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Beauty Mthembu

Collaboration Tools - Teaching Excellence & Educational Innovation - Carnegie Mellon Un... - 0 views

www.cmu.edu/...collaborationtools.html

shared by Beauty Mthembu on 29 May 15 - No Cached
  • ollaboration Tools Collaborative learning is essentially people working together to solve a problem, create a product, or derive meaning from a body of material. A central question or problem serves to organize and drive activities, and encourage application, analysis, and synthesis of course material. While the landscape of technology that can be used to support central activities of collaborative learning is vast and varied, it is often lumped together under a single label: "collaboration tools." Given this vast and distributed landscape of tools, the difficulty of finding one or a set of tools to meet your goals can be time intensive. We are here to help. For faculty who are interested in learning more, want to explore, or try out a tool, contact us to talk with an Eberly colleague in person.
  • eam Definition & Participants
  • Communication Many features of collaboration tools are geared toward the facilitation and management of effective communication among team members. Carnegie Mellon centrally-supports tools designed for handling many of the following functions: Virtual Meetings Email Instant Messaging Screen Sharing Blogs Voice, Video, Web Conferencing Discussion Boards
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    • Beauty Mthembu
      Beauty Mthembu on 29 May 15
       
      Communication
  • Beauty Mthembu on 29 May 15
     
    ollaboration Tools Collaborative learning is essentially people working together to solve a problem, create a product, or derive meaning from a body of material. A central question or problem serves to organize and drive activities, and encourage application, analysis, and synthesis of course material. While the landscape of technology that can be used to support central activities of collaborative learning is vast and varied, it is often lumped together under a single label: "collaboration tools." Given this vast and distributed landscape of tools, the difficulty of finding one or a set of tools to meet your goals can be time intensive. We are here to help. For faculty who are interested in learning more, want to explore, or try out a tool, contact us to talk with an Eberly colleague in person.
John Evans

World Without Walls: Learning Well with Others | Edutopia - 0 views

www.edutopia.org/age-technology-will-richardson

edutopia willrichardson article PLN network collaboration

shared by John Evans on 16 Dec 08 - Cached
  • Her response blew me away. "I ask my readers," she said. I doubt anyone in the room could have guessed that answer. But if you look at the Clustrmap on Laura's blog, Twenty Five Days to Make a Difference, you'll see that Laura's readers -- each represented by a little red dot -- come from all over the world. She has a network of connections, people from almost every continent and country, who share their own stories of service or volunteer to assist Laura in her work. She's sharing and learning and collaborating in ways that were unheard of just a few years ago.
  • Welcome to the Collaboration Age, where even the youngest among us are on the Web, tapping into what are without question some of the most transformative connecting technologies the world has ever seen.
  • The Collaboration Age is about learning with a decidedly different group of "others," people whom we may not know and may never meet, but who share our passions and interests and are willing to invest in exploring them together. It's about being able to form safe, effective networks and communities around those explorations, trust and be trusted in the process, and contribute to the conversations and co-creations that grow from them. It's about working together to create our own curricula, texts, and classrooms built around deep inquiry into the defining questions of the group. It's about solving problems together and sharing the knowledge we've gained with wide audiences.
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  • Inherent in the collaborative process is a new way of thinking about teaching and learning. We must find our own teachers, and they must find us.
  • As connectors, we provide the chance for kids to get better at learning from one another. Examples of this kind of schooling are hard to find so far, but they do exist. Manitoba, Canada, teacher Clarence Fisher and Van Nuys, California, administrator Barbara Barreda do it through their thinwalls project, in which middle school students connect almost daily through blogs, wikis, Skype, instant messaging, and other tools to discuss literature and current events. In Webster, New York, students on the Stream Team, at Klem Road South Elementary School, investigate the health of local streams and then use digital tools to share data and exchange ideas about stewardship with kids from other schools in the Great Lakes area and in California. More than learning content, the emphasis of these projects is on using the Web's social-networking tools to teach global collaboration and communication, allowing students to create their own networks in the process.
  • Collaboration in these times requires our students to be able to seek out and connect with learning partners, in the process perhaps navigating cultures, time zones, and technologies. It requires that they have a vetting process for those they come into contact with: Who is this person? What are her passions? What are her credentials? What can I learn from her?
  • Likewise, we must make sure that others can locate and vet us. The process of collaboration begins with our willingness to share our work and our passions publicly -- a frontier that traditional schools have rarely crossed. As Clay Shirky writes in Here Comes Everybody: The Power of Organizing Without Organizations, "knowingly sharing your work with others is the simplest way to take advantage of the new social tools." Educators can help students open these doors by deliberately involving outsiders in class work early on -- not just showcasing a finished product at the spring open house night.
Dennis OConnor

