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Clif Mims

Webs.com - Free website, free hosting, free webpage - 0 views

members.freewebs.com/index.jsp

Free 2.0 Web-Design

shared by Clif Mims on 27 Dec 08 - Cached
  • Clif Mims on 27 Dec 08
     
    Make a web site with photo albums, blogs, videos, forums and more!
Clif Mims

ScreencastCentral.com - The Home of the Screencast - 0 views

www.screencastcentral.com

Video Tutorial Technology

shared by Clif Mims on 12 Nov 08 - Cached
  • Clif Mims on 12 Nov 08
     
    Dip into our collection of thousands of step by step videos, screencasts, and program walkthroughs chosen to save you time and make learning easier.
Clif Mims

ClassTools.net: Games for Education - 0 views

www.classtools.net

Wii Games Skills-Practice

shared by Clif Mims on 26 Dec 08 - Cached
  • Clif Mims on 26 Dec 08
     
    Flash games and tools for teachers. The random name-picker alone makes this site a winner. Graphic organizers and custom quizzes put it over the top. [via Vicki Davis] NOTE: These activities alone will not encourage higher order thinking
Clif Mims

Into the Book: Teaching Reading Comprehension Strategies - 0 views

reading.ecb.org/index.html

Reading Literacy Teaching Language-Arts Lesson-Plans HOTS Resources Elementary Audio Video Images=Photos Visualization Professional-Development

shared by Clif Mims on 16 Jan 09 - Cached
  • Clif Mims on 16 Jan 09
     
    A reading comprehension resource for K-4 students and teachers. Focuses on eight research-based strategies: Using Prior Knowledge, Making Connections, Questioning, Visualizing, Inferring, Summarizing, Evaluating and Synthesizing. Watch the engaging 15-minute videos and try the online interactive activities. "Behind the Lesson" provides teachers with information and teaching resources for each strategy. Watch the 10-minute professional development videos, and explore the Web site for lesson plans, video and audio clips, downloads, and more.
Sheryl A. McCoy

4Teachers : Main Page - 0 views

www.4teachers.org

4teachers.org edtech education lessons resources teacher teaching technology tools

shared by Sheryl A. McCoy on 18 May 08 - Cached
  • Sheryl A. McCoy on 18 May 08
     
    the mother of all teacher mashups; make quizzes; track surveys; and so much more you will have to investigate;
Clif Mims

ZooKazoo.com - 0 views

www.zookazoo.com

Virtual Games Kids Network

shared by Clif Mims on 27 Dec 08 - Cached
  • Clif Mims on 27 Dec 08
     
    A Virtual Networking Game for Kids ZooKazoo is an online environment of imaginary and adventurous destinations where children can safely hang out, have fun, and make their world a better place.
Clif Mims

Evernote - Remember Everything - 0 views

evernote.com

2.0 Digital Productivity-Tools Project-Management

shared by Clif Mims on 01 Jan 09 - Cached
  • Clif Mims on 01 Jan 09
     
    Evernote allows you to easily capture information in any environment using whatever device or platform you find most convenient, and makes this information accessible and searchable at any time, from anywhere.
Clif Mims

Making the Shift Happen - 0 views

mscofino.edublogs.org/...making-the-shift-happen

curriculum curriculum-integration education educational-technology future learning reform teacher-education teaching technology-integration

shared by Clif Mims on 31 Mar 08 - Cached
Clif Mims liked it
  • shift from the “computer class” mindset to an “integrated” technology program
  • very similar problems, very similar history
  • very similar ideas
  • ...4 more annotations...
  • same fears, concerns and questions
  • why isn’t there a common process or framework to work through
  • why isn’t there a common understanding of what needs to be done to move forward?
  • why aren’t more teachers arriving at schools with some background in this model of teaching and learning
Jeff Johnson

Ideas and Thoughts from an EdTech » Inside Learning - 0 views

ideasandthoughts.org/...inside-learning

edtech ideasandthoughts.org shareski technology education student learning

shared by Jeff Johnson on 04 Apr 09 - Cached
  • Jeff Johnson on 04 Apr 09
     
    "I'm currently teaching first year university students and require them to blog. There are many benefits for having them blog but I've found it to be one of the greatest ways I've been able to get into the thinking and process of my their learning. Asking them to describe their learning and thought process provides me with insight not only to appreciate their efforts but to inform my instruction and decide on what further supports I can provide to take them to the next level. This technology remains a powerful way for learners to reflect and share their thinking on a variety of endeavors. As much as teachers and schools say that process is as important as product, this often is more lip service than practice. Process takes time and talking about learning can be tiresome. The transparency of blogs make this a shared experience that no doubt can provide all students a greater opportunity to learn from each other. The advent of blogs in schools often is deployed as a way to bring technology into schools. That's the wrong reason. I recently read this quote on Doug Johnson's blog: At a conference last week, Mark Weston from Dell computing stated that asking the question, "Does technology improve student learning?" is the wrong question. The question should be, "Does technology support the practices that improve student learning?"
Dean Mantz

