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m rubs

Using American English - 0 views

usingamericanenglish.com

ESL Atlanta English Class Learn Business UAE Using American Test Prep Tutor

shared by m rubs on 20 Feb 12 - No Cached
  • m rubs on 20 Feb 12
     
    Using American English is Atlanta's only company specializing in personalized language instruction. UAE strives to provide the best possible English instruction to non-native Americans in and around Atlanta, Georgia. UAE hires the most qualified instructors to deliver customized courses that are especially designed to the needs of the client. We cater to students of all backgrounds and levels and provide classes in a variety of areas.
Tim Macmillan

oppia - Tool for creating interactive educational content - Google Project Hosting - 0 views

code.google.com/oppia

interactive learning teaching technology tools

shared by Tim Macmillan on 27 Feb 14 - No Cached
  • Oppia is a versatile tool that enables non-technical users to create interactive online educational activities (called 'explorations') that give immediate and personalized feedback to learners. These explorations are incrementally improvable by the community, and embeddable in any webpage.
  • free and open source software
Steve Ransom

Peter T. Coleman, PhD: The Consequences of Our Games - 2 views

www.huffingtonpost.com/...es-of-our-games_b_2392695.html

gamification business life culture change distraction competition

shared by Steve Ransom on 21 Jul 13 - No Cached
  • "At a time when games are becoming ever more realistic, reality is becoming more gamelike."
  • The problem is not that games are inconsistent with many aspects of our lives; it is that they provide a limited and skewed lens on the world
  • Seeing more and more aspects of our lives as games to win through maximization has a sort of self-perpetuating effect with perverse consequences, not the least of which is the impairment of what Diesing terms social rationality; the cherishing of unique relationships, personal connectedness, cooperative functioning, solidarity and sentiment.
  • ...6 more annotations...
  • It stresses the strategic interdependent interests of humans and assumes that in games there is always a rational choice which is the best counter-choice to your opponent's.
  • If winning efficiently is the goal, then the rules (ethical, moral, legal, and spiritual), are essentially obstacles to game.
  • In our schools, competition for access to elite preschools, for grades, for social status, in sports, over positions of leadership, and for admission to exclusive colleges transforms one of our most basic institutions for fostering community, ethics and learning into competitive, individualistic corporate training-grounds. In these settings, the importance of competitive sports becomes paramount, for both financial and training purposes, and the artistry of cheating (see this year's Stuyvesant High School cheating scandal) and rule-bending (see Joe Paterno) revered. Such intense competition encourages the professionalization of parenting -- through tutors, highly-educated nannies, prep courses, and professional training camps (such as investment camps). You can imagine the deleterious effects these trends have on the ethos of care and moral responsibility in our families and schools, a critical buffer against bullying and violence in the lives of our children.
  • We become hyper-connected through technologies, boasting our number of "friends" on Facebook, and have less and less intimacy.
  • We choose friends with benefits or Internet porn over romantic relationships as they are less messy, more efficient.
  • Life is a race and we are losing.
  • Steve Ransom on 21 Jul 13
     
    A great piece worth the time to reflect on. Mindfulness needs to be practiced frequently.
Paul Welsh

Author Nicholas Carr: The Web Shatters Focus, Rewires Brains | Magazine - 16 views

www.wired.com/...1

eschool brain multitasking education technology

shared by Paul Welsh on 04 Jul 10 - Cached
  • Dozens of studies by psychologists, neurobiologists, and educators point to the same conclusion: When we go online, we enter an environment that promotes cursory reading, hurried and distracted thinking, and superficial learning. Even as the Internet grants us easy access to vast amounts of information, it is turning us into shallower thinkers, literally changing the structure of our brain.
  • What we’re experiencing is, in a metaphorical sense, a reversal of the early trajectory of civilization: We are evolving from cultivators of personal knowledge into hunters and gatherers in the electronic data forest. In the process, we seem fated to sacrifice much of what makes our minds so interesting.
    • Paul Welsh
      Paul Welsh on 15 Aug 10
       
      In light of these studies, learners could benefit from a "concentration protocol" for isolating the passage from the edge distractions and at least temporarily turning off notifications
kels_giroux

Symbaloo EDU | PLE | Personal Learning Environment - 17 views

www.symbalooedu.com

web2.0 tools PLE symbaloo symbalooedu

shared by kels_giroux on 28 Sep 10 - No Cached
  • kels_giroux on 04 Mar 13
     
    May be useful to create class web "start" pages with relevant resources.  
Ted Curran

