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Judy Brophy

Argumentative - 1 views

argumentative.sourceforge.net/index.html

tools mindmapping argument

shared by Judy Brophy on 02 Aug 10 - Cached
  • Judy Brophy on 02 Aug 10
     
    " Argumentative Argumentative is software for manipulating Argument Maps - the structural and visual representation of arguments. Argument maps help to make decisions clearer or assist in formulating a position on an issue. There is a short movie for a quick introduction. Click here. To see an introduction to the new features in 0.5 click here. "
Matthew Ragan

Function list : Functions - Google Docs Help - 1 views

docs.google.com/...answer.py

google functions formula spreadsheets data

shared by Matthew Ragan on 15 Mar 11 - No Cached
  • Frequency distribution
  • FREQUENCY(data, classes)
  • FILTER(sourceArray, arrayCondition_1, arrayCondition_2, ..., arrayCondition_30)
  • ...21 more annotations...
  • SORT(data, keyColumn_1, ascOrDesc_1, keyColumn_2, ascOrDesc_2, ..., keyColumn_30, ascOrDesc_30)
  • Cross-workbook referenceImportRange(spreadsheet_key, [sheet!]range)
  • Elements based on criteriaCOUNTIF(range, criteria)
  • RANDBETWEEN (bottom, top)Returns an integer random number between bottom and top (inclusive).
  • ROUND(number, count)Rounds the given number to a certain number of decimal places according to valid mathematical criteria. Count (optional) is the number of the places to which the value is to be rounded. If the count parameter is negative, only the whole number portion is rounded. It is rounded to the place indicated by the count.
  • RAND()Returns a random number between 0 and 1.
  • AVERAGE(number_1, number_2, ... number_30)Returns the average of the arguments. Number_1, number_2, ... number_30 are numerical values or ranges. Text is ignored.
  • CONFIDENCE(alpha, STDEV, size)Returns the (1-alpha) confidence interval for a normal distribution. Alpha is the level of the confidence interval. STDEV is the standard deviation for the total population. Size is the size of the total population.
  • CORREL(data_1, data_2)Returns the correlation coefficient between two data sets. Data_1 is the first data set. Data_2 is the second data set.
  • COUNT(value_1, value_2, ... value_30)Counts how many numbers are in the list of arguments. Text entries are ignored. Value_1, value_2, ... value_30 are values or ranges which are to be counted.
  • COUNTA(value_1, value_2, ... value_30)Counts how many values are in the list of arguments. Text entries are also counted, even when they contain an empty string of length 0. If an argument is an array or reference, empty cells within the array or reference are ignored. value_1, value_2, ... value_30 are up to 30 arguments representing the values to be counted.
  • MAX(number_1, number_2, ... number_30)Returns the maximum value in a list of arguments. Number_1, number_2, ... number_30 are numerical values or ranges.
  • MEDIAN(number_1, number_2, ... number_30)Returns the median of a set of numbers. Number_1, number_2, ... number_30 are values or ranges, which represent a sample. Each number can also be replaced by a reference.
  • MIN(number_1, number_2, ... number_30)Returns the minimum value in a list of arguments. Number_1, number_2, ... number_30 are numerical values or ranges.
  • MODE(number_1, number_2, ... number_30)Returns the most common value in a data set. Number_1, number_2, ... number_30 are numerical values or ranges. If several values have the same frequency, it returns the smallest value. An error occurs when a value does not appear twice.
  • PERCENTILE(data, alpha)Returns the alpha-percentile of data values in an array. Data is the array of data. Alpha is the percentage of the scale between 0 and 1.
  • QUARTILE(data, type)Returns the quartile of a data set. Data is the array of data in the sample. Type is the type of quartile. (0 = Min, 1 = 25%, 2 = 50% (Median), 3 = 75% and 4 = Max.)
  • RANK(value, data, type)Returns the rank of the given Value in a sample. Data is the array or range of data in the sample. Type (optional) is the sequence order, either ascending (0) or descending (1).
  • STDEV(number_1, number_2, ... number_30)Estimates the standard deviation based on a sample. Number_1, number_2, ... number_30 are numerical values or ranges representing a sample based on an entire population.
  • STDEVP(number_1, number_2, ... number_30) Calculates the standard deviation based on the entire population. Number_1, number_2, ... number_30 are numerical values or ranges representing a sample based on an entire population.
  • Combines text stringsCONCATENATE(text_1, text_2, ..., text_30)Combines several text strings into one string. Text_1, text_2, ... text_30 are text passages that are to be combined into one string.
  • Matthew Ragan on 15 Mar 11
     
