Unless states that sign on to the movement ensure that all students are also taught a body of explicit, well-sequenced content, a focus on skills will not help students develop higher-order critical-thinking abilities, they said at a panel discussion here in the nation’s capital last week.
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Academic Projects | Walco Solutions - 1 views
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We provide the best quality and unique projects at very nominal price. We are updated with the latest technology being used in the industries we try to render the same at the student level for proper technical exposure through our projects. We also conduct proper lectures, practical sessions to guide and prepare students for external viva and competitions. Programmable Logic Controller, Supervisory Control and data acquisition, Human machine Interface, Variable Frequency drive, Instrumentation, Panel designing, Embedded System, Mat lab
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shared by adina sullivan on 01 Apr 08
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Writing Fun by Jenny Eather- helping kids write using text organizers. - 6 views
www.teachers.ash.org.au/...writingfun.html
education elementary interactive kids language literacy writing
shared by adina sullivan on 01 Apr 08
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Really good for visual organisers for students to use as a guide to their writing
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Education Week: Backers of '21st-Century Skills' Take Flak - 0 views
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Array of Skills In the Partnership for 21st Century Skills’ vision for K-12 education, the arches of the rainbow depict outcomes, while the pools represent the resources needed to support those outcomes. But critics contend that states implementing this vision might focus too heavily on discrete skills instruction, at the expense of core content. SOURCE: Partnership for 21st Century Skills
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Ten states have agreed to work with P21 to incorporate a focus on technology, analytical and communication skills into their content standards, teacher training, and assessments.
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“We’ve been having this curriculum war for years.”
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Mr. Kay, in contrast, painted the P21 vision as one that transcends this debate. The partnership tries to encourage states to be more deliberative about how they help students learn the skills,
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“[But] the liberal arts movement, which we embrace, has not been as purposeful and intentional about the skill outcomes as we need to be.”
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Mr. Willingham argued not only that the teaching of skills is inseparable from that of core content, but also that it is the content itself that allows individuals to recognize problems and to determine which critical-thinking skills to apply to solve them.
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Students become proficient critical thinkers only by gleaning a broad body of knowledge in multiple content domains, he said.
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Those techniques include student-directed methods such as project-based learning, which requires students to work in groups to solve a specified problem, relying on teachers for guidance rather than for explicit instruction.
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“Teachers will rise to the challenge given the kind of supports they need.”
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“If [curriculum] is just picking up a manual, or a series of nonconnected or nonsequenced experiments in science or literary works with no connection and no background knowledge, it’s not going to help our kids think any better,” she said in an interview.
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Academics like Ms. Darling-Hammond said that setting forth a clear understanding once and for all about what students should know, and which teaching methods best help students engage that content in depth, will be crucial to putting such debates to rest.
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The highest-scoring countries on international exams, she said, undertook efforts to outline such goals specifically 20 to 30 years ago. “When you really think about delivering a rich curriculum, it takes a very skillful type of teaching,” Ms. Darling-Hammond said. “It can be done badly; we have to acknowledge that. But we don’t really have a choice, if we want to join other nations.”
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Meanwhile the critics go about squawking while promoting their own panaceas
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he majority of kids just go right on tuning out, dropping out, or just getting by
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I challenge what I read by looking at source material. These are timeless skills. It's the technology that is 21st century.
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As for the topics we are unfamiliar with, the poster just before me rightly points out that the Internet is out there for just that purpose. Real teachers are also learners, and should be constantly seeking to know more.
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Many recent studies have concluded that the current system is broken beyond repair and that point solutions like those being advocates above cannot fix it. We know that people learn best when they teach others so small groups that encourage peer-to-peer mentoring should be encouraged. Those same small groups require the students to learn and use the high-performance skills advocated by P21. At the same time, there is a body of knowledge that has been determined to be important to a student's future - represented by the state academic content standards. Robust, in-depth discussions of academic content help achieve the mastery of academic content. To ensure the content has meaning, it is best learned in a multi-disciplinary environment. By embedding a selected set of content standards from a variety of disciplines into a realistic setting/project the students get the opportunity to use the knowledge and go beyond the standards as their interest leads them.
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The fact is, while "experts" pore over the fabric of pedagogical delivery methods, online teaching and learning is quietly replacing classroom environments globally. Educators better make some quick adjustments or the very definition of what an "education" means nowadays will make many of these folks irrelevant.
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shared by Tero Toivanen on 07 Jun 09
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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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Why should we check the accuracy of information on a web page? - 2 views
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Try this interactive micromodule companion for a hands on experience in determining the accuracy of web-based information. Test your skills at: finding embedded evidence checking evidence for accuracy triangulation of data
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The accuracy of factual information can help you judge the credibility of the author. Accuracy of information can also provide clues to possible bias in the resource under investigation.