[Must Read!] Advice for Small Schools on the LMS Selection Process | e-Literate - 0 views

mfeldstein.com/s-on-the-lms-selection-process

shared by Ted Curran on 22 Nov 10 - Cached
  • Migration is inevitable:
  • Migration can be an opportunity:
  • All of these systems are pretty good: It’s easy to get worried about making a “wrong” decision and picking the “inferior” product. The truth of the matter is that, given the needs of your institution (both present and foreseeable future), any of the major systems available in the US that I have some familiarity with (ANGEL, Blackboard, Desire2Learn, Moodle, and Sakai) will provide you with adequate functionality.
  • ...14 more annotations...
  • Accept the possibility that you may have Stockholm Syndrome:
  • If you are an LMS support person, then it is likely that you are too close to the day-to-day operations to have good perspective on all aspects of how well your current system is meeting your school’s needs. Make sure you get input from people with a broad range of experiences, roles, and perspectives.
  • All of these systems are pretty bad:
  • all of these systems will probably fare pretty well. But part of that is because our expectations are low. The state of the art in LMS design is frankly not great.
  • Having a system with 39,000 seldom-used features that require a course to learn how to use is not as valuable to you as having a system with 39 features that most people will find useful and can figure out how to use on their own.
  • You may not be a good judge of usability:
  • a system seems easy to use once you know how to use it.
  • Your current faculty LMS heroes may be the worst judges of usability: There is nobody on your campus more likely to have Stockholm Syndrome than the faculty member who taught her first online class using your current LMS, has never used anything different, and has devoted literally hundreds of hours to optimising her course—squeezing every ounce of value out your current system by exploiting every weird little feature and even figuring out how to turn a couple of a couple of bugs to her advantage. There are ways in which her perspective will be extremely valuable to you (which I’ll get to shortly), but judging usability is not one of them.
  • Somebody who has taught using multiple LMS’s could be a good judge of usability: Faculty members who have taught using 2 or 3 (or more) LMS’s generally have some sense of what differences between platforms really matter and what differences don’t in a practical sense.
  • The quality of the support vendor is almost certainly more important than the quality of the software:
  • Don’t assume that you know what the deal is with open source:
  • Your relationship with your LMS is not that different than your relationship with GMail or Yahoo! Mail. It’s hosted on somebody else’s servers; you don’t know anything about the details of the software—the programming langauge it’s written in, how much of it is open source, what the architecture is, what hardware it runs on, etc.—and you don’t care.
  • What matters to you is that the thing that appears in your web browser works reliably and does what you need it to do. Go to the open source LMS support vendors. Tell them what your requirements and capabilities are. Either they will be able to meet your needs or they won’t. Don’t decide in advance of getting the facts.
  • Don’t worry too much about the long-term financial viability of the vendors:
Sheri Edwards

A Place at the Table - 0 views

blogs.edweek.org/...place_at_the_table

education perspective art analagy

shared by Sheri Edwards on 08 Mar 09 - Cached
  • We talk about what teaching and learning ought to look like, without ever really being clear about what we want an education to do. Pictures have different purposes. Their intent may be to record an event, evoke an emotion, preserve a memory, provide documentation, honor an individual, or just please the eye. A great work of art might do all of those things, but it is unrealistic to expect all art to accomplish all of them. Knowing more about the subject of the work, the mind of the artists, the goals of the person who commissioned the work, and cultural setting in which the work was produced my help us understand more about how to view a work of art. So what exactly is it that we are looking for in public education? Do we value symmetry over emphasis? Are we looking for accuracy or imagination? Should education inspire or indoctrinate? Do we want an education that gives us answers or asks us questions? There are a lot of people critiquing the “art” of educating our children. Is the picture of public education all wrong? Or is it that we don’t always know how to look, or where to stand, or what to look for once we’ve got to where we need to be? I don’t know the answers, but it seems to me that the questions are worth asking.
  • Sheri Edwards on 08 Mar 09
     
    What's the vision? What's the purpose?
Steve Hargadon

Transitioning to Web 2.0: Using Blogs to Promote Authentic Learning in the Classroom - 0 views

web20intheclassroom.blogspot.com/...lassroom-why-how-and-lots.html

blogging

shared by Steve Hargadon on 01 Apr 08 - Cached
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James OReilly

