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Mark Lindner

Amsterdam's Rijksmuseum Launches Online Digital Collection of 125,000 Masterpieces | LJ... - 1 views

www.infodocket.com/...-of-125000-masterpieces-online

art museums digital

shared by Mark Lindner on 27 Nov 12 - No Cached
  • Mark Lindner on 27 Nov 12
     
    "The ultra high-resolution images of works, both famous and less well-known, can be freely downloaded, zoomed in on, shared, added to personal 'studios', or manipulated copyright-free. Users can have prints made of entire works of art or details from them. Other suggestions for the use of images include creating material to upholster furniture or wallpaper, or to decorate a car or an iPad cover for example."
Sara Thompson

xkcd: Citogenesis - 1 views

xkcd.com/978

citations funny presentations images

shared by Sara Thompson on 16 Nov 11 - No Cached
  • Sara Thompson on 16 Nov 11
     
    A great image for a future presentation on sources (cough, cough) about th paradox cycle of rumors and such on Wikipedia.
Mark Lindner

Rossetti Archive - 0 views

www.rossettiarchive.org

Rossetti archives

shared by Mark Lindner on 25 Jun 12 - Cached
  • Mark Lindner on 25 Jun 12
     
    Completed in 2008 to the plan laid out in 1993, the Archive provides students and scholars with access to all of DGR's pictorial and textual works and to a large contextual corpus of materials, most drawn from the period when DGR's work first appeared and established its reputation (approximately 1848-1920), but some stretching back to the 14th-century sources of his Italian translations. All documents are encoded for structured search and analysis. The Rossetti Archive aims to include high-quality digital images of every surviving documentary state of DGR's works: all the manuscripts, proofs, and original editions, as well as the drawings, paintings, and designs of various kinds, including his collaborative photographic and craft works. These primary materials are transacted with a substantial body of editorial commentary, notes, and glosses.
Deb Robertson

Image Access :: Wuppertal, Germany - 0 views

www.imageaccess.de

office_equipment library

shared by Deb Robertson on 28 Oct 10 - Cached
  • In the company’s two locations, Wuppertal and Boca Raton, Florida; Image Access has a staff of over 70 employees, most of whom work in the development and production location in Wuppertal.
  • Deb Robertson on 28 Oct 10
     
    Faceup scanner BookEye
Sara Thompson

instaGrok: The Search Engine Made Just For Education | Edudemic - 0 views

edudemic.com/...engine-made-just-for-education

search education ideasfile instruction

shared by Sara Thompson on 18 Apr 12 - No Cached
  • The killer feature to me is not the fun interactive ‘related terms’ web or the websites and images that pop up with each search. It’s the ‘Quizzes’ tool that gives you classroom-ready quiz questions on your search term. It’s downright amazing.
  • Quick Tip:You can use the little slider at the top of the search results screen to adjust how detailed your results are. You can go from the ABC chalkboard to the Einstein-y looking fella.
  • Sara Thompson on 18 Apr 12
     
    Without going into too much detail, instaGrok basically lets you punch in any search term (I'd recommend using a subject matter or item you're learning about) and get a neatly formatted and interactive experience as search results
Sara Thompson

Net Smart: How To Thrive Online - 1 views

ogilvynotes.com/...net-smart-how-to-thrive-online

transliteracy info-literacy books visual images infographic ideasfile

shared by Sara Thompson on 25 Mar 12 - No Cached
  • Sara Thompson on 25 Mar 12
     
    Interesting visual spin on the various literacies we want our students to learn. I'm hoping to find a video of the author speaking about this before diving into the book. 
Sara Thompson

A Model of Learning Objectives : Revision of Bloom's Taxonomy - 1 views

www.celt.iastate.edu/...RevisedBlooms1.html

education teaching visual psychology examples images

shared by Sara Thompson on 29 Mar 12 - Cached
  • Sara Thompson on 29 Mar 12
     
    Really great visual cross-section of cognitive process with knowledge dimensions.  Fascinating way to think about learning activities. 
Sara Thompson

