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Dan Sherman

MATH PRACTICE AND LEARNING PROGRAM - FREE FOR TEACHERS - 0 views

TenMarks is the best math practice and learning program for grades 3-High School and as of today, it's FREE for teachers to use - in class or for their students to use at home. The TenMarks approa...

education resources technology web2.0 tools learning teaching

started by Dan Sherman on 16 Nov 10 no follow-up yet
Dennis OConnor

The Shadow Scholar - The Chronicle of Higher Education - 19 views

chronicle.com/...125329

plagiarism cheating research 21cif

shared by Dennis OConnor on 18 Nov 10 - No Cached
  • The Shadow Scholar The man who writes your students' papers tells his story Jonathan Barkat for The Chronicle Review Enlarge Image $().ready(function() { $('#enlarge-popup').jqm({onShow:chronShow, onHide:chronHide, trigger:'a.show-enlarge', modal: 'true'}); }); Jonathan Barkat for The Chronicle Review By Ed Dante Editor's note: Ed Dante is a pseudonym for a writer who lives on the East Coast. Through a literary agent, he approached The Chronicle wanting to tell the story of how he makes a living writing papers for a custom-essay company and to describe the extent of student cheating he has observed. In the course of editing his article, The Chronicle reviewed correspondence Dante had with clients and some of the papers he had been paid to write. In the article published here, some details of the assignment he describes have been altered to protect the identity of the student.
  • Dennis OConnor on 18 Nov 10
     
    One tactic is to proactively teach the nuances of plagiarism in an engaging way. Here's a link to a series of games that help all students (k-12 & Higher Ed) understand the issues. http://www.diigo.com/list/wiredinstructor/plagiarism_games While these games won't stop the kind of abuses described in the article, they will help teachers prove they have taken the necessary steps to inform and train their students about plagiarism and plagiarism detection.
anonymous

Data warehousing update: Vertica - 0 views

www.aboutdatarecovery.info/...ata-warehousing-update-vertica

best data program recovery services software

shared by anonymous on 26 Nov 07 - Cached
  • anonymous on 26 Nov 07
     
    Vertica, as most readers probably know by now, offers a column-based approach to data warehousing. To be honest, I have written about the advantages of using columns to support analytic environments so many times since the late 90s


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Danielle Klaus

NoodleTools: The Ethical Researcher: A Proactive Constructivist Approach - 0 views

www.noodletools.com/...ethical

21st_century_skills acceptable_use all_teachers bestpractices bibliography copyright fair_use information_literacy k12 media_literacy plagiarism resources

shared by Danielle Klaus on 09 Jul 08 - Cached
  • Danielle Klaus on 09 Jul 08
     
    .pdf Resources: "No More Cat and Mouse" - plagiarism and citation in context - 4 Phases of notemaking/notetaking - Beyond Cut&Paste - How to Assess a Biblio. for Understanding - Plagiarism Policy Template - Beyond Acceptable Use: Ethical/Academic Use
Carlos Quintero

Innovate: Future Learning Landscapes: Transforming Pedagogy through Social Software - 0 views

