So the key points I want to make about the flipped classroom that I have learnt from my wonderful class:
Students do learn how to manage themselves to make this method effective
Making your own video’s really matters with respect to teacher contact and correct syllabus language/ style
The right online question bank is a great tool for student learning (plus reduces stress on all)
And finally …my year 12 IB Physics flipped classroom really works and so could anyone else’s.
Group items matching
in title, tags, annotations or url
5More
1More
Develop your creative skills online - 0 views
-
Are you looking for a designing course through online? You can complete your dream with graphic design degree from a top UK University. This programme aims to provide designing sense to a creative thinker and high profile career at the end of this course.
1More
shared by Nigel Coutts on 14 Feb 16
- No Cached
Between the sprint and the marathon - 6 views
shared by Nigel Coutts on 14 Feb 16
- No Cached
Brevity Software Solutions Pvt Ltd and Kenaim Mareshals liked it
-
The start of a new school year brings with it great excitement and just a little sense of panic and chaos. We have new students, new classes, new teachers and new challenges. We spend time getting to know each other and building trust. But what happens next sets the tone for the year and determines our ultimate success.
3More
shared by Tero Toivanen on 10 May 12
- No Cached
Commons Sense | What my student think about the flipped classroom - 49 views
www.coetail.asia/...nk-about-the-flipped-classroom
flipped flipped classroom education web2.0 learning teaching
shared by Tero Toivanen on 10 May 12
- No Cached
-
Could you tell us more about your online question bank? How do you have it setup, tool? Do you use an online quiz that provides more than one time to get the correct answer, hints to answers, and scores to students so they will know performance? What types of activities do you provide partnered with videos they watch? Thanks for your feedback. -
Thank you for your comment and really good questions. I'm special education teacher and I'm teaching severely autistic pupils. Comment in my Diigo post is directly from the blog, so I think it would be better to make the question in the blog. There are already really good comments in there. I think flipped classroom is fantastic idea and I'm trying to find teachers in my school, who could try it. In my classroom it's not possible so far.
13More
12 Findings on Mind, Brain & Education | Getting Smart - 24 views
-
Students’ brains continuously adapt to the environments where they live and work. As students learning in these places, these experiences gradually sculpt the architecture of the brain.
-
Students’ genetic predispositions interact with learning experiences to give rise to a wide range of individual differences.
-
Students learning English as a second language are processing written information in somewhat different ways than native English speakers so standard reading instruction techniques may not be the right fit for their needs.
- ...9 more annotations...
-
Education should give students opportunities to practice setting goals, tracking progress toward them, adjusting strategies along the way, and assessing outcomes.
-
Emotions direct students’ learning processes, helping them gravitate toward positive situations and away from negative ones.
-
Mathematics is at least partially dissociable from other cognitive domains and abilities within the domain of mathematics can be dissociable from one another.
-
Education can support the development of emotional regulation skills, and this should be a priority as emotional regulation skills strongly predict academic achievement.
-
When students from disadvantaged backgrounds are in high-quality schools, their cortisol levels decrease throughout the day. The better the school, the more the cortisol levels decrease. Therefore, a quality learning environment can help students reach healthy cortisol levels, which lead to better emotional regulation and more favorable learning outcomes.
-
Environments that promote positive relationships and a sense of community promote learning.
-
Providing meaningful learning experiences with ongoing guidance can enable students at all levels to build toward mastery of a common set of skills.
-
This scientific evidence that emotion is fundamental to learning settles longstanding ideological debates concerning whether educators should be responsible for emotional development—if educators are responsible for intellectual development, they are inherently involved in emotional development as well.
-
Student-centered approaches to learning require students to be self-directed and responsible for their own learning, which requires executive functioning skills such as goal setting, planning, and monitoring progress.
1More
Game of Thrones Lessons You Can Apply #5: Dealing with Business Contacts - 0 views
-
House Greyjoy hails from Pyke; they are the lords of the Iron Islands. Their House words are "We do not sow", and we will now try to apply this in the perspective of a business. But unlike our previous blog posts in which each House's words were taken positively, House Greyjoys words can be taken in the opposite sense.
1More
Online Touch Typing Program - 0 views
-
A good typing tutorial site with lessons, games and test for a number of international keyboard layouts. http://ictmagic.wikispaces.com/ICT+%26+Web+Tools
1More
shared by Susan Oxnevad on 17 Sep 12
- No Cached
10 Free Tools for Everyday Research - 0 views
gettingsmart.com/...0-free-tools-everyday-research
education web2.0 technology tools resources learning teaching
shared by Susan Oxnevad on 17 Sep 12
- No Cached
-
As educators we are faced with the challenge of teaching students to efficiently use the Internet to find and use information. Searching for information and making sense of it is a process that involves critical thinking and it is an important skill. Fortunately, there are many free digital tools available to help students efficiently sift through an overwhelming abundance of web content to find the relevant and reliable information they need. This post will explore some digital resources to provide educators with tools to help all students become savvy searchers and independent learners.
