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Clif Mims

QIK - 1 views

qik.com.

collaboration=telecollaboration teaching telecommunication video

shared by Clif Mims on 07 Apr 08 - Cached
  • anonymous on 02 Oct 13
     
    Most quality online stores. Know whether you are a trusted online retailer in the world. Whatever we can buy very good quality. and do not hesitate. Everything is very high quality. Including clothes, accessories, bags, cups. Highly recommended. This is one of the trusted online store in the world. View now www.retrostyler.com
Joao Alves

New Page 1 - 0 views

www.kurwongbss.qld.edu.au/...blooms.htm

shared by Joao Alves on 11 Apr 08 - Cached
    • Joao Alves
      Joao Alves on 11 Apr 08
       
      Cool site about the revised Bloom's Taxanomy.
  • anonymous on 02 Oct 13
     
    Most quality online stores. Know whether you are a trusted online retailer in the world. Whatever we can buy very good quality. and do not hesitate. Everything is very high quality. Including clothes, accessories, bags, cups. Highly recommended. This is one of the trusted online store in the world. View now www.retrostyler.com
Steve Hargadon

reinventingpbl wiki - rpbl - 0 views

reinventingpbl.pbwiki.com

krauss projectbasedlearning

shared by Steve Hargadon on 10 Apr 08 - Cached
  • anonymous on 02 Oct 13
     
    Most quality online stores. Know whether you are a trusted online retailer in the world. Whatever we can buy very good quality. and do not hesitate. Everything is very high quality. Including clothes, accessories, bags, cups. Highly recommended. This is one of the trusted online store in the world. View now www.retrostyler.com
Linda Nitsche

scratchteachingresources » home - 0 views

scratchteachingresources.wikispaces.com/

mit programming scratch scratchteachingresources

shared by Linda Nitsche on 10 Apr 08 - No Cached
  • anonymous on 02 Oct 13
     
    Most quality online stores. Know whether you are a trusted online retailer in the world. Whatever we can buy very good quality. and do not hesitate. Everything is very high quality. Including clothes, accessories, bags, cups. Highly recommended. This is one of the trusted online store in the world. View now www.retrostyler.com
Steve Hargadon

Reinventing Project-Based Learning - 0 views

reinventingpbl.blogspot.com

krauss projectbasedlearning

shared by Steve Hargadon on 10 Apr 08 - Cached
  • anonymous on 02 Oct 13
     
    Most quality online stores. Know whether you are a trusted online retailer in the world. Whatever we can buy very good quality. and do not hesitate. Everything is very high quality. Including clothes, accessories, bags, cups. Highly recommended. This is one of the trusted online store in the world. View now www.retrostyler.com
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
Clif Mims

Wikispaces - 0 views

www.wikispaces.com

2.0 collaboration=telecollaboration free literacy web-apps wikis

shared by Clif Mims on 07 Apr 08 - No Cached
  • anonymous on 02 Oct 13
     
    Most quality online stores. Know whether you are a trusted online retailer in the world. Whatever we can buy very good quality. and do not hesitate. Everything is very high quality. Including clothes, accessories, bags, cups. Highly recommended. This is one of the trusted online store in the world. View now www.retrostyler.com
adina sullivan

Writer: the internet typewriter - 0 views

writer.bighugelabs.com

docs languagearts tools web2.0 writing

shared by adina sullivan on 09 Apr 08 - Cached
  • anonymous on 02 Oct 13
     
    Most quality online stores. Know whether you are a trusted online retailer in the world. Whatever we can buy very good quality. and do not hesitate. Everything is very high quality. Including clothes, accessories, bags, cups. Highly recommended. This is one of the trusted online store in the world. View now www.retrostyler.com
Dennis OConnor

