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BlackBeltHelp Admin

Reach, Engage and Retain Your Students with Financial Aid Help Desk Support! - 0 views

blog.blackbelthelp.com/inancial-aid-help-desk-support

Financial Aid Help Desk Support Financial Aid Support Financial Aid Help Desk Higher education US Higher Education Highered Higher Ed Student Success Student Services Student Support Student Help desk Student experience Student Engagement

shared by BlackBeltHelp Admin on 24 Sep 19 - No Cached
  • BlackBeltHelp Admin on 24 Sep 19
     
    Scene 1, Financial aid office of a college: Two phones ringing incessantly, an inbox flooded with emails from prospective students, a pile of financial aid applications lying unprocessed, and a clock announcing the end of office hours. Scene 2, Somewhere in the US: A student, exasperated with the rising cost of getting a college degree, calls the financial aid office continuously, sends his 4th email since morning, resolves to visit the office in person next day. What might appear like two scenes out of a modern-day tragicomedy belonging to The Theatre of Absurd, are a routine during the enrollment season in universities. Increasingly expensive degrees make financial aid help desk support imperative to get in and stay in- college. As if it isn't already difficult enough, steps in the complicated process of getting the required financial aid. That's when Financial Aid Help Desk Services come to your rescue.
Clif Mims

Setup Your Own Drop Box in Google Drive - 8 views

www.bettercloud.com/...d-files-directly-to-your-drive

EdTech Educational-Technology Organizing

shared by Clif Mims on 28 Aug 16 - No Cached
  • Clif Mims on 28 Aug 16
     
    Allow Anyone to Upload Files Directly to Your Drive "Have you ever been in the situation when you needed someone to share a digital file with you but the file is too large to send as an email attachment? Sharing that file with you in Google Drive is a great alternative, but what happens if the person does not have a Gmail or GAFE account? Well, it turns out there is a script that automatically provides you with a URL that allows any user to upload a file to a designated folder in your Google Drive. The beauty of this script is that anyone can send the file to your Google Drive without signing in to a Google account! Here is how to set it up (no scripting ability required)."
Sherrill Didymus

User Friendly And Helpful Funds For Entire Folk - 0 views

www.youtube.com/watch

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shared by Sherrill Didymus on 26 May 16 - No Cached
  • Sherrill Didymus on 26 May 16
     
    Short term loans no credit check are an excellent loans facility make available to financial seekers who are in necessitate of small cash requirements with excellent refund choice at emergency time. You just require filling up uncomplicated online application form without any additional processing fee. Without low credit check suggests you to take benefit of funds even if you're previous credit record no good.
Knewton

What is "Adaptive Learning"? Our own Knewton Knerds explain... - 0 views

www.knewton.com/...oard-what-is-adaptive-learning

education edtech technology teachers students highered highereducation higher adaptivelearning adaptive learning elearning blended flipped classroom blendedlearning flippedclassroom

shared by Knewton on 10 Oct 13 - No Cached
  • Knewton on 10 Oct 13
     
    In today's age of big data, words and phrases like "adaptive learning," "personalization" and "differentiation" are getting tossed around with increasing frequency. What exactly do these terms mean and to what extent do they overlap?
Dean Mantz

Reading Horizons at Home - Lemons for Literacy - 8 views

www.readinghorizonsathome.com/lemonsforliteracy

literacy vocabulary reading horizons lemons game education

shared by Dean Mantz on 15 Jul 10 - Cached
  • Dean Mantz on 15 Jul 10
     
    Interactive website where every correct answer helps someone learn to read. Correct answers will have money donated towards literacy materials for a person in need.
Jeff Johnson

High Techpectations: WEMTA PLN Materials - 0 views

elemenous.typepad.com/...ersonal-learning-networks.html

techpectations WEMTA PLN LucyGray elemenous iPaper Scribd edtech education technology

shared by Jeff Johnson on 22 Mar 09 - Cached
  • Jeff Johnson on 22 Mar 09
     
    WEMTA - PLN Workshop - Lucy Gray 2009
Clif Mims

PDF Hammer - Free Web Based PDF Editor - 0 views

www.pdfhammer.com/

free organizing productivity-tools web-apps worksheets

shared by Clif Mims on 21 Feb 08 - Cached
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Dean Mantz

Museum Box Homepage - 0 views

museumbox.e2bn.org/index.php

history tools museum socialstudies resources presentation writing interactive

shared by Dean Mantz on 22 Jul 09 - Cached
  • Welcome to Museum Box, This site provides the tools for you to build up an argument or description of an event, person or historical period by placing items in a virtual box. What items, for example, would you put in a box to describe your life; the life of a Victorian Servant or Roman soldier; or to show that slavery was wrong and unnecessary? You can display anything from a text file to a movie.
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

Jenuine Tech.com -- WELCOME - 0 views

www.jenuinetech.com

collaboration projects resources elementary education technology web2.0 edtech

shared by Dean Mantz on 17 Jul 09 - Cached
  • Jennifer Wagner, creator of JenuineTech.com, has been succesfully encouraging teachers since 1999 to use technology seamlessly in their PreK-6 classrooms. Using the tools of the Internet (Web 2.0), Jennifer will help you understand how technology will help you make the most of your time in a variety of ways. Winning numerous awards for her creative ways in encouraging teachers to collaborate, her teaching style is very user friendly, creative, and personable.
Dean Mantz

