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Dean Mantz

Dabbleboard - A powerful and easy-to-use collaborative whiteboard - 0 views

www.dabbleboard.com

whiteboard collaboration web2.0 interactive dabbleboard tools smartboard web

shared by Dean Mantz on 16 Feb 09 - Cached
  • Dean Mantz on 16 Feb 09
     
    Online whiteboard for virtual colalboration.
anonymous

learningbeyondboundaries » Proposal to ASCD 2009 - 0 views

learningbeyondboundaries.wikispaces.com/Proposal+to+ASCD+2009

2.0 21st century literacies ascd learning web2.0

shared by anonymous on 30 Apr 08 - No Cached
  • anonymous on 30 Apr 08
     
    A Proposal for Collaboration between ASCD and the Web 2.0 Educator Community for ASCD's 2009 Annual Conference: Learning Beyond Boundaries
Clif Mims

Nota : Casual Collaboration - 0 views

notaland.com

2.0 Presentations Visualization Mashup Images=Photos Audio Video Collaboration=Telecollaboration

shared by Clif Mims on 28 Apr 08 - Cached
  • Mike Leonard on 28 Apr 08
     
    Note Taking Web 2.0 tool ~ Thanks to Cheryl Capozzoli for the Link
  • Clif Mims on 12 Aug 09
     
    Mash your ideas and media together with friends in a dynamic whiteboard wiki. Using photos, videos, and other web content you can instantly create brainstorms, presentations, scrapbooks, and enjoy an interactive chat with more than 50 friends.
Dean Mantz

OurStory.com - Capture your stories, save them permanently. - 0 views

ourstory.com

timeline sharing social web2.0 collaboration socialsoftware photos timelines

shared by Dean Mantz on 08 Feb 09 - Cached
  • Dean Mantz on 08 Feb 09
     
    Use stories, photos, and videos to create a collaborative interactive timeline.
Clif Mims

Ed.VoiceThread - 0 views

ed.voicethread.com

2.0 Audio Images=Photos Dual-Coding Digital

shared by Clif Mims on 26 Apr 08 - Cached
  • Lisa Thumann on 26 Apr 08
     
    from @plugusin on Twitter
  • Clif Mims on 08 Jan 10
     
    Secure VoiceThread network for students and teachers to collaborate and share ideas with classrooms anywhere in the world. Group conversations around images, documents, and videos Messages can be text-based (computer keyboard, phone text), audio (computer mic, telephone call, upload), or video (computer webcam, upload) Can be used to put "instruction" online.
Dean Mantz

Learning Tools Directory - 0 views

c4lpt.co.uk/index.html

web2.0 tools elearning e-learning resources education technology software

shared by Dean Mantz on 23 Jan 09 - Cached
  • Dean Mantz on 23 Jan 09
     
    This Directory contains over 2,600 tools for learning in two main sections: 1. for creating, delivering and managing learning and performance support solutions 2. for personal learning and productivity, for sharing resources, as well as group collaboration (also includes some enterprise tools) The tools in this Directory are both freeware/open source and commercial.
Mark Cruthers

WiZiQ free Virtual Classroom - 58 views

video

Favorite Resources

started by Mark Cruthers on 11 May 08 no follow-up yet
Dean Mantz

Ideas to Inspire - 0 views

www.ideastoinspire.co.uk

education ideas science writing inspire classroom iwb english PD integration

shared by Dean Mantz on 15 Jun 09 - Cached
  • 'Ideas to Inspire' is a collection of collaborative presentations, which offer a large number of ideas for engaging lesson activities. They are the result of the collaboration of teachers from all around the world
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.
Dean Mantz

CK-12 - Next Generation Textbooks - 0 views

www.ck12.org

textbooks Online collaboration textbook ebooks ck-12 technology math

shared by Dean Mantz on 13 Apr 09 - Cached
  • CK-12 Foundation is a non-profit organization with a mission to reduce the cost of textbook materials for the K-12 market both in the U.S. and worldwide. Using an open-content, web-based collaborative model termed the "FlexBook," CK-12 intends to pioneer the generation and distribution of high quality educational content that will serve both as core text as well as provide an adaptive environment for learning.
Dean Mantz

Jenuine Tech.com -- WELCOME - 0 views

www.jenuinetech.com

collaboration projects resources elementary education technology web2.0 edtech

shared by Dean Mantz on 17 Jul 09 - Cached
  • Jennifer Wagner, creator of JenuineTech.com, has been succesfully encouraging teachers since 1999 to use technology seamlessly in their PreK-6 classrooms. Using the tools of the Internet (Web 2.0), Jennifer will help you understand how technology will help you make the most of your time in a variety of ways. Winning numerous awards for her creative ways in encouraging teachers to collaborate, her teaching style is very user friendly, creative, and personable.
Dean Mantz

Teambox | Project management and collaboration software - 0 views

www.teambox.com

shared by Dean Mantz on 17 Jul 09 - Cached
  • A place for your team. Share messages, tasks and pages. Collaborate freely. For free.
Clif Mims

Timelines.com - 0 views

www.timelines.com

2.0 Mashup Digital Visualization Concept=Semantic-Mapping IDT7078 IDT7052

shared by Clif Mims on 18 Aug 09 - Cached
  • Clif Mims on 18 Aug 09
     
    Collaboratively record, discover and share history.
Clif Mims

Technology Integration Matrix - 0 views

fcit.usf.edu/matrix

Technology-Integration Teacher-Education Teaching Educational-Technology Instructional-Technology Instructional-Design

shared by Clif Mims on 06 Apr 09 - Cached
  • Clif Mims on 06 Apr 09
     
    The Technology Integration Matrix (TIM) illustrates how teachers can use technology to enhance learning for K-12 students. The TIM incorporates five interdependent characteristics of meaningful learning environments: active, constructive, goal directed (i.e., reflective), authentic, and collaborative (Jonassen, Howland, Moore, & Marra, 2003). The TIM associates five levels of technology integration (i.e., entry, adoption, adaptation, infusion, and transformation) with each of the five characteristics of meaningful learning environments. Together, the five levels of technology integration and the five characteristics of meaningful learning environments create a matrix of 25 cells..."
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