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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.
Dean Mantz

Curriculumbits.com Online Interactive ELearning Teaching Resources - 13 views

www.curriculumbits.com

resources education media curriculumbits iwb Smartboard curriculum curriculumbits.com teaching learning interactive web2.0 tools science technology

shared by Dean Mantz on 02 Oct 09 - Cached
  • Curriculumbits.com offer free online access to a growing range of interactive multimedia e-learning teaching resources. The online teaching resource library contains educational games, quizzes, animations and videos in a variety of subjects at key stage 3 and 4 of the UK National Curriculum.
Dean Mantz

Interactive Learning - 0 views

www.techteachconcepts.com/interactive_learning.htm

interactive education learning web2.0 curriculum engagement

shared by Dean Mantz on 18 Dec 08 - Cached
  • Dean Mantz on 18 Dec 08
     
    Interactive learning oppportunities on the Internet.
Dean Mantz

Twiddla - Online Whiteboard Tool | Technology 4 Teaching - 0 views

tech4teaching.info/...twiddla-online-whiteboard-tool

interactive whiteboard collaboration free Web2.0

shared by Dean Mantz on 11 May 09 - Cached
  • Dean Mantz on 11 May 09
     
    Twiddla meetings allow users to interact in real time with drawing tools, chat, voice, images, videos, plain text, documents, emails, and GoogleMaps.
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.
Melody Velasco

Glogster - Poster Yourself | Text, Images, Music and Video - 3 views

edu.glogster.com

glogster web2.0 poster interactive education Technology posters create

shared by Melody Velasco on 10 Dec 09 - Cached
  • drew polly on 10 Dec 09
     
    Educational site for Glogster- create your own poster.
  • Melody Velasco on 14 Dec 09
     
    Glogster.com - Poster yourself - Make your interactive poster easily and share it with friends. Mix Images, Text, Music and Video. It is fantastic!
Henry Thiele

FRONTLINE: digital nation: an online interactive learning tool for frontline's digital ... - 17 views

www.pbs.org/...teachers

googleapps 21stCentury web2.0

shared by Henry Thiele on 03 Feb 10 - No Cached
  • Henry Thiele on 03 Feb 10
     
    Teachers are tapping into technology and digital media for learning. Watch How Google Saved a School and discuss the hype and the hopes for improving education through technology. More and more educators are tapping into the power of digital media and technology for teaching and learning. The variety of information resources available online is simply staggering. Explore how teachers and students are using the power of social media to promote students' active engagement, critical thinking and literacy skills. New Forms of Learning. It doesn't need to happen in school. Because it's visual, interactive and social, learning can happen anywhere with digital media as people collaborate and share about a wide range of topics and issues that matter to them. Technology and School Improvement. Technology may transform schools by promoting student engagement and creativity. But critics fear that too much focus on technology takes attention away from what's really needed to improve schools: capable, well-trained teachers; student-centered learning methods; and smaller class sizes. Hope, Hype and Reality. Are today's learners really different from previous generations? Compelling images of students using digital technology are impressive, but the research evidence on the impact of technology on learning is more mixed. And it's sometimes hard to separate the scholarship from the marketing hype, given the deep investment of technology companies in promoting the idea of technology's transformative potential.
Susan Oxnevad

Top 10 Tech Tools: An Interactive Graphic Packed with Resources - 0 views

d97cooltools.blogspot.com/...tools-interactive-graphic.html

education resources technology web2.0 teaching tools learning 2.0 free

shared by Susan Oxnevad on 17 Jul 12 - No Cached
  • Susan Oxnevad on 17 Jul 12
     
    I created a ThingLink graphic to feature the top 10 free and user friendly tech tools I use the most. Explore the graphic by scrolling over the colored nubbins, then choose topics the resources that interest you the most.
anonymous

My Math Sites - 2 views

sites.google.com/mymathsites

math web2.0 tools resources

shared by anonymous on 25 Jun 10 - Cached
  • anonymous on 25 Jun 10
     
    Math daily practice sites, videos, simulations, interactive activities... all organized by age ranges (Kindergarten to Grade 9) and Curriculum/Standard strands.  
Dean Mantz