    Google Spreadsheets Formula Help
Judy Brophy

Make students curators - 0 views

www.cluttermuseum.com/make-students-curators

curation history pedagogy blooms_reversed

shared by Judy Brophy on 18 Jul 12 - No Cached
  • Judy Brophy on 18 Jul 12
     
    standards should emphasize creative thinking, not content  My students are learning some content-instead of a textbook, I use a primary-source reader in which the sources are accompanied by commentary by historians-but they're learning it as they perform analysis and synthesis, not before. So, for example, I don't have them read them about Puritan conceptions of salvation and then give them photos of headstones and ask them to explain how the headstones reinforce Puritan ideas.  I have them undertake Prownian analysis (description, deduction, speculation, research, and interpretive analysis) of children's headstones and furniture (e.g,. a walking stool); perform close readings of children's literature and Puritan poetry, letters, and sermons; and build an argument concerning Puritans' beliefs about children's salvation.  As they craft this argument, they must evaluate the usefulness of, as well as synthesize their findings from, these sources, along with earlier ones from the course.  The whole exercise is done in small groups, followed by discussion among the entire class.
Judy Brophy

Museum Box Homepage - 1 views

museumbox.e2bn.org

museum project box

shared by Judy Brophy on 18 Jan 12 - Cached
  • Judy Brophy on 18 Jan 12
     
    This site provides the tools for you to build up an argument or description of an event, person or historical period by placing items in a virtual box. What items, for example, would you put in a box to describe your life; the life of a Victorian Servant or Roman soldier; Sort of like a more sedate Pininterest
Jenny Darrow

Computers & Writing 2005 - 2 views

cw2005.stanford.edu/workshopshtm.htm

ATI

shared by Jenny Darrow on 27 Feb 12 - No Cached
  • Jenny Darrow on 27 Feb 12
     
    explore the design and evaluation of digital media assignments. Using basic technology tools to chart story lines and to design media projects, participants will explore the use of media as an argumentative tool. In doing so, participants will explore the different processes and stages involved in the development of media assignments. This workshop will explore the ways in which we can clearly articulate goals and criteria with our students and with a thorough knowledge of content driven media projects. Participants will leave the workshop with evaluation criteria that is useful not only for evaluating student projects but that may also be used to critique existing media productions.
Judy Brophy

There Are No Technology Shortcuts to Good Education « Educational Technology ... - 1 views

edutechdebate.org/...gy-shortcuts-to-good-education

technology example edutechdebate

shared by Judy Brophy on 22 Nov 11 - No Cached
  • Judy Brophy on 22 Nov 11
     
    A great example of "Why I don't use technology"  Its black and white pronouncements are infuriating. How can we talk to this argument? "No technology today or in the foreseeable future can provide the tailored attention, encouragement, inspiration, or even the occasional scolding for students that dedicated adults can, and thus, attempts to use technology as a stand-in for capable instruction are bound to fail."
Matthew Ragan

https://cmstudies.site-ym.com/resource/resmgr/docs/scmsbestpractices4fairuseinp.pdf - 0 views

cmstudies.site-ym.com/...msbestpractices4fairuseinp.pdf

opensource education tools source CELT copyright fair use best practices media studies film

shared by Matthew Ragan on 18 May 11 - No Cached
  • Matthew Ragan on 18 May 11
     
    This Statement of Best Practices identifies what media scholars consider to be fair use of copyrighted works within media studies publishing in the United States. It provides a reference for media scholars to follow when considering whether or not their inclusion of media in a publication meets the standards of fair use. In 1993, the Society for Cinema and Media Studies (then the Society for Cinema Studies) issued a similar statement making the fair use argument for the scholarly use of film stills in publications.1 This document updates the 1993 statement to account for changes in media publishing and in copyright fair use analysis.
Judy Brophy

