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Judy Robison

eJamming AUDiiO | Home - 0 views

www.ejamming.com/

arts web2.0

shared by Judy Robison on 28 Apr 08 - Cached
  • Judy Robison on 28 Apr 08
     
    eJamming, a software application and online service that enables musicians to find, network, and play music online with one another in real time, facilitates music education, collaboration, and social networking over the internet, its authors say. Usi
Tero Toivanen

Study on the Effective Use of Social Software by UK FE & HE to Support Student Learning... - 0 views

www.jisc.ac.uk/...socialsoftwarefinalreport.aspx

jisc study social sofware

shared by Tero Toivanen on 27 Feb 09 - Cached
  • This study provides insights about
  • educational goals of using social software tools; enablers or drivers within the institution, or from external sources which positively influence the adoption of social software; benefits to the students, educators and institutions; challenges that may influence a social software initiative; and issues that need to be considered in a social software initiative.
  • social software tools support a variety of ways of learning: sharing of resources (eg bookmarks, photographs), collaborative learning, problem-based and inquiry-based learning, reflective learning, and peer-to-peer learning.
  • ...3 more annotations...
  • The educator’s role is changing from being a provider of information to a facilitator or moderator
  • adjusting to a ‘new’ way of teaching.
  • The results highlight the different pedagogical roles of social software: communication, nurturing creativity and innovation, and collaborative learning.
  • Tero Toivanen on 27 Feb 09
     
    Study on the Effective Use of Social Software by UK FE & HE to Support Student Learning & Engagement
Tero Toivanen

Cognitive Extension and the Web - ECS EPrints Repository - 0 views

eprints.ecs.soton.ac.uk/17155

eprints ecs Cognitive Extension web

shared by Tero Toivanen on 03 Mar 09 - Cached
  • Web resources and technologies are apt for potent forms of cognitive extension and incorporation, we may fully expect such resources and technologies to fundamentally transfigure the space of human thought and reason.
  • Our analysis suggests that the Web is capable of participating in the external realization of (at least some) human mental states, but that further work is required to leverage its full potential.
  • We conclude that the Web does constitute a potentially important element of the bio-technological matrix associated with mind and cognition; however, we suggest that further technological innovation is required to enable it to participate in the external realization of human mental states and processes.
  • ...1 more annotation...
  • continued study of the psycho-cognitive effects of the Web should, we argue, be key elements of a mature web science discipline.
  • Tero Toivanen on 03 Mar 09
     
    Cognitive Extension and the Web Smart, P. R., Engelbrecht, P. C., Braines, D., Strub, M. and Hendler, J. A. (2009) Cognitive Extension and the Web. In: Web Science Conference: Society On-Line, 18th-20th March 2009, Athens, Greece.
James OReilly

Versatile, Immersive, Creative and Dynamic Virtual 3-D Healthcare Learning Environments... - 0 views