Internet Search Challenge: Coolhunting Web 2.0 - 0 views

internetsearchchallenge.blogspot.com/...coolhunting-web-20.html

coolhunting web2.0 search

shared by Dennis OConnor on 01 Feb 09 - Cached
  • The basis of coolhunting is that you can use Web 2.0 tools to locate creative swarms of individuals who are developing new ideas before they reach a tipping point. Web 2.0 forums, chat, bulletin boards, etc. (even emails) afford a window into the communication patterns of people who are engaged in creative swarms.
  • That means when searching Web 2.0 for information, at least 80% of people are at a distinct disadvantage. Without being involved in a conversation, they don't earn the trust of the individuals who are involved.
  • I highly recommend reading the book Coolhunting by Peter Gloor and Scott Cooper if you want to know more about social network analysis, swarm creativity, collaborative innovation networks and so on. There are some very powerful search tools in this field that are like Google on steroids. I'll blog about that later.
J Black

NZ Interface Magazine :: Eight habits of highly effective 21st century teachers - 0 views

www.nz-interface.co.nz/articles.cfm

21stCenturySkills web2.0 technology teacher teaching education

shared by J Black on 31 Jan 09 - Cached
  • J Black on 31 Jan 09
     
    What are the characteristics we would expect to see in a successful 21st century educator? Well, we know they are student-centric, holistic, and they're teaching about how to learn as much as teaching about the subject area. We know, too, that they must b
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

Tech Digest : Real-time Twitter searches on Google results - 0 views

www.techdigest.tv/...real-time_twitt.html

Twitter Firefox Google Search Realtime Local

shared by Ruth Howard on 13 Apr 09 - Cached
  • The Firefox add-on that brings Twitter results to your traditional search pages
  • Have a click on the image just here on the right and once it's bigged itself up, you'll notice it's a Google search page with five Twitter results at the top. That's because some clever soul over on MT-Hacks has created code for the Greasemonkey add-on for Firefox which offers a degree of real-time search on Google. Very neat indeed.
  • Head over to MT-Hacks to get the Twitter search add-on for your browser and see what you make of it.
  • Ruth Howard on 13 Apr 09
     
    Useful for highly local news/search in particular.
Tero Toivanen

Digital Citizenship | the human network - 0 views

blog.futurestreetconsulting.com/?p=132

Britannica Facebook Internet Obama SMS Twitter Wikipedia blog co-presence education google earth hierarchy hyperconnectivity hyperempowerment hyperpeople mobile network peer production sharing social networks wiki

