the knowledge developed during the course does not pre-exist the course. Second, since the knowledge of the course does not exist before the course (because you and the students develop the knowledge during the course), your chief challenge is to manage the process of knowledge discovery.
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Free Technology for Teachers: How to Choose a Safe Password - 0 views
Free Technology for Teachers: How to Create a Custom Search Engine - 0 views
Free Technology for Teachers: Tripline - Create Travel Maps - 0 views
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Look at how this differs from Google Maps and Google Earth
Online version: Open Data, Democracy and Public Sector Reform : Tim's Blog - 0 views
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Over the weeks since I handed in my MSc Dissertation I've been trying to work out how best to share the final version. Each time I've started to edit it for release I've found more areas where I want to develop the argument further, or where I recognise that points I thought were conclusions are in fact the start of new questions. After trying out a few options, I settled on the fantastic Digress.it platform to put a copy of the report online - giving each paragraph it's own URL and space for comments and trackbacks. Hopefully this can help turn a static dissertation into something more dynamic as a tool for helping take forward thinking about the impacts of open government data. All comments, feedback, reflections and thinking aloud on the document welcome.
Instructional Technology » Field Notes: Lisa Halpern Talks Twitter - 0 views
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2nd grade teacher talks about how and why she uses Twitter with her students in the classroom
YouTube - kutiman's Channel - 0 views
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How Tomas Lazic created his Thru-You video
Learn It In 5 - Tweetchat - 0 views
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How to organize twitter hashtags with tweetchat
YouTube - Cute Girl Has A Catchy Dance - 0 views
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A cute take on Derek Sivers 'how to start a movement' Ted Talk (http://bit.ly/a9x4Uh)
Challenging the Presentation Paradigm (in 6 minutes, 40 seconds): Pecha Kucha - ProfHac... - 0 views
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ProfHacker shares how he used Pecha Kucha with his students for their presentations.
Kelli Marshall web site (Assist Prof) - 0 views
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What I find particularly intriguing about Kellie's site is how she goes beyond the standard academic site to include tweets about her work, her blog, and her student evals (good & bad) ported into Scribd. A new form of scholarly authority?
The Electric Educator: Flip your classroom through reverse instruction - 0 views
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Describes how he implements Sams and Bergman 'reverse instruction' idea with his students. Provides specifics.
Mind - Research Upends Traditional Thinking on Study Habits - NYTimes.com - 0 views
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In recent years, cognitive scientists have shown that a few simple techniques can reliably improve what matters most: how much a student learns from studying.
How to Moderate an Online Group | Edutopia - 0 views
The Innovative Educator: Think you're a Digital Immigrant? Get Over It! - 0 views
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Talks about 'learned helplessness' exhibited by many teachers and how plns address this rather than pd
10 Rules of Teaching in this Century -- Campus Technology - 0 views
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Now, because learning resources and opportunities are infinite, make the move: Don’t just tell students the key knowledge in your field, but help them discover it through problem-based active learning. Change your curriculum from a list of what you will say to a list of essential problems (or questions) that students will address, with your guidance, throughout the semester.
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It may well be better to re-state learning outcomes in terms of essential problems and the research associated with those essential problems, and build rubrics based on the problems within a problem-based learning structure.
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Talks about how we now can really walk the walk and have a learner-centered environment and the technologies nec. to support that.
FORA.tv - About Us - 0 views
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"We gather the web's largest collection of unmediated video drawn from live events, lectures, and debates going on all the time at the world's top universities, think tanks and conferences. We present this provocative, big-idea content for anyone to watch, interact with, and share --when, where, and how they want."
eLearn: Feature Article - E-learning 2.0 - 0 views
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In the future it will be more widely recognized that the learning comes not from the design of learning content but in how it is used. Most e-learning theorists are already there, and are exploring how learning content-whether professionally authored or created by students— can be used as the basis for learning activities rather than the conduit for learning content.
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there is also an increasing recognition that learning is becoming a creative activity and that the appropriate venue is a platform rather than an application.
Cell Phones in the (Language) Classroom: Recasting the Debate (EDUCAUSE Quarterly) | ED... - 0 views
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My Google Voice number has served primarily as a messaging service students call (sometimes spontaneously during the instructional period, more often outside of the classroom) to record dialogues, poetry, even song, either individually or in pairs. These recordings are stored on Google servers, but can be downloaded and posted on course management pages (Moodle, Blackboard, Sakai, etc.) or podcasting, blogging, or social networking sites (I post particularly good recordings on my Spanish Facebook page). While I have yet to experiment with this particular feature, Google Voice can also be used for conference calling, and dialogues with groups of students can be recorded for later informal group or formal teacher evaluation.
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Do you see any issues with posting recordings on Facebook?
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It is generally accepted that students work harder and become more engaged and invested in activities and assignments that might be publicly posted (on the Internet or otherwise). My own experience shows that students required to record speech of any kind in a computer laboratory setting spend considerable time preparing prior to recording. The very act of recording their voices — creating a permanent record of their speech — instilled a strong desire to perform well. In short, the act of recording increased students’ investment and engagement in the learning process.
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Do you find this to be true for your students as well? How about for you?
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The access that I had to that student combined with the ease and speed of communication presented by Google Voice solved more than a pronunciation problem; it likely helped me head off a building class management issue by engaging that student on his terms outside of the classroom setting.
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Your thoughts?
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