Mobile Learning Institute - 0 views

www.mobilelearninginstitute.org/...index.html

institute mobilelearning mobile_learning education 21stcenturyskills 21stcenturylearning mobile learning

shared by Dean Mantz on 22 Sep 09 - Cached
  • Dean Mantz on 22 Sep 09
     
    The Mobile Learning Institute's film series "A 21st Century Education" profiles individuals who embrace and defend fresh approaches to learning and who confront the urgent social challenges that are part of a 21st century experience. "A 21st Century Education" compiles, in short film format, the best ideas around school reform. The series is meant to start, extend, or nudge the conversation about how to make change in education happen.
Clif Mims

Shidonni World- virtual pets drawings come to life - 0 views

www2.shidonni.com

Early-Childhood Elementary Kids Fun Development Art

shared by Clif Mims on 24 Jul 09 - Cached
  • Clif Mims on 24 Jul 09
     
    This is a kid friendly website where kids can make drawings come to life. This site could be integrated in the following ways: --Preschool
jodi tompkins

PhotoFunia - 1 views

www.photofunia.com

photos fun photography web2.0

shared by jodi tompkins on 17 Jun 09 - Cached
  • jodi tompkins on 29 Jun 10
     
    change your photo to make it look like your were actually there or part of that original photo.... Lots of fun to play around with.
drew polly

Building Game - 1 views

www.ngfl-cymru.org.uk/...default.htm

mimioconnect mimio mimioconnect.com lessons resources k-2math geometry patterns

shared by drew polly on 25 Jul 09 - Cached
  • drew polly on 25 Jul 09
     
    Kindergarten and Pre-K activity where students make patterns and shapes using geometrical figures.
Clif Mims

Google Guide - 0 views

www.googleguide.com

Tutorial Search 2.0 Research

shared by Clif Mims on 17 Jun 09 - Cached
  • Clif Mims on 17 Jun 09
     
    Tips, tricks and tutorials on making Google search easier and effective for novices, experts and everyone else. It also provides PDF cheat sheets of Google search shortcuts.
Clif Mims

Next Vista for Learning - 0 views

www.nextvista.org

Video Lesson-Plans Student-Created Collaboration=Telecollaboration Creativity Educational-Technology Technology-Integration

shared by Clif Mims on 17 Jun 09 - Cached
  • Clif Mims on 17 Jun 09
     
    An online library of free videos for learners everywhere - find resources to help you learn just about anything, meet people who make a difference in their communities, and even discover new parts of the world. And Next Vista for Learning wants to post your educational videos online, too.
Dean Mantz

Easy YouTube caption creator | Accessibility tools, web developer tools, wizards and ma... - 4 views

www.accessify.com/...easy-youtube-caption-creator

youtube caption Tools

shared by Dean Mantz on 22 Feb 10 - Cached
  • Dean Mantz on 22 Feb 10
     
    "The Easy YouTube caption creator is designed to make it very simple to create a caption text file (.sub format) that you can then add to YouTube video files that you have uploaded"
  • Dean Mantz on 22 Feb 10
     
