinking and cognition by offering diverse perspectives and representations to learners and learner-generated resources that accrue from students creating, sharing, and revising ideas; Curriculum: Syllabi that are not fixed but dynamic, open to negotiation and learner input, consisting of bite-sized modules that are interdisciplinary in focus and that blend formal and informal learning;Communication: Open, peer-to-peer, multifaceted communication using multiple media types to achieve relevance and clarity;Process: Situated, reflective, integrated thinking processes that are iterative, dynamic, and performance and inquiry based;Resources: Multiple informal and formal sources that are rich in media and global in reach;Scaffolds: Support for students from a network of peers, teachers, experts, and communities; andLearning tasks: Authentic, personalized, learner-driven and learner-designed, experiential tasks that enable learners to create content.
  • Instructors implementing Pedagogy 2.0 principles will need to work collaboratively with learners to review, edit, and apply quality assurance mechanisms to student work while also drawing on input from the wider community outside the classroom or institution (making use of the "wisdom of crowds” [Surowiecki 2004]).
  • A small portion of student performance content—if it is new knowledge—will be useful to keep. Most of the student performance content will be generated, then used, and will become stored in places that will never again see the light of day. Yet . . . it is still important to understand that the role of this student content in learning is critical.
  • This understanding of student-generated content is also consistent with the constructivist view that acknowledges the learner as the chief architect of knowledge building. From this perspective, learners build or negotiate meaning for a concept by being exposed to, analyzing, and critiquing multiple perspectives and by interpreting these perspectives in one or more observed or experienced contexts
  • This understanding of student-generated content is also consistent with the constructivist view that acknowledges the learner as the chief architect of knowledge building. From this perspective, learners build or negotiate meaning for a concept by being exposed to, analyzing, and critiquing multiple perspectives and by interpreting these perspectives in one or more observed or experienced contexts. In so doing, learners generate their own personal rules and knowledge structures, using them to make sense of their experiences and refining them through interaction and dialogue with others.
  • Other divides are evident. For example, the social networking site Facebook is now the most heavily trafficked Web site in the United States with over 8 million university students connected across academic communities and institutions worldwide. The majority of Facebook participants are students, and teachers may not feel welcome in these communities. Moreover, recent research has shown that many students perceive teaching staff who use Facebook as lacking credibility as they may present different self-images online than they do in face-to-face situations (Mazer, Murphy, and Simonds 2007). Further, students may perceive instructors' attempts to coopt such social technologies for educational purposes as intrusions into their space. Innovative teachers who wish to adopt social software tools must do so with these attitudes in mind.
  • "students want to be able to take content from other people. They want to mix it, in new creative ways—to produce it, to publish it, and to distribute it"
  • Furthermore, although the advent of Web 2.0 and the open-content movement significantly increase the volume of information available to students, many higher education students lack the competencies necessary to navigate and use the overabundance of information available, including the skills required to locate quality sources and assess them for objectivity, reliability, and currency
  • In combination with appropriate learning strategies, Pedagogy 2.0 can assist students in developing such critical thinking and metacognitive skills (Sener 2007; McLoughlin, Lee, and Chan 2006).
  • We envision that social technologies coupled with a paradigm of learning focused on knowledge creation and community participation offer the potential for radical and transformational shifts in teaching and learning practices, allowing learners to access peers, experts, and the wider community in ways that enable reflective, self-directed learning.
  • . By capitalizing on personalization, participation, and content creation, existing and future Pedagogy 2.0 practices can result in educational experiences that are productive, engaging, and community based and that extend the learning landscape far beyond the boundaries of classrooms and educational institutions.
  • Carlos Quintero on 11 Sep 08
     
    About pedagogic 2.0
  • Carlos Quintero on 11 Sep 08
     
    Future Learning Landscapes: Transforming Pedagogy through Social Software Catherine McLoughlin and Mark J. W. Lee
Ruth Howard

YouTube - JoAnn Kuchera-Morin: Tour the AlloSphere, a stunning new way to see scientifi... - 0 views

www.youtube.com/watch

science art spirituality virtual technology AlloSphere

shared by Ruth Howard on 16 Apr 09 - Cached
  • Ruth Howard on 16 Apr 09
     
    Think 'World Builder' (beaut recent short film about a holograph) and beam up power of ten, gobsmacking virtual technology merges science art technology-hear molecules!Endless possibilities for medicine yes but incredible for design, music too. Makes me wonder about spiritual dimensions...
J Black

Educational Leadership:Literacy 2.0:Orchestrating the Media Collage - 1 views

www.ascd.org/...trating_the_Media_Collage.aspx

literacy digitalliteracy medialiteracy

shared by J Black on 02 May 09 - Cached
  • New media demand new literacies. Because of inexpensive, easy-to-use, widely distributed new media tools, being literate now means being able to read and write a number of new media forms, including sound, graphics, and moving images in addition to text.
  • New media coalesce into a collage. Being literate also means being able to integrate emerging new media forms into a single narrative or "media collage," such as a Web page, blog, or digital story.
  • New media are largely participatory, social media. Digital literacy requires that students have command of the media collage within the context of a social Web, often referred to as Web 2.0. The social Web provides venues for individual and collaborative narrative construction and publication through blogs and such services as MySpace, Google Docs, and YouTube. As student participation goes public, the pressure to produce high-quality work increases.
  • ...7 more annotations...
  • Historically, new media first appear to the vast majority of us in read-only form because they are controlled by a relatively few technicians, developers, and distributors who can understand or afford them. The rest of us only evolve into writers once the new media tools become easy to use, affordable, and widely available, whether these tools are cheap pencils and paper or inexpensive digital tools and shareware.
  • Thus, a new dimension of literacy is now in play—namely, the ability to adapt to new media forms and fit them into the overall media collage quickly and effectively.
  • n the mid 1960s, Marshall McLuhan explained that conventional literacy caused us to trade an ear for an eye, and in so doing, trade the social context of the oral tradition for the private point of view of reading and writing. To him, television was the first step in our "retribalization," providing a common social experience that could serve as the basis for dialogue in the global village.2  However, television told someone else's story, not ours. It was not until Web 2.0 that we had the tools to come full circle and produce and consume social narrative in equal measure. Much of the emerging nature of literacy is a result of inexpensive, widely available, flexible Web 2.0 tools that enable anyone, regardless of technical skill, to play some part in reinventing literacy.
  • What is new is that the tools of literacy, as well as their effects, are now a topic of literacy itself.
  • Students need to be media literate to understand how media technique influences perception and thinking. They also need to understand larger social issues that are inextricably linked to digital citizenship, such as security, environmental degradation, digital equity, and living in a multicultural, networked world. We want our students to use technology not only effectively and creatively, but also wisely, to be concerned with not just how to use digital tools, but also when to use them and why.
  • The fluent will lead, the literate will follow, and the rest will get left behind.
  • They need to be the guide on the side rather than the technician magician.
Tom McHale

Global Dimension - Ideas and resources for teachers - 0 views

www.globaldimension.org.uk

education globalawareness resources

shared by Tom McHale on 16 Jul 09 - No Cached
  • This website is a guide to books, films, posters and web resources which support global, intercultural and environmental understanding for all age groups and subjects. From climate change to poverty, water to fair trade, you can find a huge range of teaching resources and background material.
  • This website is a guide to books, films, posters and web resources which support global, intercultural and environmental understanding for all age groups and subjects. From climate change to poverty, water to fair trade, you can find a huge range of teaching resources and background material.
1 - 20 of 43 Next › Last »
Showing 20▼ items per page