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in title, tags, annotations or urlVoiceThread Image Attribution « Moving at the Speed of Creativity - 0 views
Convenience, Communications, and Control: How Students Use Technology | Resources | EDUCAUSE - 0 views
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They are characterized as preferring teamwork, experiential activities, and the use of technology
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Doing is more important than knowing, and learning is accomplished through trial and error as opposed to a logical and rule-based approach.2 Similarly, Paul Hagner found that these students not only possess the skills necessary to use these new communication forms, but there is an ever increasing expectation on their part that these new communication paths be used
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Much of the work to date, while interesting and compelling, is intuitive and largely based on qualitative data and observation.
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2010 Horizon Report » One Year or Less: Open Content - 0 views
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The movement toward open content reflects a growing shift in the way academics in many parts of the world are conceptualizing education to a view that is more about the process of learning than the information conveyed in their courses. Information is everywhere; the challenge is to make effective use of it.
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As customizable educational content is made increasingly available for free over the Internet, students are learning not only the material, but also skills related to finding, evaluating, interpreting, and repurposing the resources they are studying in partnership with their teachers.
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collective knowledge and the sharing and reuse of learning and scholarly content,
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Technology: The Wrong Questions and the Right Questions | Education | Change.org - 0 views
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we have to create engagement which works educationally for more than 25% of students, precisely because we have to work against the dominant culture - "math is hard," "history is stupid," "languages are un-necessary." And we need to do that using the efficiencies of contemporary technologies.
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So tech, in my view, increases factual knowledge. It also allows a constant check of that knowledge. Math facts may stay fairly stable, but not the nations of Europe. Biological knowledge, chemical knowledge, changes constantly. We obviously need both, but a memorizer is not a person with a trustable education. A "finder" may be.
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the best thing we will have done for our children (and future generations) is to have fully engaged them in empowered learning, building relationships and thinking creatively - and right now technology is one of the tools that facilitates that kind of education, so we need to use it! http://www.iwasthinking.ca/2008/10/09/its-not-about-the-technology/
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Wild Apricot Blog : Make Your Own Infographic - 0 views
Can You Hear Me Now? « InterACT - 0 views
Langwitches Blog » Updating & Upgrading Our School's Media & Publishing Release - 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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ASCD Express 6.25 - Student Reflective Practice: Building Deeper Connections to Concepts - 0 views
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Reflective assignments make students think about what they are doing and how it applies to the content they are learning, as well as about its context in reality. Reflection is personal, and the ideas generated will be very individual. Not every student will notice, observe, or do things in the same way, but reflection provides the opportunity for them to question what they have learned.
Hyperpolitics (American Style) | the human network - 0 views
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They matter not at all. The mob, now mobilized, will do as it pleases. Obama can lead by example, can encourage or scold as occasion warrants, but he can not control. Not with all the King’s horses and all the King’s men.
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Only a decade ago the network was all hardware and raw potential, but we are learning fast, and this learning is pervasive. Behaviors, once slowly copied from generation to generation, then, still slowly, from location to location, now ‘hyperdistribute’ themselves via the Human Network. We all learn from each other with every text we send, and each new insight becomes part of the new software of a new civilization.
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We may have had great hardware, but it took a long, long time for humans to develop software which made full use of it.
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Tim O'Reilly on Piracy, Tinkering, and the Future of the Book - Jon Bruner - Datanaut - Forbes - 0 views
Wikified class notes | The Salt-Box - 0 views
News: Expanding Language by (Online) Degree - Inside Higher Ed - 0 views
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As for those other 18 credits, Cencich and Khalil say they are confident that students will learn just as well online as they did in the classroom.
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For professors, it means that no one would be losing his or her job — for now, anyway
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PASSHE faces the usual doubts about fully online language instruction — especially in the context of a whole degree program, which would theoretically shepherd students all the way from ignorance to proficiency without ever having them cross the threshold of a classroom.
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Learning 2.0 « Beyond WebCT: Integrating Social Networking Tools Into Language & Culture Courses - 0 views
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While I was reading this article I was very critical and was wondering whether this course was going to be just lecturing by simply recording and showing the lesson and how these two professors could assess so many students in terms of time and in terms to have an assessment which would not make them cheat as this is an online environment. Well, in the last part of the article the answer is clearly expressed they do show a recording but on the online lesson they actually use the lesson to discuss project in smaller groups. Do not personally know how many smaller groups they would create and of how many members however the idea is excellent to me.
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