Buck v. Bell - 0 views
OLMSTEAD V. L. C. - 0 views
The New York Times > Technology > When the Blogger Blogs, Can the Employer Intervene? - 0 views
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majority of states are considered "at will" states - meaning that employees can quit, and employers can fire them, at will - without evident reason (barring statutory exceptions like race or religion, where discrimination would have to be proved). "There really are no laws that protect you," Ms. Newitz said.
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"It depends on what the blog is," he said, "what the content is, a
USA Government Copyright Laws - 0 views
Inaccessible E-Readers May Run Afoul of the Law, Feds Warn Colleges - Wired Campus - Th... - 0 views
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In January, a series of agreements were announced in which universities pledged not to use Amazon's Kindle or any similar devices "unless the devices are fully accessible to students who are blind and have low vision."
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The iPad, by contrast, has technology that can talk a blind person through whatever screen icons their fingers are touching, Mr. Danielsen said. Since the device's debut, several colleges have announced formal campus iPad initiatives.
Assessment Design and Cheating Risk in Online Instruction - 0 views
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It would be a mistake to minimize the problem of cheating in f2f classes. Four stylized facts emerge from a survey of the literature on cheating in f2f undergraduate courses. First, cheating by college students is considered widespread (McCabe and Drinan 1999). For example, estimates from five studies of college students reporting having cheated at least once during their college career range from 65% to 100% (Stearns 2001), and Whitley (1998) reports an average of 70% from a review of forty-six studies. Second, cheating by college students is becoming more rather than less of a problem. Estimates from five studies of the percentage of college students cheating at least once in their college career have been steadily rising over the period 1940 to 2000 (Jensen, Arnett et al. 2002). A study administered in 1964 and replicated in 1994 focused on the incidence of serious cheating behaviors (McCabe, Trevion et al. 2001). This study reported that the incidence of serious cheating on written assignments was unchanged at 65-66%, but the incidence of serious cheating on exams increased from 39% to 64%. Third, the format of assessment is correlated with cheating. Whitley (1998) reviewed 107 studies of cheating by students over the span of their college courses (published since 1970), and reported that from 10 studies a mean estimate of 47% for cheating by plagiarism, from 37 studies a mean estimate of 43% for cheating on exams, and from 13 studies a mean estimate of 41% for cheating on homework. Fourth, student characteristics of age and GPA are negatively correlated with cheating. Whitley (1998) reviewed 107 studies on college cheating (published since 1970), and found 16 studies reporting a small negative correlation between GPA and cheating and 10 studies reporting a negative correlation between age and cheating.
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In the growing literature about online instruction there are two opposing views on the integrity of assessments. One view is that cheating is as equally likely to occur in the f2f format as in the online format of instruction.
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The alternative view is that proctored exams are the only way to protect the integrity of grades by guaranteeing both that a substitute is not taking the exam and that students are not working together on an exam.
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Social media - Wikipedia, the free encyclopedia - 0 views
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The honeycomb framework defines how social media services focus on some or all of seven functional building blocks (identity, conversations, sharing, presence, relationships, reputation, and groups).
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By applying a set of theories in the field of media research (social presence, media richness) and social processes (self-presentation, self-disclosure) Kaplan and Haenlein created a classification scheme for different social media types in their Business Horizons article published in 2010. According to Kaplan and Haenlein there are six different types of social media: collaborative projects (e.g., Wikipedia), blogs and microblogs (e.g., Twitter), content communities (e.g., YouTube), social networking sites (e.g., Facebook), virtual game worlds (e.g., World of Warcraft), and virtual social worlds (e.g. Second Life). Technologies include: blogs, picture-sharing, vlogs, wall-postings, email, instant messaging, music-sharing, crowdsourcing and voice over IP, to name a few. Many of these social media services can be integrated via social network aggregation platforms. Social media network websites include sites like Facebook, Twitter, Bebo and MySpace.
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he authors explain that each of the seven functional building blocks has important implications for how firms should engage with social media. By analyzing identity, conversations, sharing, presence, relationships, reputation, and groups, firms can monitor and understand how social media activities vary in terms of their function and impact, so as to develop a congruent social media strategy based on the appropriate balance of building blocks for their community.[2]
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Minding the Knowledge Gap - 0 views
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In the meantime, I've written a book, from which this article is drawn, about all that I've learned from my research. In my book, I focus on what I identify as seven myths, or widely held beliefs, that dominate our educational practice. I start with the myth that teaching facts prevents understanding, because this (along with my second myth, that teacher-led instruction is passive) is the foundation of all the other myths I discuss. These myths have a long pedigree and provide the theoretical justification for so much of what goes on in schools. Taken together, all seven myths actually damage the education of our pupils. But here, let's focus on facts and the role knowledge has in our understanding.
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Why Is It a Myth? My aim here is not to criticize true conceptual understanding, genuine appreciation of significance, or higher-order skill development. All of these things are indeed the true aim of education. My argument is that facts and subject content are not opposed to such aims; instead, they are part of it. Rousseau, Dewey, and Freire were wrong to see facts as the enemy of understanding. All the scientific research of the last half-century proves them wrong. The modern bureaucrats and education experts who base policy and practice on their thinking are wrong too, and with less excuse, as they have been alive when evidence that refutes these ideas has been discovered. Rousseau was writing in the 18th century; Dewey at the turn of the 20th; Freire in the 1970s. Research from the second half of the 20th century tells us that their analyses of factual learning are based on fundamentally faulty premises.
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If we want pupils to develop the skills of analysis and evaluation, they need to know things. Willingham puts it this way:23 Data from the last thirty years lead to a conclusion that is not scientifically challengeable: thinking well requires knowing facts, and that's true not just because you need something to think about. The very processes that teachers care about most—critical thinking processes such as reasoning and problem solving—are intimately intertwined with factual knowledge that is stored in long-term memory (not just found in the environment).
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From American Educator, AFT - A Union of Professionals Teaching facts is critical to developing higher order thinking skills. An excellent case is made and the origins of our disdain for teaching facts in the works of Rousseau, Dewey, Freire and others is examined.
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I think this article compliments some earlier discussions I saw on Bloom's Taxonomy in our class and also some of the discussions I saw on Common Core. I would be interested in what the K-12 folks think about this article.
Moore's Law - 0 views
Second Life Opens Meth-lab for Police Training - 0 views
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Second Life is once again proving that it’s a good training tool this time for teaching law enforcement to recognize a meth lab when they see it. This clandestine setup is secreted away on top a flying dirigible. That’s not really a challenge when players can fly.
The Technology Source Archives - Copyright Law and Fair Use: Why Ignorance Is Not Bliss... - 0 views
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