Group items tagged describe - Classroom 2.0

Preparing Teachers to Teach Online - 0 views

home.sprynet.com/...TeachingOnline.htm

Teaching Tips Facilitation Competencies Workload Effectiveness

shared by Mary Beth Messner on 26 Oct 10 - Cached

This article describes some of the issues associated with preparing school teachers to teach online based upon recent work at the North Central Regional Educational Laboratory (NCREL).  While the focus of the discussion is K-12, most of these issues also apply to higher education faculty and instructors in the training domain.
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ed4wb » Blog Archive » The New Bottom-up Authority - 0 views

www.ed4wb.org/?p=164

21stcenturyskills education learning learners

shared by J Black on 31 Jan 09 - Cached

It appears that most teachers today underestimate the amount of learning that is happening among youth outside of schools.  Since this informal learning sometimes dubbed “hanging out”, “messing around” or “geeking out”  happens outside of the classroom and doesn’t look like traditional learning, it’s easy for educators to miss. The quality and quantity of learning, the process by which it occurs, and the way authority is established in these informal environments, should be something that teachers become familiar with. Will Richardson, who writes extensively on these matters, believes that, “One of the biggest challenges educators face right now is figuring out how to help students create, navigate, and grow the powerful, individualized networks of learning that bloom on the Web and helping them do this effectively, ethically, and safely.” (see article)
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It appears that most teachers today underestimate the amount of learning that is happening among youth outside of schools.  Since this informal learning sometimes dubbed “hanging out”, “messing around” or “geeking out”  happens outside of the classroom and doesn’t look like traditional learning, it’s easy for educators to miss. The quality and quantity of learning, the process by which it occurs, and the way authority is established in these informal environments, should be something that teachers become familiar with. Will Richardson, who writes extensively on these matters, believes that, “One of the biggest challenges educators face right now is figuring out how to help students create, navigate, and grow the powerful, individualized networks of learning that bloom on the Web and helping them do this effectively, ethically, and safely.” (see article)
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It appears that most teachers today underestimate the amount of learning that is happening among youth outside of schools.  Since this informal learning sometimes dubbed “hanging out”, “messing around” or “geeking out”  happens outside of the classroom and doesn’t look like traditional learning, it’s easy for educators to miss. The quality and quantity of learning, the process by which it occurs, and the way authority is established in these informal environments, should be something that teachers become familiar with. Will Richardson, who writes extensively on these matters, believes that, “One of the biggest challenges educators face right now is figuring out how to help students create, navigate, and grow the powerful, individualized networks of learning that bloom on the Web and helping them do this effectively, ethically, and safely.” (see article)
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Schools, in general, are not taking advantage of the power of peer-based learning or the benefits of a more decentralized type of expertise which lies outside of its ivory walls.
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The same study later describes a writer’s heightened sense of authenticity that comes from peer feedback as opposed to school evaluations: “It’s something I can do in my spare time, be creative and write and not have to be graded,” because, “you know how in school you’re creative, but you’re doing it for a grade so it doesn’t really count?”
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J Black on 31 Jan 09

The top-down, authoritarian model found in most classrooms today looks very different from the model many students experience when they learn online. The classroom's hierarchical approach, with the sage on the stage, requires, (and, ultimately demands) passivity and deference on the part of the learner. Informal, interest-driven networked learning, with its access to large stores of information and variety of opinion, on the other hand, takes a much different view of authority. It's usually peer based, largely democratic, meritocratic, often creates dissonance due to variety and demands evaluation. Knowing what we do about active learning, one would seem clearly superior to the other.

<div class="cArrow"> </div><div class="cContentInner">The top-down, authoritarian model found in most classrooms today looks very different from the model many students experience when they learn online. The classroom's hierarchical approach, with the sage on the stage, requires, (and, ultimately demands) passivity and deference on the part of the learner. Informal, interest-driven networked learning, with its access to large stores of information and variety of opinion, on the other hand, takes a much different view of authority. It's usually peer based, largely democratic, meritocratic, often creates dissonance due to variety and demands evaluation. Knowing what we do about active learning, one would seem clearly superior to the other. </div>

