Thus, the old pre-reqs are out: GPAs, transcripts, SATS. In fact, Google is beginning to disregard academic educations altogether: they're just not a good predictor of success at the company. Says Bock, "After two or three years, your ability to perform at Google is completely unrelated to how you performed when you were in school, because the skills you required in college are very different. You’re also fundamentally a different person. You learn and grow, you think about things differently."
According to the Times, Google is putting its money where its mouth is: they've actually increased their hires with no college education—14% of some of its teams have never been to school, according to Bock.
Instead, the emphasis is on hiring candidates who are leaders, and work well in teams. The only way to discover this, says Bock, is through "structured" behavior interviews that assess how a person makes decisions. The winning interviewees will be able to demonstrate that they are "consistent and fair in how [they] think about making decisions and that there’s an element of predictability." This is key to building trust among team members once hired, he explains. "If a leader is consistent, people on their teams experience tremendous freedom, because then they know that within certain parameters, they can do whatever they want. If your manager is all over the place, you’re never going to know what you can do, and you’re going to experience it as very restrictive."
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ClassroomWindow - Where The Best Solutions Win - 50 views
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ClassroomWindow wants to help you make sense of the chaotic world of education technology, textbooks, and tools. The first education directory of its kind, ClassroomWindow features trusted reviews by and for teachers around the globe.
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Google Changes Its Tune on Interviews - Vault: Blog - 12 views
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Google is beginning to disregard academic educations altogether: they're just not a good predictor of success at the company. According to the Times, Google is putting its money where its mouth is: they've actually increased their hires with no college education-14% of some of its teams have never been to school, according to Bock. Instead, the emphasis is on hiring candidates who are leaders, and work well in teams.
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Derrick Rose's buzzer-beater gives Bulls win - 0 views
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Derrick Rose banked in a 3-pointer at the buzzer and scored 30 points Friday night to give the Chicago Bulls a 99-96 victory, read full article on LivSports.in
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CSK vs RCB IPL 8 2015 : CSK beat RCB by 24 Runs - 0 views
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The Chennai Super Kings clearly has an edge when it comes with the head-to-head record against the Royal Challengers Bangalore. To Read Full Article Visit LivSports.in
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Online public schools for grades K-12 | Educators - 0 views
online.educators.k12.com/sforOnlineLearningSucces.html
k12 educators online public schools curriculum
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K¹² is America's leading online education system for grades K-12. Solve your challenges with award-winning curriculum. Partner with us today.
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How to win in binary option profit bot system 44 - Best Binary .. by Binary Option robot - 0 views
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100 Percent Profit Bot REVIEW - Grade: A-. Is it one of the best binary bots ever?REVIEW: 100% Profit Bot - GRADE: A- *** UPDATED: July 21n, 2015 - see my Master List for...
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Education Week: Study Finds No Clear Edge for Charter Schools - 6 views
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Students who won lotteries to attend charter middle schools performed, on average, no better in mathematics and reading than their peers who lost out in the random admissions process and enrolled in nearby regular public schools, according to a national study released today.
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On average, though, the charter middle schools in the study enrolled a lower percentage of students who are eligible for free and reduced-price school meals than charters nationally, and served smaller percentages of students scoring below proficiency levels on state exams than their national peers.
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ClarkAC wrote: I think this just adds weight to the notion that the devil is in the details. Some charters (i.e., some KIPP schools - not all) are producing great results. Some are not.Some kids getting vouchers are doing much better. Some are not.Some traditional public schools are great. Some are not.On average, no one solution shows impact because we are looking at averages.I agree. We need to get under the hood. Until then, we won't find the solutions we seek. 6/29/2010 12:38 PM EDT on EdWeek
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Larry C Brown wrote: "The most positive overall impact that all of the charter schools in the study produced, was on the satisfaction levels expressed by parents and students. Parents whose children had won lotteries to attend charters were 33 percent more likely to say the schools were excellent than parents whose children lost the lotteries and attended regular public schools." This is surprising? If I "win the lottery", am I not going to be more satisfied than if I don't!
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lottery winners did no better, on average, than the lottery losers on non-academic outcomes such as behavior and attendance.
