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in title, tags, annotations or urlbrazilbridges / FrontPage - 0 views
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digitalresearchtools / Annotation and Notetaking Tools - 0 views
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Introduction to Emerging Media Syllabus - 0 views
Google Updates iOS Search App with Instant Pages, Quicker Filters - 0 views
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Imagine the cultural understandings that could develop between readers from opposite sides of the earth sharing thought together.
11 predictions concerning technology in education - Articles - Educational Technology - ICT in Education - 0 views
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Much of the technology for the classroom of the "future" actually exists now. The difference in the future will be that it will be much more common and used as a matter of course.
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Connectivity and "embeddedness" will be the guiding principles: connectivity, in the sense that whatever device pupils do their work on will not lead to a cul-de-sac: it will be straightforward to start work on a handheld computer in one place and continue on a laptop somewhere else; embeddedness, in the sense that you won't have to think about what you're using, because it will all be part of the fabric of living. These two ideas are, of course, closely related.
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Teachers will continue to be the single most important element in the learning process.
digitalresearchtools / FrontPage - 0 views
Benjamin Woodward - Wikipedia, the free encyclopedia - 0 views
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This article does not cite any references or sources. Please help improve this article by adding citations to reliable sources. Unsourced material may be challenged and removed. (April 2007)
News: The Promise of Digital Humanities - Inside Higher Ed - 0 views
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Amid financial crises, humanities departments at many public universities have been razed. But even amid cuts, there has been a surge in interest in the digital humanities -- a branch of scholarship that takes the computational rigor that has long undergirded the sciences and applies it the study of history, language, and culture.
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The NEH held a symposium on Tuesday for 60 recipients of its 2011 Digital Humanities Start-Up Grants, most of whom were given between $25,000 and $50,000. They were allowed two minutes each to describe their projects.
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“While we have been anguishing over the fate of the humanities, the humanities have been busily moving into, and even colonizing, the fields that were supposedly displacing them,”
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UnPlug'd - Home | Page d'accueil - 0 views
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UnPlug'd brings together Canadian educational change agents to share peer-reviewed success stories; to deepen relationships among participants; to publish the collective vision of the group. Grassroots educators will share their first-hand experiences, collectively considering modern approaches to learning. The summit will culminate with the release a publication that communicates a vision for the future of K-12 education in Canada.
Getting It Wrong: Surprising Tips on How to Learn: Scientific American - 0 views
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The team found that students remembered the pairs much better when they first tried to retrieve the answer before it was shown to them. In a way this pretesting effect is counterintuitive:
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Participants were tested on pairs of "weak associates," words that are loosely related such as star-night or factory-plant. (If students are given the first word and asked to generate an associate, the probability of generating the target word is only 5 percent.) In the pretest condition, students were given the first word of the pair (star- ???) and told to try to generate the second member that they would have to later remember.
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Students were asked to read the essay and prepare for a test on it. However, in the pretest condition they were asked questions about the passage before reading it such as “What is total color blindness caused by brain damage called?” Asking these kinds of question before reading the passage obviously focuses students’ attention on the critical concepts. To control this “direction of attention” issue, in the control condition students were either given additional time to study, or the researchers focused their attention on the critical passages in one of several ways: by italicizing the critical section, by bolding the key term that would be tested, or by a combination of strategies. However, in all the experiments they found an advantage in having students first guess the answers. The effect was about the same magnitude, around 10 percent, as in the previous set of experiments.
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This work has implications beyond the classroom. By challenging ourselves to retrieve or generate answers we can improve our recall. Keep that in mind next time you turn to Google for an answer, and give yourself a little more time to come up with the answer on your own.
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10 Things Your Students Won't Tell You - TheApple.com - 0 views
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