Learning with 'e's: I think, therefore I blog - 0 views

steve-wheeler.blogspot.com/...i-think-therefore-i-blog.html

blog tools

shared by Judy Brophy on 02 Sep 11 - No Cached
  • Judy Brophy on 02 Sep 11
     
    Reasons for blogging. "There seems to be a growing divide between teachers who share their content, and teachers who don't. In a recent blog post, I gave seven reasons why teachers should blog. It was subsequently expanded to 10 good reasons by the contributions from readers - which is actually an eleventh reason why teachers should blog - you get back such great comments, suggestions, arguments and advice, "
Judy Brophy

The "Yeah, Buts" Answering the Top 10 Arguments against Change - 2 views

docs.google.com/...view

change arguments willrichardson

shared by Judy Brophy on 29 Jun 11 - No Cached
  • Judy Brophy on 29 Jun 11
     
    ISTE 11 presentation 
Matthew Ragan

Growing Up Digital, Wired for Distraction - NYTimes.com - 0 views

www.nytimes.com/...21brain.html

shared by Matthew Ragan on 21 Nov 10 - No Cached
  • On YouTube, “you can get a whole story in six minutes,” he explains. “A book takes so long. I prefer the immediate gratification.”
  • The principal, David Reilly, 37, a former musician who says he sympathizes when young people feel disenfranchised, is determined to engage these 21st-century students. He has asked teachers to build Web sites to communicate with students, introduced popular classes on using digital tools to record music, secured funding for iPads to teach Mandarin and obtained $3 million in grants for a multimedia center.
  • It was not always this way. As a child, Vishal had a tendency to procrastinate, but nothing like this. Something changed him.
  • ...6 more annotations...
  • But Vishal and his family say two things changed around the seventh grade: his mother went back to work, and he got a computer. He became increasingly engrossed in games and surfing the Internet, finding an easy outlet for what he describes as an inclination to procrastinate.
  • Escaping into games can also salve teenagers’ age-old desire for some control in their chaotic lives. “It’s a way for me to separate myself,” Ramon says. “If there’s an argument between my mom and one of my brothers, I’ll just go to my room and start playing video games and escape
  • “Video games don’t make the hole; they fill it,” says Sean, sitting at a picnic table in the quad, where he is surrounded by a multimillion-dollar view: on the nearby hills are the evergreens that tower above the affluent neighborhoods populated by Internet tycoons. Sean, a senior, concedes that video games take a physical toll: “I haven’t done exercise since my sophomore year. But that doesn’t seem like a big deal. I still look the same.”
  • “Downtime is to the brain what sleep is to the body,” said Dr. Rich of Harvard Medical School. “But kids are in a constant mode of stimulation.”
  • He occasionally sends a text message or checks Facebook, but he is focused in a way he rarely is when doing homework. He says the chief difference is that filmmaking feels applicable to his chosen future, and he hopes colleges, like the University of Southern California or the California Institute of the Arts in Los Angeles, will be so impressed by his portfolio that they will overlook his school performance
  • But in Vishal’s case, computers and schoolwork seem more and more to be mutually exclusive. Ms. Blondel says that Vishal, after a decent start to the school year, has fallen into bad habits. In October, he turned in weeks late, for example, a short essay based on the first few chapters of “The Things They Carried.” His grade at that point, she says, tracks around a D.
  • Matthew Ragan on 21 Nov 10
     
    REDWOOD CITY, Calif. - On the eve of a pivotal academic year in Vishal Singh's life, he faces a stark choice on his bedroom desk: book or computer?
Judy Brophy

CTLSpringEventProgramVersion9.pdf (application/pdf Object) - 1 views

www.trincoll.edu/...SpringEventProgramVersion9.pdf

argument evidence IQL

shared by Judy Brophy on 18 Apr 10 - No Cached
  • Judy Brophy on 18 Apr 10
     
    series on arguing from evidence
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