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Jeff Johnson

Publishing audio at will | ISTE's NECC09 Blog - 0 views

www.isteconnects.org/...publishing-audio-at-will

audio Publishing isteconnects.org ISTE edtech Blogger blog Wordpress Blogmeister Class_Blogmeister

shared by Jeff Johnson on 02 Apr 09 - Cached
  • Jeff Johnson on 02 Apr 09
     
    Blogs are naturally "publish at will" platforms. While blogs certainly CAN be configured to have new posts "moderated" by someone serving in the role of a gatekeeper, by default most blogs allow users to publish INSTANTLY. If you're interested in setting up a blog for moderated posting by students, I'd recommend using Class Blogmeister for this purpose. Wordpress blogs can be configured for contributor posts to be moderated as well, but this requires a bit of configuration. (This is the setup we're using here on ISTEconnects, btw.) On the Wordpress dashboard, under SETTINGS - GENERAL SETTINGS, we've checked the MEMBERSHIP box ANYONE CAN REGISTER and set the "New User Default Role" to be CONTRIBUTOR. With these configuration settings, new posts must be reviewed by a user designated as an "editor" or "administrator" before they become "live" on the site. For more on this, see the Wordpress.org CODEX article "Roles and Capabilities." To setup a free classroom or personal Wordpress blog you don't have to host yourself, I recommend using EduBlogs or Wordpress.com. Blogs setup with Blogger can similarly be setup as "team" blogs with moderated contributions from members which can include students and/or teachers. See the Blogger help article "How do I create a team blog?" for more details. My post from July 2008, "How can our school set up a team blog for teachers?" also gives more information about this for Wordpress users.
David Wetzel

To Blog or Not To Blog in Science or Math Class - 0 views

www.teachscienceandmath.com/...-blog-in-science-or-math-class

blogging technology education learning science teach and math why create blog web project strategies based teaching

shared by David Wetzel on 12 Aug 10 - Cached
  • David Wetzel on 12 Aug 10
     
    The primary purpose of blog is to facilitate interaction between a teacher and his or her students. This is possible because a blog is a dynamic tool which can be easily updated or transformed as necessary to meet the needs of a science or math class. The integration of blog technology in a class requires an investment of time. Because of this commitment, additional evidence is needed to support the integration this technology in a science or math class curriculum.
Tom Daccord

Advise the Advisor: Melody Barnes | The White House - 9 views

www.whitehouse.gov/advise

edreform

shared by Tom Daccord on 11 Mar 11 - No Cached

  • 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.

    Please answer the question(s) below that best apply to you. Please restrict your answers to no more than 2,500 characters.

    = Required field

    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?

  • Tom Daccord on 11 Mar 11
     
    "Advise the Advisor is a new program to help senior staff at the White House stay connected to the American people."
Dennis OConnor

Mr. Robinson's Neighborhood : 7th Grade Humanities - 22 views

teachers.saschina.org/jamesrobinson

digitalcitizenship edublogger literature china international schools

shared by Dennis OConnor on 05 Nov 09 - Cached
  • Dennis OConnor on 05 Nov 09
     
    This is James Robinson's class blog. It also hosts blogs from all of his kids. James teaches literature and writing at SAS (Shanghai American School). He's been blogging for about a year and a half. As you'll see if you visit this great example of classroom blog use, this blog rocks! James is using Wordpress to create a website/blog presentation. He's happy to have teachers or students drop in and respond to the personal blogs his students have created. If you're looking for a chance at an international student exchange blog connection, give it a look. (Heck, give it a look if you're just curious.) The kids love to get comments from folks around the world so don't forget to be interactive! ~ Dennis O'Connor
Ian Woods

AJET 26(3) Drexler (2010) - The networked student model for construction of personal learning environments: Balancing teacher control and student autonomy - 17 views

www.ascilite.org.au/...drexler.html

shared by Ian Woods on 23 Sep 10 - Cached
    • jordi guim
      jordi guim on 23 Sep 10
       
      Muy interesante sobre PLE / PLN
  • 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.
  • 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.
  • ...1 more annotation...
  • 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.
sophiya miller

From Stress to Success: How Online Assignment Assistance Can Transform Your Grades - 2 views

In the fast-paced world of academia, juggling various courses can often lead to stress, especially when it comes to challenging subjects like math. If you find yourself grappling with complex equat...

education takemyclasscourse college university student

started by sophiya miller on 07 Dec 23 no follow-up yet
jodi tompkins

http://langwitches.org/blog/2010/06/22/blogging-connecting-your-class-to-the-world/ - 0 views

langwitches.org/...ecting-your-class-to-the-world

blogging blog writing collaboration

shared by jodi tompkins on 25 Jun 10 - Cached
  • jodi tompkins on 25 Jun 10
     
    blogging with your class. Includes more links to additional resources and ideas for blogging with your students
manojrebus

PMP Training | PMP certification boot camp Training - 0 views

www.rebusbusinesssolutions.com/pmp-training.php

PMP training pmp exam prep pmp bootcamp pmp courses pmp

shared by manojrebus on 25 Sep 14 - No Cached
  • manojrebus on 25 Sep 14
     
    Rebus business solutions LLC is a Approved Project management certification training provider in United states, Australia, Canada, south Africa, Singapore, Malaysia, Australia and some more locations Globally. Rebus is approved by PMI. Our boot camp classes prepare you to get passed in the exam easily. Experienced Trainer will help you to get more knowledge to manage the projects and deadlines. Rebus conduct classes in high tech classrooms, seminars, Seminars in Boot camp, blog access to discussions & clarify your doubts in the feature. You can discuss directly with our trainer and through Blog.
  • manojrebus on 25 Sep 14
     