shared by Tero Toivanen on 07 Jun 09 - Cached
  • The change is already well underway, but this change is not being led by teachers, administrators, parents or politicians. Coming from the ground up, the true agents of change are the students within the educational system.
  • While some may be content to sit on the sidelines and wait until this cultural reorganization plays itself out, as educators you have no such luxury. Everything hits you first, and with full force. You are embedded within this change, as much so as this generation of students.
  • We make much of the difference between “digital immigrants”, such as ourselves, and “digital natives”, such as these children. These kids are entirely comfortable within the digital world, having never known anything else. We casually assume that this difference is merely a quantitative facility. In fact, the difference is almost entirely qualitative. The schema upon which their world-views are based, the literal ‘rules of their world’, are completely different.
  • ...13 more annotations...
  • The Earth becomes a chalkboard, a spreadsheet, a presentation medium, where the thorny problems of global civilization and its discontents can be explored out in exquisite detail. In this sense, no problem, no matter how vast, no matter how global, will be seen as being beyond the reach of these children. They’ll learn this – not because of what teacher says, or what homework assignments they complete – through interaction with the technology itself.
  • We and our technological-materialist culture have fostered an environment of such tremendous novelty and variety that we have changed the equations of childhood.
  • As it turns out (and there are numerous examples to support this) a mobile handset is probably the most important tool someone can employ to improve their economic well-being. A farmer can call ahead to markets to find out which is paying the best price for his crop; the same goes for fishermen. Tradesmen can close deals without the hassle and lost time involved in travel; craftswomen can coordinate their creative resources with a few text messages. Each of these examples can be found in any Bangladeshi city or Africa village.
  • The sharing of information is an innate human behavior: since we learned to speak we’ve been talking to each other, warning each other of dangers, informing each other of opportunities, positing possibilities, and just generally reassuring each other with the sound of our voices. We’ve now extended that four-billion-fold, so that half of humanity is directly connected, one to another.
  • Everything we do, both within and outside the classroom, must be seen through this prism of sharing. Teenagers log onto video chat services such as Skype, and do their homework together, at a distance, sharing and comparing their results. Parents offer up their kindergartener’s presentations to other parents through Twitter – and those parents respond to the offer. All of this both amplifies and undermines the classroom. The classroom has not dealt with the phenomenal transformation in the connectivity of the broader culture, and is in danger of becoming obsolesced by it.
  • We already live in a time of disconnect, where the classroom has stopped reflecting the world outside its walls. The classroom is born of an industrial mode of thinking, where hierarchy and reproducibility were the order of the day. The world outside those walls is networked and highly heterogeneous. And where the classroom touches the world outside, sparks fly; the classroom can’t handle the currents generated by the culture of connectivity and sharing. This can not go on.
  • We must accept the reality of the 21st century, that, more than anything else, this is the networked era, and that this network has gifted us with new capabilities even as it presents us with new dangers. Both gifts and dangers are issues of potency; the network has made us incredibly powerful. The network is smarter, faster and more agile than the hierarchy; when the two collide – as they’re bound to, with increasing frequency – the network always wins.
  • A text message can unleash revolution, or land a teenager in jail on charges of peddling child pornography, or spark a riot on a Sydney beach; Wikipedia can drive Britannica, a quarter millennium-old reference text out of business; a outsider candidate can get himself elected president of the United States because his team masters the logic of the network. In truth, we already live in the age of digital citizenship, but so many of us don’t know the rules, and hence, are poor citizens.
  • before a child is given a computer – either at home or in school – it must be accompanied by instruction in the power of the network. A child may have a natural facility with the network without having any sense of the power of the network as an amplifier of capability. It’s that disconnect which digital citizenship must bridge.
  • Let us instead focus on how we will use technology in fifty years’ time. We can already see the shape of the future in one outstanding example – a website known as RateMyProfessors.com. Here, in a database of nine million reviews of one million teachers, lecturers and professors, students can learn which instructors bore, which grade easily, which excite the mind, and so forth. This simple site – which grew out of the power of sharing – has radically changed the balance of power on university campuses throughout the US and the UK.
  • Alongside the rise of RateMyProfessors.com, there has been an exponential increase in the amount of lecture material you can find online, whether on YouTube, or iTunes University, or any number of dedicated websites. Those lectures also have ratings, so it is already possible for a student to get to the best and most popular lectures on any subject, be it calculus or Mandarin or the medieval history of Europe.
  • As the university dissolves in the universal solvent of the network, the capacity to use the network for education increases geometrically; education will be available everywhere the network reaches. It already reaches half of humanity; in a few years it will cover three-quarters of the population of the planet. Certainly by 2060 network access will be thought of as a human right, much like food and clean water.
  • Educators will continue to collaborate, but without much of the physical infrastructure we currently associate with educational institutions. Classrooms will self-organize and disperse organically, driven by need, proximity, or interest, and the best instructors will find themselves constantly in demand. Life-long learning will no longer be a catch-phrase, but a reality for the billions of individuals all focusing on improving their effectiveness within an ever-more-competitive global market for talent.
  • Tero Toivanen on 07 Jun 09
     