Teach Digital: Curriculum by Wes Fryer wiki / ingredients - 0 views

handouts.wesfryer.com/ingredients

fryer web2.0 teach education curriculum resources digital interactive learning wiki

shared by Dean Mantz on 05 Jan 09 - Cached
  • Dean Mantz on 05 Jan 09
     
    Project being developed by Wesley Fryer in the form of Digital Interactive Learning curriculum.
Dean Mantz

ReadWriteThink: Student Materials: Letter Generator - 0 views

readwritethink.org/...letter_generator

writing letter tools readwritethink Interactive generator Web2.0

shared by Dean Mantz on 04 Jan 09 - Cached
  • Dean Mantz on 04 Jan 09
     
    Interactive website that explains how to properly write letters for mailing.
Dean Mantz

Perk Up Your Projects with Web 2.0 - home - 0 views

perkupprojects.wikispaces.com

2.0 resources slideshows timelines interactive wiki projects web2.0

shared by Dean Mantz on 21 Jul 09 - No Cached
  • Explore and experiment with a variety of Web 2.0 tools including animated avatars, comic creators, digital scrapbooks, image creators, interactive timelines, logo generators, slideshows, streaming video, and the web resources that will serve as "containers" for the different elements.
Dean Mantz

YouCube by Aaron Meyers - 17 views

youcub.es/?

youcube web2.0 YouTube videos presentations

shared by Dean Mantz on 09 Jan 11 - No Cached
  • Dean Mantz on 09 Jan 11
     
    YouCube provides you the ability to embed 6 videos to be presented from 1 interactive cube.
Lisa DuFur

Projects and Experiments by FlowingData | FlowingData - 1 views

projects.flowingdata.com

visualization design flowingdata projects project visualisation experiments statistics education resources learning tools teaching technology web2.0

shared by Lisa DuFur on 30 Mar 11 - Cached
  • Lisa DuFur on 30 Mar 11
     
    Projects and Experiments by FlowingData Here are the results of mild insomnia and a restless mind. Some projects are maps, some are interactive, and some are applications.
Dean Mantz

» Chroma Key, Greenscreen, Green Screens, Chromakey Backdrops & Chroma Key Fa... - 4 views

www.eoslightingllc.com/...chroma-key

Chroma_Key greenscreen tutorial videoproduction technology interactive resources web2.0 education learning tools teaching

shared by Dean Mantz on 28 Sep 09 - Cached
  • Dean Mantz on 28 Sep 09
     
    Site provides insight to establishing studio quality green screen productions.
  • lslibn on 06 Oct 09
     
    For Mac users, iMovie '09 includes a green screen feature. Here's how to use it: http://tr.im/APan
Dean Mantz

ColaboPad.com: Shared whiteboard software - 11 views

www.colabopad.com

collaboration whiteboard web2.0 tools shared colabopad smartboard

shared by Dean Mantz on 16 Jul 10 - Cached
  • Dean Mantz on 16 Jul 10
     
    Interactive widgets, plot mathematical functions, educational games, share notes, draw diagrams, and collaborate with other users.
Evelyn McCormack

Issuu - An Awesome App for Publications | School Communications 2.0 - 0 views

nylady.edublogs.org/...n-awesome-app-for-publications

issuu publishing publications interactive web2.0

shared by Evelyn McCormack on 13 Mar 09 - Cached
  • Evelyn McCormack on 13 Mar 09
     
    In preparing for a presentation next week, I was trolling around for some interesting new Web 2.0 applications designed specifically around publishing and publications.
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.
drew polly

Flowgram - 0 views

www.flowgram.com

web2.0 collaboration tools slideshow photos

shared by drew polly on 08 Jan 09 - Cached
  • Clif Mims on 08 Jan 09
     
    Easily combine webpages, photos, presentation files, etc.so that you and your students can create interactive guided presentations and virtual tours.
  • drew polly on 20 Jan 09
     
    Make PPTs, slideshows, animate and narrate over slides, text and graphics.
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.
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