ALA | AASL Best Web sites for Teaching and Learning Top 25 Award - 0 views

www.ala.org/...bestwebsitestop25.cfm

web2.0 websites learning teaching aasl edtech resources networking

shared by Dean Mantz on 22 Jul 09 - Cached
  • Diigo  Need help in organizing your favorite websites? Diigo is a social bookmarking site that allows users to save websites, as well as tag them, add sticky notes and annotations, and share them with other users in various groups. Tip: Sticky notes are an effective way to start a virtual conversation among teams of students on the merits of a website.
  • Our Story  Create your story! Our Story permits users to develop and save collaborative timelines that can be personalized with annotations, photos, and videos. Stories (timelines) can be printed in book format, archived on DVD, or even sent as postcards. Tip: Teach your students to develop content-specific timelines that are linked to the teaching of research and information literacy skills.
  • Primary Access  Capture your students' imagination with movie narratives based on primary sources. Primary Access is an online tool that allows students and teachers to combine text, visual, and sound elements, which are then combined to convey information about their chosen historical event or time frame. A library of Primary Access movies is available through a catalog by historical time period. Tip: Encourage active learning: have students choose a historical event or time frame to research and synthesize their information through a Primary Access movie.
Lynley Greer

Audioboo - 20 views

audioboo.fm

Tools idt7064

shared by Lynley Greer on 16 Jan 10 - Cached
  • Clif Mims on 16 Jan 10
     
    "Record and playback digital recordings up to 5 minutes long which can then be posted on" to your personal Audioboo profile page. You can record your "boos" by phone, with the iPhone app or through your web browser. AudioBoo is iTunes ready making it the easiest way to begin podcasting.
  • Lynley Greer on 15 Jun 12
     
    This is my new favorite way of incorporating the Internet in my classroom. The site allows you to voice record short memos. You could introduce a new topic this way in order to change up the routine of the classroom. Students could also use this site as a way to present a project or presentation.
Dean Mantz

100 Web Tools to Enhance Collaboration (Part 1) by Ozge Karaoglu - 18 views

www.techlearning.com/26378

web2.0 collaboration webtools tools resources technology whiteboards techlearning education teaching learning interactive

shared by Dean Mantz on 01 Feb 10 - Cached
  • DabbleBoard is a whiteboard that enables you to visualize, explore and collaborate.
  • CoSketch is another whiteboard that you can collaborate to visualize your ideas and share them as images.
  • Stixy lets you create online bulletin board to collaborate with family, friends, colleagues.
  • ...21 more annotations...
  • Grou.ps lets you create your own social network.
  • create your forum, mailing list, share documents,files and your agenda to organize events, have your own YouTube, share links, bookmarks, photos
  • ImaginationCubed is a multi user drawing tool.
  •  GroupTweet. It lets you create your Twitter account into a group communication tool where everyone in the group uses direct messages
  • Wallwisher is an online notice board maker
  • Nik Peachey's Wallwisher as a great example.
  • PageFlakes is a social personalized homepage
  • WriteBoard is a-web based text documents
  • Wiggio is an online toolkit
  • emails, text messages,voice mails.
  • eep shared calendar,
  • WeToku is an interview tool that automatically records
  • share your notes
  •  Webnote is a tool for taking notes on your computer
  • PalBee is a free online service that allows you to set up online video meetings
  • Phuser is a tool for groups to discuss or work together and privately
  • WikiDot is wiki builder to share content, documents and collaborate with your students, colleagues, friends
  • Creately lets you create professional looking online diagrams with your colleagues
  • DoingText is a web based text editor for collaborative writing.
  •  SpringNote is an online notebook for collaboration.
  • MeBeam is a place where you can create your chat room
  • Dean Mantz on 01 Feb 10
     
    Part 1 of 100 Web Tools to enhance Collaboration
Dean Mantz

EMC Home - 5 views

www.emc.com/...personal-ticker.htm

calculator digital_footprint emc digitalcitizenship

shared by Dean Mantz on 29 Mar 10 - Cached
  • Dean Mantz on 29 Mar 10
     
    Digital footprint calculator can be downloaded to help monitor status.
Dean Mantz

squeakland : home of squeak etoys - 12 views

www.squeakland.org

education technology learning programming visual_programming

shared by Dean Mantz on 20 Nov 09 - Cached
  • Etoys is . . . an educational tool for teaching children powerful ideas in compelling ways a media-rich authoring environment and visual programming system a free software program that works on almost all personal computers
  • Dean Mantz on 20 Nov 09
     
    Free software for visual programming
Angela Ann

Installment Payday Loans- Effortless Financial Management To Solve Unseen Crunches - 0 views

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
     
    Installment payday loans offers fast cash deal for needy borrows immediately in the same day without any awful credit history. Apply with us now and handle your sudden small day to day problems without delay.
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