    Rebus business solutions LLC is a Approved Project management certification training provider in United states, Australia, Canada, south Africa, Singapore, Malaysia, Australia and some more locations Globally. Rebus is approved by PMI. Our boot camp classes prepare you to get passed in the exam easily. Experienced Trainer will help you to get more knowledge to manage the projects and deadlines. Rebus conduct classes in high tech classrooms, seminars, Seminars in Boot camp, blog access to discussions & clarify your doubts in the feature. You can discuss directly with our trainer and through Blog.
richars-jones

Top 10 Strategies for Excelling in Your Online Classes with TakeMyClassCourse - 7 views

Your post serves as a valuable resource for those seeking educational content. The thoughtful analysis and clarity of presentation make it a standout contribution to the academic community.

college university education takemyclasscourse student

started by sophiya miller on 16 Dec 23 1 follow-up, last by richars-jones on 25 Jan 24
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
Rover Rovers

Watch and Learn: 20 Free Educational Video Sites! « Curriki's Blog - 0 views

blog.curriki.org/...watch-and-learn

educational resources education watch learn curriki Web2.0

shared by Rover Rovers on 19 Dec 10 - Cached
  • Curriculum + Wiki = Curriki « Virtual Education Reality I Spy…Writing Resources » Watch and Learn: 20 Free Educational Video Sites!
  • Are you a visual learner? Bring content to life with educational
  • videos! Here are twenty easy-to-use sites compiling and producing
  • ...1 more annotation...
  • educational videos for student and teacher use:
  • Rover Rovers on 19 Dec 10
     
    Gratis educatieve video's
sophiya miller

How much does it cost to avail TakeMyClassCourse for online Physics classes? - 3 views

In the dynamic landscape of education, online learning has become an integral part of academic pursuits. There are some situations which make the students think who will Take My Online Physics Clas...

#takemyclasscourse #college #university #education #student

started by sophiya miller on 09 Jan 24 no follow-up yet
Jim Farmer

How to Get a Classroom of Kids Blogging in Under 5 Minutes! - 47 views

www.makeuseof.com/...ssroom-kids-blogging-5-minutes

classroom Blog kidblog education web2.0 tools technology collaboration teaching resources

shared by Jim Farmer on 22 Oct 10 - No Cached
  • Jim Farmer on 22 Oct 10
     
    designed by teachers for teachers. They have made the process of creating and monitoring a class blog safe and efficient. Sign-ups are fast and simple, making it easy to co-ordinate a whole class of new students. At the same time, the blog's privacy and security is protected by default. This makes life incredibly easy for the teacher, allowing you to get straight in to the fun bit of blogging!
Cathy Oxley

About 4K | Ms. Kreul's Class Blog - 0 views

mskreul.edublogs.org/about-4k

blog blogging classroom education school web2.0

shared by Cathy Oxley on 14 Feb 09 - Cached
  • Cathy Oxley on 14 Feb 09
     
    An example of how one class teacher is using a blog with her class
Jennifer Carey

Update on Blogging in Class Part 2 - 0 views

indianajen.com/...te-on-blogging-in-class-part-2

blogging class web2.0 technology collaboration

shared by Jennifer Carey on 28 Aug 11 - No Cached
  • Jennifer Carey on 28 Aug 11
     
    Would love to get some input on my class blog project!
Jennifer Carey

Update on Using Class Blogs - 0 views

indianajen.com/...update-on-using-class-blogs

class blogs education Technology Web2.0

shared by Jennifer Carey on 07 Sep 11 - No Cached
  • Jennifer Carey on 07 Sep 11
     
    Would really love to get colleague input on my latest update on using class blogs
Martin Burrett

QuadBlogging - 0 views

quadblogging.net

blogging collaboration blog English Writing

shared by Martin Burrett on 31 Jan 12 - No Cached
  • Martin Burrett on 31 Jan 12
     
    If you have a class blog, you may want to add an extra dimension by blogging collaboratively with three other classes from across the world. http://ictmagic.wikispaces.com/ICT+%26+Web+Tools
sophiya miller

Decoding Legitimacy: A Guide to Finding a Genuine Take My Class Course Assignment Help ... - 1 views

In the fast-paced world of online education, students often find themselves juggling multiple responsibilities, leaving little time for their coursework. As a result, the demand for https://www.tak...

college takemyclasscourse education student university

started by sophiya miller on 13 Dec 23 no follow-up yet
sophiya miller

Overcoming Challenges in Virtual Learning: A Student's Perspective - 4 views

In the rapidly evolving landscape of education, virtual learning has become a cornerstone for students pursuing various courses. As technology advances, online classes offer unparalleled flexibilit...

takemyclasscourse college university student education

started by sophiya miller on 06 Dec 23 no follow-up yet
Tom Daccord

projo.com - 0 views

hosted.ap.org/...ME_2ND_GRADE_TWITTERING_MEOL-

twitter writing elementaryschool

shared by Tom Daccord on 13 Mar 09 - Cached
  • Tom Daccord on 13 Mar 09
     
    Maine 2nd graders exchange Tweets ORONO, Maine (AP) -- Twitter, the online social networking service that's become popular with celebrities and politicians, is linking second-grade classes in two Maine towns. Mrs. White's class in Orono has been Twittering for about a month with Mr. Thompson's class in Greene, exchanging messages that can't exceed 140 characters. Debbie White said she decided to bring the micro-blogging site to her classroom to help her pupils learn writing skills by composing messages, known as Tweets.
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