innovateonline.info/index.php

article artículo education innovate learning pedagogia2.0 pedagogy teaching

shared by Carlos Quintero on 11 Sep 08 - Cached
  • Web 2.0 has inspired intense and growing interest, particularly as wikis, weblogs (blogs), really simple syndication (RSS) feeds, social networking sites, tag-based folksonomies, and peer-to-peer media-sharing applications have gained traction in all sectors of the education industry (Allen 2004; Alexander 2006)
  • Web 2.0 allows customization, personalization, and rich opportunities for networking and collaboration, all of which offer considerable potential for addressing the needs of today's diverse student body (Bryant 2006).
  • In contrast to earlier e-learning approaches that simply replicated traditional models, the Web 2.0 movement with its associated array of social software tools offers opportunities to move away from the last century's highly centralized, industrial model of learning and toward individual learner empowerment through designs that focus on collaborative, networked interaction (Rogers et al. 2007; Sims 2006; Sheely 2006)
  • ...19 more annotations...
  • learning management systems (Exhibit 1).
  • The reality, however, is that today's students demand greater control of their own learning and the inclusion of technologies in ways that meet their needs and preferences (Prensky 2005)
  • Tools like blogs, wikis, media-sharing applications, and social networking sites can support and encourage informal conversation, dialogue, collaborative content generation, and knowledge sharing, giving learners access to a wide range of ideas and representations. Used appropriately, they promise to make truly learner-centered education a reality by promoting learner agency, autonomy, and engagement in social networks that straddle multiple real and virtual communities by reaching across physical, geographic, institutional, and organizational boundaries.
  • "I have always imagined the information space as something to which everyone has immediate and intuitive access, and not just to browse, but to create” (2000, 216). Social software tools make it easy to contribute ideas and content, placing the power of media creation and distribution into the hands of "the people formerly known as the audience" (Rosen 2006).
  • the most promising settings for a pedagogy that capitalizes on the capabilities of these tools are fully online or blended so that students can engage with peers, instructors, and the community in creating and sharing ideas. In this model, some learners engage in creative authorship, producing and manipulating digital images and video clips, tagging them with chosen keywords, and making this content available to peers worldwide through Flickr, MySpace, and YouTube
  • Student-centered tasks designed by constructivist teachers reach toward this ideal, but they too often lack the dimension of real-world interactivity and community engagement that social software can contribute.
  • Pedagogy 2.0: Teaching and Learning for the Knowledge Age In striving to achieve these goals, educators need to revisit their conceptualization of teaching and learning (Exhibit 2).
  • Pedagogy 2.0: Teaching and Learning for the Knowledge Age In striving to achieve these goals, educators need to revisit their conceptualization of teaching and learning
  • Pedagogy 2.0 is defined by: Content: Microunits that augment thinking and cognition by offering diverse perspectives and representations to learners and learner-generated resources that accrue from students creating, sharing, and revising ideas; Curriculum: Syllabi that are not fixed but dynamic, open to negotiation and learner input, consisting of bite-sized modules that are interdisciplinary in focus and that blend formal and informal learning;Communication: Open, peer-to-peer, multifaceted communication using multiple media types to achieve relevance and clarity;Process: Situated, reflective, integrated thinking processes that are iterative, dynamic, and performance and inquiry based;Resources: Multiple informal and formal sources that are rich in media and global in reach;Scaffolds: Support for students from a network of peers, teachers, experts, and communities; andLearning tasks: Authentic, personalized, learner-driven and learner-designed, experiential tasks that enable learners to create content.
  • Instructors implementing Pedagogy 2.0 principles will need to work collaboratively with learners to review, edit, and apply quality assurance mechanisms to student work while also drawing on input from the wider community outside the classroom or institution (making use of the "wisdom of crowds” [Surowiecki 2004]).
  • A small portion of student performance content—if it is new knowledge—will be useful to keep. Most of the student performance content will be generated, then used, and will become stored in places that will never again see the light of day. Yet . . . it is still important to understand that the role of this student content in learning is critical.
  • This understanding of student-generated content is also consistent with the constructivist view that acknowledges the learner as the chief architect of knowledge building. From this perspective, learners build or negotiate meaning for a concept by being exposed to, analyzing, and critiquing multiple perspectives and by interpreting these perspectives in one or more observed or experienced contexts
  • This understanding of student-generated content is also consistent with the constructivist view that acknowledges the learner as the chief architect of knowledge building. From this perspective, learners build or negotiate meaning for a concept by being exposed to, analyzing, and critiquing multiple perspectives and by interpreting these perspectives in one or more observed or experienced contexts. In so doing, learners generate their own personal rules and knowledge structures, using them to make sense of their experiences and refining them through interaction and dialogue with others.
  • Other divides are evident. For example, the social networking site Facebook is now the most heavily trafficked Web site in the United States with over 8 million university students connected across academic communities and institutions worldwide. The majority of Facebook participants are students, and teachers may not feel welcome in these communities. Moreover, recent research has shown that many students perceive teaching staff who use Facebook as lacking credibility as they may present different self-images online than they do in face-to-face situations (Mazer, Murphy, and Simonds 2007). Further, students may perceive instructors' attempts to coopt such social technologies for educational purposes as intrusions into their space. Innovative teachers who wish to adopt social software tools must do so with these attitudes in mind.
  • "students want to be able to take content from other people. They want to mix it, in new creative ways—to produce it, to publish it, and to distribute it"
  • Furthermore, although the advent of Web 2.0 and the open-content movement significantly increase the volume of information available to students, many higher education students lack the competencies necessary to navigate and use the overabundance of information available, including the skills required to locate quality sources and assess them for objectivity, reliability, and currency
  • In combination with appropriate learning strategies, Pedagogy 2.0 can assist students in developing such critical thinking and metacognitive skills (Sener 2007; McLoughlin, Lee, and Chan 2006).
  • We envision that social technologies coupled with a paradigm of learning focused on knowledge creation and community participation offer the potential for radical and transformational shifts in teaching and learning practices, allowing learners to access peers, experts, and the wider community in ways that enable reflective, self-directed learning.
  • . By capitalizing on personalization, participation, and content creation, existing and future Pedagogy 2.0 practices can result in educational experiences that are productive, engaging, and community based and that extend the learning landscape far beyond the boundaries of classrooms and educational institutions.
  • Carlos Quintero on 11 Sep 08
     
