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in title, tags, annotations or urlUsing Google Forms To Create "Choose Your Own Adventure Games" | Larry Ferlazzo's Websites of the Day… - 0 views
5 Web 2.0 Sticky Note Sites | Mark Brumley - 0 views
A Self-Appointed Teacher Runs a One-Man 'Academy' on YouTube - Technology - The Chronicle of Higher Education - 0 views
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Watching his videos highlights how little the Web has changed higher education. Many online courses at traditional colleges simply replicate the in-person model—often in ways that are not as effective. And what happens in most classrooms varies little from 50 years ago (or more). Which is why Mr. Khan's videos come as a surprise, with their informal style, bite-sized units, and simple but effective use of multimedia.
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Mr. Khan has a vision of turning his Web site into a kind of charter school for middle- and high-school students, by adding self-paced quizzes and ways for the site to certify that students have watched certain videos and passed related tests. "This could be the DNA for a physical school where students spend 20 percent of their day watching videos and doing self-paced exercises and the rest of the day building robots or painting pictures or composing music or whatever," he said.
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"Watching his videos highlights how little the Web has changed higher education. Many online courses at traditional colleges simply replicate the in-person model-often in ways that are not as effective. And what happens in most classrooms varies little from 50 years ago (or more). Which is why Mr. Khan's videos come as a surprise, with their informal style, bite-sized units, and simple but effective use of multimedia."
One nation, online - The Boston Globe - 0 views
Steve Hargadon: Web 2.0 Is the Future of Education - 0 views
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The new Web, or Web 2.0, is a two-way medium, based on contribution, creation, and collaboration--often requiring only access to the Web and a browser.
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when people ask me the answer to content overload, I tell them (counter-intuitively) that it is to produce more content. Because it is in the act of our becoming a creator that our relationship with content changes, and we become more engaged and more capable at the same time.
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Imagine an electronic book that allows you to comment on a sentence, paragraph, or section of the book, and see the comments from other readers... to then actually be in an electronic dialog with those other readers. It's coming.
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Why the web is becoming less social - 0 views
Alma on Chapter 1 and the commentary so far… « Rebirth of a Novel - 0 views
A Brief Interview with Michael Wesch (The Creator of That Wonderful Video...) - John Battelle's Searchblog - 0 views
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The Web speeds up the process of rebuttal, reply, and revision and calls forth a different approach. The radically collaborative technologies emerging on the Web create the possibility for doing scholarship in the mode of conversation rather than argument, or to transform the argument as war metaphor into something that suggests collaboration rather than combat. Personally, I prefer the metaphor of the dance and that we are all here in this webscape dancing and playing around with ideas. The best dancers are those that find a way to “lose themselves” in the music – pushing the limits of the dance without fear of tripping or falling because they know that it is all part of the dance.
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On the next 10-20 years and social networking ... I think this will greatly depend on the structure of those social networking tools and what kinds of communication are made possible with these tools. For example, on Facebook there are “walls” and “discussion groups.” Both of these sections are for human communication, but they are structured differently and therefore elicit different kinds of conversations. Furthermore, they are used in ways beyond how they were intended. Even now, as I am answering multiple questions with one long comment at the bottom of a blog post, the structure of the medium is in some way affecting how I am responding. On a forum I would address each question individually in separate threads. These seemingly minor differences are important because all human relationships are mediated by communication.
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if there is a global village, it is not a very equitable one, and if there is a tragedy of our times, it may be that we are all interconnected but we fail to see it and take care of our relationships with others. For me, the ultimate promise of digital technology is that it might enable us to truly see one another once again and all the ways we are interconnected. It might help us create a truly global view that can spark the kind of empathy we need to create a better world for all of humankind.
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Mapping Our Worlds « Beyond WebCT: Integrating Social Networking Tools Into Language & Culture Courses - 0 views
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practically contributing to the session
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her community of practice extended beyond her Chinese classroom to encompass foreign language learners in general of the same age but different countries of origin.
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I think one does not only have to have a certain level of know-how, but also a level of pedagogical training
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Techno Constructivist: Web 2.0 & Connectivist Learning - Session 2 November 23rd - 0 views
Smartphones and Tablets Will Take Over in 2011, Researchers Say - NYTimes.com - 0 views
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So-called public clouds — shared by a wide range of users, whether consumers or companies — will be “the dominant technology platform for the next 20 years,” Mr. Gens said.
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0 percent of new software offerings will be available as cloud services in 2011, according to IDC.
Minds on Fire: Open Education, the Long Tail, and Learning 2.0 (EDUCAUSE Review) | EDUCAUSE CONNECT - 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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A Framework for Embedding 21st Century Literacy into Curriculum Planning | always learning - 0 views
VoiceThread as Final Exam | Language Lab Unleashed! - 0 views
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This score was worth 70% of their final exam grade (the other 30% had been determined by their classmates in their group oral presentations). The final exam as a whole was 20% of their final (semester) grade. No one element in the final was worth more than 15% of their final grade. Personally, I always hated it when final exams were the deciding factor in your final grade for a course. Some people just don’t test well, especially at the end of a long semester. For many of my students this was their first semester of college finals and I know they were nervous. I tried to be sensitive to all of those things when thinking about the weight of this exam and its impact upon their grade.
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What is the rationale for having a student's final grade comprised solely of the mid-term and final exam?
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This is such an interesting topic. I really don't understad why this happens. Does a student who comes only for exams and do excellent will have the same grade as a student who is always participating and showing interest in class?
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Regarding what Celeste says, I think it is really tricky. I guess it should depend on what you are grading. If you are grading proficiency and the student has it without going to class, why should s/he have a lower grade that another that participates but does not reach his/her proficiency level?
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