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Dean Mantz

Home - Who Runs Gov - Government directory - 0 views

whorunsgov.com

gov officials legislature Senators House_of_Representatives WashingtonDC government

shared by Dean Mantz on 23 Jan 09 - Cached
  • Dean Mantz on 23 Jan 09
     
    Start your Search SEARCH Go advanced search Browse Profiles advertisement GovRank * Administration Officials (38) * Hill staffers (22) * Political appointees (17) * Members of Congress (17) * Lobbyists (15) Most Viewed Profiles As of Jan. 22, 2009 | 1:19AM Barack Obama Read edits As of Jan. 21, 2009 | 6:20PM Steny H. Hoyer (D-Md.) Read edits As of Jan. 22, 2009 | 9:50PM Jason Furman Read edits As of Jan. 22, 2009 | 6:43PM Hillary Rodham Clinton Read edits As of Jan. 22, 2009 | 5:51AM Caroline Kennedy Read edits Latest Headlines * Obama Says New $825 Billion Stimulus Plan Is 'on Target' washingtonpost.com, Fri, 23 Jan 2009 * Successor Chosen for Clinton's Senate Seat washingtonpost.com, Fri, 23 Jan 2009 * Does a Glass Ceiling Persist in Politics? washingtonpost.com, Fri, 23 Jan 2009 * Stimulus Plan Meets More GOP Resistance washingtonpost.com, Fri, 23 Jan 2009 * Senate Gets Reacquainted With McCain the Maverick washingtonpost.com, Fri, 23 Jan 2009 Partners Home > Home Table of contents 1. 1. 1. 1.1.1. In the News 2. 2. Kirsten Gillibrand (D-N.Y.) 3. 3. Recently Added Profiles 4. 4. The Plum LineGreg Sargent's blog 1. 1. 4.1.1. NRCC: The Economy Is "Robust" 2. 4.1.2. Featured Blog Posts 5. 5. In the LoopBy Al Kamen 1. 1. 5.1.1. Recent Columns WhoRunsGov.com offers a unique look at the world of Washington through its key players and personalities. It's your window into how deals get made and policy is shaped in the new Obama administration that is remaking the nation's capital
Maintenance Training

Top 5 Skills to Excel in Today's Industrial Automation World | LinkedIn - 0 views

www.linkedin.com/...-automation-world-don-fitchett

skills automation world linkedin industrial automation engineering

shared by Maintenance Training on 28 Sep 18 - No Cached
  • Maintenance Training on 28 Sep 18
     
    Top 5 Skills to Excel in Today's Industrial Automation World | LinkedIn https://www.linkedin.com/pulse/top-5-skills-excel-todays-industrial-automation-world-don-fitchett/ Share this post with #industrial #engineering #students, especially those working with #automation. It just may help them excel at their #careers, if they act on it. :)
Dean Mantz

5 Tips for New Teachers | #Edchat Recap - 6 views

blog.learningtoday.com/...-for-New-Teachers-Edchat-Recap

tips teachers 5 New Teachers preservice studentteacher

shared by Dean Mantz on 25 Jun 10 - Cached
  • Dean Mantz on 25 Jun 10
     
    Here are 5 great points for those just starting their teaching career.
Dean Mantz

EduDemic » 5 New Diigo Features You Should Know About - 19 views

edudemic.com/...features-you-should-know-about

Diigo edudemic social bookmarking socialbookmarking diigo features

shared by Dean Mantz on 09 Jul 10 - Cached
  • Dean Mantz on 09 Jul 10
     
    5 new Diigo features in Version 5.0
Tony Searl

Twitter / Home - 0 views

twitter.com/home

shared by Tony Searl on 21 Feb 08 - Cached
Clif Mims liked it
  • dougpete @JoHart It's going to be a skill to learn, to be sure. #beatcancer
  • Fifikins No, I wouldn't steal a car, but geez, if I could download one for free on the internet I damn sure would!
  • melhutch RT @MaryKayG It will be wonderful when cancer is something we teach students about in History class. #beatcancer
  • ...5 more annotations...
  • annehodg RT @GeekTown Every tweet that has #beatcancer today raises money for cancer research - they're going for world record today. Please RT
  • annehodg RT @ GeekTown Every tweet that has #beatcancer today raises money for cancer research - they're going for world record today. Please RT
  • annehodg RT @ GeekTown Every tweet that has #beatcancer today raises money for cancer research - they're going for world record today. Please RT
  • raises money for cancer research - they're going for world record today. Please RT
  • annehodg RT @ GeekTown Every tweet that has #beatcancer today raises money for cancer research - they're going for world record today. Please RT
Dean Mantz