    YouTube caption creator
Michael Johnson

Teaching in Social and Technological Networks « Connectivism - 9 views

www.connectivism.ca/?p=220

teaching Learning Social Media social networks George Siemens

shared by Michael Johnson on 17 Feb 10 - Cached
  • The model falls apart when we distribute content and extend the activities of the teacher to include multiple educator inputs and peer-driven learning.
  • Skype brings anyone, from anywhere, into a classroom. Students are not confined to interacting with only the ideas of a researcher or theorist. Instead, a student can interact directly with researchers through Twitter, blogs, Facebook, and listservs. The largely unitary voice of the traditional teacher is fragmented by the limitless conversation opportunities available in networks. When learners have control of the tools of conversation, they also control the conversations in which they choose to engage. Course content is similarly fragmented. The textbook is now augmented with YouTube videos, online articles, simulations, Second Life builds, virtual museums, Diigo content trails, StumpleUpon reflections, and so on.
  • Traditional courses provide a coherent view of a subject. This view is shaped by “learning outcomes” (or objectives). These outcomes drive the selection of content and the design of learning activities. Ideally, outcomes and content/curriculum/instruction are then aligned with the assessment. It’s all very logical: we teach what we say we are going to teach, and then we assess what we said we would teach. This cozy comfortable world of outcomes-instruction-assessment alignment exists only in education. In all other areas of life, ambiguity, uncertainty, and unkowns reign. Fragmentation of content and conversation is about to disrupt this well-ordered view of learning. Educators and universities are beginning to realize that they no longer have the control they once (thought they) did
  • ...18 more annotations...
  • I’ve come to view teaching as a critical and needed activity in the chaotic and ambiguous information climate created by networks.
  • In networks, teachers are one node among many. Learners will, however, likely be somewhat selective of which nodes they follow and listen to. Most likely, a teacher will be one of the more prominent nodes in a learner’s network. Thoughts, ideas, or messages that the teacher amplifies will generally have a greater probability of being seen by course participants. The network of information is shaped by the actions of the teacher in drawing attention to signals (content elements) that are particularly important in a given subject area.
  • While “curator” carries the stigma of dusty museums, the metaphor is appropriate for teaching and learning. The curator, in a learning context, arranges key elements of a subject in such a manner that learners will “bump into” them throughout the course. Instead of explicitly stating “you must know this”, the curator includes critical course concepts in her dialogue with learners, her comments on blog posts, her in-class discussions, and in her personal reflections. As learners grow their own networks of understanding, frequent encounters with conceptual artifacts shared by the teacher will begin to resonate.
  • Today’s social web is no different – we find our way through active exploration. Designers can aid the wayfinding process through consistency of design and functionality across various tools, but ultimately, it is the responsibility of the individual to click/fail/recoup and continue. Fortunately, the experience of wayfinding is now augmented by social systems. Social structures are filters. As a learner grows (and prunes) her personal networks, she also develops an effective means to filter abundance. The network becomes a cognitive agent in this instance – helping the learner to make sense of complex subject areas by relying not only on her own reading and resource exploration, but by permitting her social network to filter resources and draw attention to important topics. In order for these networks to work effectively, learners must be conscious of the need for diversity and should include nodes that offer critical or antagonistic perspectives on all topic areas. Sensemaking in complex environments is a social process.
  • Aggregation should do the same – reveal the content and conversation structure of the course as it unfolds, rather than defining it in advance.
  • Filtering resources is an important educator role, but as noted already, effective filtering can be done through a combination of wayfinding, social sensemaking, and aggregation. But expertise still matters. Educators often have years or decades of experience in a field. As such, they are familiar with many of the concepts, pitfalls, confusions, and distractions that learners are likely to encounter. As should be evident by now, the educator is an important agent in networked learning. Instead of being the sole or dominant filter of information, he now shares this task with other methods and individuals.
  • Filtering can be done in explicit ways – such as selecting readings around course topics – or in less obvious ways – such as writing summary blog posts around topics. Learning is an eliminative process. By determining what doesn’t belong, a learner develops and focuses his understanding of a topic. The teacher assists in the process by providing one stream of filtered information. The student is then faced with making nuanced selections based on the multiple information streams he encounters
  • Stephen’s statements that resonated with many learners centers on modelling as a teaching practice: “To teach is to model and to demonstrate. To learn is to practice and to reflect.” (As far as I can tell, he first made the statement during OCC in 2007).
  • Modelling has its roots in apprenticeship. Learning is a multi-faceted process, involving cognitive, social, and emotional dimensions. Knowledge is similarly multi-faceted, involving declarative, procedural, and academic dimensions. It is unreasonable to expect a class environment to capture the richness of these dimensions. Apprenticeship learning models are among the most effective in attending to the full breadth of learning. Apprenticeship is concerned with more than cognition and knowledge (to know about) – it also addresses the process of becoming a carpenter, plumber, or physician.
  • Without an online identity, you can’t connect with others – to know and be known. I don’t think I’m overstating the importance of have a presence in order to participate in networks. To teach well in networks – to weave a narrative of coherence with learners – requires a point of presence. As a course progresses, the teacher provides summary comments, synthesizes discussions, provides critical perspectives, and directs learners to resources they may not have encountered before.
  • Persistent presence in the learning network is needed for the teacher to amplify, curate, aggregate, and filter content and to model critical thinking and cognitive attributes that reflect the needs of a discipline.
  • Teaching and learning in social and technological networks is similarly surprising – it’s hard to imagine that many of the tools we’re using are less than a decade old (the methods of learning in networks are not new, however. People have always learned in social networks).
  • We’re still early in many of these trends. Many questions remain unanswered about privacy, ethics in networks, and assessment.
  • We’re still early in many of these trends. Many questions remain unanswered about privacy, ethics in networks, and assessment.
  • The tools for controlling both content and conversation have shifted from the educator to the learner. We require a system that acknowledges this reality.
  • In order for these networks to work effectively, learners must be conscious of the need for diversity and should include nodes that offer critical or antagonistic perspectives on all topic areas. Sensemaking in complex environments is a social process.
  • In order for these networks to work effectively, learners must be conscious of the need for diversity and should include nodes that offer critical or antagonistic perspectives on all topic areas. Sensemaking in complex environments is a social process.
  • In order for these networks to work effectively, learners must be conscious of the need for diversity and should include nodes that offer critical or antagonistic perspectives on all topic areas. Sensemaking in complex environments is a social process.
  • Michael Johnson on 17 Feb 10
     
    Discusses the role of teachers in the learning  process through social networks: He gives seven roles 1. Amplifying, 2. Curating, 3. Wayfinding and socially-driven sensemaking, 4. Aggregating, 5. Filtering, 6. Modelling, 7. Persistent presence. He ends with this provocative thought: "My view is that change in education needs to be systemic and substantial. Education is concerned with content and conversations. The tools for controlling both content and conversation have shifted from the educator to the learner. We require a system that acknowledges this reality."
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