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Clif Mims

ipadio - phonecast live to the World, any phone, anywhere - 0 views

www.ipadio.com

2.0 Audio Podcasting Telecommunication Digital

shared by Clif Mims on 17 Aug 09 - Cached
  • Clif Mims on 17 Aug 09
     
    Broadcast from any phone to the Internet live. Useful for phone blogs, collecting audio data, podcasting, and other digital recordings
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.
Ben Rimes

What is this #anyqs thing? | Sine of the Times: Dividing the Universe by Zero - 8 views

colintgraham.com/...what-is-this-anyqs-thing

anyqs any questions twitter video inquiry

shared by Ben Rimes on 19 May 11 - No Cached
  • Ben Rimes on 19 May 11
     
    An interesting way for educators that are interested in inquiry based learning to share resources, videos, and other discrepant events for use in the classroom. Most resources shared via twitter contain the tag #anyqs, which stands for "any questions" to encourage learners to ask questions about what's going on, and provide their own guiding questions.
Simon Dougon

Major Characteristics That Help To Make Loans For Unemployed Popular Among Masses! - 0 views

short-termpaydayloan.blogspot.com/...ristics-that-help-to-make.html

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shared by Simon Dougon on 29 Mar 16 - No Cached
  • Simon Dougon on 29 Mar 16
     
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Angela Ann

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www.personalloanswithbadcredit.net/installment-payday-loans.html

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shared by Angela Ann on 05 Apr 16 - No Cached
  • Angela Ann on 05 Apr 16
     
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Jennifer Lamkins

TerraFly Geo Databases - 4 views

terrafly.fiu.edu

Maps math statistics geography

shared by Jennifer Lamkins on 12 Dec 12 - Cached
  • Jennifer Lamkins on 12 Dec 12
     
    TerraFly, a site provided by Florida International University and sponsored by the National Science Foundation, NASA, the United States Geological Survey, and IBM, contains a huge database of aerial and satellite images of the entire United States. The site includes a satellite link that serves up images of Earth close enough to identify city streets, parks, and other geographical landmarks. Visitors type in any U.S. address, ZIP code, or city and state for a virtual flyover of the area selected.
Dave James

Procedure Of Receiving Financial Is Ever Quicker - 0 views

www.youtube.com/watch

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shared by Dave James on 23 May 16 - No Cached
  • Dave James on 23 May 16
     
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plus.google.com/...iXnUtRi3Jfj

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shared by Fabin Bearil on 22 Sep 16 - No Cached
  • Fabin Bearil on 22 Sep 16
     
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Fabin Bearil

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shared by Fabin Bearil on 06 Sep 16 - No Cached
  • Fabin Bearil on 06 Sep 16
     
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Jones Restriva

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shared by Jones Restriva on 09 Dec 16 - No Cached
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Jany Fernandez

Scopeprice | Jack by Podo Labs: Make Your Headphone Wireless - 0 views

www.scopeprice.com/...er-wireless-headphone-podolabs

#amazon #eBay Bookmark Marketing Walmart Easy Camera Laptop Headphone Shopping #scopeprice Best Business headset Price Product Technology Diigo

shared by Jany Fernandez on 15 Feb 17 - No Cached
  • Jany Fernandez on 15 Feb 17
     
    Jack by Podo Labs is a stylish Bluetooth adapter that makes any headphones wireless. Simply plug your headphones into the Jack and pair it with your phone. No more cords in the way while you enjoy music and videos on your devices.
Clif Mims

Screenleap - 16 views

www.screenleap.com

Educational-Technology mobile-technology Collaboration=Telecollaboration Technology-Integration Technology Web-Apps

shared by Clif Mims on 23 Apr 12 - No Cached
  • Clif Mims on 23 Apr 12
     
    Share your screen instantly to any device with a browser.
Darcy Goshorn

Camp Magic MacGuffin - FAQ - 0 views

magicmacguffin.info/frequently-asked-questions

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shared by Darcy Goshorn on 11 Jul 12 - No Cached
  • Darcy Goshorn on 11 Jul 12
     
    What a great idea for faculty professional development or any kind of sustained, elearning that needs to occur over the summer months. Creative, motivational, feature-rich, easy to use.  Beautiful.
Cara Whitehead