The Innovative Educator: The 5 Cs to Developing Your Personal Learning Network - 20 views

theinnovativeeducator.blogspot.com/...-developing-your-personal.html

pln network learning web2.0 education pd

shared by Dean Mantz on 09 Sep 11 - No Cached
  • Dean Mantz on 09 Sep 11
     
    Nice collection of resources for each of the 5 C's for developing your PLN/PLC.
Filefisher com

Download Accelerator Plus 10.0.5.9 with 1 Click - 0 views

Download Free Software for Windows Download Free Software for Mac Download Windows Software Free Antivirus Download Mac Softwares Download Latest version software Apple Mac Software software for mac free software for pc free software download freeware sof

shared by Filefisher com on 29 Jun 17 - No Cached
  • Filefisher com on 29 Jun 17
     
    Download Accelerator Plus is a application designed to quick manage and boost up Internet downloads. https://filefisher.com/software/582/download=accelerator+plus+10.0.5.9
rhtomal

Technology - 0 views

rhtechnology.blogspot.com/...iphone-6-and-6-plus.html

education technology free

shared by rhtomal on 17 Sep 14 - No Cached
  • rhtomal on 17 Sep 14
     
    At a Glance At its special media event, Apple announced the 4.7-inch iPhone 6 and the 5.5-inch iPhone 6 Plus. Both devices will launch on September 19 in the first wave of countries, with pre-orders starting on September 12.
Dean Mantz

Around the Corner-MGuhlin.org: 5 Steps to Digitizing the Writing Workshop #edchat #writing - 3 views

www.mguhlin.org/...gitizing-writing-workshop.html

writing workshop digitalstorytelling edtech mguhlin Around the Corner Abydos digitize

shared by Dean Mantz on 29 Jul 10 - No Cached
  • Dean Mantz on 29 Jul 10
     
    Miguel Guhlin has provide this great insight to resources assisting in digitizing writing. This was created as a reflection upon his experience in the Abydos program. Much of it goes along with Six Traits of Writing.
Ginger Lewman

Text Message Marketing | Mobile Marketing Marketplace | Sayso - 0 views

www.saysomobile.com/Index.aspx

sayso fundraising charity advertising cellphones mobilephone phones

shared by Ginger Lewman on 08 Nov 08 - Cached
  • Ginger Lewman on 08 Nov 08
     
    This is a great potential fundraiser site for yourself or your local non-profit. Say, a HS band/team/church wants to raise cash? Sign up to receive advert texts (must be 13yo) from 5¢ to $1 each. Every $25 raised, you get a check cut for yourself! You can donate the cash to your organization, OR to your own bank!! This is AWESOME if you have an unlimited texting plan, and great even if you don't! Use KGTC for your invite code!
Walter Antoniotti

Excel Internet Library - 0 views

www.businessbookmall.com/l_Directions_For_Beginners.htm

Excel free templates educators business statistics

shared by Walter Antoniotti on 13 Nov 08 - Cached
  • Walter Antoniotti on 13 Nov 08
     
    Free Internet MS Excel learning materials grouped as follows. 1) Beginners 2) Intermediate 3) Advanced 4) Business 5) Statistics 6) Educators 7) blogs 8) Free Templates 8)
Barbara Lindsey

From Knowledgable to Knowledge-able: Learning in New Media Environments | Academic Commons - 0 views