www.jmir.org/e26

shared by James OReilly on 13 Dec 08 - Cached
  • Virtual 3-D Healthcare Learning Environments
  • The author provides a critical overview of three-dimensional (3-D) virtual worlds and “serious gaming” that are currently being developed and used in healthcare professional education and medicine.
  • Roger’s Diffusion of Innovations Theory
  • ...32 more annotations...
  • Siemens’ Connectivism Theory
  • accelerating momentum
  • there are some fundamental questions which remain unanswered.
  • it is beneficial to address while the race to adopt and implement highly engaging Web 3-D virtual worlds is watched in healthcare professional education
  • Therefore, Roger’s Diffusion of Innovations Theory [5] and Siemens’ Connectivism Theory [6] for today’s learners will serve as theoretical frameworks for this paper.
  • A 3-D virtual world, also known as a Massively Multiplayer Virtual World (MMVW), is an example of a Web 2.0/Web 3-D dynamic computer-based application.
  • applications that enable social publishing, such as blogs and wikis
  • the most popular virtual world used by the general public is Linden Lab’s Second Life (SL)
  • Who would imagine attending medical school in a virtual world?
  • US agencies, such as the Centers for Disease Control and the National Institutes of Health conduct meetings in SL to discuss the educational potential of SL
  • virtual medical universities exist all over the world
  • The term “avatar” is an old Sanskrit word portraying a deity which takes on a human shape
  • Trauma Center
  • Virtual worlds are currently being used as educational spaces [1] and continue to grow in popularity on campuses and businesses worldwide. Furthermore, access to versions of virtual worlds on the Web, such as “Croquet,” “Uni-Verse,” and “Multiverse” are predicted within two to three years to be mainstream in education
  • there are reported advantages to having students engage in these emerging technologies
  • By allowing students time to interact with other avatars (eg, patients, staff members, and other healthcare professionals) in a safe, simulated environment, a decrease in student anxiety, an increase in competency in learning a new skill, and encouragement to cooperate and collaborate, as well as resolve conflicts, is possible.
  • High quality 3-D entertainment that is freely accessible via Web browsing facilitates engagement opportunities with individuals or groups of people in an authentic manner that illustrates collective intelligence
  • Advanced Learning and Immersive Virtual Environment (ALIVE) at the University of Southern Queensland
  • health information island
  • Problem-based learning groups enrolled in a clinical management course at Coventry University meet in SL and are employed to build learning facilities for the next semester of SL students. This management course teaches students to manage healthcare facilities and is reported to be the first healthcare-related class to use SL as a learning environment.
  • Another example of a medical school using SL is St. George’s Medical School in London.
  • Stanford University medical school
  • Another virtual world project developed by staff at the Imperial College in London, in collaboration with the National Physical Lab in the United Kingdom, is the Second Health Project
  • Mesko [35] presents the top 10 virtual medical sites in SL.
  • The development and use of 3-D virtual worlds in nursing education is increasing.
  • Some educators may balk at adopting this technology because there is a learning curve associated with the use of 3-D virtual worlds.
  • Let’s have fun, explore these fascinating worlds and games, and network with others while respecting diverse ways of life-long learning and current researchers’ findings.
  • there is an underlying push in higher education to adopt these collaborative tools and shift the paradigm from a traditional Socratic method of education to one possessing a more active and interactive nature
  • One may view online virtual worlds and serious gaming as a threat to the adoption and purchase of high-fidelity computerized patient-simulation mannequins that are currently purchased for healthcare-profession training. For example, nurses may login into SL and learn Advanced Cardiac Life Support at their convenience, and it costs virtually nothing for the nurse and perhaps a nominal fee for the developer.
  • The educational opportunity in SL may not be a replacement for the doctor- or nurse-patient interaction or relationship, but SL may serve as an adjunct or pre- or post-learning tool.
  • one recalls when critics questioned the validity and reliability of the stethoscope invented by Laennec in 1816 and how today it is second nature to use this assessment tool.
  • 2006 health fair
Ruth Howard

Meta matters » New report on site blocking and Web 2.0 - 0 views

blogs.educationau.edu.au/...rt-on-site-blocking-and-web-20

web 2.0 site blocking school administration learning teachers

shared by Ruth Howard on 15 Apr 09 - Cached
  • focusing on Web 2.0 and site blocking in schools, has just been released. The report looks at identifying and overcoming barriers associated with site blocking with regards to Web 2.0 services.
  • Key findings include: Web 2.0 provides rich opportunities for teaching and learning Site blocking is a necessary and key component of every school’s overall cyber-safety strategy Cyber-safety concerns head the list of barriers to the adoption of Web 2.0 in Schools Current Site blocking methods are blunt instruments when applied to Web 2.0 sites Unblocking Web 2.0 sites must be done within a clear policy framework Teachers need professional learning support in order to effectively use Web 2.0 in teaching and learning.
  • Ruth Howard on 15 Apr 09
     
    Dear admin New Australian Reports on Collaboration and Site blocking by schools make recommendations for enabling web 2.0 for learning...
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.
Dennis OConnor

Wimba and Moodlerooms Offer Integrated and Optimized Moodle Solution - 0 views

www.emediawire.com/...prweb2337604.htm

moodle wimba moodlerooms

shared by Dennis OConnor on 22 Apr 09 - Cached
  • Partnership Enables Affordable, Hosted Moodle and Wimba Environment. New York and Baltimore (PRWEB) April 21, 2009 -- Wimba® Inc., the education technology company that helps people teach people, and Moodlerooms, Inc., a Moodle Partner that provides tools and services for online learning, today announced a partnership that offers affordable, hosted implementations of the Wimba Collaboration Suite™ within Moodle, the world's most widely used open-source online learning system.
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
  • ...1 more annotation...
  • 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?
J Black