    About pedagogic 2.0
  • Carlos Quintero on 11 Sep 08
     
    Future Learning Landscapes: Transforming Pedagogy through Social Software Catherine McLoughlin and Mark J. W. Lee
Dennis OConnor

National Survey of Student Engagement and Online Learning « Strategy, Researc... - 0 views

keithhampson.wordpress.com/...engagement-and-online-learning

e-learning engagement

shared by Dennis OConnor on 18 Dec 08 - Cached
  • NSSE, the National Survey of Student Engagement reports for 2008 that . . . “Students taking most of their classes online report more deep approaches to learning in their classes, relative to classroom-based learners. Furthermore, a larger share of online learners reported very often participating in intellectually challenging course activities.”
Steve Ransom

That's Not Cool - 5 views

www.thatsnotcool.com

digitalcitizenship curriculum discussion netiquette

shared by Steve Ransom on 31 Jan 09 - Cached
  • Judy Robison on 31 Jan 09
     
    This is a really well done site that addresses text harassment and use of technology in violent/controlling relationships. An incredibly excellent approach recommended by Nancy Willard
  • Steve Ransom on 13 Dec 09
     
    Great site full of activities and media to promote/spark discussion.
anonymous

From Knowledgable to Knowledge-able: Learning in New Media Environments | Academic Commons - 0 views

www.academiccommons.org/...knowledgable-knowledge-able

web2.0 teaching technology mulimedia participatorylearning 21stCskills information-revolution

shared by anonymous on 09 Jan 09 - Cached
  • ess important for students to know, memorize, or recall information
  • more important
  • to find, sort, analyze, share, discuss, critique, and create information
  • ...20 more annotations...
  • move from being simply knowledgeable to being knowledge-able
  • “information revolution”
  • new ways of relating
  • discourse,
  • social revolution, not a technological one
  • new forms of
  • Wikis, blogs, tagging, social networking
  • nspired by a spirit of interactivity, participation, and collaboration.
  • new ways of interacting, new kinds of groups, and new ways of sharing, trading, and collaborating.
  • “spirit” of Web 2.0
  • important
  • technology is secondary.
  • empowers us to rethink education and the teacher-student relationship
  • dea of learning as acquiring information is no longer a message we can afford to send to our students, and that we need to start redesigning our learning environments to address, leverage, and harness the new media environment now permeating our classrooms.
  • first address why, facilitate how, and let the what generate naturally from there.
  • mportance of the form of learning over the content of learning
  • teaching subjects but subjectivities: ways of approaching, understanding, and interacting with the world.
  • We can't “teach” them. We can only create environments in which the practices and perspectives are nourished, encouraged, or inspired (and therefore continually practiced).
    • anonymous
      anonymous on 09 Jan 09
       
      Einstein - I don't each my pupils. I just create the environment in which they can learn
  • love and respect your students and they will love and respect you back. With the underlying feeling of trust and respect this provides, students quickly realize the importance of their role as co-creators of the learning environment and they begin to take responsibility for their own education.
  • The new media environment provides new opportunities for us to create a community of learners with our students seeking important and meaningful questions. Questions of the very best kind abound, and we become students again, pursuing questions we might have never imagined, joyfully learning right along with the others. In the best case scenario the students will leave the course, not with answers, but with more questions, and even more importantly, the capacity to ask still more questions generated from their continual pursuit and practice of the subjectivities we hope to inspire. This is what I have called elsewhere, “anti-teaching,” in which the focus is not on providing answers to be memorized, but on creating a learning environment more conducive to producing the types of questions that ask students to challenge their taken-for-granted assumptions and see their own underlying biases. The beauty of the current moment is that new media has thrown all of us as educators into just this kind of question-asking, bias-busting, assumption-exposing environment. There are no easy answers, but we can at least be thankful for the questions that drive us on.
Dennis OConnor

