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Alicia Kelley

How will reading instruction change when aligned to the Common Core? - 0 views

www.edexcellence.net/...ligned-to-the-common-core.html

reading common core idt7064

shared by Alicia Kelley on 22 Jul 12 - No Cached
  • Alicia Kelley on 22 Jul 12
     
    I chose this site because it gives information about how reading will change with common core standards.  It provides suggestions that will help with common core lessons.
Clif Mims

OER Commons - 0 views

www.oercommons.org

shared by Clif Mims on 16 Jun 09 - Cached
  • Clif Mims on 16 Jun 09
     
    The worldwide OER movement is rooted in the idea that equitable access to high-quality education is a global imperative. Open Educational Resources are teaching and learning materials that you may freely use and reuse, without charge. OER often have a Creative Commons or GNU license that state specifically how the material may be used, reused, adapted, and shared. As a network for teaching and learning materials, the web site offers engagement with resources in the form of social bookmarking, tagging, rating, and reviewing. OER Commons has forged alliances with over 120 major content partners to provide a single point of access through which educators and learners can search across collections to access over 24,000 items, find and provide descriptive information about each resource, and retrieve the ones they need. By being "open," these resources are publicly available for all to use, and principally through Creative Commons licensing, many thousands are legally available for repurposing, modifying and improving.
Clif Mims

30+ Places To Find Creative Commons Media - 0 views

www.sitepoint.com/...30-creative-commons-sources

Images=Photos Creative-Commons Search Video Audio

shared by Clif Mims on 17 Jun 09 - Cached
  • Clif Mims on 17 Jun 09
     
    Search for audio, images, texts and videos with Creative Commons Lincenses.
Jeff Johnson

Why OpenOffice.org - 0 views

why.openoffice.org

office open-source openoffice openoffice.org software

shared by Jeff Johnson on 21 Aug 08 - Cached
  • Jeff Johnson on 21 Aug 08
     
    OpenOffice.org 2 is the leading open-source office software suite for word processing, spreadsheets, presentations, graphics, databases and more. It is available in many languages and works on all common computers. It stores all your data in an international open standard format and can also read and write files from other common office software packages. It can be downloaded and used completely free of charge for any purpose.
Dean Mantz

Creative Commons : Spectrum of Rights - 9 views

www.slideshare.net/...ive-commons-spectrum-of-rights

creativecommons copyright slideshare creative spectrum rights commons

shared by Dean Mantz on 09 Apr 10 - Cached
  • Dean Mantz on 09 Apr 10
     
    Slideshare presentation does a great job of explaining Creative Commons CC.
Cara Whitehead

Educational Standards Correlations - 5 views

www.spellingcity.com/al-standards-correlations.html

common core spelling vocabulary standards

shared by Cara Whitehead on 02 Jun 13 - No Cached
  • Cara Whitehead on 02 Jun 13
     
    VocabularySpellingCity provides the following sets of correlations to standards: U.S. Standards by State Common Core Standards for each States' Implementation Australian Standards by State Canadian Standards by Province English National Curriculum Standards
Clif Mims

ScootPad - 8 views

www.scootpad.com

Common-Core Math Special-Needs Language-Arts Writing Assessment Skills-Practice

shared by Clif Mims on 21 Aug 13 - No Cached
  • Clif Mims on 21 Aug 13
     
    Learning Personalized and Accelerated! Common Core Standards. Math. ELA. Reading. Spelling. Vocabulary. Writing. Projects. Games.
  • anonymous on 05 Oct 13
     
    today hindi news,today news talmi,hindi news www.killdo.de.gg
drew polly

Video: Social Bookmarking in Plain English | Common Craft - Explanations In Plain English - 0 views

www.commoncraft.com/...bookmarking-plain-english

2.0 3110 bookmarking commoncraft how-to video web

shared by drew polly on 03 Sep 08 - Cached
  • drew polly on 03 Sep 08
     
    Social bookmarking video made by Common Craft.
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.
Clif Mims

Flickr: Advanced Search - 0 views

www.flickr.com/advanced

Images=Photos Creative-Commons Search

shared by Clif Mims on 17 Jun 09 - Cached
  • Clif Mims on 17 Jun 09
     
    Provides options to search by content type, date, Creative Commons License, and more.
Clif Mims

flickrCC - 0 views

flickrcc.bluemountains.net

Images=Photos Creative-Commons Search

shared by Clif Mims on 17 Jun 09 - Cached
  • Clif Mims on 17 Jun 09
     
    Easily find photos on flickr that were released under the creative commons license.
Ben Rimes

Free and legal music downloads - Jamendo - 22 views

www.jamendo.com/en

cc creative commons jamendo

shared by Ben Rimes on 24 Feb 11 - Cached
Lisa DuFur liked it
  • Ben Rimes on 24 Feb 11
     
    Free and unlimited music published under creative commons license. Good place to find music for projects, and help students understand the CC movement.
Susan Oxnevad

An Updated Digital Differentiation Model - Cool Tools for 21st Century Learners: - 0 views

d97cooltools.blogspot.com/...tal-differentiation-model.html

learners differentiation model digital digitaltools free

shared by Susan Oxnevad on 10 Dec 12 - No Cached
  • Susan Oxnevad on 10 Dec 12
     
    Technology is a tool that can be used to help teachers facilitate learning experiences that address the diverse learning needs of all students and help them develop 21st Century Skills, an idea supported by the Common Core. 
Smith jhon

Epson Printer Help Number UK 0800-098-8312 - 0 views

uksupportnumber.co.uk/epson-printer.php

Epson Printer Support Number UK

shared by Smith jhon on 27 Sep 16 - No Cached
  • Smith jhon on 27 Sep 16
     
    Complication related with the set up of the printers is one of the frequent issues for common users. To get it fixed contact Epson Printer Help Number UK 0800-098-8312, get it done easily.
Maintenance Training

Electric Motor Troubleshooting Flowchart - 0 views

koldwater.com/ctricmotortroubleshooting.html

electric motor troubleshooting flowchart

shared by Maintenance Training on 29 Sep 16 - No Cached
  • Maintenance Training on 29 Sep 16
     
    A must share with your friends resource here: The free online interactive electric motor troubleshooting flowchart. It speeds troubleshooting because fault causes are listed in order of most common cause to least. That fact also makes it a great learning tool too!
Wanda Terral

Texas Games Network - 0 views

www.texasgames.net/forum

education gaming gamemaker

shared by Wanda Terral on 15 Dec 11 - Cached
  • Wanda Terral on 15 Dec 11
     
    This site is provided for all educators, students, and independent game developers to share common interests, resources, and ideas for integrating game-based design and development into the classroom.
Ben Rimes

Wylio.com - free pictures - 14 views

wylio.com

wylio cc creativecommons images

shared by Ben Rimes on 12 Nov 10 - No Cached
  • Ben Rimes on 12 Nov 10
     
    Easy way to search, format, and post creative commons images from Flickr to just about anywhere on the web. Has an easy resizing tool, and copy and paste code for embedding images.
Peter Kimmich

11 New Year's Resolutions That Will Help You Graduate Sooner - 0 views

aceonlineschools.com/-will-help-you-graduate-sooner

new years resolutions advice health education graduation

shared by Peter Kimmich on 30 Dec 08 - Cached
  • Peter Kimmich on 30 Dec 08
     
    These common New Year's resolutions will not only make you a little healthier and more alive, they can give you the push you need toward that degree in, uh, hydroponics. Really?
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