Group items tagged

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?

Think-Pair-Share is a strategy designed to provide students with "food for thought" on a given topics enabling them to formulate individual ideas and share these ideas with another student. It is a learning strategy developed by Lyman and associates to encourage student classroom participation. What is Think, Pair, Share? Think-Pair-Share is a strategy designed to provide students with "food for thought" on a given topics enabling them to formulate individual ideas and share these ideas with another student. It is a learning strategy developed by Lyman and associates to encourage student classroom participation. Rather than using a basic recitation method in which a teacher poses a question and one student offers a response, Think-Pair-Share encourages a high degree of pupil response and can help keep students on task. What is its purpose? * Providing "think time" increases quality of student responses. * Students become actively involved in thinking about the concepts presented in the lesson. * Research tells us that we need time to mentally "chew over" new ideas in order to store them in memory. When teachers present too much information all at once, much of that information is lost. If we give students time to "think-pair-share" throughout the lesson, more of the critical information is retained. * When students talk over new ideas, they are forced to make sense of those new ideas in terms of their prior knowledge. Their misunderstandings about the topic are often revealed (and resolved) during this discussion stage. * Students are more willing to participate since they don't feel the peer pressure involved in responding in front of the whole class. * Think-Pair-Share is easy to use on the spur of the moment. * Easy to use in large classes. How can I do it? * With students seated in teams of 4, have them number them from 1 to 4. * Announce a discussion topic or problem to solve. (Example: Which room in our school is larg

Welcome to the ePortfolio Project's Portfolio!  This ePortfolio will be used to showcase our ePortfolio work here at Tunxis.  Over the next two years, various programs and faculty will begin working with ePortfolio.  Information on their work will be available in this portfolio.

Some of the educ grad students used Digication for their eportfolio. Nice look.

How can people learn from material and content delivered directly to their mobile devices? There are many organizations interested in this subject, and the United Nations Educational, Scientific and Cultural Organization (UNESCO) is one of them. This website provides access to their working paper series on mobile learning, instructional videos, and external websites. The question is a timely one, as there is the hope that this mode of delivery can "supplement and enrich formal school and make learning more accessible, equitable, personalized and flexible for students everywhere." In the Working Paper Series area visitors can read four different papers, including "Mobile Learning for Teachers in Latin America." Additionally, the site contains recent issues of the Mobile Learning Newsletter

A different kind of online community.
Working Examples is a place where people working at the intersection of technology and education collaborate to solve problems, share their progress (and missteps) and make exciting things happen. Come play with us!

They make the learning for the students (and the public) go on beyond the boundaries of the semester or the class, and they give students a commitment and an engagement to their work. And they give students real evidence that their work can really matter-that they can learn not just to think like historians (or literary critics or biologists or whatever), but to actually do what historians do.

Welcome to the inaugural issue of the AAEEBL ePortfolio Review (AePR)! Designed to provide space for emerging thinking about ePortfolio research and practice, as well as a publication opportunity for those working in and with ePortfolio, the AePR focuses on timely, important topics written by leaders in the field. The articles may focus on a current controversy in our community that perhaps cannot be quickly or expeditiously addressed through a careful research process or on specific topics of interest to the wider ePortfolio community (for instance, assessment, high impact practices, etc.). As such, we welcome articles that are initial reports on research, case studies of ePortfolio practices and pedagogies, and think-pieces that move the field forward. We want to ensure that the AePR is relevant to you and your work with ePortfolios so we also welcome ideas for future issue themes and topics - let us know if you have ideas!

Tracks - I've tried a number of task tracking software, I've even tried creating my own task tracking software in OneNote and Evernote.  Unfortunately every system/app I tried fell over and I stopped using it. That is when I found Tracks.  Tracks is an open source software (free) that is built to work with the GTD system for organization.  Whether you are a follower of GTD or not, the software is simple, well written, and has the core things that you need to stay on top of your tasks.  Other software tends to have so many features that the core purpose of the software gets lost.  For go the features and use this software, it works.  I signed up for a free account at My.GTDify.com.  I also downloaded the Android app called Shuffle and have it syncing with my online account.  You can even have it sync with your Google calendar.

