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Jenny Darrow

http://www.ltrc.mcmaster.ca/implementation/docs/tentativePlanUpdate_09Jun2008.pdf - 1 views

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    LMS Implementation: Tentative Migration Plan
Judy Brophy

Holding Common Core accountable | Flipped Textbook - 0 views

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    Bottom line for standards makers: Don't think that the real world is someone else's problem (SEP). If your standards can't be implemented, you have failed. If standards can't be implemented within normal constraints, then standards makers have not done their job.
Jenny Darrow

Hinds Community College - Canvas - Faculty - 0 views

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    "In Summer 2013, Hinds Community College (as well as the other 14 community colleges in Mississippi) will move to the Canvas platform by Instructure as the new learning management system for the college.  Blackboard will no longer be available after June 1, 2013 to students or faculty.  This website will serve as the communication tool regarding the migration to Canvas.  Please check back often for additional information regarding best practices, timeline for implementation, and training materials. PLEASE BOOKMARK THIS PAGE AND CHECK BACK OFTEN.  Frequent emails will also be sent out regarding updates. "
Jenny Darrow

About the Journal - 0 views

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    The mission of the Journal of Interactive Technology and Pedagogy is to promote open scholarly discourse around critical and creative uses of digital technology in teaching, learning, and research. Educational institutions have often embraced instrumentalist conceptions and market-driven implementations of technology that overdetermine its uses in academic environments. Such approaches underestimate the need for critical engagement with the integration of technological tools into pedagogical practice. The JITP will endeavor to counter these trends by recentering questions of pedagogy in our discussions of technology in higher education. The journal will also work to change what counts as scholarship - and how it is presented, disseminated, and reviewed - by allowing contributors to develop their ideas, publish their work, and engage their readers using multiple formats. We are committed first and foremost to teaching and learning, and intend that the journal itself - both in process and in product - provide opportunities to reveal, reflect on, and revise academic publication and classroom practice.
Judy Brophy

5 Keys to Rapid Course Development in Canvas Using Custom Tools - 0 views

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    "5 Keys to Rapid Course Development in Canvas Using Custom Tools"
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    The CIDI team implemented these open source tools by utilizing a "template wizard" and other supplementary custom tools to quickly build out course shells. ID's meet with instructors to create a course map, and based on an individualized needs analysis for the new course, the shell can be created in Canvas using 5 custom integrations.
Jenny Darrow

IMS Global: Learning Tools Interoperability - 0 views

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    "This page offers an introduction to IMS Learning Tools Interoperability® (LTI®), a brief history of the development of the specification, and details about current work being done by IMS and its members around LTI. Links to other resources and information about how to get involved in the LTI work or to begin implementing the specification are also provided."
Jenny Darrow

http://delivery.acm.org/10.1145/2510000/2504778/p185-king.pdf?ip=152.1.11.208&id=250477... - 0 views

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    Higher education conferences over the past few years have been full of presentations, papers and panels on the processes involved in migrating a campus and its people to Google Apps for Education. While it is useful to hear about marketing tchotchkes, data validation, and the pros and cons of web clients, what seems to get ignored is the process that led to the decision to move to Google Apps in the first place. At North Carolina State University, where students were already using Google Apps, the decision to move employees involved almost as much time, effort and heartache as the technical migration. As the users saw it, they had a working system, even if that system only worked because of huge expenditures of time and money both on the backend server maintenance and the client need to implement terribly complex workarounds for simple functionality. The end result: a 94-page white paper and the realization that it's hard to sell ice to Eskimos1 , even if you show them that their ice has already melted. This paper and presentation will discuss the information gathering and needs assessment done by NC State prior to the decision to move employees to Google Apps, and the successes and difficulties involved.
Matthew Ragan

Google Mapki - 0 views

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    Welcome to the Google Mapki! This is meant to be a forum for sharing ideas, implementations, and help for the Google Maps API. Any user can add to or edit any of the pages on the site, just like any wiki site.
Jenny Darrow

The Tech Commandments - 0 views

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    The Tech Commandments are a reaction to what I have seen and experienced in schools over the past several years. I am a firm believer that successful implementation of educational technology is on...
Matthew Ragan

ImagePlot visualization software - 1 views

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    ImagePlot is a free software tool that visualizes collections of images and video of any size. It is implemented as a macro which works with the open source image processing program ImageJ. ImagePlot was developed by the Software Studies Initiative with support from the National Endowment for Humanities (NEH), the California Institute for Telecommunications and Information Technology (Calit2), and the Center for Research in Computing and the Arts (CRCA).
Judy Brophy

Shared Futures - A community for sharing resources on global learning. - 0 views

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    KSC Faculty at Institute on Global Learning This summer, a team of Keene State faculty members from all three academic schools will participate in "Shared Futures: General Education for a Global Century," an institute sponsored by the American Association of Colleges and Universities to help faculty integrate global perspectives across the curriculum. The institute will be held in Ellicott City, Md., from July 31 to August 5, and will draw faculty from 32 colleges and universities. During the fall 2011 semester, the core Keene State team will draw in faculty and staff from across campus to implement the goals and strategies developed at the institute. By building a network of educators dedicated to this integrative work, Shared Futures facilitates curricular change and faculty development on campuses nationwide. Through an online social network, the initiative hopes to create new connections between educators and new opportunities for partnership and learning. Keene State faculty members attending the institute include professors Charles Weed (political science), Margaret Henning (health sciences), Patricia Pedroza (women's and gender studies), and Rich Blatchly (chemistry). For more information, contact Prof. Weed at cweed@keene.edu or visit the Shared Futures page.
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    from news and events
Judy Brophy

4 steps to building your course - Teaching With Technology - 0 views

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    Simple design advice that would work for many faculty, and probably without AT help.
Matthew Ragan

Know Your Copy Rights :: Part II: Uses in the Online Classroom / Course Management System - 0 views

  • 4. The work I want to use in my online class is both copyrighted and free of any license. Are there any specific provisions of the copyright law that apply to online classroom use? Yes, Section 110(2) of the copyright law (otherwise known as the “TEACH Act”) specifically applies to displaying images, playing motion pictures or sound recordings, or performing works in your online class. Since this section applies to any “transmissions” of performances or displays, cable television classes would also be included here. There are a number of institutional and faculty member obligations that must be fulfilled in order to use the TEACH Act. Consult your library or university counsel on whether and how the TEACH Act is implemented locally. If your university cannot or does not wish to comply with TEACH Act obligations, consider whether what you have in mind for your online course is a fair use. (See question #5, below.) If you wish to explore the TEACH Act option, read on for a description of a faculty member’s obligations. Generally, to perform or display a work in your online class the work must be used under your supervision as part of the class session as part of systematic mediated instructional activities (see 4j, below) directly and materially related to the teaching content The work must be lawfully made and not excerpted from a product that was specifically designed and marketed for use in an online course. Furthermore, there are three additional requirements: You must password protect or otherwise restrict access to your online class Web site to enrolled students, and You must reasonably prevent your students from being able to save or print the work, i.e., control the “downstream” uses, and You must include a general copyright warning on your class Web site.
  • Also, providing a URL or linking to a work is always an option. The copyright law never precludes you from linking to a copyrighted work on a legitimate Web site.
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    You wish to play all or part of a movie or piece of music, show a picture or image, or post articles for downloading from your online course Web site. How can you do this?
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