www.academiccommons.org/...knowledgable-knowledge-able

wesch social media web2.0 education teaching academic commons

shared by Barbara Lindsey on 31 Mar 09 - Cached
  • The message of Wikipedia is not “trust authority” but “explore authority.” Authorized information is not beyond discussion on Wikipedia, information is authorized through discussion, and this discussion is available for the world to see and even participate in. This culture of discussion and participation is now available on any website with the emerging “second layer” of the web through applications like Diigo which allow you to add notes and tags to any website anywhere.
  • Many faculty may hope to subvert the system, but a variety of social structures work against them.
  • Our physical structures were built prior to an age of infinite information, our social structures formed to serve different purposes than those needed now, and the cognitive structures we have developed along the way now struggle to grapple with the emerging possibilities.
  • ...19 more annotations...
  • The physical structures are easiest to see, and are on prominent display in any large “state of the art” classroom. Rows of fixed chairs often face a stage or podium housing a computer from which the professor controls at least 786,432 points of light on a massive screen. Stadium seating, sound-absorbing panels and other acoustic technologies are designed to draw maximum attention to the professor at the front of the room. The “message” of this environment is that to learn is to acquire information, that information is scarce and hard to find (that's why you have to come to this room to get it), that you should trust authority for good information, and that good information is beyond discussion (that's why the chairs don't move or turn toward one another). In short, it tells students to trust authority and follow along.
  • at the base of this “information revolution” are new ways of relating to one another, new forms of discourse, new ways of interacting, new kinds of groups, and new ways of sharing, trading, and collaborating. Wikis, blogs, tagging, social networking and other developments that fall under the “Web 2.0” buzz are especially promising in this regard because they are inspired by a spirit of interactivity, participation, and collaboration. It is this “spirit” of Web 2.0 which is important to education. The technology is secondary. This is a social revolution, not a technological one, and its most revolutionary aspect may be the ways in which it empowers us to rethink education and the teacher-student relationship in an almost limitless variety of ways.
  • Even in situations in which a spirit of exploration and freedom exist, where faculty are free to experiment to work beyond physical and social constraints, our cognitive habits often get in the way
  • Most of our assumptions about information are based on characteristics of information on paper.
  • Even something as simple as the hyperlink taught us that information can be in more than one place at one time
  • Blogging came along and taught us that anybody can be a creator of information.
  • Our old assumption that information is hard to find, is trumped by the realization that if we set up our hyper-personalized digital network effectively, information can find us.
  • Taken together, this new media environment demonstrates to us that the idea of learning as acquiring information is no longer a message we can afford to send to our students, and that we need to start redesigning our learning environments to address, leverage, and harness the new media environment now permeating our classrooms.
  • Nothing good will come of these technologies if we do not first confront the crisis of significance and bring relevance back into education. In some ways these technologies act as magnifiers.
  • Usually our courses are arranged around “subjects.” Postman and Weingartner note that the notion of “subjects” has the unwelcome effect of teaching our students that “English is not History and History is not Science and Science is not Art . . . and a subject is something you 'take' and, when you have taken it, you have 'had' it.” Always aware of the hidden metaphors underlying our most basic assumptions, they suggest calling this “the Vaccination Theory of Education” as students are led to believe that once they have “had” a subject they are immune to it and need not take it again.5
  • As an alternative, I like to think that we are not teaching subjects but subjectivities: ways of approaching, understanding, and interacting with the world. Subjectivities cannot be taught. They involve an introspective intellectual throw-down in the minds of students. Learning a new subjectivity is often painful because it almost always involves what psychologist Thomas Szasz referred to as “an injury to one's self-esteem.”6 You have to unlearn perspectives that may have become central to your sense of self.
  • We can only create environments in which the practices and perspectives are nourished, encouraged, or inspired (and therefore continually practiced).
  • So while the course is set up much like a typical cultural anthropology course, moving through the same readings and topics, all of these learnings are ultimately focused around one big question, “How does the world work?”
  • Students are co-creators of every aspect of the simulation, and are asked to harness and leverage the new media environment to find information, theories, and tools we can use to answer our big question. Each student has a specific role and expertise to develop. A world map is superimposed on the class and each student is asked to become an expert on a specific aspect of the region in which they find themselves. Using this knowledge, they work in 15-20 small groups to create realistic cultures, step-by-step, as we go through each aspect of culture in class. This allows them to apply the knowledge they learn in the course and to recognize the ways different aspects of culture--economic, social, political, and religious practices and institutions--are integrated in a cultural system.
  • The World Simulation itself only takes 75-100 minutes and moves through 650 metaphorical years, 1450-2100. It is recorded by students on twenty digital video cameras and edited into one final "world history" video using clips from real world history to illustrate the correspondences. We watch the video together in the final weeks of the class, using it as a discussion starter for contemplating our world and our role in its future. By then it seems as if we have the whole world right before our eyes in one single classroom - profound cultural differences, profound economic differences, profound challenges for the future, and one humanity. We find ourselves not just as co-creators of a simulation, but as co-creators of the world itself, and the future is up to us.
  • I have often found myself writing content-based multiple-choice questions in a way that I hope will indicate that the student has mastered a new subjectivity or perspective. Of course, the results are not satisfactory. More importantly, these questions ask students to waste great amounts of mental energy memorizing content instead of exercising a new perspective in the pursuit of real and relevant questions.
  • When you watch somebody who is truly “in it,” somebody who has totally given themselves over to the learning process, or if you simply imagine those moments in which you were “in it” yourself, you immediately recognize that learning expands far beyond the mere cognitive dimension. Many of these dimensions were mentioned in the issue precis, “such as emotional and affective dimensions, capacities for risk-taking and uncertainty, creativity and invention,” and the list goes on. How will we assess these? I do not have the answers, but a renewed and spirited dedication to the creation of authentic learning environments that leverage the new media environment demands that we address it.
  • The new media environment provides new opportunities for us to create a community of learners with our students seeking important and meaningful questions.
  • This is what I have called elsewhere, “anti-teaching,” in which the focus is not on providing answers to be memorized, but on creating a learning environment more conducive to producing the types of questions that ask students to challenge their taken-for-granted assumptions and see their own underlying biases.
Michael Johnson