ALA | Interview with Keith Curry Lance - 0 views

www.ala.org/...interviewlance.cfm

ala 21cif library media specialist library2.0 research

shared by Dennis OConnor on 11 Jan 11 - No Cached
  • A series of studies that have had a great deal of influence on the research and decision-making discussions concerning school library media programs have grown from the work of a team in Colorado—Keith Curry Lance, Marcia J. Rodney, and Christine Hamilton-Pennell (2000).
  • Recent school library impact studies have also identified, and generated some evidence about, potential "interventions" that could be studied. The questions might at first appear rather familiar: How much, and how, are achievement and learning improved when . . . librarians collaborate more fully with other educators? libraries are more flexibly scheduled? administrators choose to support stronger library programs (in a specific way)? library spending (for something specific) increases?
  • high priority should be given to reaching teachers, administrators, and public officials as well as school librarians and school library advocates.
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  • Perhaps the most strategic option, albeit a long-term one, is to infiltrate schools and colleges of education. Most school administrators and teachers never had to take a course, or even part of a course, that introduced them to what constitutes a high-quality school library program.
  • Three factors are working against successful advocacy for school libraries: (1) the age demographic of librarians, (2) the lack of institutionalization of librarianship in K–12 schools, and (3) the lack of support from educators due to their lack of education or training about libraries and good experiences with libraries and librarians.
  • These vacant positions are highly vulnerable to being downgraded or eliminated in these times of tight budgets, not merely because there is less money to go around, but because superintendents, principals, teachers, and other education decision-makers do not understand the role a school librarian can and should play.
  • If we want the school library to be regarded as a central player in fostering academic success, we must do whatever we can to ensure that school library research is not marginalized by other interests.    
  • Dennis OConnor on 11 Jan 11
     
    A great overview of Lance's research into the effectiveness of libraries.  He answers the question: Do school libraries or librarians make a difference?  His answer (A HUGE YES!) is back by 14 years of remarkable research.  The point is proved.  But this information remains unknown to many principals and superintendents.  Anyone interested in 21st century teaching and learning will find this interview fascinating.
John Evans

12 Sites That Will Teach You Coding for Free - 3 views

www.entrepreneur.com/...250323

coding programming code FREE sites

shared by John Evans on 05 Jul 16 - No Cached
  • John Evans on 05 Jul 16
     
    "here was a time when knowing how to program was for the geekiest of geeks. That's not exactly the case today. As most entrepreneurs, freelancers and marketers will tell you, learning how to program can help you succeed. Over the past year, I've been learning to code. It's helped me to become a much better entrepreneur -- I can dive in when my team needs to fix a few bugs on the site.  You don't even need to shell out a ton of money or put yourself in debt to learn how to code, either. These 12 places offer coding courses for free:"
John Evans

Leverage Hockey To Teach STEM - 1 views

info.everfi.com/HockeyScholar.html

STEM NHL hockey science MY

shared by John Evans on 26 Feb 15 - No Cached
  • John Evans on 26 Feb 15
     
    "The National Hockey League (NHL®), the National Hockey League Players' Association, and the 30 NHL Club Teams have partnered to launch Future Goals - Hockey ScholarTM, an online learning course that brings science, technology, engineering, and math (STEM) concepts to life through the exciting, fast-paced game of hockey. This course is available to schools and districts across North America at no cost."
John Evans

Labyrinth - 13 views

labyrinth.thinkport.org/...educators.php

math game algebra pre-algebra labyrinth mathematics middleschoolmath teaching

shared by John Evans on 10 Jan 10 - Cached
  • Lure of the Labyrinth is a digital game for middle-school pre-algebra students. It includes a wealth of intriguing math-based puzzles wrapped into an exciting narrative game in which students work to find their lost pet - and save the world from monsters! Linked to both national and state mathematics standards, the game gives students a chance to actually think like mathematicians.
  • Before Bringing Labyrinth Into Your ClassroomPlan for SuccessThink About TechnologyThink About Your RoleSet Up Your Teams and Class Lists
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