Intel Teach Elements: Project-Based Approaches - 0 views

www.intel.com/...content.htm

projectbased on-demand self-paced

shared by Dennis OConnor on 14 Aug 09 - Cached
  • Dennis OConnor on 14 Aug 09
     
    This is a self-paced class in project based learning produced by Intel. Free, high quality content with masterful design.
Fabian Aguilar

Educational Leadership:Literacy 2.0:Orchestrating the Media Collage - 0 views

ascd.org/...trating_the_Media_Collage.aspx

literacy multimedia 21st Century Skills

shared by Fabian Aguilar on 11 Aug 09 - Cached
  • Public narrative embraces a number of specialty literacies, including math literacy, research literacy, and even citizenship literacy, to name a few. Understanding the evolving nature of literacy is important because it enables us to understand the emerging nature of illiteracy as well. After all, regardless of the literacy under consideration, the illiterate get left out.
  • Modern literacy has always meant being able to both read and write narrative in the media forms of the day, whatever they may be. Just being able to read is not sufficient.
  • The act of creating original media forces students to lift the hood, so to speak, and see media's intricate workings that conspire to do one thing above all others: make the final media product appear smooth, effortless, and natural. "Writing media" compels reflection about reading media, which is crucial in an era in which professional media makers view young people largely in terms of market share.
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  • As part of their own intellectual retooling in the era of the media collage, teachers can begin by experimenting with a wide range of new media to determine how they best serve their own and their students' educational interests. A simple video can demonstrate a science process; a blog can generate an organic, integrated discussion about a piece of literature; new media in the form of games, documentaries, and digital stories can inform the study of complex social issues; and so on. Thus, a corollary to this guideline is simply, "Experiment fearlessly." Although experts may claim to understand the pedagogical implications of media, the reality is that media are evolving so quickly that teachers should trust their instincts as they explore what works. We are all learning together.
  • Both essay writing and blog writing are important, and for that reason, they should support rather than conflict with each other. Essays, such as the one you are reading right now, are suited for detailed argument development, whereas blog writing helps with prioritization, brevity, and clarity. The underlying shift here is one of audience: Only a small portion of readers read essays, whereas a large portion of the public reads Web material. Thus, the pressure is on for students to think and write clearly and precisely if they are to be effective contributors to the collective narrative of the Web.
  • The demands of digital literacy make clear that both research reports and stories represent important approaches to thinking and communicating; students need to be able to understand and use both forms. One of the more exciting pedagogical frontiers that awaits us is learning how to combine the two, blending the critical thinking of the former with the engagement of the latter. The report–story continuum is rich with opportunity to blend research and storytelling in interesting, effective ways within the domain of new media.
  • The new media collage depends on a combination of individual and collective thinking and creative endeavor. It requires all of us to express ourselves clearly as individuals, while merging our expression into the domain of public narrative. This can include everything from expecting students to craft a collaborative media collage project in language arts classes to requiring them to contribute to international wikis and collective research projects about global warming with colleagues they have never seen. What is key here is that these are now "normal" kinds of expression that carry over into the world of work and creative personal expression beyond school.
  • Students need to be media literate to understand how media technique influences perception and thinking. They also need to understand larger social issues that are inextricably linked to digital citizenship, such as security, environmental degradation, digital equity, and living in a multicultural, networked world. We want our students to use technology not only effectively and creatively, but also wisely, to be concerned with not just how to use digital tools, but also when to use them and why.
  • Fluency is the ability to practice literacy at the advanced levels required for sophisticated communication within social and workplace environments. Digital fluency facilitates the language of leadership and innovation that enables us to translate our ideas into compelling professional practice. The fluent will lead, the literate will follow, and the rest will get left behind.
  • Digital fluency is much more of a perspective than a technical skill set. Teachers who are truly digitally fluent will blend creativity and innovation into lesson plans, assignments, and projects and understand the role that digital tools can play in creating academic expectations that are authentically connected, both locally and globally, to their students' lives.
  • Focus on expression first and technology second—and everything will fall into place.
Josh Paluch

