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Steve Hargadon

Classroom 2.0 - 0 views

www.classroom20.com

test

shared by Steve Hargadon on 15 Mar 09 - Cached
  • Welcome to www.Classsroom20.com, the social networking site devoted to those interested in the practical application of computer technology (especially Web 2.0) in the classroom and in their own professional development. Especially we hope that those who feel they are "beginners" will find this a comfortable place to start being a part of the community dialog and to learn more.
    • anonymous
      anonymous on 20 Jun 07
       
      Classroom20 social network over 1000 members and growing, forums, blogs - very active community - definitely worth joining. Not sure however that Ning is the best platform. Am thinking that something like ectolearning.com might be more suitable even though it isn't as "jazzy" as Ning.
  • liu yanfeng on 15 Mar 09
     
    Classroom 2.0
Jeff Johnson

The Bamboo Project Blog: Professional Development Practice: The One Sentence Journal - 0 views

michelemartin.typepad.com/...professional-de.html

bamboo blog ideas journal professional_development professionaldevelopment reflection resources web2.0

shared by Jeff Johnson on 11 Jul 08 - Cached
  • Jeff Johnson on 11 Jul 08
     
    Regular readers know that I'm a big fan of reflective practice--one of the greatest values of blogging for me has been that it's created a forum for me to regularly think about what I do and how I do it. But most people aren't ready to make that kind of time commitment so here's something that I think might be a perfect way to encourage reflection in the shortest time possible: the one sentence journal, a great idea from blogger Gretchen Rubin...
Sheri Edwards

Print: These Lectures Are Gone in 60 Seconds - Chronicle.com - 0 views

chronicle.com/...printable.cgi

chronicle.com lecture podcast reform

shared by Sheri Edwards on 07 Mar 09 - Cached
  • HOW TO CREATE A ONE-MINUTE LECTURE Professors spend a lot of time crafting hourlong lectures. The prospect of boiling them down to 60 seconds — or even five minutes — may seem daunting. David Penrose, a course designer for SunGard Higher Education who developed San Juan College's microlectures, suggests that it can be done in five steps: 1. List the key concepts you are trying to convey in the 60-minute lecture. That series of phrases will form the core of your microlecture. 2. Write a 15 to 30-second introduction and conclusion. They will provide context for your key concepts. 3. Record these three elements using a microphone and Web camera. (The college information-technology department can provide advice and facilities.) If you want to produce an audio-only lecture, no Webcam is necessary. The finished product should be 60 seconds to three minutes long. 4. Design an assignment to follow the lecture that will direct students to readings or activities that allow them to explore the key concepts. Combined with a written assignment, that should allow students to learn the material. 5. Upload the video and assignment to your course-management software.   http://chronicle.com Section: Information Technology Volume 55, Issue 26, Page A13
  • Sheri Edwards on 07 Mar 09
     
    transform traditional lectures for today's student expectations; thanks to twitterer jonathanmoss
Dennis OConnor

ASCD Inservice: The Curse of the Digitally Illiterate - 0 views

ascd.typepad.com/...-the-digitally-illiterate.html

21cif information fluency information literacy professional-development teacher training

shared by Dennis OConnor on 06 Feb 09 - Cached
  • In his article in the February Educational Leadership ("Learning with Blogs and Wikis"), Bill Ferriter argues that digital tools like RSS feeds and aggregators help educators advance their professional learning. But first, some teachers need to join the ranks of the literate
  • Sadly, digital illiteracy is more common that you might think in schools. There are hundreds of teachers that haven't yet mastered the kinds of tools that have become a part of the fabric of learning—and life—for our students. We ban cell phones, prohibit text messaging, and block every Web application that our students fall in love with. We see gaming as a corrupting influence in the lives of children and remain convinced that Google is making us stupid. 
  • Dennis OConnor on 06 Feb 09
     
    A solid and timely article about the professional responsibility all educators have to become digitally literate. The comments on this blog are particularly good. You get a real feel for what's happening in the trenches
Sheri Edwards