New interactive teaching techniques | Harvard Magazine Mar-Apr 2012 - 0 views

harvardmagazine.com/...twilight-of-the-lecture

teaching learning education online-learning bcushare future

shared by Sara Thompson on 23 Feb 12 - No Cached
  • The epiphany came via an article in the American Journal of Physics by Arizona State professor David Hestenes. He had devised a very simple test, couched in everyday language, to check students’ understanding of one of the most fundamental concepts of physics—force—and had administered it to thousands of undergraduates in the southwestern United States. Astonishingly, the test showed that their introductory courses had taught them “next to nothing,”
  • “They had a bag of tricks, formulas to apply. But that was solving problems by rote. They floundered on the simple word problems, which demanded a real understanding of the concepts behind the formulas.”
  • More important, a fellow student is more likely to reach them than Professor Mazur—and this is the crux of the method. You’re a student and you’ve only recently learned this, so you still know where you got hung up, because it’s not that long ago that you were hung up on that very same thing. Whereas Professor Mazur got hung up on this point when he was 17, and he no longer remembers how difficult it was back then. He has lost the ability to understand what a beginning learner faces.”
  • ...12 more annotations...
  • Reviewing the test of conceptual understanding, Mazur twice tried to explain one of its questions to the class, but the students remained obstinately confused. “Then I did something I had never done in my teaching career,” he recalls. “I said, ‘Why don’t you discuss it with each other?’” Immediately, the lecture hall was abuzz as 150 students started talking to each other in one-on-one conversations about the puzzling question. “It was complete chaos,” says Mazur. “But within three minutes, they had figured it out. That was very surprising to me—I had just spent 10 minutes trying to explain this. But the class said, ‘OK, We’ve got it, let’s move on.’
  • This innovative style of learning grew into “peer instruction” or “interactive learning,”
  • Interactive learning triples students’ gains in knowledge as measured by the kinds of conceptual tests that had once deflated Mazur’s spirits, and by many other assessments as well.
  • Peer-instructed students who’ve actively argued for and explained their understanding of scientific concepts hold onto their knowledge longer.
  • Interactive pedagogy, for example, turns passive, note-taking students into active, de facto teachers who explain their ideas to each other and contend for their points of view.
  • “Now, think of how you became good at it,” he says next. Audience members, supplied with wireless clickers, can choose from several alternatives: trial and error, apprenticeship, lectures, family and friends, practicing. Data from thousands of subjects make “two things stand out,” Mazur says. “The first is that there is a huge spike at practicing—around 60 percent of the people select ‘practicing.’” The other thing is that for many audiences, which often number in the hundreds, “there is absolutely zero percent for lectures. Nobody cites lectures.”
  • The active-learning approach challenges lecturers to re-evaluate what they can accomplish during class that offers the greatest value for students. Mazur cites a quip to the effect that lectures are a way of transferring the instructor’s lecture notes to students’ notebooks without passing through the brains of either.
  • So I began to ask my students to read my lecture notes before class, and then tell me what questions they have [ordinarily, using the course’s website], and when we meet, we discuss those questions.”
  • Students find a neighbor with a different answer and make a case for their own response. Each tries to convince the other. During the ensuing chaos, Mazur circulates through the room, eavesdropping on the conversations. He listens especially to incorrect reasoning, so “I can re-sensitize myself to the difficulties beginning learners face.” After two or three minutes, the students vote again, and typically the percentage of correct answers dramatically improves. Then the cycle repeats.
  • ‘We’ve never done a problem of this kind.’ I tell them, ‘If you had done a problem of this kind, then by definition, this would not be a problem.’ We have to train people to tackle situations they have not encountered before.
  • “It’s not easy. You get a lot of student resistance,” he continues. “You should see some of the vitriolic e-mails I get. The generic complaint is that they have to do all the learning themselves. Rather than lecturing, I’m making them prepare themselves for class—and in class, rather than telling them things, I’m asking them questions. They’d much rather sit there and listen and take notes.
  • In addition to student resistance, there is architectural resistance. “Most classrooms—more like 99.9 percent—on campus are auditoriums,”
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