1More
How can I get my website on the top of search engine? - 0 views
-
Articles from SHAHZAIB KHATRI - Creating a website is a bit easier in the sense that you know what type of website you want to design & can acquire services of a website designer. But the tough part is to promote it to the masses as
Game-Based Digital Literacy with Digital Compass - 0 views
indianajen.com/...-literacy-with-digital-compass
digital literacy Common Sense Media digital citizenship digitalcitizenship digitalliteracy
shared by Jennifer Carey on 10 May 15
- No Cached
3More
Author Nicholas Carr: The Web Shatters Focus, Rewires Brains | Magazine - 16 views
-
Dozens of studies by psychologists, neurobiologists, and educators point to the same conclusion: When we go online, we enter an environment that promotes cursory reading, hurried and distracted thinking, and superficial learning. Even as the Internet grants us easy access to vast amounts of information, it is turning us into shallower thinkers, literally changing the structure of our brain.
-
What we’re experiencing is, in a metaphorical sense, a reversal of the early trajectory of civilization: We are evolving from cultivators of personal knowledge into hunters and gatherers in the electronic data forest. In the process, we seem fated to sacrifice much of what makes our minds so interesting.
-
In light of these studies, learners could benefit from a "concentration protocol" for isolating the passage from the edge distractions and at least temporarily turning off notifications
-
1More
Digital Vaults: Social networking for primary sources « - 0 views
-
Digital Vaults gives you and your kids a place to find raw materials that are arranged in ways that may make more sense to them. The site is set up a bit like a social network.
12More
Infosearcher - 0 views
-
variety of technical, cognitive, social and emotional skills which users need in order to function effectively in a digital environment.
-
Graphic literacy, Navigation, Context, Skepticism, Focus, Ethical Behavior
-
Graphic literacy – thinking visually
- ...7 more annotations...
-
Graphic
-
Graphic literacy
-
Navigation – developing a sense of Internet geography
-
Context – seeing the connections
-
Focus – practicing reflection and deep thinking
-
Skepticism – learning to evaluate information
-
Ethical behavior – understanding the rules of cyberspace
-
Pam Berger's blog. This entry: learning in the Web2.0 world talks about skills to teach students - graphic literacy,navigation, context, skepticism, focus and ethical behavior -
Hallo guys. I am very happy to share here. This is my site. If you would like to visit here. Go ahead. I've made About a $ 58,000 from my little site. There is a forum and I was very happy to announce to you. I also provide seo service. www.killdo.de.gg www.gratisdatingsite.nl/ gratis datingsite datingsites www.nr1gratisdating.nl/ gratis datingsite gratis dating
8More
One-Minute SCORM Overview for Anyone - 0 views
-
The Sharable Content Object Reference Model defines a specific way of constructing Learning Management Systems and training content so that they work well with other SCORM conformant systems.
-
Packaging content determines how a piece of content should be delivered in a physical sense.
-
every piece of information required by the LMS to import and launch content without human intervention
- ...3 more annotations...
-
Runtime communication, or data exchange, specifies how the content ”talks” to the LMS while the content is actually playing.
-
Content can be created one time and used in many different systems and situations without modification. This plug-and-play functionality can be powerful within an organization but even more so across organizations. Content can be sold and delivered to the user more quickly, more robustly, and at a lower price.
-
In terms of how the LMS treats it, this is the item shown separately in the table of contents and tracked separately from other items. It can contain its own bookmark, score, and completion status.
24More
shared by Carlos Quintero on 11 Sep 08
- Cached
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.
-
-
Future Learning Landscapes: Transforming Pedagogy through Social Software Catherine McLoughlin and Mark J. W. Lee
Factbites: Where results make sense - 0 views
3More
The 7 Pillars of Visionary Leadership, Pillar V - Mentoring - 0 views
-
You have to do an enormous amount of listening; You have to be really honest; Don't waver in your commitment; and Have an understanding partner who puts up with long hours and rented digs.
-
To be true, there are examples where the company seemed to hold the future in its hands, only to fumble on the way to a slam dunk.
-
The organization I work for ... Item No. Item My Score 1 Values experience and know-how. 2 Invests time and energy in people development. 3 Fosters a genuine sense of community. 4 Cultivates and nurtures wisdom. 5 Develops good role models. 6 Not only wants to do things right, but also do the right things. 7 Applies knowledge constructively to what it already knows. Interpretation: If you scored 32-35: You value mentoring in your organization.If you scored 28-31: You're doing all right, but need to improve.If you scored 25-27: You definitely need to take stock right now.If you scored 0-24: You're are, or will be, in trouble.
