EC&I 831 - 0 views
Thinking Machine wiki / Think Mobile Phones for Learning - 0 views
projectfeelgood » home - 0 views
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Students from Malaysia and New Zealand are working together to learn about digital video production. Students in Malaysia will be working with iMovie, while students in New Zealand will be working with MovieMaker. As a group, they will collaborate to produce videos about things that make them happy. Through the use of this protected (only members can edit pages), collaborative wiki, we hope that students will learn about both software applications, as well as how to collaborate safely and effectively online.
Future_Scenarios_home | EDUCAUSE CONNECT - 0 views
Are Schools Inhibiting 21st Century Learning? : April 2008 : THE Journal - 0 views
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Among students, more than half said they would "use technology more easily at school if they could use their own laptop, cell phone or mobile device to work on projects, access related software applications and the Internet, and communicate with classmates,"
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Here are the top-3 technologies teachers and administrators chose to equip the "ultimate school for 21st century learners."
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Most high school students (67 percent) and middle school students (52 percent) have cell phones. And 75 percent of middle and high school students have a digital media player.
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msit8q4 » Sounding Board - 0 views
» Welcome The 1001 Flat World Tales - 0 views
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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The Tempered Radical: New Opportunities to Connect and Create. . . - 1 views
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Our students will buy and sell from countries across the world and work for international companies. They will manage employees from other cultures, work with people from different continents in joint ventures and solve global problems such as AIDS and avian flu together.
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But what I've grown to realize is that very few people have really embraced the changing nature of a tomorrow that remains poorly defined. We know that the Internet today is far more powerful than ever before---and have heard about companies that are capitalizing on these changes---but we haven't figured out what that means for us. We're jazzed to have access to information and geeked by interactive content providers, but our digital experiences remain somewhat self-centered.
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the new National Educational Technology Standards for Students being developed by the International Society for Technology in Education. These standards reflect an increased need to teach children how to use the Internet in new and different ways. Perhaps the most challenging---and important standard---for educators to embrace will this one:Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students: A. Interact, collaborate and publish with peers, experts or others employing a variety of digital environments and media. B. Communicate information and ideas effectively to multiple audiences using a variety of media and formats. C. Develop cultural understanding and global awareness by engaging with learners of other cultures. D. Contribute to project teams to produce original works or solve problems.Does that sound like the digital work being done in your classroom, school, district or state?!
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Print: The Chronicle: 6/15/2007: The New Metrics of Scholarly Authority - 0 views
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Web 2.0 is all about responding to abundance, which is a shift of profound significance.
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Chefs simply couldn't exist in a world of universal scarcity
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When the system of scholarly communications was dependent on the physical movement of information goods, we did business in an era of information scarcity. As we become dependent on the digital movement of information goods, we find ourselves entering an era of information abundance. In the process, we are witnessing a radical shift in how we establish authority, significance, and even scholarly validity. That has major implications for, in particular, the humanities and social sciences.
Overview (Powerful Ingredients for Blended Learning) - 0 views
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Before selecting, creating and using online accounts for this course, students are encouraged to consider the benefits of establishing and maintaining a professional digital footprint.
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By using an alias or screename unrelated to their actual name, students can maintain public anonymity on the websites and in the web content created to fulfill course requirements.
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Students are encouraged, but not required, to create a consistent, professional digital footprint through the completion of these course requirements. For more thoughts along these lines, see: Darren Kuropatwa's post, "Google Never Forgets"Jen Wagner's post, "If You Lead….Are You Ready For Them To Follow" Clarence Fisher's post, "Losing Your Footprint Sucks" Wesley Fryer's post, "Google Profiles, Online Reputation Management, and Digital Footprints" Notes from Robyn Treyvaud's presentation, "Our 21st Century Challenge: Developing Responsible, Ethical and Resilient Digital Citizens"Yahoo's Safety website: FAQs about your Digital Reputation The YouTube video, "Digital Footprints – Digital Dossier"
Home (Celebrate Oklahoma Voices) - 0 views
VisualBlooms - home - 0 views
flatclassroomproject » Rubrics - 0 views
A Colorado Conversation - Home 2010 - 0 views
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