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Where's the Innovation? | always learning - 0 views

mscofino.edublogs.org/...wheres-the-innovation

innovation technology learning change

shared by J Black on 04 Jun 09 - Cached

Tom refers to this as the “Red Queen Effect” after a scene in Alice’s Adventures Through the Looking Glass, where Alice is shocked to be standing in the same place after running quite fast for an extended period of time and the Red Queen explains, “if you want to get somewhere else, you must run at least twice as fast as that.”
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nother Hong Kong presenter, Stephen Heppell, was also careful to emphasize that the biggest challenge today is the pace of change: exponential. With this rapid pace of change there is no time for the “staircase mentality” (pilot, review etc).
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what are we mistakenly not valuing now?
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Tom explained that innovation falls squarely in quadrant 2 of Steven Covey’s matrix: it’s “Important”, but “Not Urgent”. For example, we absolutely have to have a new math/science/reading/social studies program. The teachers can’t teach without one, so picking a new one is going to fall in quadrant 1, and ultimately, innovation gets put off until tomorrow. However, innovation has an urgency all its own and those that don’t place innovation as a priority will find themselves displaced.
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his is a good example of the difficulty people face in conceptually realizing the advantages of bold innovation: we naturally assume that slow steady progress will be best (as we are taught from an early age, when the tortoise wins the race).
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The time for innovation is now, as Stephen described (and Marco Torres’ slide below emphasizes), “learning is at a crossroads:” we’re looking at a choice between productivity and new approaches, those new approaches being: student portfolios; making huge leaps in our model of education, not tiny steps forward; working to produce ingenious, engaged, inspired, surprising, collegiate students; and developing learning experiences that are open-ended, project-focused, multidisciplinary.
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I can’t remember who said this first but, “technology is just an amplifier” - technology doesn’t change the quality of teaching or learning, it will only amplify it, either in a positive or negative way. What we need to be looking at is changing our approaches to learning, not modifying our curriculum to a “newer” version of what we’ve already had for the past 20 years.
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bsolutely fabulous. This is great stuff. I just wrote a post on Thursday arguing that the “learning management system” paradigm prevents innovation and change. If we don’t break out of it, we’re destined to get out-innovated, as you suggest.
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I came across a great quote from Frank Tibolt this morning: “We should be taught not to wait for inspiration to start a thing. Action always generates inspiration. Inspiration seldom generates action.”
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“The best way to predict the future is to invent it.” - Alan Kay
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J Black on 04 Jun 09

Tom explained that innovation falls squarely in quadrant 2 of Steven Covey's matrix: it's "Important", but "Not Urgent".

<div class="cArrow"> </div><div class="cContentInner">Tom explained that innovation falls squarely in quadrant 2 of Steven Covey's matrix: it's "Important", but "Not Urgent". </div>

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Item Not As Described - 0 views

itemnotasdescribed.com

2009_PC_Mag_Top100

shared by John Faig on 02 Aug 09 - Cached

5 Questions to ask BEFORE buying IWBs - 31 views

teacherleaders.typepad.com/...to-ask-before-buying-iwbs.html

iwb technology

shared by Dimitris Tzouris on 19 Apr 10 - Cached

The lesson to learn if you’ve got a pile of cash you’re looking to blow on technology:  Ask your students what kinds of things they’d like to do in their classrooms.  Find out what kinds of learning experiences they believe are the most engaging.  If IWBs can support the development of the learning experiences that your students describe, pull the trigger on your purchase.  If not, don’t bother.
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Virtual School Meanderings By Michael Barbour K-12 Certificate Series: Univer... - 5 views

virtualschooling.wordpress.com/...-university-of-wisconsin-stout

Wisconsin-Stout graduate certificate series e-learning graduate certificate e-learning and online teaching K-12 online teaching

shared by Dennis OConnor on 30 Aug 11 - No Cached

Continuing the Certificate Series, where I have been describing and discussing each of the certificates in online teaching that are focused on the K-12 environment. The sixth one I wanted to discuss was the E-Learning and Online Teaching Graduate Certificate Program at University of Wisconsin-Stout.
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The Dry Erase Board: A Cool Tool For Learning - 0 views

The dry erase board or whiteboards as some know it has been a great help in providing knowledge to the youth today. It has many sizes to choose from and has always been the best tool for many mento...

started by milesmorales on 04 Aug 14 no follow-up yet

Why build a Personal Learning Network? - 11 views

thelearnersway.net/...ld-a-personal-learning-network

education resources learning teaching PLN

shared by Nigel Coutts on 20 Sep 15 - No Cached

Nigel Coutts on 20 Sep 15

'Inside the Black Box' was written by Black and William in 1998 and in it they describe the classroom as a black box with inputs and outputs but what occurred inside was a mystery. For many teachers the reality has been that what occurs in their classroom has been both private and isolating, a matter between the teacher and his or her students but a task largely tackled alone. But this isolationist view is, in the age of the social media and networking increasingly challenged and more and more teachers are finding their voice, sharing their ideas and gaining valuable insights from a global community of connected educators.