Kids Create -- and Critique on -- Social Networks | Edutopia - 0 views

www.edutopia.org/tion-youth-network-literacy%20

social media students sharing creating edutopia consructive criticism

shared by Sheri Edwards on 24 Jun 09 - Cached
  • "With Web 2.0, there's a strong impetus to make connections," says University of Minnesota researcher Christine Greenhow, who studies how people learn and teach with social networking. "It's not just creating content. It's creating content to share."
  • And once they share their creations, kids can access one of the richest parts of this learning cycle: the exchange that follows. "While the ability to publish and to share is powerful in and of itself, most of the learning occurs in the connections and conversation that occur after we publish," argues education blogger Will Richardson (a member of The George Lucas Educational Foundation's National Advisory Council).
  • In this online exchange, students can learn from their peers and simultaneously practice important soft skills -- namely, how to accept feedback and to usefully critique others" work.
  • ...3 more annotations...
  • "I learn how to take in constructive criticism," says thirteen-year-old Tiranne
  • image quality, audio, editing, and content
  • Using tools such as the social-network-creation site Ning, teachers can easily develop their own networks, Mosea says. "It is better to create your own," he argues. "If a teacher creates his or her own network, students will post as if their teacher is watching them, and they'll tend to be more safe. "You can build social networks around the curriculum," Mosea adds, "so you can use them as a teaching resource or another tool." An online social network is another tool -- but it's a tool with an advantage: It wasn't just imposed by teachers; the students have chosen it.
  • Sheri Edwards on 24 Jun 09
     
    Self-Directed Learning "When students are motivated to create work that they share online, it ignites an independent learning cycle driven by their ideas and energized by responses from peers."
  • Sheri Edwards on 24 Jun 09
     
    "Self-Directed Learning When students are motivated to create work that they share online, it ignites an independent learning cycle driven by their ideas and energized by responses from peers."
Philippe Scheimann

A Vision of Students Today (& What Teachers Must Do) | Britannica Blog - 0 views

www.britannica.com/...ts-today-what-teachers-must-do

learning web2.0 school

shared by Philippe Scheimann on 01 Jul 09 - Cached
  • It has taken years of acclimatizing our youth to stale artificial environments, piles of propaganda convincing them that what goes on inside these environments is of immense importance, and a steady hand of discipline should they ever start to question it.
    • Russell D. Jones
      Russell D. Jones on 01 Jul 09
       
      There is a huge investment in resources, time, and tradition from the teacher, the instutions, the society, and--importantly--the students. Students have invested much more time (proportional to their short lives) in learning how to be skillful at the education game. Many don't like teachers changing the rules of the game just when they've become proficient at it.
  • Last spring I asked my students how many of them did not like school. Over half of them rose their hands. When I asked how many of them did not like learning, no hands were raised. I have tried this with faculty and get similar results. Last year’s U.S. Professor of the Year, Chris Sorensen, began his acceptance speech by announcing, “I hate school.” The crowd, made up largely of other outstanding faculty, overwhelmingly agreed. And yet he went on to speak with passionate conviction about his love of learning and the desire to spread that love. And there’s the rub. We love learning. We hate school. What’s worse is that many of us hate school because we love learning.
    • Russell D. Jones
      Russell D. Jones on 01 Jul 09
       
      So we (teachers and students) are willing to endure a little (or a lot) of uncomfortableness in order to pursue that love of learning.
  • They tell us, first of all, that despite appearances, our classrooms have been fundamentally changed.
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  • While most of our classrooms were built under the assumption that information is scarce and hard to find, nearly the entire body of human knowledge now flows through and around these rooms in one form or another, ready to be accessed by laptops, cellphones, and iPods. Classrooms built to re-enforce the top-down authoritative knowledge of the teacher are now enveloped by a cloud of ubiquitous digital information where knowledge is made, not found, and authority is continuously negotiated through discussion and participation. In short, they tell us that our walls no longer mark the boundaries of our classrooms.
  • And that’s what has been wrong all along. Some time ago we started taking our walls too seriously – not just the walls of our classrooms, but also the metaphorical walls that we have constructed around our “subjects,” “disciplines,” and “courses.” McLuhan’s statement about the bewildered child confronting “the education establishment where information is scarce but ordered and structured by fragmented, classified patterns, subjects, and schedules” still holds true in most classrooms today. The walls have become so prominent that they are even reflected in our language, so that today there is something called “the real world” which is foreign and set apart from our schools. When somebody asks a question that seems irrelevant to this real world, we say that it is “merely academic.”
  • We can use them in ways that empower and engage students in real world problems and activities, leveraging the enormous potentials of the digital media environment that now surrounds us. In the process, we allow students to develop much-needed skills in navigating and harnessing this new media environment, including the wisdom to know when to turn it off. When students are engaged in projects that are meaningful and important to them, and that make them feel meaningful and important, they will enthusiastically turn off their cellphones and laptops to grapple with the most difficult texts and take on the most rigorous tasks.
  • At the root of your question is a much more interesting observation that many of the styles of self-directed learning now enabled through technology are in conflict with the traditional teacher-student relationship. I don’t think the answer is to annihilate that relationship, but to rethink it.
  • Personally, I increasingly position myself as the manager of a learning environment in which I also take part in the learning. This can only happen by addressing real and relevant problems and questions for which I do not know the answers. That’s the fun of it. We become collaborators, with me exploring the world right along with my students.
  • our walls, the particular architectonics of the disciplines we work within, provide students with the conversational, narrative, cognitive, epistemological, methodological, ontological, the –ogical means for converting mere information into knowledge.
  • Philippe Scheimann on 28 Jul 09
     
    useful article , I need to finish it and look at this 'famous clip' that had 1 million viewers
Jean Potter