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A one page overview of how to check the accuracy of information. Includes a link to an online learning game to help learn essential concepts.
Strategies for Embedding Project-Based Learning into STEM Education by Thom Markham (Bu... - 25 views
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Curate.Us - 25 views
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Create visually compelling clips and quotes of web content that are easily embedded in blog posts,email, forums, and websites.
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Embedly | Home - 42 views
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"embed.ly /ehm*BED*lee/ The dot is silent. -noun Embedly is a platform for converting URLs into embeddable content. Build rich and engaging applications through Embedly's APIs. Sites with embeddable media increase time on site by 250 percent. Keep your audience engaged with video, images, audio and more. synonym: engagement"
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shared by Paul Beaufait on 07 Sep 11
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Create a Google Map from a Spreadsheet | Zadling - 33 views
www.zadling.com/...-google-map-from-a-spreadsheet
blogging blogs education embedding Google Docs Google Maps maps online resources technology tools websites
shared by Paul Beaufait on 07 Sep 11
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Sally Loan liked it
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This tutorial by Zachary Zawarski explains "how to create a map with custom locations that you can publish on your website" (¶1). "The greatest benefit of this tool is that current entries can be edited and new entries can be added to the map through the Google spreadsheet without having to update the map's code..." (¶2, retrieved 2011.09.07). Thanks to Denise Krebs for pointing it out, and demonstrating how to do it in a recorded RSCON3 session (Elluminate recording entitled: Where in the world? Or, adding a directory map using a spreadsheet to your wiki. For more info., please see her blog posts: http://mrsdkrebs.edublogs.org/2011/07/28/posting-a-directory-map-at-rscon3/ http://mrsdkrebs.edublogs.org/2011/08/06/mapping-our-connections-my-rscon3-session/
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shared by Jean Potter on 18 Oct 09
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The Keyword Blog: Kermit the Frog Search Challenge (Information Literacy Games) - 16 views
21cif.blogspot.com/...mit-frog-search-challenge.html
digitalliteracy search informationliteracy internetsearchchallenges
shared by Jean Potter on 18 Oct 09
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Information Literacy Games: Finding Kermit This blog post features a great video of Kermit the frog singing It Ain't Easy Being Green. It follows up with an explanation of a search game that can be used with the whole class in a lab or on an individual workstation. It's part of a free series of online information literacy / information fluency games available from 21cif.com. Finding Kermit was the inspiration for one of the first Internet Search Challenges created by Dr. Carl Heine. The task is to track down a picture of Kermit ready for graduation in the least amount of time. The search game is embedded on the page so you can try it without going to the main site. Many teachers use this as a whole class lab activity. Put up a search challenge and then it's off the races! Most of these games were developed for middle and high school students. Adults find them challenging as well.
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EDpuzzle - 48 views
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Make any video your lesson. Edit a video by cropping it, adding your voice or embedding questions. Then, track your students with powerful hassle-free analytics. -
http://treehousecottages.co.in/ Tree House Jaipur - World's largest, most unique, 5 Star & Luxury Tree House Resort. Located atop "trees", the tree have several live branches running through the rooms making nature universal in the Lap of luxury. Jaipur Airport is 40 km from Tree House resort Jaipur
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AJET 26(3) Drexler (2010) - The networked student model for construction of personal le... - 17 views
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Table 2: Personal learning environment toolset Web application (networked student component) Tool used in test case Student activity level of structure Social bookmarking (RSS) Delicious http://delicious.com/ Set up the account Subscribe to each others accounts Bookmark and read 10 reliable websites that reflect the content of chosen topic Add and read at least 3 additional sites each week. News and blog alert (RSS) Google Alert http://www.google.com/alerts Create a Google Alert of keywords associated with selected topic Read news and blogs on that topic that are delivered via email daily Subscribe to appropriate blogs in reader News and blog reader (RSS) Google Reader http://reader.google.com Search for blogs devoted to chosen topic Subscribe to blogs to keep track of updates Personal blog (RSS) Blogger http://www.blogger.com Create a personal blog Post a personal reflection each day of the content found and experiences related to the use of personal learning environment Students subscribe to each others blogs in reader Internet search (information management, contacts, and synchronous communication) Google Scholar http://scholar.google.com/ Conduct searches in Google Scholar and library databases for scholarly works. Bookmark appropriate sites Consider making contact with expert for video conference Podcasts (RSS) iTunesU http://www.apple.com/itunes/ whatson/itunesu.html Search iTunesU for podcasts related to topic Subscribe to at least 2 podcasts if possible Video conferencing (contacts and synchronous communication) Skype http://www.skype.com Identify at least one subject matter expert to invite to Skype with the class. Content gathering/ digital notebook Evernote http://evernote.com/ Set up account Use Evernote to take notes on all content collected via other tools Content synthesis Wikispaces http://www.wikispaces.com Post final project on personal page of class wiki The process and tools are overwhelming to students if presented all at once. As with any instructional design, the teacher determines the pace at which the students best assimilate each new learning tool. For this particular project, a new tool was introduced each day over two weeks. Once the construction process was complete, there were a number of personal web page aggregators that could have been selected to bring everything together in one place. Options at the time included iGoogle, PageFlakes, NetVibes, and Symbaloo. These sites offer a means to compile or pull together content from a variety of web applications. A web widget or gadget is a bit of code that is executed within the personal web page to pull up external content from other sites. The students in this case designed the personal web page using the gadgets needed in the format that best met their learning goals. Figure 3 is an instructor example of a personal webpage that includes the reader, email, personal blog, note taking program, and social bookmarks on one page.
