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ne out of ten 13- to 17-year-olds have used some form of social media

68% of all teens say Facebook is their main social networking site

51% visit social networking sites daily

is Badging in the Virtual Teacher Incubator? Badges in the Virtual Teacher Incubator (VTI) are a type of open assessment that strive to capture life-long learning, educational experiences, and skill development.  Badges are designed to keep the philosophies of open education and assessment in mind: educational practices, assets, and resources that are accessible, student-centered, shared, remixable, and innovative (Butcher, 2011, pp. 6-7).   Thus, badges in the Virtual Teacher Incubator are focused on the individual needs of novice, mentee teachers and experienced, veteran teachers.  

are Badges Issued and Displayed? Since badges do not have to be associated with a college or university, and therefore, can represent achievements outside of the classroom, badge earners in the VTI can earn and display their badges in a variety of ways beyond a degree or transcript.

Second Life places some challenges for educators, such as the high requirements for computer hardware and network speed.

Second Life places some challenges for educators, such as the high requirements for computer hardware and network speed.

The visual context of the virtual world generated a sense of presence and shared space which make students feel that they have experienced the benefits of a real class.

Available free on the Mac App Store, iBooks Author is an amazing new app that allows anyone to create beautiful Multi-Touch textbooks — and just about any other kind of book — for iPad. With galleries, video, interactive diagrams, 3D objects, and more, these books bring content to life in ways the printed page never could.

ution CC BY

n-NonCommercial CC BY-NC

Machine Readable Human Readable Legal Code Our public copyright licenses incorporate a unique and innovative “three-layer” design. Each license begins as a traditional legal tool, in the kind of language and text formats that most lawyers know and love. We call this the Legal Code layer of each license.

Current research indicates that some gifted students possess better self-regulated learning strategies than their peers, however gifted students may have done very well in school without using good self-regulation strategies because of a combination of their high abilities and/or an unchallenging curriculum. If learning is relatively easy for someone, less effort, organization and other self-regulated activities are expended. Social conditions or personal issues may prevent students from developing self-regulated learning strategies. For some students who already have some of these strategies, social or personal issues may prevent them from using them regularly, and thus, they need to be helped and encouraged to do so. Some gifted and talented students display perfectionism and need to learn to strive for excellence (their personal best) rather than perfection. Some talented students with high potential may find it difficult to learn self-regulation when it is not taught, modeled, or rewarded by the adults in their home and family. Even if students interact regularly with adults who demonstrate self-regulation, they may fail to use these skills themselves due to peer pressure or refuse to use the strategies their parents or teachers regularly employ at home or school. Compared with low achieving students, high achievers set more specific learning goals, use a variety of learning strategies, self-monitor more often, and adapt their efforts more systematically. The quality and quantity of self-regulation processes is crucial. We must recognize that one self-regulation strategy will not work for all students, and that the use of only a few strategies will not work optimally for a person on all tasks or occasions. It is important that students learn to use multiple self-regulatory learning skills rather than single strategies. They must also learn that their goals and their choice of self-regulation strategies have to be continually adjusted.

Add notes directly in your book; see a consolidated list of all your notes with just one click. Save helpful reference sites directly in your notes.

Color-code your highlights for different concepts. Mark up questions to ask your professor. Underline key terms and definitions

Add content such as course handouts, lecture notes and your course syllabi directly into NOOK Study. Organize

Learning-style theory begins with Carl Jung (1927), who noted major differences in the way people perceived (sensation versus intuition), the way they made decisions (logical thinking versus imaginative feelings), and how active or reflective they were while interacting (extroversion versus introversion)

Most learning-style theorists have settled on four basic styles. Our own model, for instance, describes the following four styles: The Mastery style learner absorbs information concretely; processes information sequentially, in a step-by-step manner; and judges the value of learning in terms of its clarity and practicality. The Understanding style learner focuses more on ideas and abstractions; learns through a process of questioning, reasoning, and testing; and evaluates learning by standards of logic and the use of evidence. The Self-Expressive style learner looks for images implied in learning; uses feelings and emotions to construct new ideas and products; and judges the learning process according to its originality, aesthetics, and capacity to surprise or delight. The Interpersonal style learner,1  like the Mastery learner, focuses on concrete, palpable information; prefers to learn socially; and judges learning in terms of its potential use in helping others.

Student Choice: Assessment Products by Intelligence and Style

Since oral learners often learn best in dialogue with others, create opportunities for dialogue to occur. This could be in the form of group projects outside of class or small group discussions in the classroom.

Oral learners also learn best when learning is connected to real events, people, and struggles of life instead of learning principles that are removed from actual people and struggles.

When compared to traditionally taught classes, students in mastery learning classes consistently have been shown to learn better, reach higher levels of achievement, and develop greater confidence in their ability to learn and in themselves as learners

“It’s going to raise some eyebrows,

blending liberal-arts teaching with online learning.

explore how online courseware could fit into the close-knit liberal-arts experience

Through this partnership, the institutions aim to extend their collective reach to build a global community of online learners and to improve education for everyone.

by MIT and Harvard that will develop an open-source technology platform to deliver online courses. EdX will support Harvard and MIT faculty in conducting research on teaching and learning on campus through tools that enrich classroom and laboratory experiences.

(1) establishing a safe learning community; (2) fostering student engagement

Great teachers work on building a sense of community in their classrooms all year long

They understand that helping students build relationships with each other is a key to creating an optimal learning environment.

You can support children's relationships in many ways. Let students share about their hobbies, interests, and passions at Morning Meeting or in connection with academic topics or assignments

The collection might look something like an interactive, online information literacy "text book" from which librarians or instructors anywhere can select and use pieces as they choose