Commentary: Don't prop up failing schools - CNN.com - 0 views

www.cnn.com/...index.html

Clayton Christensen disruptive innovation school reform

shared by Josh Paluch on 15 Jun 09 - Cached
  • Story HighlightsChristensen, Horn: Federal spending on schools is set to jumpThey say it would be a big mistake to use money to let failing schools resist changeCo-authors: Federal money should go to innovators challenging traditional waysThey say technology should be used to create new forms of schooling
  • The most likely result of this stimulus will be to give our schools the luxury of affording not to change.
  • Fourth, direct more funds for research and development to create student-centric learning software. Just a fraction of 1 percent of the $600 billion in K-12 spending from all levels currently goes toward R&D. The federal government should reallocate funds so we can begin to understand not just what learning opportunities work best on average but also what works for whom and under what circumstance. It is vital to fund learning software that captures data about the student and the efficacy of different approaches so we can connect these dots.
  • Josh Paluch on 15 Jun 09
     
    Christensen joins a growing list of education commentators who are opposed to Obama policies
Tero Toivanen

Education Futures - The role of teachers in Education 3.0 - 0 views

www.educationfutures.com/...le-of-teachers-in-education-30

constructivism Education 3.0 futures knowledge Leapfrog learning students teaching

shared by Tero Toivanen on 10 May 09 - Cached
  • Download-style education fails when we try to provide students with knowledge and skills that will enable them to lead in a future that is very different from what exists today –and, in a future that defies human imagination.
  • Teaching in Education 3.0 requires a new form of co-constructivism that provides meaningful extensions to Dewey, Vygotsky and Freire, while building the future.
  • Specifically, teaching in Education 3.0 necessitates a Leapfrog approach with: Adults who are eager to imagine, create and innovate with kids Kids and adults who want to learn more about each other Kids and adults who partner to collaborate in teaching to and learning from each other Kids who work at creative tasks that mirror the innovation workforce An understanding that kids need to contribute to all economic levels, and with better distribution of effort than in the past
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  • The future that kids and adults co-create can provide the emerging knowledge/innovation economy a boost, greatly enhancing human capital and potentials. How would you teach, learn, and create in Education 3.0? ShareThis
  • Tero Toivanen on 10 May 09
     
    The future that kids and adults co-create can provide the emerging knowledge/innovation economy a boost, greatly enhancing human capital and potentials. How would you teach, learn, and create in Education 3.0?
Rick L

Link by Link - Don't Buy That Textbook, Download It Free - NYTimes.com - 0 views

www.nytimes.com/...15link.html

textbooks publishing

shared by Rick L on 21 Sep 09 - No Cached
  • In protest of what he says are textbooks’ intolerably high prices — and the dumbing down of their content to appeal to the widest possible market — Professor McAfee has put his introductory economics textbook online free. He says he most likely could have earned a $100,000 advance on the book had he gone the traditional publishing route, and it would have had a list price approaching $200.
Judy Robison

Language Learning by iPod: An Emerging Model | Research & Articles - 35 views

masieweb.com/...-by-ipod-an-emerging-model.htm

web2.0 language

shared by Judy Robison on 31 Mar 10 - Cached
Gideon Burton liked it
  • What we see in these podcasts are some best practices - using social web tools to enhance online language learning and innovative approaches to utilizing podcasting for educational goals.  While language learning has been around as long as human beings have spoken more than one tongue, the model here is uniquely designed for the Web 2.0 world. Static lesson content is transformed into 'lesson events' by focusing student attention around specific content and encouraging student involvement to further enhance the originally designed lesson.  Podcasts, with their conversational nature, rapid publication cycle and modular architecture can further transform learning into an engaging, fresh and personalized experience. This actually takes steps into Learner 2.0 where the learner changes their experiences and behaviors through a collaborative process as they interact with the content, other users, and the instructors.
  • Judy Robison on 31 Mar 10
     