    Mark Pesce: Digital Citizenship and the future of Education.
Ruth Howard

Students as 'Free Agent Learners' : April 2009 : THE Journal - 0 views

www.thejournal.com/...24308_3

learning learners curriculum collaboration future of education games technology

shared by Ruth Howard on 02 May 09 - No Cached
  • 51 percent of teachers are interested in learning how to integrate gaming into daily learning activities;
  • Sixty-five percent said it appeals to different learning styles; another 65 percent said it increases student engagement. Others said it allows for student-centered learning (47 percent), helps develop problem-solving and critical thinking skills (40 percent), helps develop creativity (39 percent), allows students to gain experience through trial and error (37 percent), and helps students visualize difficult concepts (35 percent).
  • Of those who have some interest in gaming, responses were varied as to its value in education. Sixty-five percent said it appeals to different learning styles; another 65 percent said it increases student engagement. Others said it allows for student-centered learning (47 percent), helps develop problem-solving and critical thinking skills (40 percent), helps develop creativity (39 percent), allows students to gain experience through trial and error (37 percent), and helps students visualize difficult concepts (35 percent).
  • ...1 more annotation...
  • Of those who have some interest in gaming, responses were varied as to its value in education. Sixty-five percent said it appeals to different learning styles; another 65 percent said it increases student engagement. Others said it allows for student-centered learning (47 percent), helps develop problem-solving and critical thinking skills (40 percent), helps develop creativity (39 percent), allows students to gain experience through trial and error (37 percent), and helps students visualize difficult concepts (35 percent).
  • Ruth Howard on 02 May 09
     
    Students want more control over their own learning experiences through technology and want to define their own educational destinies and determine the direction of their learning. "This free agent learner is one that is technology-enabled, technology-empowered, and technology-engaged to be ... an important part of driving their own educational destiny. To some extent they feel ... it's a responsibility. They also feel it's a right to be able to do that. So technology has enabled this free agent learner. We have the opportunity in education to make sure they're on the right track and to be supportive of their learning experiences." Ive been waiting for this! This is exciting it points to the idea that students will co-create their curriculum. In my mind it will become imperitive that individuals choose their highest bliss-subjects and projects that reflect their passions. In the new collaborative work environments students will be more highly valued for their contributions to areas that they are most naturally motivated to explore. Their resulting contributions will result in inventiveness and cutting edge investigations via passion, self motivation and peer inspiration and direct access to thought leaders/mentors in the field. Teachers might become guides to ensuring students intentions are achieved- teachers as arbiters of human potential. Students will no longer be compared to each other. They will score according to their own self affirmed destinations-allowing of course for reviews and changes of destiny.Teachers might also need roles in law and ethics to ensure students are safe in their online world activities, monitoring students and their online peers, intercepting or prompting inside the conversations?
  • Ruth Howard on 02 May 09
     
    Of those who have some interest in gaming, responses were varied as to its value in education. Sixty-five percent said it appeals to different learning styles; another 65 percent said it increases student engagement. Others said it allows for student-centered learning (47 percent), helps develop problem-solving and critical thinking skills (40 percent), helps develop creativity (39 percent), allows students to gain experience through trial and error (37 percent), and helps students visualize difficult concepts (35 percent). But perhaps the most significant trend in education technology, Evans said, is the emergence of the student as a "free agent learner": Students want more control over their own learning experiences through technology and want to define their own educational destinies and determine the direction of their learning. "This free agent learner is one that is technology-enabled, technology-empowered, and technology-engaged to be ... an important part of driving their own educational destiny. To some extent they feel ... it's a responsibility. They also feel it's a right to be able to do that. So technology has enabled this free agent learner. We have the opportunity in education to make sure they're on the right track and to be supportive of their learning experiences."
Caroline Roche

Web 2.0 is highly interactive, accessible and collaborative. Learn how to utilize it in... - 0 views

cdwg.discoveryeducation.com/...video.cfm

web2.0 technology learning teaching collaboration

shared by Caroline Roche on 21 Sep 09 - Cached
  • Caroline Roche on 31 Jan 10
     
    Great videos from Discovery Education explaining Web 2 tools for education
Jeffrey Fuller

