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"If you've ever run into a .zip file on an iPhone, iPod touch, or iPad you will probably have discovered it's a bit of a dead-end initially, because by default there isn't much you can do with zips or any other archive format. That doesn't mean you can't open ZIP files though, and in fact these archives can be viewed, unzipped, and opened in iOS with relative ease, but you will need to download a free third party app before you'll have the function included on your device. This will allow you view all of the contents of any zip file quickly, and also decompress the entire archive, or just extract a single file from a larger archive, providing quick access to the zip contents which can be saved locally or opened in another application of choice."

"As I've mentioned in other posts, I come from a background in Experiential Education (yes, it is a specific professional discipline). I've also discussed reflecting on the activities to increase the chances of extracting learning as well as transferable skills and knowledge from the activities which is an integral part of experiential education - see my previous posts, Where is reflection in the learning process? and The Maker as a Reflective Practitioner. Another concept common to Experiential Education, that also increases the chances that transferable skills and knowledge result, is framing or frontloading the activities as part of introducing them."

"In line with reflecting on experiences, I developed a list of questions and a board game (I love using board games in my classrooms of all ages from elementary to graduate level!) to help with reflecting on the maker process following the completion of maker projects. The purpose of these tools is to increase the possible learning and insights that learners extract from their maker projects."

Upload your own or a YouTube video, then 1. Capture up to 30 images 2. Add titles and descriptions 3. Add a title to your Vidinote 4. save as a pdf, and print. Interesting tool for teaching/learning by extracting knowledge from video, or for creating handouts from one's own video.

"US researchers are investigating ways to extract the gold and precious metals from human faeces. The group identified gold in waste from American sewage treatment plants at levels which if found in rock could be worth mining. Details were outlined at the 249th national meeting of the American Chemical Society (ACS) in Denver."

"As society anticipates a future filled with artificial intelligence, experts are theorizing ways that we humans can outperform the computers that are being programmed to perfection. Some believe educators should focus on building soft skills like empathy and interpersonal communication so humans and robots can complement one another. However, other education thought leaders are ready to beat computers at their own game by teaching people to think like intelligent machines. Why do so many of our kids struggle with math problem-solving? Because they don't know where to start; they don't know how to decompose the problem. Heidi Williams The term for getting humans to think like computers has been coined Computational Thinking, and the idea is taking off. Author Heidi Williams can attest to its popularity after her book on the subject, No Fear Coding Computational Thinking Across the K-5 Curriculum, sold out at the International Society for Technology in Education conference. Inside the book, Williams breaks down computational thinking standards into four parts: 1. Formulating problems through data analysis, abstract models and algorithmic thinking; 2. Collecting, analyzing and presenting data; 3. Breaking down problems into parts and extracting information to understand the system in place; and 4. Using algorithmic thinking to develop sequences and testing automated solutions."

"We have designed a Mathematical Mindset Guide to help teachers create or strengthen a growth mindset culture. This guide contains five Mathematical Mindset Practices along with links to teaching videos.  The videos all show Jo and Cathy teaching middle school students. There are different stages described in each practice to help capture the journey of a mathematical mindset classroom and the evidence teachers may collect along the way for their own reflection or for discussion with colleagues.  The guide has been designed for teachers to use in the process of self-reflection, or for coaches or administrators to use to encourage a mindset teaching culture. In the interactive version of the guide on this web page, you can click on the arrow buttons in the Expanding descriptors to see a short extract of Jo/Cathy teaching in the ways described. Our goal for the guide is to support a mathematical mindset journey of learning and growth. Teachers can work with the guide individually or in collaboration with others. The guide is intended to be non-judgmental, non-evaluative, and iterative in nature. When using the guide consider the classroom community as a whole rather than the teacher alone. It is also important to note that while the goal of the guide is to communicate all aspects of a mathematical mindset classroom, it is not always possible to find evidence of all practices in one lesson. We encourage teachers, coaches, and administrators to use this guide, and our reflection suggestions iteratively over multiple lessons."