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Is Google Making Us Stupid? - 0 views
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pleads
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weirdly poignant
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lengthy
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strolling
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wayward
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struggle.
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godsend
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Research
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telltale
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Unlike footnotes, to which they’re sometimes likened, hyperlinks don’t merely point to related works; they propel you toward them
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Marshall McLuhan
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altogether
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It is clear that users are not reading online in the traditional sense; indeed there are signs that new forms of “reading” are emerging as users “power browse” horizontally through titles, contents pages and abstracts going for quick wins. It almost seems that they go online to avoid reading in the traditional sense.
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We are not only what we read
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We are how we read.
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above
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When we read online, she says, we tend to become “mere decoders of information.” Our ability to interpret text, to make the rich mental connections that form when we read deeply and without distraction, remains largely disengaged.
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etched
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We have to teach our minds how to translate the symbolic characters we see into the language we understand. And the media or other technologies we use in learning and practicing the craft of reading play an important part in shaping the neural circuits inside our brains
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readers of ideograms, such as the Chinese, develop a mental circuitry for reading that is very different from the circuitry found in those of us whose written language employs an alphabet.
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subtler
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You are right,” Nietzsche replied, “our writing equipment takes part in the forming of our thoughts.” Under the sway of the machine, writes the German media scholar Friedrich A. Kittler, Nietzsche’s prose “changed from arguments to aphorisms, from thoughts to puns, from rhetoric to telegram style.”
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James Olds, a professor of neuroscience who directs the Krasnow Institute for Advanced Study at George Mason University, says that even the adult mind “is very plastic.
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“intellectual technologies”—the tools that extend our mental rather than our physical capacities—we inevitably begin to take on the qualities of those technologies
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“disassociated time from human events and helped create the belief in an independent world of mathematically measurable sequences.”
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The “abstract framework of divided time” became “the point of reference for both action and thought.”
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, Computer Power and Human Reason: From Judgment to Calculation
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widespread
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The process of adapting to new intellectual technologies is reflected in the changing metaphors we use to explain ourselves to ourselves. When the mechanical clock arrived, people began thinking of their brains as operating “like clockwork.” Today, in the age of software, we have come to think of them as operating “like computers.” But the changes, neuroscience tells us, go much deeper than metaphor. Thanks to our brain’s plasticity, the adaptation occurs also at a biological level.
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The Internet, an immeasurably powerful computing system, is subsuming most of our other intellectual technologies. It’s becoming our map and our clock, our printing press and our typewriter, our calculator and our telephone, and our radio and TV.
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gewgaws,
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thanks to the growing power that computer engineers and software coders wield over our intellectual lives,
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“to organize the world’s information and make it universally accessible and useful.”
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For us, working on search is a way to work on artificial intelligence.”
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Certainly if you had all the world’s information directly attached to your brain, or an artificial brain that was smarter than your brain, you’d be better off.
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to solve problems that have never been solved before
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worrywart
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shortsighted
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eloquently
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drained
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“inner repertory of dense cultural inheritance,
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as we come to rely on computers to mediate our understanding of the world, it is our own intelligence that flattens into artificial intelligence.
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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
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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.
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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.
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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.
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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.
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We and our technological-materialist culture have fostered an environment of such tremendous novelty and variety that we have changed the equations of childhood.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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What is boot disk , and how to create it - 0 views
computer-support-uk.blogspot.com/...disk-and-how-to-create-it.html
create a boot disk creating how to make win xp windows
shared by bethany rebecca on 02 Jun 09
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A boot disk will allow you to boot from the deskette in place of your hard disk. This deiskette can be used to fix problems that may come during the lifetime of your computer. After creating the boot dsekette write protect the diskette so that viruses would not be able to infect your computer
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Where's the Innovation? | always learning - 0 views
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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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Tom explained that innovation falls squarely in quadrant 2 of Steven Covey's matrix: it's "Important", but "Not Urgent".
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Education Week: Filtering Fixes - 0 views
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So what teachers and students in Trussville, Ala., are doing on the Internet might be considered illicit activity in other districts across the country. Lessons in the 4,100-student district near Birmingham include YouTube videos and film trailers, Internet chats with peers in Nigeria or award-winning children’s authors, even blogging sessions and Web research on open search engines such as Google.