Teaching in Social and Technological Networks « Connectivism - 9 views

www.connectivism.ca/?p=220

teaching Learning Social Media social networks George Siemens

shared by Michael Johnson on 17 Feb 10 - Cached
  • The model falls apart when we distribute content and extend the activities of the teacher to include multiple educator inputs and peer-driven learning.
  • Skype brings anyone, from anywhere, into a classroom. Students are not confined to interacting with only the ideas of a researcher or theorist. Instead, a student can interact directly with researchers through Twitter, blogs, Facebook, and listservs. The largely unitary voice of the traditional teacher is fragmented by the limitless conversation opportunities available in networks. When learners have control of the tools of conversation, they also control the conversations in which they choose to engage. Course content is similarly fragmented. The textbook is now augmented with YouTube videos, online articles, simulations, Second Life builds, virtual museums, Diigo content trails, StumpleUpon reflections, and so on.
  • Traditional courses provide a coherent view of a subject. This view is shaped by “learning outcomes” (or objectives). These outcomes drive the selection of content and the design of learning activities. Ideally, outcomes and content/curriculum/instruction are then aligned with the assessment. It’s all very logical: we teach what we say we are going to teach, and then we assess what we said we would teach. This cozy comfortable world of outcomes-instruction-assessment alignment exists only in education. In all other areas of life, ambiguity, uncertainty, and unkowns reign. Fragmentation of content and conversation is about to disrupt this well-ordered view of learning. Educators and universities are beginning to realize that they no longer have the control they once (thought they) did
  • ...18 more annotations...
  • I’ve come to view teaching as a critical and needed activity in the chaotic and ambiguous information climate created by networks.
  • In networks, teachers are one node among many. Learners will, however, likely be somewhat selective of which nodes they follow and listen to. Most likely, a teacher will be one of the more prominent nodes in a learner’s network. Thoughts, ideas, or messages that the teacher amplifies will generally have a greater probability of being seen by course participants. The network of information is shaped by the actions of the teacher in drawing attention to signals (content elements) that are particularly important in a given subject area.
  • While “curator” carries the stigma of dusty museums, the metaphor is appropriate for teaching and learning. The curator, in a learning context, arranges key elements of a subject in such a manner that learners will “bump into” them throughout the course. Instead of explicitly stating “you must know this”, the curator includes critical course concepts in her dialogue with learners, her comments on blog posts, her in-class discussions, and in her personal reflections. As learners grow their own networks of understanding, frequent encounters with conceptual artifacts shared by the teacher will begin to resonate.
  • Today’s social web is no different – we find our way through active exploration. Designers can aid the wayfinding process through consistency of design and functionality across various tools, but ultimately, it is the responsibility of the individual to click/fail/recoup and continue. Fortunately, the experience of wayfinding is now augmented by social systems. Social structures are filters. As a learner grows (and prunes) her personal networks, she also develops an effective means to filter abundance. The network becomes a cognitive agent in this instance – helping the learner to make sense of complex subject areas by relying not only on her own reading and resource exploration, but by permitting her social network to filter resources and draw attention to important topics. In order for these networks to work effectively, learners must be conscious of the need for diversity and should include nodes that offer critical or antagonistic perspectives on all topic areas. Sensemaking in complex environments is a social process.
  • Aggregation should do the same – reveal the content and conversation structure of the course as it unfolds, rather than defining it in advance.
  • Filtering resources is an important educator role, but as noted already, effective filtering can be done through a combination of wayfinding, social sensemaking, and aggregation. But expertise still matters. Educators often have years or decades of experience in a field. As such, they are familiar with many of the concepts, pitfalls, confusions, and distractions that learners are likely to encounter. As should be evident by now, the educator is an important agent in networked learning. Instead of being the sole or dominant filter of information, he now shares this task with other methods and individuals.
  • Filtering can be done in explicit ways – such as selecting readings around course topics – or in less obvious ways – such as writing summary blog posts around topics. Learning is an eliminative process. By determining what doesn’t belong, a learner develops and focuses his understanding of a topic. The teacher assists in the process by providing one stream of filtered information. The student is then faced with making nuanced selections based on the multiple information streams he encounters
  • Stephen’s statements that resonated with many learners centers on modelling as a teaching practice: “To teach is to model and to demonstrate. To learn is to practice and to reflect.” (As far as I can tell, he first made the statement during OCC in 2007).
  • Modelling has its roots in apprenticeship. Learning is a multi-faceted process, involving cognitive, social, and emotional dimensions. Knowledge is similarly multi-faceted, involving declarative, procedural, and academic dimensions. It is unreasonable to expect a class environment to capture the richness of these dimensions. Apprenticeship learning models are among the most effective in attending to the full breadth of learning. Apprenticeship is concerned with more than cognition and knowledge (to know about) – it also addresses the process of becoming a carpenter, plumber, or physician.
  • Without an online identity, you can’t connect with others – to know and be known. I don’t think I’m overstating the importance of have a presence in order to participate in networks. To teach well in networks – to weave a narrative of coherence with learners – requires a point of presence. As a course progresses, the teacher provides summary comments, synthesizes discussions, provides critical perspectives, and directs learners to resources they may not have encountered before.
  • Persistent presence in the learning network is needed for the teacher to amplify, curate, aggregate, and filter content and to model critical thinking and cognitive attributes that reflect the needs of a discipline.
  • Teaching and learning in social and technological networks is similarly surprising – it’s hard to imagine that many of the tools we’re using are less than a decade old (the methods of learning in networks are not new, however. People have always learned in social networks).
  • We’re still early in many of these trends. Many questions remain unanswered about privacy, ethics in networks, and assessment.
  • We’re still early in many of these trends. Many questions remain unanswered about privacy, ethics in networks, and assessment.
  • The tools for controlling both content and conversation have shifted from the educator to the learner. We require a system that acknowledges this reality.
  • In order for these networks to work effectively, learners must be conscious of the need for diversity and should include nodes that offer critical or antagonistic perspectives on all topic areas. Sensemaking in complex environments is a social process.
  • In order for these networks to work effectively, learners must be conscious of the need for diversity and should include nodes that offer critical or antagonistic perspectives on all topic areas. Sensemaking in complex environments is a social process.
  • In order for these networks to work effectively, learners must be conscious of the need for diversity and should include nodes that offer critical or antagonistic perspectives on all topic areas. Sensemaking in complex environments is a social process.
  • Michael Johnson on 17 Feb 10
     
