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in title, tags, annotations or urlZite: Personalized Magazine for iPad - 0 views
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.
Educational Leadership:Promoting Respectful Schools:Respecting Students - 0 views
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Teachers who respect students Understand the power of beliefs in shaping their practice. They rid themselves of any covert persuasion they may have that kids who are like them in race, economic status, language, beliefs, or motivation are somehow better or smarter than those who are unlike them. Believe their work can make previously unimpressive students shine—and can raise the ceilings of possibility for impressive students. Teach students how to grow academically and personally. Enlist students' partnership in creating a classroom that dignifies each person within it.
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Teachers who respect students choose their words and tone carefully. They consciously Listen to students—and hear them. Use positive humor, not sarcasm. Provide corrective feedback in ways that foster student effort. Acknowledge student growth. Use their words to defuse difficult situations.
Open university: Joi Ito plans a radical reinvention of MIT's Media Lab (Wired UK) - 0 views
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They have a maker space in a church, a place where the kids can learn how to build a computer, a bike shop where they can learn how to do repairs. The kid who runs this place, Jeff Sturges, is awesome.We're sending a bunch of Media Lab people to Detroit to work with local innovators already doing stuff on the ground."
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in which any bright talent anywhere, academically qualified or not, can be part of the world's leading "antidisciplinary" research lab. "Opening up the lab is more about expanding our reach and creating our network," explains Ito, appointed director in April 2011.
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as Ito sees it, the formal channels of academia today inhibit progress. "In the old days, being relevant was writing academic papers. Today, if people can't find you on the internet, if they're not talking about you in Rwanda, you're irrelevant. That's the worst thing in the world for any researcher. The people inventing things might be in Kenya, and they go to the internet and search. Funders do the same thing. The old, traditional academic channel is not a good channel for attracting attention, funding, people, or preventing other people from competing with you.
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Knewton - Adaptive Learning Platform™ - 0 views
What we learned from 5 million books | Video on TED.com - 0 views
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From YouTube version of this talk: "[Google's digtized books] are very practical and extremely awesome." Erez Lieberman Aiden and Jean-Baptiste Michel from Harvard University use the 15 million books scanned and digitized by Google to show how a visual and quantitative analysis of text can provide insights about fields as diverse as lexicography, the evolution of grammar, collective memory, the adoption of technology, the pursuit of fame, censorship, and historical epidemiology.
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ELA: There are more sobering notes among the n-grams. For instance, here's the trajectory of Marc Chagall, an artist born in 1887. And this looks like the normal trajectory of a famous person. He gets more and more and more famous, except if you look in German. If you look in German, you see something completely bizarre, something you pretty much never see, which is he becomes extremely famous and then all of a sudden plummets, going through a nadir between 1933 and 1945, before rebounding afterward. And of course, what we're seeing is the fact Marc Chagall was a Jewish artist in Nazi Germany. Now these signals are actually so strong that we don't need to know that someone was censored. We can actually figure it out using really basic signal processing. Here's a simple way to do it. Well, a reasonable expectation is that somebody's fame in a given period of time should be roughly the average of their fame before and their fame after. So that's sort of what we expect. And we compare that to the fame that we observe. And we just divide one by the other to produce something we call a suppression index. If the suppression index is very, very, very small, then you very well might be being suppressed. If it's very large, maybe you're benefiting from propaganda.
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Now when Google digitizes a book, they put it into a really nice format. Now we've got the data, plus we have metadata. We have information about things like where was it published, who was the author, when was it published. And what we do is go through all of those records and exclude everything that's not the highest quality data. What we're left with is a collection of five million books, 500 billion words, a string of characters a thousand times longer than the human genome -- a text which, when written out, would stretch from here to the Moon and back 10 times over -- a veritable shard of our cultural genome.
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Using Mobile Devices and Technology to Enhance Emotional Intelligence « User Generated Education - 2 views
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These students, as a group, are classified as lower income students. None of their devices had the capability to download apps. What this says to me as the educator is that when I am designing activities that use the students own devices in my BYOD classroom, that they cannot include the use of apps. They have camera, email, texting, internet capabilities, but no way to use apps.
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As you can see the uploaded images created a personalized feelings poster. Students were provided with scenarios and asked to locate on the Interactive White Board which of these displayed images that they created best represented how they would feel in that situation.
A Texting Communications Exercise « User Generated Education - 1 views
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This activity is an adaptation of the Back-to-Back Communications Exercise. Students found a partner. One volunteered to give the directions, the other to be the drawer. They exchanged phone numbers and the drawers went to another room. The direction givers were provided with the following drawing and told to text in words (one student asked if he could send a picture) the description of the drawing. The goal was for the drawer to reproduce the drawing to scale.
Tokyo Green Space | The Japan Times Online - 0 views
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In a sense, the blog is the antithesis of my academic training. Universities are about restricted knowledge. We study our own things, keep our research to ourselves so no one will steal our work, and we publish results in journals in a language no one understands. The idea of blogs is all about shared knowledge. I love sharing and getting feedback on my findings, and this blog has introduced me to so many fascinating people from all over the world — students, scholars, urban farmers — and it is really interesting to hear their takes.
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Tokyo Green Space is a public research project. It involves observing small public green spaces in Tokyo, sharing images and thoughts online in a diary format and connecting with other people online and in person. I've maintained the site for three years out of passion.
An Open Future for Higher Education (EDUCAUSE Quarterly) | EDUCAUSE - 0 views
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More recent perspectives on learning stress the idea of learning as identity creation.
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The idea that learning is less about transmission, or indeed less about knowledge, and rather about how to operate at personal and society levels has resonances in the current striking change in learning environments
Cheater Cheater by Michael Erard - The Morning News - 0 views
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To me it meant that there were contradictions about what we did and what we said in our culture about who we looked up to and who we made pay for our sins. It also meant that authorship and authoring were far more complicated than could be taught—I myself was about to see this, live it.
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Because she had a disciplinary file in the dean’s office, she decided against graduate school and didn’t take the GRE, though she was thinking about graduate school in business. More importantly, though, her self-image as a good girl had been crushed.
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I told Haley a bit about how her plagiarism had affected me. How I took it personally, and trusted students a little less; I made sure that assignments were plagiarism-proof. But what she couldn’t know was how I became more confident in spotting an opportunity to instruct, and less interested in policing boundaries—which were, after all, mine to teach. She also couldn’t know that at one point, I’d considered designing a course that would focus on rewriting, rephrasing, riffing, and appropriation as real tools of the writer’s trade. It wouldn’t teach anything that would get anyone in trouble, but unlike other writing courses, it would be honest about where ideas and language come from: well, who knows where they come from, but not from angelic transmissions into our minds.
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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Flipboard for iPad - 0 views
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