Thinklinkr - 50 views

thinklinkr.com

collaboration outline web2.0 writing tools

shared by Jean Potter on 29 Jan 10 - Cached
Karin Boode liked it
  • Karin Boode on 29 Jan 10
     
    Awesome concept. Curious to see what great ideas will be developed there.
  • Jean Potter on 30 Jan 10
     
    collaborate with others to create outlines, plans, etc.
Jean Potter

http://betch.edublogs.org/2009/01/06/the-myth-of-the-digital-native/ - 36 views

betch.edublogs.org/...the-myth-of-the-digital-native

prensky digitalnative blog web2.0

shared by Jean Potter on 31 Jan 10 - Cached
  • Jean Potter on 31 Jan 10
     
    Are all young people digital natives? Many older folks may well be digital immigrants but is there a marked difference in their abilities from digital natives?
  • Jean Potter on 31 Jan 10
     
    This was a link from Joe's suggestion "ASH's 23 Things..." which I really liked. I would like to set up something similar on "my campus".
  • Charles Harris on 01 Feb 10
     
    This article raised some great points about the labels we place on people of a certain age group, but obviously things are more complicated than the convenient labels our society uses to clasify people. The problem I see in the examples cited are the problems of a generation where you ask and it is done. Digital "immigrants" adapt and embrace new technology because of motivation. Their Job!! I agree that we need to utilize the exprience and perspective of my generation (49 yrs, 25 teaching) with the fearless exploration of my students. They show me what they've located and I can help them understand the relative value of what they've found. Help them develope the tools of analysis and I can learn how to get to information I didn't know existed. We don't need labels, we need to inspire students to want to know what's the value of what they've discovered.
Nik Peachey

mLearing and ELT: Are We Mobile Ready? - 0 views

www.deltapublishing.co.uk/...ng-and-elt-are-we-mobile-ready

mlearing elt literacy ICT web2.0 learning education technology

shared by Nik Peachey on 20 May 11 - No Cached
  • Nik Peachey on 20 May 11
     
    "mLearing and ELT: Are We Mobile Ready?"
  • Nik Peachey on 20 May 11
     
    As promised in my posting of April 8th 2011 I would like to share here some first insights into the results from my survey into Mobile Learning 2011 and what some of the statistical comparisons show when matched against results from the same survey last year.
Mendi Benigni

Mobile Teaching Versus Mobile Learning (EDUCAUSE Quarterly) | EDUCAUSE - 0 views

www.educause.edu/...225846

versus mobile education web2.0 tools

shared by Mendi Benigni on 01 Apr 11 - No Cached
    • Mendi Benigni
      Mendi Benigni on 01 Apr 11
       
      It seems like it's more about multimedia stimulating the brain in different areas rather than the fact that it's mobile or portable.
  • need to move beyond the heavy reliance on text.
  • lot of digital books floating around, being hailed as amazing advancements in teaching and learning. Although I know the majority of materials currently available to students on their portable multimedia consumption devices are still primarily text-based, maybe including a static image or two (see Figure 3, a color, static digital page with a Venn diagram that is no different from the same page in the printed book5),
  • ...16 more annotations...
  • it's not enough for CourseSmart to make PDF-like copies of textbooks available for students to purchase; instead, we need the type of interactivity we're starting to see from the textbooks available in Inkling.
  • transformative
  • we need to think more systematically about how to design education to facilitate learning
  • We need to provide materials or applications that allow students to practice identifying parts of the body on their mobile multimedia devices before taking the high-stakes midterm or final exam.
  • At minimum we could be asking our students to capture raw material from the real world and engage with it based on the concepts we are teaching them.
  • It's one thing to learn about different architectural styles in a Western Civ or Construction textbook or lecture; it's another to apply what you've learned by going out into the community and taking pictures of buildings and then identifying the architectural influences
  • In both cases the activity of capturing "raw" digital material can lead to further learning or assessment activities where students might develop multimedia projects.
  • a Citrix server with the ability for students to check out laptops and iPads with Citrix running on them gives faculty outside of the art and business departments the ability to require students to manipulate images. For example, Scottsdale Community College in Arizona has a Citrix environment that allows students to access applications like Photoshop on an iPad (Figure 6).
  • engaging
  • away from how instructors teach to how students learn. Research now shows that successful learning needs to be act
  • active
  • connect to the students' prior knowledge
  • simulate real-world experiences
  • To achieve the promise of mobile learning, we have to stop thinking about these powerful mobile multimedia devices as only consumption devices and get students using them as production devices.
  • To achieve the promise of mobile learning, we have to stop thinking about these powerful mobile mu
  • mobile devices not only makes the content more accessible, it also helps students engage the content using multiple senses
Nilesh Talaviya