<div class="cArrow"> </div><div class="cContentInner">'Inside the Black Box' was written by Black and William in 1998 and in it they describe the classroom as a black box with inputs and outputs but what occurred inside was a mystery. For many teachers the reality has been that what occurs in their classroom has been both private and isolating, a matter between the teacher and his or her students but a task largely tackled alone. But this isolationist view is, in the age of the social media and networking increasingly challenged and more and more teachers are finding their voice, sharing their ideas and gaining valuable insights from a global community of connected educators.</div>

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3 Models of Value in the Real Time Web - ReadWriteWeb - 1 views

www.readwriteweb.com/...value_in_the_real_time_web.php

web2.0 web3.0 real time readwriteweb information research

shared by AJ Tivol on 08 May 09 - Cached

Paul Buchheit, the man who built the first versions of both Gmail and Adsense, says the real time web is going to be the next big thing.
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But what's the point? What's in it for us, as users? We offer below three models of value that we suspect will be found in the Real Time Web. They are the concepts that underly the vision described above at the top of this post. Those concepts are Ambiance, Automation and Emergence. This is just an initial exploration of ideas, reality will undoubtedly be more complicated shortly. We welcome your participation in thinking about this part of the fast-approaching future of the web.
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AJ Tivol on 08 May 09

The Real Time Web may include instant updates about information, automated notification of changed information, and the emergence of hot topics.

<div class="cArrow"> </div><div class="cContentInner">The Real Time Web may include instant updates about information, automated notification of changed information, and the emergence of hot topics.</div>

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Strayer-University ACC 599 Homework Help - 1 views

Get help for Strayer-University ACC 599 Homework Help. We provide assignment, homework, discussions and case studies help for all subjects Strayer-University for Session 2017-2018. ACC 599 WEEK 1 ...

Accounting Assignment Course Homework help Study

started by justquestionans on 26 Jun 18 no follow-up yet

The Code of Best Practices in Fair Use for Media Literacy Education -- Publications -- ... - 1 views

www.centerforsocialmedia.org/...e_for_media_literacy_education

copyright fairuse literacy

shared by Teresa Rush on 29 Jan 09 - Cached

This document is a code of best practices that helps educators using media literacy concepts and techniques to interpret the copyright doctrine of fair use. Fair use is the right to use copyrighted material without permission or payment under some circumstances—especially when the cultural or social benefits of the use are predominant. It is a general right that applies even in situations where the law provides no specific authorization for the use in question—as it does for certain narrowly defined classroom activities.
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This document is a code of best practices that helps educators using media literacy concepts and techniques to interpret the copyright doctrine of fair use. Fair use is the right to use copyrighted material without permission or payment under some circumstances—especially when the cultural or social benefits of the use are predominant. It is a general right that applies even in situations where the law provides no specific authorization for the use in question—as it does for certain narrowly defined classroom activities
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This document is a code of best practices that helps educators using media literacy concepts and techniques to interpret the copyright doctrine of fair use. Fair use is the right to use copyrighted material without permission or payment under some circumstances—especially when the cultural or social benefits of the use are predominant. It is a general right that applies even in situations where the law provides no specific authorization
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This guide identifies five principles that represent the media literacy education community’s current consensus about acceptable practices for the fair use of copyrighted materials, wherever and however it occurs: in K–12 education, in higher education, in nonprofit organizations that offer programs for children and youth, and in adult education.
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Kerry J on 29 Jan 09

US-BASED This code of best practices does not tell you the limits of fair use rights. Instead, it describes how those rights should apply in certain recurrent situations. Educators' and students' fair use rights may, of course, extend to other situations as well.

<div class="cArrow"> </div><div class="cContentInner">US-BASED This code of best practices does not tell you the limits of fair use rights. Instead, it describes how those rights should apply in certain recurrent situations. Educators' and students' fair use rights may, of course, extend to other situations as well.</div>

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J Black on 31 Jan 09

Great video at the start - The Code of Best Practices in Fair Use for Media Literacy Education

<div class="cArrow"> </div><div class="cContentInner">Great video at the start - The Code of Best Practices in Fair Use for Media Literacy Education</div>

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dgfdgfdgf - 0 views

">America ">America America America America America America America America America America America America America America America America America America America America America America America A...

technology web2.0 education learning tools

started by shahbazahmeed on 12 May 21 no follow-up yet

ghfhgfhgfhg - 0 views

">America ">America America America America America America America America America America America America America America America America America America America America America America America A...

education web2.0 technology

started by shahbazahmeed on 12 May 21 no follow-up yet