The End in Mind » A Post-LMS Manifesto - 0 views

www.jonmott.com/blog

Blackboard Moodle LMS Achievement

shared by J Black on 09 May 09 - Cached
    • J Black
      J Black on 09 May 09
       
      This is a very profound statement that we should closely look at. Do LMS do nothing more than perpetuate the traditional classroom model?
  • Technology has and always will be an integral part of what we do to help our students “become.” But helping someone improve, to become a better, more skilled, more knowledgeable, more confident person is not fundamentally a technology problem. It’s a people problem. Or rather, it’s a people opportunity.
  • The problem with one-to-one instruction is that is simply doesn’t scale. Historically, there simply haven’t been enough tutors to go around if our goal is to educate the masses, to help every learner “become.”
  • ...10 more annotations...
  • Through experimental investigation, Bloom found that “the average student under tutoring was about two standard deviations above the average” of students who studied in a traditional classroom setting with 30 other students
  • here is, at its very core, a problem with the LMS paradigm. The “M” in “LMS” stands for “management.” This is not insignificant. The word heavily implies that the provider of the LMS, the educational institution, is “managing” student learning. Since the dawn of public education and the praiseworthy societal undertaking “educate the masses,” management has become an integral part of the learning. And this is exactly what we have designed and used LMSs to do—to manage the flow of students through traditional, semester-based courses more efficiently than ever before. The LMS has done exactly what we hired it to do: it has reinforced, facilitated, and perpetuated the traditional classroom model, the same model that Bloom found woefully less effective than one-on-one learning.
  • Because the LMS is primarily a traditional classroom support tool, it is ill-suited to bridge the 2-sigma gap between classroom instruction and personal tutoring.
  • undamentally human endeavor that requires personal interaction and communication, person to person.
  • We can extend, expand, enhance, magnify, and amplify the reach and effectiveness of human interaction with technology and communication tools, but the underlying reality is that real people must converse with each other in the process of “becoming.”
  • n the post-LMS world, we need to worry less about “managing” learners and focus more on helping them connect with other like-minded learners both inside and outside of our institutions.
  • We need to foster in them greater personal accountability, responsibility and autonomy in their pursuit of learning in the broader community of learners. We need to use the communication tools available to us today and the tools that will be invented tomorrow to enable anytime, anywhere, any-scale learning conversations between our students and other learners
  • However, instead of that tutor appearing in the form of an individual human being or in the form of a virtual AI tutor, the tutor will be the crowd.
  • The paradigm—not the technology—is the problem.
  • Building a better, more feature-rich LMS won’t close the 2-sigma gap. We need to utilize technology to better connect people, content, and learning communities to facilitate authentic, personal, individualized learning. What are we waiting for?
  • J Black on 09 May 09
     
    A very insightful look into LMS use and student achievment. Highly recommended read for users of BB or Moodle.
J Black

Educational Leadership:Literacy 2.0:Orchestrating the Media Collage - 1 views

www.ascd.org/...trating_the_Media_Collage.aspx

literacy digitalliteracy medialiteracy

shared by J Black on 02 May 09 - Cached
  • New media demand new literacies. Because of inexpensive, easy-to-use, widely distributed new media tools, being literate now means being able to read and write a number of new media forms, including sound, graphics, and moving images in addition to text.
  • New media coalesce into a collage. Being literate also means being able to integrate emerging new media forms into a single narrative or "media collage," such as a Web page, blog, or digital story.
  • New media are largely participatory, social media. Digital literacy requires that students have command of the media collage within the context of a social Web, often referred to as Web 2.0. The social Web provides venues for individual and collaborative narrative construction and publication through blogs and such services as MySpace, Google Docs, and YouTube. As student participation goes public, the pressure to produce high-quality work increases.
  • ...7 more annotations...
  • Historically, new media first appear to the vast majority of us in read-only form because they are controlled by a relatively few technicians, developers, and distributors who can understand or afford them. The rest of us only evolve into writers once the new media tools become easy to use, affordable, and widely available, whether these tools are cheap pencils and paper or inexpensive digital tools and shareware.
  • Thus, a new dimension of literacy is now in play—namely, the ability to adapt to new media forms and fit them into the overall media collage quickly and effectively.
  • n the mid 1960s, Marshall McLuhan explained that conventional literacy caused us to trade an ear for an eye, and in so doing, trade the social context of the oral tradition for the private point of view of reading and writing. To him, television was the first step in our "retribalization," providing a common social experience that could serve as the basis for dialogue in the global village.2  However, television told someone else's story, not ours. It was not until Web 2.0 that we had the tools to come full circle and produce and consume social narrative in equal measure. Much of the emerging nature of literacy is a result of inexpensive, widely available, flexible Web 2.0 tools that enable anyone, regardless of technical skill, to play some part in reinventing literacy.
  • What is new is that the tools of literacy, as well as their effects, are now a topic of literacy itself.
  • 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.
  • The fluent will lead, the literate will follow, and the rest will get left behind.
  • They need to be the guide on the side rather than the technician magician.
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.
  • ...6 more annotations...
  • 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
Russell D. Jones