The Best Practices for Development of Enterprise Mobile Apps - 0 views

bit.ly/1cV0qib

web2.0 technology learning education science collaboration

shared by Nilesh Talaviya on 07 Jan 14 - No Cached
  • Nilesh Talaviya on 07 Jan 14
     
    It was the Apple iPad that started the revolution of enterprise mobility. Once this tablet made it into the market, other similar tablets hit the marketplace with different operation systems.
Nilesh Talaviya

Why is iPad Effective? - 0 views

bit.ly/Why-is-iPad-Effective

teaching learning resources technology web2.0 education science

shared by Nilesh Talaviya on 09 Jan 14 - No Cached
  • Nilesh Talaviya on 09 Jan 14
     
    There is a simple reason why iPads are effective in encouraging speech and language development among autistic children.
Tero Toivanen

The Flipped Class Manifest - THE DAILY RIFF - Be Smarter. About Education. - 40 views

www.thedailyriff.com/...flipped-class-manifest-823.php

flippedclassroom flipped classroom Flipped education web2.0 flipping

shared by Tero Toivanen on 25 Apr 12 - No Cached
  • "The Flipped Classroom is an intentional shift of content which in turn helps move students back to the center of learning rather than the products of schooling."
  • We are actively transferring the responsibility and ownership of learning from the teacher to the students in a Flipped Classroom. When students have control over how they learn content, the pace of their learning, and how their learning is assessed, the learning belongs to them.  Teachers become guides to understanding rather than dispensers of facts, and students become active learners rather than receptacles of information.
  • The Flipped Classroom is a pedagogy-first approach that strives to meet the needs of the learners in our individual schools and communities.  It is much more an ideology than it is a specific methodology...there is no prescribed set of rules to follow or model to fit.
  • ...1 more annotation...
  • It's not "record your lecture once" and you're done; it's part of a comprehensive instructional model that includes direct instruction, inquiry, practice, formative and summative assessment and much more. It also allows teachers to reflect on and develop quality and engaging learning opportunities and options for internalization, creation, and application of content rather than just fluff or time filling assignments.
dsatkins1981

Future of Libraries in the Digital Age | Architectural Digest - 0 views

www.architecturaldigest.com/...re-of-libraries-in-digital-age

web2.0 edchat digital learning libarary literature

shared by dsatkins1981 on 15 Jul 17 - No Cached
  • books—shelved in a four-floor spiral connected by gently sloping ramps—were given pride of place in the design
  • many assumed that physical tomes would soon go the way of the card catalog and the cassette tape.
  • More than a decade later, however, demand for the printed word—and its place in libraries—remain strong.
  • ...5 more annotations...
  • downtown Seattle’s new public library opened in 2004
  • What has shifted is that libraries are increasingly tasked with accommodating a multitude of uses, of which book storage and circulation is just one.
  • The most innovative library designs, she added, are those that “don’t just conceive of books as sources of information but of the social and intellectual practices that develop around reading and research.”
  • room for research, and for the various kinds of work that are undertaken in a library today, but also preservation of many of the older library typologies that people love,” she said.
  • “It's critical and vital to our communities that we create inspiring spaces where they can interact with each other and with our materials,”
chroniclecloud

Importance of Getting Students to Participate in Classroom - 0 views

www.chroniclecloud.com/ke-em-talk-literacy-techniques

education web2.0 technology learning tools teaching resources

shared by chroniclecloud on 12 May 21 - No Cached
  • chroniclecloud on 12 May 21
     
    Class participation is an important aspect for students to develop good speaking and listening skills. By making students talk we can make learning easier for students
sophiya miller

Unraveling the Complexity of HIV/AIDS: A Deep Dive into Diagnosis and Immunology - 2 views

In the vast landscape of medical challenges, HIV/AIDS stands as a formidable adversary. This blog aims to explore the intricate web of this immunodeficiency disorder, shedding light on both its dia...

takemyclasscourse university college student

started by sophiya miller on 18 Nov 23 no follow-up yet
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