SpellingCity for iPhone, iPad, and iPod touch on the iTunes App Store - 0 views

itunes.apple.com/...id538407602

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shared by Cara Whitehead on 15 Sep 13 - No Cached
  • Cara Whitehead on 15 Sep 13
     
    VocabularySpellingCity is a fun way to learn spelling and vocabulary words by playing engaging learning games using any word list. The most popular activities are Spelling TestMe, HangMouse, and our vocabulary games, available to Premium Members. The most popular word lists are Sound Alikes, Compound Words, Hunger Games and SAT Words. This is a free app!
  • anonymous on 05 Oct 13
     
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Ben Rimes

Digg, Wikipedia, and the myth of Web 2.0 democracy. - By Chris Wilson - Slate Magazine - 4 views

www.slate.com/2184487

web2.0 wikipedia digg democracy

shared by Ben Rimes on 29 Sep 09 - Cached
  • The same undemocratic underpinnings of Web 2.0 are on display at Digg.com. Digg is a social-bookmarking hub where people submit stories and rate others' submissions; the most popular links gravitate to the site's front page.
    • Ben Rimes
      Ben Rimes on 29 Sep 09
       
      Interesting that the word "undemocratic" be used for the discription of the Web 2.0 underbelly. While true, the whiz-bang magic of scripts, bots, and other technological "gatekeepers" are constantly altering what flesh and blood individuals have contributed, the programs meant to serve as custodians are themselves written by humans. The tools that we choose to employ do not make the process of web 2.0 any more undemocratic, rather just that much easier to engage and maintain as relevant. The term democracy itself is difficult to define narrowly (http://www.democracy-building.info/definition-democracy.html). There is no clear determination of how a democracy should be run, but rather a system of democratic beliefs, values, and fundamental rights. Provided that any system meets the needs of a democratic group's values and freedoms (liberties), then one could argue that it is indeed a full fledged democracy. There is more importance on the groups' rules and processes possessing a quality of fluidity and malleability in order to meet a changing environment.
  • at Digg.com. Digg is a social-bookmarking hub where people submit stories and rate others' submissions; the most popular links gravitate to the site's front page.
  • While both sites effectively function as oligarchies, they are still democratic in one important sense. Digg and Wikipedia's elite users aren't chosen by a corporate board of directors or by divine right. They're the people who participate the most. Despite the fairy tales about the participatory culture of Web 2.0, direct democracy isn't feasible at the scale on which these sites operate. Still, it's curious to note that these sites seem to have the hierarchical structure of the old-guard institutions they've sought to supplant.
    • Ben Rimes
      Ben Rimes on 29 Sep 09
       
      Perhaps the problem of disenfranchised and disengaged youth that exists in Europe and the U.S. today isn't that they aren't participating in a healthy way within our democracies, but rather they've found more engaging democracies to participate in online.
  • Ben Rimes on 29 Sep 09
     
    Observing and comparing the "democratic" practices that constitute major web 2.0 sites.
Jenny Darrow

U.S. Geological Survey: Social Media at the USGS - 0 views

www.usgs.gov/socialmedia

USGS social-media geology geography

shared by Jenny Darrow on 21 Jul 10 - Cached
  • Jenny Darrow on 21 Jul 10
     
    The USGS has several social media presences1. The sites listed below are those that are considered official USGS presences. Any site found that is not listed below is considered a non-USGS presence.
Clif Mims

National Atlas.Gov - 11 views

www-atlas.usgs.gov

Mashup 2.0 Social-Studies Geography Culture Collaboration=Telecollaboration PBL Art

shared by Clif Mims on 15 Jul 10 - Cached
  • Clif Mims on 15 Jul 10
     
    "...the latest National Atlas includes electronic maps and services that are delivered online. We are using information presentation, access, and delivery technologies that didn't exist 30 years ago to bring you a dynamic and interactive atlas. But we have held fast to our tradition of producing the finest maps in the world. We think nationalatlas.gov™ is more useful than any bound collection of paper maps." Work with multiple map layers
Ben Rimes

Khan Academy - 6 views

www.khanacademy.org

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shared by Ben Rimes on 30 Nov 10 - Cached
  • Ben Rimes on 30 Nov 10
     
    Non-profit organization dedicated to providing free lessons, resources, and lectures. Lessons are delivered via YouTube video, so usage may vary in the classroom. The website is designed to be used by anyone, not just teachers, so individuals can take any of the courses on their own.
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