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Attempting to use online social-networking tools, read blogs, or see multimedia presentations on a classroom computer can generate a message that’s become all too familiar in many American schools: Access Denied.
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Times Higher Education - From where I sit - Everyone wins in this free-for-all - 11 views
www.timeshighereducation.co.uk/story.asp
education higher oer times sharing university digital knowledge learning materials collaboration teaching web2.0
shared by Tero Toivanen on 11 Feb 11
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The term open educational resources (OER) encapsulates the simple but powerful idea that the world's knowledge is a public good. The internet offers unprecedented opportunities to share, use and reuse knowledge. Sadly, most of the planet is underserved when it comes to post-secondary education.
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But while in our research we have no problem with sharing and building on the ideas of others, in education the perception is that we must lock teaching materials behind restrictive copyright barriers that minimise sharing.
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Sometimes universities justify this position on the grounds that the open licensing of courses will damage their advantage in the student recruitment market. These publicly funded institutions expect taxpayers to pay twice for learning materials.
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Individuals are free to learn from OER hosted on the open web. It is, therefore, plausible that we can design and develop an "OER university" that will provide free learning for all students worldwide.
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Working with Otago Polytechnic in New Zealand, the University of Southern Queensland in Australia and Athabasca University in Canada as founding anchor partners, we aim to help provide flexible pathways for OER learners to earn formal academic credentials and pay reduced fees for assessment and credit services under the community service mission of modern universities.
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The OER Foundation will host an open planning meeting on 23 February to lay the foundations for this significant intervention. With support from the United Nations Educational, Scientific and Cultural Organisation, the meeting will be streamed on the web, and we invite all educational leaders to join us at this meeting in planning for the mainstream adoption of OER in post-secondary institutions.
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The term open educational resources (OER) encapsulates the simple but powerful idea that the world's knowledge is a public good. The internet offers unprecedented opportunities to share, use and reuse knowledge. Sadly, most of the planet is underserved when it comes to post-secondary education.
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Advise the Advisor: Melody Barnes | The White House - 9 views
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Advise the Advisor is a new program to help senior staff at the White House stay connected to the American people.
Providing our nation’s students with a world-class education is a shared responsibility. It’s going to take all of us – teachers, parents, students, philanthropists, state and local governments, and the federal government – working together to prepare today’s students for the future.
This week, Melody Barnes, Director of the Domestic Policy Council and one of President Obama’s senior advisors on education policy, is asking for feedback from parents, teachers and students about what’s working in their communities and what needs to change when it comes to education.
You can add your voice to the conversation by answering one or all of the following questions:
- Parents: Responsibility for our children’s education and future begins in our homes and communities. What are some of the most effective ways you're taking responsibility at a personal and local level for your child’s education?
- Teachers: President Obama has set a goal of having the highest proportion of college graduates in the world by 2020. How are you preparing your students for college and career? What’s working and what challenges do you face?
- Students: In order to compete for the jobs of the 21st century, America’s students must be prepared with a strong background in reading, math and science along with the critical thinking, problem solving, and creativity needed to succeed in tomorrow’s workforce. How has your education prepared you for a career in the 21st century? What has worked and what challenges do you face?
Past Questions
David Plouffe, Senior Advisor to the President, kicked off the series by asked for your feedback on how American innovation affects your community and the obstacles to innovation you see where you live. Check out David’s video and read his follow up blog post responding to some of the major themes we saw in reading your feedback.
Austan Goolsbee, Chairman of the Council of Economic Advisors, posted the second edition of Advise the Advisor asking for feedback from small businesses about the obstacles they face in getting off the ground. Austan responded to some of your feedback during a live chat at the Winning the Future Forum on Small Business in Cleveland.
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"Advise the Advisor is a new program to help senior staff at the White House stay connected to the American people."
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Who Wants to Win a Million Dollars? - The Science Game - 0 views
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A 'who wants to be a millionaire' science quiz site. Get randomised questions and feedback about each question. http://ictmagic.wikispaces.com/Science
How to harness your charm to get your bf back - 0 views
MediaCore - Award-winning video platform for education - 55 views