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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
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.
Clif Mims

VideoSurf Video Search Engine - 0 views

www.videosurf.com

Video Tutorials Presentations Search

shared by Clif Mims on 11 Feb 09 - Cached
  • Clif Mims on 11 Feb 09
     
    VideoSurf has created a better way for users to search, discover and watch online videos. Using a unique combination of new computer vision and fast computation methods, VideoSurf has taught computers to "see" inside videos to find content in a fast, efficient, and scalable way. Basing its search on visual identification, rather than text only, VideoSurf's computer vision video search engine provides more relevant results and a better experience to let users find and discover the videos they really want to watch.
Clif Mims

boxee: the open, connected, social media center for mac os x and linux - 0 views

boxee.tv

2.0 Images=Photos Video Presentations music Audio Educational-Television

shared by Clif Mims on 20 Nov 08 - Cached
  • Clif Mims on 20 Nov 08
     
    Boxee gives you a true entertainment experience to enjoy your movies, TV shows, music and photos, as well as streaming content from websites like Hulu, CBS, Comedy Central, Last.fm, and flickr.
Clif Mims

Interactives - 0 views

www.learner.org/interactives

Middle Secondary Math Language-Arts Reading Science Arts Social-Studies Visualization Games Virtual

shared by Clif Mims on 09 Mar 09 - Cached
  • Dean Mantz on 09 Mar 09
     
    Interactives for the classroom ranging from elementary to AP high school classes.
  • Clif Mims on 05 Apr 10
     
    "...strategies, content, and activities that can enhance and improve students' skills in a variety of curricular areas. "
Roland O'Daniel

Center for Interactive Learning and Collaboration (CILC): Advancing education through v... - 0 views

www.cilc.org

collaboration edtech education internet2 technology video videoconferencing web2.0

shared by Roland O'Daniel on 09 Jun 08 - Cached
  • Roland O'Daniel on 09 Jun 08
     
    Pushing the envelope with interactive video-conferencing. This site is a clearinghouse manager of online video/video conferencing Professional Development and Content material. Very informative site.
drew polly

Gabcast.com- Record by phone - 0 views

www.gabcast.com

audio blog blogging podcast podcasting tools web2.0

shared by drew polly on 28 Jun 08 - Cached
  • drew polly on 28 Jun 08
     
    Record podcasts with your phone! Gabcast is a social broadcasting platform that offers virtual communities, individuals and organizations an easy way to create and distribute audio content.
drew polly

Celebrate Oklahoma! Connecting and Empowering Oklahoma Learners with Digital Content an... - 1 views

celebrateoklahoma.us/content

digital-storytelling empowering learners podcasting

shared by drew polly on 28 Jun 08 - No Cached
  • drew polly on 28 Jun 08
     
    Digital storytelling about the history of Oklahoma.
Clif Mims

Mnemograph: Web Based Timeline Software - 0 views

mnemograph.com

2.0 concept=semantic-mapping dual-coding lesson-plans resources social-studies teaching web-apps

shared by Clif Mims on 01 Apr 08 - Cached
Clif Mims liked it
    • Clif Mims
      Clif Mims on 01 Apr 08
       
      This web application could be used with the following: -Research/ Reports in any content area -Lab reports -Data collection/ analysis (research journal/ log, data trail, notes, formation of ideas and early possible findings, etc.) -Pre- and post-assessment -Ogranizer -Group or whole-class projects -Self-paced instruction -Journal writing exercise spanning an extended timeframe -Group/ Project management
  • Clif Mims on 01 Apr 08
     
    This web application could be used with the following: -Research/ Reports in any content area -Lab reports -Data collection/ analysis (research journal/ log, data trail, notes, formation of ideas and early possible findings, etc.) -Pre- and post-assessment -Ogranizer -Group or whole-class projects -Self-paced instruction -Journal writing exercise spanning an extended timeframe -Group/ Project management -In IDT 7/8052
Ben Rimes

quietube | Video without the distractions | Youtube, iPlayer, Viddler, Vimeo and more - 3 views

quietube.com

quietube quiet tube youtube vimeo video

shared by Ben Rimes on 01 Jul 09 - Cached
Lisa DuFur liked it
  • Clif Mims on 15 Jan 10
     
    Allows you to watch online videos without all the distractions. It removes the ads, discussion boards, etc. Works with Youtube, iPlayer, Viddler, Vimeo and more
  • Ben Rimes on 24 Feb 11
     
    Quietube is a bookmark button that removes comments, advertisements, and all of the other "noise" typically found on Youtube, Vimeo, and other video sharing sites. Just the video remains. Can also send the quietube video to others using a shortened URL. Very useful in removing possibly offensive comments, inappropriate advertisements, or other distracting content on a website.
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

PBS Teachers | PBS Digital Learning Library - 0 views

www.pbs.org/dll

pbs resources K-12 education digital library media images documents

shared by Dean Mantz on 02 Jul 09 - Cached
  • The PBS Digital Learning Library is a public media system-wide repository of digital media learning objects, including videos, images, interactives, audios and documents. The PBS Digital Learning Library content will be easily searchable, tagged and correlated to state education standards. The content from the PBS Digital Learning Library will be accessible through digital services offered by local PBS stations.
Peter Kimmich

Best Schools for Pharmacy Technician Degrees - 0 views

www.pharmacytechs.net/...st-pharmacy-technician-schools

pharmacytechnician schools medical healthcare education pharmaceuticals

shared by Peter Kimmich on 20 Jul 09 - Cached
  • Peter Kimmich on 20 Jul 09
     
    These established pharmacy technician schools provide a variety of pharmacy technician programs, including different types of degree, different class schedules, and slightly different course content. There are also different options when it comes to online versus campus-based programs.
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

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

VUVOX - slideshows, photo, video and music sharing - 0 views

www.vuvox.com

2.0 Visualization Presentations Digital Audio Video Images=Photos

shared by Clif Mims on 12 Aug 09 - Cached
  • Clif Mims on 12 Aug 09
     
    VUVOX gives you the power to create one of a kind stories in an instant. All you need to do is provide whatever cool content that you have. Take pictures, video, audio and text. Mix it up. Choose backgrounds, colors, textures that create your vibe and then you are ready to share your piece with the world.
J Black

Thinkature - About Thinkature - 0 views

thinkature.com/about

collaboration web2.0 visualization notetaking education

shared by J Black on 05 Apr 09 - Cached
  • J Black on 05 Apr 09
     
    With Thinkature, you can create a collaborative workspace and invite coworkers, friends, and colleagues to join you in just seconds. Once inside your workspace, you can communicate by chatting, drawing, creating cards, and adding content from around the Internet. It's all synchronous, too - no need to hit reload or get an editing lock.
Roland O'Daniel

Google Fusion Tables Tour - 5 views

tables.googlelabs.com/...tour1.html

google visualization data statistics maps high instruction math

shared by Roland O'Daniel on 26 Feb 10 - Cached
  • Roland O'Daniel on 26 Feb 10
     
    Yet, another great data analysis, display tool from Google. Implications in helping students organize/display/analyze/evaluate data is incredible. Displaying data through a map has implications in so many content areas. 
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