Leader to Leader - Leader To Leader Journal - 16 views

www.pfdf.org/...journal.aspx

leader teaching learning resources

shared by Jeffrey Fuller on 20 Jan 10 - Cached
  • For the first time, they will have to manage themselves. And society is totally unprepared for it.
  • To succeed in this new world, we will have to learn, first, who we are. Few people, even highly successful people, can answer the questions, Do you know what you're good at? Do you know what you need to learn so that you get the full benefit of your strengths? Few have even asked themselves these questions.
  • Throughout human history, it was the super achievers -- and only the super achievers -- who knew when to say "No." They always knew what to reach for. They knew where to place themselves. Now all of us will have to learn that. It's not very difficult. The key to it -- what Leonardo da Vinci and Mozart did -- is to record the results of our decisions.
  • ...8 more annotations...
  • Every time you do something that is important, write down what you expect will happen. The most important decisions in organizations are people decisions, and yet only the military, and only recently, has begun to ask, "If we assign this general to lead this base, what do we expect him to accomplish?" Three years later they look back at what they had written. They have now reached a point where 40 percent of their decisions work out.
  • what we have to learn to get the full benefit from our strengths, where our weaknesses lie, what our values are.
  • The productivity of teachers, for instance, has not improved, and may in fact have shrunk, in the past 70 years. (Of course teachers in the 1920s enjoyed the advantage of not having faculty meetings to attend.)
  • What are you being paid for, and how much time do you spend doing that? Typically, nurses say they are paid to provide patient care, or to keep the doctors happy. Both are good answers; the problem is that they have no time to do either job. One hospital more than doubled its nurses' productivity simply by asking them these two questions, and then hiring clerks to do the paperwork that prevented nurses from doing their real job.
  • Effective organizations put people in jobs in which they can do the most good. They place people -- and allow people to place themselves -- according to their strengths.
  • Know people's strengths. Place them where they can make the greatest contributions. Treat them as associates. Expose them to challenges.
  • the United States is that it attracts top knowledge workers from around the world -- not just because they earn more money but because they are treated as colleagues, not as subordinates.
  • Organizations that understand this -- and strip away everything that gets in their knowledge workers' way -- will be able to attract, hold, and motivate the best performers.
Sitti Claire

Getting the Best Home Renovations Perth - 1 views

I used to have a frustrating experience in looking for an expert in the building industry for my home renovations Perth. But since the day I heard about West Property Management, and the wide range...

home renovations Perth

started by Sitti Claire on 08 Mar 11 no follow-up yet
Janice Smith

High Quality and Professional Computer Support - 1 views

Our group runs a visual museum wherein we exhibit giant dinosaur dioramas for adults and children alike. Our exhibit is highly supported by our computer system. Sometimes we experience computer iss...

computer help

started by Janice Smith on 07 Sep 11 no follow-up yet
Steve Ransom

Turning the Classroom Upside Down - WSJ.com - 37 views

online.wsj.com/...4101604576248713420747884.html

Khan KhanAcademy flipped article

shared by Steve Ransom on 11 Apr 11 - No Cached
  • Still more encouraging, our data show that when students work at their own pace, the need for traditional tracking and labeling goes away. Given the time and personal instruction needed to master core topics, supposedly "slower" students are often able to speed ahead. Within weeks, they look "advanced."
    • Steve Ransom
      Steve Ransom on 11 Apr 11
       
      Sure... but to extend this model further than mere "support", it removes the highly skilled teacher who can/should make the learning meaningful, relevant, interesting,... Simply completing skill-based tutorials does nothing for the child who needs something different or does not enjoy mathematics. Teachers are questioners, connectors, inspirers, relationship-builders,... not just traffic directors making sure everyone gets plugged in to the skill-based lessons that they need.
  • Steve Ransom on 11 Apr 11
     
    Why not have lectures at home and 'homework' at school-and let students learn at their own pace?
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