Scopus - Document details - 0 views
Misunderstood Minds . Introduction | PBS - 0 views
Come the Revolution - NYTimes.com - 0 views
How Teenagers Are Using Technology in Their Social Lives (REPORT PDF)| The Committed Sa... - 0 views
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I'm tempted to be skeptical because the information is from Ericsson ConsumerLab, a division of the mobile technology giant Ericsson - a company that has a vested interest in promoting the use of technology by teenagers. But some results may not be all that surprising, such as a decrease in the use of home phones and an increase in the use of mobile devices such as smart phones. Or that teens and adults use technology differently. Well, duh... spend any time with a teenager on a regular basis and that's obvious. It's also not news that video chatting is on the rise, but it may at the very least confirm perceptions and some opinions.
Why Cyberbullying Rhetoric Misses the Mark - NYTimes.com - 0 views
Justice with Michael Sandel - Home - 1 views
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ustice is one of the most popular courses in Harvard’s history. Now it’s your turn to take the same journey in moral reflection that has captivated more than 14,000 students, as Harvard opens its classroom to the world.
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- Voice your opinion in the polls- Take the pop quiz to test your knowledge - Dig deeper with in-depth readings- Hone arguments with the Discussion Guides And continue the classroom discussion—online—with other viewers from around the world.
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Or you can start your own Discussion Circle, if your school, church, club, or organization wants to take the course as a group. It’s easy.
Does Global Learning Really Occur in College? Reflections on the Global Education Confe... - 0 views
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fter my experiences in November participating in GlobalEdCon10 conference, I'm realizing that college learning isn't hitting the mark in this area, as well as it could be. GlobalEdCon10 was a ground-breaking event for education, in my opinion While most educators still travel to attend conferences face-to-face (and I do see value in doing so) or attends pre-organized conferences virtually in tandem with face-to-face participants, GlobalEdCon10 seems to have found the perfect recipe for collaborative, open sharing of global learning ideas.
Minds on Fire: Open Education, the Long Tail, and Learning 2.0 (EDUCAUSE Review) | EDUC... - 0 views
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But at the same time that the world has become flatter, it has also become “spikier”: the places that are globally competitive are those that have robust local ecosystems of resources supporting innovation and productiveness.2
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various initiatives launched over the past few years have created a series of building blocks that could provide the means for transforming the ways in which we provide education and support learning. Much of this activity has been enabled and inspired by the growth and evolution of the Internet, which has created a global “platform” that has vastly expanded access to all sorts of resources, including formal and informal educational materials. The Internet has also fostered a new culture of sharing, one in which content is freely contributed and distributed with few restrictions or costs.
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the most visible impact of the Internet on education to date has been the Open Educational Resources (OER) movement, which has provided free access to a wide range of courses and other educational materials to anyone who wants to use them. The movement began in 2001 when the William and Flora Hewlett and the Andrew W. Mellon foundations jointly funded MIT’s OpenCourseWare (OCW) initiative, which today provides open access to undergraduate- and graduate-level materials and modules from more than 1,700 courses (covering virtually all of MIT’s curriculum). MIT’s initiative has inspired hundreds of other colleges and universities in the United States and abroad to join the movement and contribute their own open educational resources.4 The Internet has also been used to provide students with direct access to high-quality (and therefore scarce and expensive) tools like telescopes, scanning electron microscopes, and supercomputer simulation models, allowing students to engage personally in research.
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2008 Horizon Report » One Year or Less: Grassroots Video - 0 views
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Rather than investing in expensive infrastructure, universities are beginning to turn to services like YouTube and iTunes U to host their video content for them. As a result, students—whether on campus or across the globe—have access to an unprecedented and growing range of educational video content from small segments on specific topics to full lectures, all available online.
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Video capture, in the hands of an entire class, can be a very efficient data collection strategy for field work, or as a way to document service learning projects. Video papers and projects are increasingly common assignments. Student-produced clips on current topics are an avenue for students to research and develop an idea, design and execute the visual form, and broadcast their opinion beyond the walls of their classroom.
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social networking communities that have evolved around video
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Educational Trends « Beyond WebCT: Integrating Social Networking Tools Into L... - 0 views
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can one annotate on electronic books
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“We must rethink ourselves.”
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there is still a certain hierarchy that needs to be in place or else personal interest will become conflated with the interests of grading (we are still vested with a certain institutional authority, whether or not this is a pedagogical approach)
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We're on information overload / The Christian Science Monitor - CSMonitor.com - 0 views
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The pursuit of knowledge in the age of information overload is less about a process of acquisition than about proficiency in tossing stuff out.
Bloom's Taxonomy - 0 views
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Bloom identified six cognitive levels: knowledge, comprehension, application, analysis, synthesis, and evaluation, with sophistication growing from basic knowledge-recall skills to the highest level, evaluation.
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Originally developed as a method of classifying educational goals for student performance evaluation,
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three major domains of learning: cognitive, affective, and psychomotor
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Learning Spaces | EDUCAUSE - 0 views
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Net Gen students are facile at multitasking
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Workers anticipated having a single profession for the duration of their working lives. Education was based on a factory-like, "one size fits all" model. Talent was developed by weeding out those who could not do well in a monochromatic learning environment.
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Knowing now means using a well-organized set of facts to find new information and to solve novel problems. In 1900, learning consisted largely of memorization; today it relies chiefly on understanding.
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A Manifesto for Media Education - 0 views
Language Log » What bilinguals tell us about Mind and Brain - 0 views
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It's a darn shame, in my opinion, that the AAAS doesn't put videos of these symposiums on the web, along the lines of TED lectures and the like. If they did that, I feel that many of the presentations would deserve (and get) tens of thousands or even hundreds of thousands of views. I've made this suggestion to several people within AAAS, but since the cultural conservatism of American intellectuals is perhaps rivaled only by that of the Saudi religious authorities, I suspect that a few decades will pass before any such thing happens.
Vodafone in Egypt: How tech companies can uphold, not violate, human rights - CSMonitor... - 0 views
Scholar 2.0: Public Intellectualism Meets the Open Web - 1 views
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for the most part, knowledge created by academics is placed mostly in outlets that can be accessed only by “the knowledge elite.”
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I have become so used to publishing directly to the Web that I felt shackled by the constraints of the print medium.
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open access and peer-review are NOT mutually exclusive
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