    Discusses the role of teachers in the learning  process through social networks: He gives seven roles 1. Amplifying, 2. Curating, 3. Wayfinding and socially-driven sensemaking, 4. Aggregating, 5. Filtering, 6. Modelling, 7. Persistent presence. He ends with this provocative thought: "My view is that change in education needs to be systemic and substantial. Education is concerned with content and conversations. The tools for controlling both content and conversation have shifted from the educator to the learner. We require a system that acknowledges this reality."
Dean Mantz

5 Examples of How Schools Are Using Social Media to Enhance Learning | buzz marketing d... - 9 views

blog.thekbuzz.com/...media-to-enhance-learning.html

examples schools socialmedia learning socialnetworking

shared by Dean Mantz on 29 Apr 10 - Cached
  • Dean Mantz on 29 Apr 10
     
    Discussues how Stanford University and other schools use social media and resource to enhance education.
Michael Johnson

Social Media in Learning examples - 11 views

c4lpt.co.uk/...examples2.html

shared by Michael Johnson on 25 May 10 - Cached
  • Michael Johnson on 25 May 10
     
    Examples of how social media can be used for 5 types of learning: IOL - Intra-Organisational Learning - how social media can be used to  keep the employees up to date and up to speed on strategic and other internal initiatives and activities FSL - Formal Structured Learning - how educators (teachers, trainers, learning designers) as well as students can use social media within formal education and training GDL - Group Directed Learning - how groups of individuals - teams, projects, study groups etc - can use social media to work and learn together (Note: a "group" could be as small as two people, so coaching and mentoring falls into this category) PDL - Personal Directed Learning - how individuals can use social media to organise and manage their own personal or professional learning ASL - Accidental & Serendipitous Learning - how individuals, by using social media, can learn without consciously realising it (aka incidental or random learning)
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