6More
ed4wb » Blog Archive » The New Bottom-up Authority - 0 views
-
It appears that most teachers today underestimate the amount of learning that is happening among youth outside of schools. Since this informal learning sometimes dubbed “hanging out”, “messing around” or “geeking out” happens outside of the classroom and doesn’t look like traditional learning, it’s easy for educators to miss. The quality and quantity of learning, the process by which it occurs, and the way authority is established in these informal environments, should be something that teachers become familiar with. Will Richardson, who writes extensively on these matters, believes that, “One of the biggest challenges educators face right now is figuring out how to help students create, navigate, and grow the powerful, individualized networks of learning that bloom on the Web and helping them do this effectively, ethically, and safely.” (see article)
-
It appears that most teachers today underestimate the amount of learning that is happening among youth outside of schools. Since this informal learning sometimes dubbed “hanging out”, “messing around” or “geeking out” happens outside of the classroom and doesn’t look like traditional learning, it’s easy for educators to miss. The quality and quantity of learning, the process by which it occurs, and the way authority is established in these informal environments, should be something that teachers become familiar with. Will Richardson, who writes extensively on these matters, believes that, “One of the biggest challenges educators face right now is figuring out how to help students create, navigate, and grow the powerful, individualized networks of learning that bloom on the Web and helping them do this effectively, ethically, and safely.” (see article)
-
It appears that most teachers today underestimate the amount of learning that is happening among youth outside of schools. Since this informal learning sometimes dubbed “hanging out”, “messing around” or “geeking out” happens outside of the classroom and doesn’t look like traditional learning, it’s easy for educators to miss. The quality and quantity of learning, the process by which it occurs, and the way authority is established in these informal environments, should be something that teachers become familiar with. Will Richardson, who writes extensively on these matters, believes that, “One of the biggest challenges educators face right now is figuring out how to help students create, navigate, and grow the powerful, individualized networks of learning that bloom on the Web and helping them do this effectively, ethically, and safely.” (see article)
- ...2 more annotations...
-
Schools, in general, are not taking advantage of the power of peer-based learning or the benefits of a more decentralized type of expertise which lies outside of its ivory walls.
-
The same study later describes a writer’s heightened sense of authenticity that comes from peer feedback as opposed to school evaluations: “It’s something I can do in my spare time, be creative and write and not have to be graded,” because, “you know how in school you’re creative, but you’re doing it for a grade so it doesn’t really count?”
-
The top-down, authoritarian model found in most classrooms today looks very different from the model many students experience when they learn online. The classroom's hierarchical approach, with the sage on the stage, requires, (and, ultimately demands) passivity and deference on the part of the learner. Informal, interest-driven networked learning, with its access to large stores of information and variety of opinion, on the other hand, takes a much different view of authority. It's usually peer based, largely democratic, meritocratic, often creates dissonance due to variety and demands evaluation. Knowing what we do about active learning, one would seem clearly superior to the other.
9More
shared by J Black on 31 Jan 09
- Cached
Driving Change: Selling SharePoint and Social Media Inside the Enterprise - ReadWriteWeb - 0 views
www.readwriteweb.com/...social_media_in_enterprise.php
promotion web2.0 education2.0 readwriteweb socialmedia
shared by J Black on 31 Jan 09
- Cached
-
balk at the technology because they have no desire to share their knowledge for the benefit of the organization. These individuals tend to equate their knowledge with job security; therefore, they feel nervous about sharing out of fear that they wouldn't be needed any more.
-
"Look for agnostics, ignore atheists."
-
busy workers will not respond to buzzwords like "wiki," "blog," and "community."
- ...5 more annotations...
-
The point here is to take collaborative technology and apply it to processes that are routine and can be easily completed.
-
My personal experience has been that most people don't care what tool they are using, just as long as its easy, or easier then the way they had to do it before if that makes sense. And that most people don't want to change the way that they're doing things currently, even if its obviously easier, because currently = comfortable and change = scary.
-
knowledge management is about the people and their attitudes; it is about cooperation.
-
Writing a lot and reading a lot feels natural to us, but to many people it is a chore - so we end up being our wiki's sole active user.
-
You are not selling a tool. You are trying to help people work in a smarter and more efficient way.
-
Though this article is written for the business sector, there are many great parallels with how we experience social media's acceptance in the educational realm. The suggestions that are given are readily applied to our setting, as well. In the enterprise, many employees think blogs are merely websites on which people talk about their cat or their latest meal. Many don't know the differences between and advantages of such tools as message boards, blogs, and wikis. They have heard of these terms in passing, but the demands of their day-to-day jobs have prevented them from recognizing the distinct benefits of each tool. Solution: It is useless to advocate for social media tools in a vacuum. Unless you're describing a solution to a practical problem, busy workers will not respond to buzzwords like "wiki," "blog," and "community." Your client usually has about a 30-second attention span in which you can sell a social media tool. An aide in my arsenal has been the excellent videos by Lee Lefever at Common Craft. Lee visually explains social media concepts "In Plain English." Common Craft videos quickly explain complex and sometimes unfamiliar technologies in a few minutes, sans the buzzwords, hype, and sensationalism. Problem: Cynical Clients Who Don't Want to Share Information Unfortunately, some potential SharePoint users balk at the technology because they have no desire to share their knowledge for the benefit of the organization. These individuals tend to equate their knowledge with job security; therefore, they feel nervous about sharing out of fear that they wouldn't be needed any more.
1More
Digital Literacy | Common Sense Media - 0 views
-
June 2009 Report by CommonSenseMedia "Digital Literacy and Citizenship in the 21st Century: Educating, Empowering, and Protecting America's Kids," proposes eight key initiatives to develop a national digital literacy program and integrate it into our educational curriculum. This white paper is meant to be a "living document" and will be updated on a regular basis.