Vizify TweetSheet - 0 views
Condition ONE - 0 views
16th-Century Amsterdam Stunningly Visualized with 3D Animation | Open Culture - 0 views
Calhoun School: Steve's Blog Is it Learning or Training? - 0 views
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proponents claim, the methods “work,” as represented by higher test scores. Because, they add, the methods are efficient, meaning you can produce results with brutal economic efficiency and large classes. And, in ed policy-speak, the systematized, highly structured methodologies are “scaleable,” easily replicated and exported to other schools.
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Anyone intensely “drilled” in facts or simple algorithms will demonstrate superior performance when tested on short-term retention. The students in programs like that at Williamsburg Collegiate are being trained to give the “right” answers, but they are learning little or nothing. Other evidence exposes the folly of these practices, as test score gains among younger students are not holding as the same students move into older grades. But the policy response in most places is reflexive, not reflective. Drill them more and test ‘em again!
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Perhaps the greatest tragedy of this approach to education is that it disregards, often punishes, the qualities that most characterize real learning. Children are discouraged from expressing a point of view – no time for that and it isn’t on the test. Creativity is irrelevant. Children who are sensitive and poetic are devalued, forced into quick, aggressive responses by a drill sergeant teacher. Critical thinking is not welcome. Where is the space for empathy and imagination? What about the child whose unique intelligence is the ability to visualize something beautiful, to see another possible way to solve a problem, to turn a history assignment into a song?
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Cell phone novels come of age › Japan Today: Japan News and Discussion - 0 views
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“Teenage girls began messaging with pagers in the early ’90s,” says Mizuko Ito, a research scientist who studies cell phone use among Japanese youth. “Because of this, Japan was the first country to have widespread mobile communications, even before mobile phones became affordable and popular.” Ito sees in the rise of cell phone novels a high degree of media and gadget literacy, a cultural willingness to experiment with new technologies, and a desire for private space and intimate communication.
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The way it works is this: novels are posted by members of cell phone community sites to be downloaded for free and read on other cell phones. Reading often takes place in crowded trains during long commutes. The works are published in 70-word installments, or abbreviated chapters that are the ideal length to be read between shorter train stops. This means that, despite small cell phone screens, lots of white space is left for ease of reading. Multiple short lines of compressed sentences, mostly composed of fragmentary dialogue, are strung together with lots of cell phone-only symbols. The resulting works are emotional, fast-paced and highly visual, with an impact not unlike manga.
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Following Starts, other publishers like Goma and Asuki Media Works moved in to cherry pick cell phone novel sites online and put out the next big hit. The number of cell phone novels in print began skyrocketing in 2006, when 22 books hit the shelves; the following year, there were 98. Even a no-name author with a cell phone novel publishing deal enjoyed a first run of between 50,000 and 100,000 copies.
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Many Eyes - 0 views
The Evolution of Privacy on Facebook - 0 views
Powerhouse Museum to launch open access image repository - powerhouse museum, Gov 2.0 -... - 0 views
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“Since then we have had two million views on 1700 images but for us it goes beyond the views; it is the connection we have made with this audience.”
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According to Bray, the connection with audience has paid off with the Powerhouse’s community now volunteering to conduct research work that now adds to the museum’s knowledge of its own collection.
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“They have been tagging, commenting, researching, identifying locations, doing incredible images because they are allowed to use them for free and with no restrictions,” Bray says. “It allows the audience to do citizen curation.”
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Information overload, the early years - The Boston Globe - 0 views
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In many ways, our key methods of coping with overload haven’t changed since the 16th century: We still need to select, summarize, and sort, and ultimately need human judgment and attention to guide the process.
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Early modern compilers were driven by this enthusiasm, even beyond their hopes for acquiring reputation or financial gain. Today, we see the same impulse in the proliferation of cooperative information sharing on the Internet, such as the many designers and programmers sharing new ways to visualize and efficiently use huge quantities of data. In democratizing our ability to contribute to a universal encyclopedia of experience and information, the Internet has shown just how widespread that long-running ambition remains today.
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Overload has long been fueled by our own enthusiasm — the enthusiasm for accumulating and sharing knowledge and information, and also for experimenting with new forms of organizing and presenting it.
Web 2.0: A New Wave of Innovation for Teaching and Learning? (EDUCAUSE Review) | EDUCAU... - 0 views
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Web 2.0. It is about no single new development. Moreover, the term is often applied to a heterogeneous mix of relatively familiar and also very emergent technologies
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Ultimately, the label “Web 2.0” is far less important than the concepts, projects, and practices included in its scope.
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Social software has emerged as a major component of the Web 2.0 movement. The idea dates as far back as the 1960s and JCR Licklider’s thoughts on using networked computing to connect people in order to boost their knowledge and their ability to learn. The Internet technologies of the subsequent generation have been profoundly social, as listservs, Usenet groups, discussion software, groupware, and Web-based communities have linked people around the world.
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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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Dr. Mashup; or, Why Educators Should Learn to Stop Worrying and Love the Remix | EDUCAU... - 0 views
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A classroom portal that presents automatically updated syndicated resources from the campus library, news sources, student events, weblogs, and podcasts and that was built quickly using free tools.
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Increasingly, it's not just works of art that are appropriated and remixed but the functionalities of online applications as well.
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mashups involve the reuse, or remixing, of works of art, of content, and/or of data for purposes that usually were not intended or even imagined by the original creators.
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Lead article: How did a couple of veteran classroom teachers end up in a space like thi... - 0 views
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With social networking and media-sharing practices rapidly assuming a central role in our professional and personal lives, teachers have a responsibility to bring these practices into the classroom.
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technology uber-fans gush over their embrace of every new gadget, technology and practice, affixing computer-driven activities onto factory-model teaching practices as shiny appendages, resulting in a ‘technology façade’
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This does not mean that traditional literacies of critical reading, thinking and communication must make way for emerging literacies of collaboration, online communication and multimedia navigation. It does mean that we have to transform our teaching to accommodate them all effectively.
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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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The Newest Media and a Principled Approach for Integrating Technology Into Instruction ... - 0 views
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However “technocool” or visually attractive or absorbing a piece or collection of new media is, unless its instructional application plausibly justifies an answer of “yes” to the questions above, prima facie it is unlikely to affect educational outcomes. In contrast, if a proposed use warrants an answer of “yes” to one or more of the questions above, it stands a chance of making a difference.
Keyword Density Checker - Keyword Cloud - 0 views
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