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The personal learning environment can take the place of a traditional textbook, though does not preclude the student from using a textbook or accessing one or more numerous open source texts that may be available for the research topic. The goal is to access content from many sources to effectively meet the learning objectives. The next challenge is to determine whether those objectives have been met.
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AssessmentThere were four components of the assessment process for this test case of the Networked Student Model: (1) Ongoing performance assessment in the form of weekly assignments to facilitate the construction and maintenance of the personal learning environment, (2) rubric-based assessment of the personal learning environment at the end of the project, (3) written essay, and (4) multimedia synthesis of topic content. Points were earned for meeting the following requirements: Identify ten reliable resources and post to social bookmarking account. At least three new resources should be added each week. Subscribe and respond to at least 3 new blogs each week. Follow these blogs and news alerts using the reader. Subscribe to and listen to at least two podcasts (if available). Respectfully contact and request a video conference from a subject matter expert recognised in the field. Maintain daily notes and highlight resources as needed in digital notebook. Post at least a one-paragraph reflection in personal blog each day. At the end of the project, the personal learning environment was assessed with a rubric that encompassed each of the items listed above. The student's ability to synthesise the research was further evaluated with a reflective essay. Writing shapes thinking (Langer & Applebee, 1987), and the essay requirement was one more avenue through which the students demonstrated higher order learning. The personal blog provided an opportunity for regular reflection during the course of the project. The essay was the culmination of the reflections along with a thoughtful synthesis of the learning experience. Students were instructed to articulate what was learned about the selected topic and why others should care or be concerned. The essay provided an overview of everything learned about the contemporary issue. It was well organised, detailed, and long enough to serve as a resource for others who wished to learn from the work. As part of a final exam, the students were required to access the final projects of their classmates and reflect on what they learned from this exposure. The purpose of this activity was to give the students an additional opportunity to share and learn from each other. Creativity is considered a key 21st century skill (Partnership for 21st Century Skills, 2009). A number of emerging web applications support the academic creative process. Students in this project used web tools to combine text, video, audio, and photographs to teach the research topics to others. The final multimedia project was posted or embedded on the student's personal wiki page. Analysis and assessment of student work was facilitated by the very technologies in use by the students. In order to follow their progress, the teacher simply subscribed to student social bookmarking accounts, readers, and blogs. Clicking through daily contributions was relatively quick and efficient.
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chemical inventory management system - 1 views
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Reliability, Reliability, and Reliability. This is what all maintenance teams will focus on in the chemical plants, reliability can be easily obtained through EAMic® CMMS: System embedded failure analysis report, ultra red and vibration pen (equipment temperature and vibration data will be automatically transferred into EAMic® CMMS App).
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shared by Kerry J on 17 Oct 09
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FREE PowerPoint Twitter Tools | SAP Web 2.0 - 40 views
www.sapweb20.com/...powerpoint-twitter-tools
twittertools presentation powerpoint presentations twitter education tools
shared by Kerry J on 17 Oct 09
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FREE PowerPoint Twitter Tools Ever wanted to make presentations a more interactive, Web 2.0 experience? A prototype version of the PowerPoint Twitter Tools is now available for testing. Created using SAP BusinessObjects Xcelsius (but requiring only PowerPoint for Windows and Adobe Flash to run), the twitter tools allow presenters to see and react to tweets in real-time, embedded directly within their presentations, either as a ticker or refreshable comment page.