ThinkBalm publishes business value study « ThinkBalm: Immersive Internet insi... - 0 views

thinkbalm.com/...publishes-business-value-study

shared by James OReilly on 20 Jun 09 - Cached
  • Nearly 30% of survey respondents (19 of 66) said their organization recouped their investment in immersive technologies in less than nine months, once their project(s) launched.
  • The top motivations for investment in immersive technology in 2008 /1Q 2009 were enabling people in disparate locations to spend time together, increased innovation, and cost savings or avoidance.
  • Early implementers are choosing the simplest use cases first. The most common were learning and training (80%, or 53 of 66 respondents focused on this use case) and meetings (76%, or 50 of 66 respondents). Some intend to take on more complex use cases in 2010 or 2011.
  • ...2 more annotations...
  • Immersive technology won out over a variety of alternatives primarily due to low cost and the increased engagement it delivers. The leading alternatives were Web conferencing and in-person meetings, followed by phone calls.
  • Work-related use of the Immersive Internet is in the early adopter phase. Before it can pass into the early majority phase, practitioners and the technology vendors who serve them must “cross the chasm.” The most common barriers to adoption are target users having inadequate hardware, corporate security restrictions, and getting users interested in the technology.
Tero Toivanen

Leapfrog Institutes » Blog Archive » Leapfrogging to the New Basics - 0 views

www.leapfroginstitutes.org/...leapfrogging-to-the-new-basics

leapfrogging

shared by Tero Toivanen on 25 Mar 09 - Cached
  • This means that youth will produce new thought tools to help them cope with increasing chaos and ambiguity in the modern world.
  • This means that youth will counter the tyranny of traditional perceptions of clock time through their personal time constructs, including conceptualizations of history, the present and future that can be strategically compressed and stretched.
  • This means that youth gravitate toward the acquisition of new information, rather than shying away from it; and that the abundance of information will be valued as a socioeconomic resource.
  • ...3 more annotations...
  • This means that youth will devote their lives to the construction and application of meaning, both explicit and implicit.
  • This means that youth will become increasingly capable as designers and architects of alternative knowledge foundations to improve their lives.
  • This means that youth will not only enjoy learning from their mistakes, but also aim to turn mistakes into successes.
  • Tero Toivanen on 25 Mar 09
     
    Are the old basics of reading, writing, and arithmetic relevant in the 21st century? Or, is it time for an upgrade? Arthur Harkins and John Moravec assembled a list of New Basics for education that can help us leapfrog to an education paradigm that is both innovative and relevant for the 21st century and beyond.
Teach Hub

20 Amazing iPad Apps for Educators - 0 views

bit.ly/fU6XIy

education web2.0 tools technology resources Learning

shared by Teach Hub on 31 Dec 10 - No Cached
  • Teach Hub on 31 Dec 10
     
    After the iPod revolutionized how society listened to music and the iPhone pushed the boundaries of smartphone technology, the iPad stands poised to alter the face of mobile computing. Many have praised its potential to make personal and professional lives that much easier - and that certainly includes the education industry! Teachers with a love of technology and a passion for nurturing the minds of their students can easily discover creative ways to incorporate the iPad into the daily routine, and some of these great educational and organizational applications are bound to help them get started.
Mary Beth Messner

Social Bookmarking with Diigo - Derek Bruff - 0 views

derekbruff.com/...social-bookmarking-with-diigo

Social Bookmarking Diigo Student Engagement Social Media Web 2.0

shared by Mary Beth Messner on 08 Feb 11 - No Cached
  • I had my students this fall engage in social bookmarking, earning credit toward their class participation grade for doing so. I made sure to spend at least 10 minutes a week having students share their finds during class time, which means that the students’ finds were integrated with other class discussions and not just some out-of-class “busy work.”
  • I’ve set up a Diigo group for the course. I’ll invite my students to create Diigo accounts and join the group. In deference to FERPA, I’ll let students choose pseudonyms if they wish, as long as they let me know.
  • Diigo groups allow group members to comment on and “like” bookmarks shared with the group. These are features that Delicious doesn’t provide, and I’m eager to test them out with students. We live in a participatory culture, and our students expect to be able to interact with content they consume. “Liking” and commenting are interaction tools that my students should be comfortable using given their experiences on Facebook, and these tools should tap into students’ desires for community and sharing quite nicely.
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