The following are archived videos from the ELMS Pilot Evaluation Webinar Series. In those webinars, ELMS pilot faculty members talk about their experiences with each of the five ELMS pilot systems: Blackboard 9.1, Desire2Learn, Canvas, Moodle, and Sakai. The ELMS pilot evaluation faculty members give an overview of each system, highlight unique features, and talk about what works and what doesn't. Most of the webinars are available to watch either in Wimba Live Classroom or on YouTube. The following are archived videos from the ELMS Pilot Evaluation Webinar Series. In those webinars, ELMS pilot faculty members talk about their experiences with each of the five ELMS pilot systems: Blackboard 9.1, Desire2Learn, Canvas, Moodle, and Sakai. The ELMS pilot evaluation faculty members give an overview of each system, highlight unique features, and talk about what works and what doesn't. Most of the webinars are available to watch either in Wimba Live Classroom or on YouTube. Introduction

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.

Multiple Submission Quirk - and Work-Around We've learned recently that there is a quirk with Crocodoc when there are multiple submissions. When a student submits more than one assignment attempt, you can choose which to grade from SpeedGrader. If you grade an earlier attempt and provide feedback via Crocodoc on the assignment, the student can only view the latest submission, thereby missing any feedback you provide. There is no way for the student to choose which assignment submission to view. As a workaround, you can annotate on Crocodoc and then download the annotated document to attach to your comment. A PDF version of the assignment file (with annotations) can be downloaded by both student and instructor.

"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."

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.

The short version is that iCloud Keychain does a good job of automatically entering passwords in websites on Apple's Safari browser, both with iOS devices and Macs. It does not work with any third-party browsers on OS X or iOS. It cannot fill in passwords on an iOS app unless the developer of that app has done some legwork to integrate with iCloud Keychain. Worse, it stores the passwords in an inconvenient location on iOS, making it hard to copy and paste passwords for those cases when iCloud Keychain can't automatically fill them in.

Along the way, you figure out: * What works for your particular group of students? * What time are you willing to spend monitoring and commenting your students' blogging activities? * What specific skills do you want to promote through your classroom or individual student blogs? * How will you assess students' participation and work on the blog?

Video that might appeal to K-12 teachers. Teachers talk about how it gives the students control over what they are doing. With access from any computer, students are able to work on their assignments virtually anywhere. Whether they are out from school, on vacation or working from home, they can stay up-to-date with assignments and group projects.

Jaron Lanier's article in the NY times. --- Adding to an already rich life, my father decided in middle age to become an elementary-school teacher in a working-class neighborhood in New Mexico. To this day, people who run grocery stores and work on construction sites, and who are now in late middle age themselves, come out when I'm visiting to tell me how Mr. Lanier changed their lives. Go up to any adult with a good life, no matter what his or her station, and ask if a teacher made a difference, and you'll always see a face light up. The human element, a magical connection, is at the heart of successful education, and you can't bottle it.

When you use Wylio, you're searching through the millions upon millions of Flickr photos that have been designated as Creative Commons works by their owners/uploaders. We don't guarantee the validity of the licenses since we can't control what people decide to upload to Flickr. So, be pragmatic when you decide what photo to use. If it's painfully obvious that "flickr_user_1234" isn't the copyright owner for that Coca-Cola logo they uploaded... don't use it. That said, it is our opinion that people generally upload their own work to Flickr (like they're suppose to). This means when a Flickr user decides to release one of their Flickr photos under a Creative Commons license, they are legally allowing certain uses of that photo.

The Horizon Report points out that behind these emerging technologies/practices are four trends: The abundance of information available online today is challenging traditional notions of what it means to be educators from keepers of information to coaches and sense-makers.People expect to work and study anywhere and anytime.Technologies are increasingly cloud-based. (For more on cloud-computing, click here.)The work of students is increasingly collaborative and multidisciplinar

dScribe, short for "digital and distributed scribes," is a participatory and collaborative model for creating open content. It brings together enrolled students, staff, faculty, and self-motivated learners to work together toward the common goal of creating content that is openly licensed and available to people throughout the world. It was first developed by students and faculty at the University of Michigan to leverage the interest and talent of students in working with faculty and staff to transform educational material into open educational resources (OER). The dScribe model encourages students, faculty, staff, and other interested individuals such as alumni and community members to get involved in not only creating open content, but also generating awareness about the benefits of creating and sharing educational content with a global learning community.