    Commentary on using podcasts to teach language.
Manyuon Ayac

TECHNOLOGY SOURCING AND OUTPUT OF - 0 views

www.jstor.org/stable/20060563?&Search=yes&searchText=technology&searchText=issues&searchText=government&searchText=nonprofit&list=hide&searchUri=%2Faction%2FdoAdvancedSearch%3Fq0%3Dtechnology%2Bissues%2Bin%2Bnonprofit%2Bor%2Bgovernment%26f0%3Dall%2

shared by Manyuon Ayac on 21 Feb 11 - No Cached
  • Manyuon Ayac on 21 Feb 11
     
    The argument in this article was that when the technological basis of an industry is changing, the firm 's approach to technology would sourcing by plays a critical role in building the capabilities needed to generate new technical outputs. this role could be done by Using survey an archival data from the U.S. pharmaceutical industry. this article is very useful to us as organizations.
Marc Lijour

Michael Geist - Pulling a Fast One?: Who Is Really Hurt By C-32's Missing Fair Dealing ... - 6 views

www.michaelgeist.ca/...125

copyright law C-32 mt8316 mgeist digital DRM circumvention canada

shared by Marc Lijour on 17 Feb 11 - No Cached
  • linking copyright infringement to circumvention is compliant with the WIPO Internet treaties, it is an approach that has been adopted by other countries, and it is one that has been promoted by many groups supportive of copyright reform
  • several countries have proposed or passed legislation that explicitly links circumvention with copyright infringement, including New Zealand, Switzerland, Canada (Bill C-60), India, and Brazil. 
  • Italy permits circumvention for private copying, Greece established a legal right to pursue access, and the Netherlands grants the Justice Department the power to decree access
  • ...6 more annotations...
  • Bill C-32 currently includes circumvention exceptions for several purposes including privacy, security research, and encryption. Adding fair dealing means adding five categories of new exceptions -  research, private study, news reporting, criticism, and review.
  • The second group of circumventers consists of those Canadians who believe that circumvention is a reasonable exercise of their consumer rights. These include Canadians who unlock their cellphones or format shift a DVD.
  • Consumers unlock their phones because they believe it is their property and they should be entitled to do so (the government agrees as there is an exception for this in C-32).
  • They similarly format shift DVDs because they reasonably believe that purchasing a DVD should entitle them to watch the DVD on the device of their choice
  • the sale of the products is often based on the presumption that the consumer will have the ability to unlock, make a backup, or format shift
  • If the law does not include a fair dealing circumvention exception, teachers will follow guidelines that prohibit circumvention as part of the educational process and students will be stopped from creating mashups or engaging with digital materials in certain ways.
sania malik

Hundreds Of Women Raped By Qaddafi Forces : World is Best - 0 views

www.worldisbest.com/...-women-raped-by-qaddafi-forces

Qaddafi Rapped Women Iman Al-Obeidi Libya Force Details AIDS Cruelty Infected Terror Gang Raped Hotel Militias Civil War Twitter

shared by sania malik on 04 Sep 11 - No Cached
    • sania malik
      sania malik on 04 Sep 11
       
      Iman Al-Obeidi who is a Libyan Postgraduate Law student She first received worldwide media attention during the 2011 Civil Libya War when she was beaten and ganged raped by the 15 men of Libyan troops. she really flashed the sex crime in Libya by the Gaddafi force. Dr. Seham Sergewa had been working with children traumatized by the fighting in Libya but soon found herself being approached by troubled mothers who felt they could trust her with their dark secret.At first, the responses to the questionnaire about the trauma of the war in Libya were predictable, if tragic: 10,000 people suffering post-traumatic stress, 4,000 children with psychological problems. Then came the unexpected: 259 women said they had been raped by militiamen loyal to Muammar Qaddafi. Iman Al-Obeidi and the other women said they had been raped by Qaddafi's militias in numerous cities and towns: Benghazi, Tobruk, Brega, Bayda and Ajdabiya (where the initial three mothers hail from) and Saloum in the east; and Misrata in the west.ome just said they had been raped. Some did not sign their names; some just used their initials. But some felt compelled to share the horrific details of their ordeals on the back of the questionnaire.
  • sania malik on 04 Sep 11
     
    t first, the responses to the questionnaire about the trauma of the war in Libya were predictable, if tragic: 10,000 people suffering post-traumatic stress, 4,000 children with psychological problems. Then came the unexpected: 259 women said they had been raped by militiamen loyal to Muammar Qaddafi.
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