Putting Technology in Its Place - Lesson Plans Blog - NYTimes.com - 0 views

lessonplans.blogs.nytimes.com/...utting-technology-in-its-place

Social Learning Technology in the Classroom

shared by Russell D. Jones on 01 Jul 09 - Cached
  • I rarely grade alone. The students rarely do their homework in isolation. The same chatting software that, when mismanaged, give us fits in our classrooms, enables us to collaborate in dynamic ways. Students now continue fiery classroom debates when they get home from school. They now walk each other through difficult readings of “The Odyssey” and “Hamlet” and return to class with stronger understandings
    • Russell D. Jones
      Russell D. Jones on 01 Jul 09
       
      Social Learning
  • it is more crucial that they learn how to sift thoughtfully through increasing amounts of information.
  • The issue now is distinguishing between rich resources and the online collection of surface facts, misinformation, and inexcusable lies that masquerade as the truth. It will be hard for our students to be thoughtful citizens without this ability to discern the useful from the irrelevant. This is especially clear during this election season. If they are never asked to practice dealing with this new onslaught of information, they will have to practice when the stakes are much higher.
    • Russell D. Jones
      Russell D. Jones on 01 Jul 09
       
      Another comment about information literacy and the value of information literacy.
  • Russell D. Jones on 01 Jul 09
     
    Using Technology in the classroom and the social learning environment
Ruth Howard

DonorsChoose.org: Teachers Ask. You Choose. Students Learn. - 0 views

www.donorschoose.org/...main.html

education projects Grants charity donorschoose.org donation Funding community

shared by Ruth Howard on 31 Mar 09 - Cached
  • Ruth Howard on 31 Mar 09
     
    Charity site enables anyone to donate to specific classrooms according to need. Looks like there are collaborative possibilities?
Dennis OConnor

Educational Simulations-Interactive Life Simulation Software - 1 views

www.educationalsimulations.com/index.html

simulation interactive Teaching

shared by Dennis OConnor on 16 May 09 - Cached
  • Real Lives is a unique, interactive life sim that enables you to live one of billions of lives in any country in the world. Through statistically accurate events, Real Lives brings to life different cultures, political systems, economic opportunities, personal decisions, health issues, family issues, schooling, jobs, religions, geography, war, peace, and more!
Ruth Howard

Identity Woman » Demand for Web 2.0 suicides increasing - 18 views

www.identitywoman.net/or-web-2-0-suicides-increasing

identity woman for reputation digital currency web 2.0 humour fun suicide

shared by Ruth Howard on 26 Mar 10 - Cached
  • Demand for Web 2.0 suicides increasing Posted on Friday 18 December 2009 I went to the suidicemachine and got this message
  • Tired of your Social Network? Liberate your newbie friends with a Web2.0 suicide! This machine lets you delete all your energy sucking social-networking profiles, kill your fake virtual friends, and completely do away with your Web2.0 alterego. The machine is just a metaphor for the website which moddr_ is hosting; the belly of the beast where the web2.0 suicide scripts are maintained. Our services currently runs with facebook.com, myspace.com and LinkedIn.com! Commit NOW!
  • ok the FAQ’s get eve better…..
  • ...1 more annotation...
  • I always get the message “Sorry, Machine is currently busy with killing someone else?”. What does this mean? Our server can only handle a certain amount of suicide scripts running at the same time. Please consider your suicide attempt at a later moment! We are very sorry for the inconvenience and working on expanding our resources. If I kill my online friends, does it mean they’re also dead in real life? No!    What do I need to commit suicide with the Web 2.0 Suicide Machine? A standard webbrowser with Adobe flashplugin and javascript enabled. So, it runs on Windows, Linux and Mac with most of browsers available.    I can’t see my friends being killed, what happened? Probably your flash-plugin is older than version 10? But yikes – you cannot stop the process anymore! Once you entered the login details, the machine is running the suicide script.   
  • Ruth Howard on 26 Mar 10
     
    Hilarious! tired of your socoal networks? Commit web 2.0 suicide!
Philippe Scheimann

Wiki:interactive media resources | Social Media CoLab - 28 views

socialmediaclassroom.com/...interactive-media-resources

presentation interactive media teaching eschool

shared by Philippe Scheimann on 14 Apr 10 - Cached
  • Collaborative multimedia presentations enable small groups like teaching teams to work together to: present knowledge in different and (if you do it right) compelling ways engage active participation by the entire class instead of broadcasting to it like a passive audience
  • Philippe Scheimann on 14 Apr 10
     
    not just powerpoint ...
Clay Leben

Online Courses from World's Experts | Udemy - 24 views

www.udemy.com

e-learning education online learning collaboration elearning teaching

shared by Clay Leben on 11 May 10 - Cached
ana pires liked it
  • Katie Choudhary on 12 May 10
     
    Udemy is a website that enables anyone to teach and learn online. Udemy tries to democratize online education by making it fast, easy and free to create online courses. Udemy is an open platform, so anyone can build an online course by posting videos, presentations, writing blog posts, or hosting live virtual classroom sessions.
  • ana pires on 12 May 10
     
    looks nice. I´m going to try
Steve Ransom

Should Professors Allow Students to Use Computer Devices in the Classroom? | HASTAC - 25 views

www.hastac.org/...use-computer-devices-classroom

classroom professors laptops computers ban distraction highered

shared by Steve Ransom on 10 Feb 11 - No Cached
  • One final comment, a funny one.  On Monday, in my "Twenty-First Century Literacies" class where laptops are required for a whole range of experiments and inclass collaborative work, I caught one of my students with his laptop open and with a book propped secretly inside it, reading away in his book when he should have been paying attention.   So maybe that's the next class, "Should Professors Allow Students to Use BOOKS in the Classroom Devised for Computer Learning?"   I'm being facetious but that's the point.  A book is a technology too.   How and when we use any technology and for what purpose are the questions we all need to ask.
  • Do you see the difference?   "Computer learning" doesn't exist.   In 2011, it exists less than it did a decade ago and, in a few years, that phrase won't exist at all.   Students learn.  Computers are tools for all kinds of things, from checking the Facebook page, to making notetaking easier, to being fact checking or calculating devices that can take a class to a more sophisticated level to interactive social networking devices that can either distract a class or allow for new forms of group collaboration.   There are many other uses as well.   The point is that most profs have (a) simply "adapted" (as a colleague told me recently) to computers without understanding the intellectual and pedagogical changes they can enable; or (b) resigned themselves to their present, gleefully or resentflly; or (c) made them into a pedagogical tool; or (d) all of the above.    
  • The point isn't that the class has to be designed for "computer learning" but that there are different forms of learning available with a device and profs should be allowed to determine if they want to facilitate and make use of those different forms of learning or not.
  • Steve Ransom on 10 Feb 11
     
    Great post by Cathy Davidson. Her final facetious question of we will ban books because they can distract students makes a nice point.
Minna Koskinen

Free Technology for Teachers: New Discussion Features in Google Docs - 0 views

www.freetech4teachers.com/...n-features-in-google-docs.html

googledocs tools

shared by Minna Koskinen on 17 Mar 11 - No Cached
  • Google Docs has had a commenting system for almost a year now. That system is a good one that I use for commenting on my students' writing. In fact, I just finished commenting on half a dozen essays.
  • Right now discussions in Google Docs is only available for new documents. If you created a document prior to this morning, it won't have the discussion feature enabl
  • Minna Koskinen on 17 Mar 11
     
    Commects and discussions in Google Docs
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