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Clif Mims

Math Arcade on Funbrain... can you win all 25 games? - 0 views

www.funbrain.com/...MathBrain.html

Math Games Elementary Interactive-Whiteboard Wii Skills-Practice

shared by Clif Mims on 26 Dec 08 - Cached
  • Clif Mims on 26 Dec 08
     
    These math games go great with a wiimote and WiinRemote software. NOTE: These activities alone will not encourage higher order thinking.
Jody Watson

YouTube - Everything is amazing, nobody is happy... - 0 views

www.youtube.com/watch

Louis CK

shared by Jody Watson on 03 Apr 09 - Cached
  • Jody Watson on 03 Apr 09
     
    We all need to sometimes remember that it goes to space and back. Very funny!
  • Jody Watson on 03 Apr 09
     
    Something that we all need to think about.
J Black

Teaching Gen Yers - 0 views

www.techlearning.com/...16894

teaching Gen_Yers education technology stategies techniques

shared by J Black on 03 Apr 09 - Cached
  • J Black on 03 Apr 09
     
    Are you a professional developer, a high school teacher, or university faculty? Are you finding that some of your adult students born between 1976 and 1995 maybe even up to 2001 have specific needs that are difficult to meet in a traditional classroom situation? This generation is what we call the "Generation Y" high school and college students. You may be a Gen Yer or "Millennial". Think about what type of learning environment works best for you. If many of your students are the Generation Y, here are some ideas that might help you when you design your learning activities:
Dean Mantz

Intel® Education Initiative: K-12 Teaching Tools - 0 views

www.intel.com/...index.htm

tools intel resources education interactive thinking ranking Technology

shared by Dean Mantz on 13 Apr 09 - Cached
  • Free tools and resources for educators support collaborative student-centered learning. Online thinking tools are active learning places where students engage in robust discussions, pursue investigations, analyze complex information, and solve problems
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."
Roland O'Daniel

LFE.pdf (application/pdf Object) - 3 views

www.committedsardine.com/...LFE.pdf

instruction technology leadership

shared by Roland O'Daniel on 08 Mar 10 - No Cached
  • Roland O'Daniel on 08 Mar 10
     
    Well worth a read. What happens when you look at the system and think of possibilities that will result, not might result.
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.
Roland O'Daniel

2¢ Worth » Technology-Transformed Learning Environments - 21 views

davidwarlick.com/2cents

technology education learning instruction blogging

shared by Roland O'Daniel on 13 Mar 10 - Cached
  • Roland O'Daniel on 13 Mar 10
     
    I like the focus on instructional routines that promote problem solving/creative thinking as the focus not the technology. It's a belief that I continue to espouse, but as usual David says it more eloquently (and succinctly) than I do.
Ashley Kurschner

What teachers really want to tell parents - CNN.com | Diigo - 0 views

www.diigo.com/...t-to-tell-parents%2Findex.html

shared by Ashley Kurschner on 12 Sep 11 - No Cached
  • Ashley Kurschner on 12 Sep 11
     
    I read this a few days ago... very interesting, as I think this applies to the work place too in a sense.
johnalex189

BlackBerry Z3 | Blackberry Zone - 0 views

www.ourblackberry.com/...blackberry-z3.html

blackberry review specification features

shared by johnalex189 on 03 Nov 14 - No Cached
  • johnalex189 on 03 Nov 14
     
    Here you get the full details of blackberry z3. This is the site of Blackberry Mobile reviews. So, I think you like this.
Ninja Essays

Welp, we feel ancient: What 9 popular websites used to look like - 0 views

mashable.com/...popular-websites-then-and-now

feel ancient websites

shared by Ninja Essays on 11 Mar 15 - No Cached
  • Ninja Essays on 11 Mar 15
     
    "Think back to your Internet habits a few years ago (hello, MySpace). Does everything seem different now? That's probably because it is."
johnalex189

BlackBerry Passport Full Review with Specification and Features | Blackberry Zone - 0 views

www.ourblackberry.com/...blackberry-passport.html

blackberry passport reviews specification mobile smartphone

shared by johnalex189 on 25 Oct 14 - No Cached
  • johnalex189 on 25 Oct 14
     
    Here you get the details of blackberry passport. I think you must be like this.
Maintenance Training

Beginner electrical troubleshooting game, what do you think? - Electrician Talk - Profe... - 0 views

www.electriciantalk.com/...-game-what-do-you-think-270326

electrical apprentice journeyman troubleshooting game electrician

shared by Maintenance Training on 26 Feb 19 - No Cached
  • Maintenance Training on 26 Feb 19
     
    Discussion and polishing of the new Free Online Electrical Troubleshooting Simulator game app.
Clif Mims

Research and Digital Technologies - 2 views

www.educatorstechnology.com/...o-academic-research-using.html

EdTech Technology-Integration Educational-Technology IDT7061 Research Writing Language-Arts

shared by Clif Mims on 22 Aug 16 - No Cached
  • Clif Mims on 22 Aug 16
     
    "Research is a process. It is a continuum of stages that together make up a research plan. Below is a tentative sketch of what we think are the seven important steps of a research plan. For each of these stages we featured a short collection of web tools to help you carry it out."
Maintenance Training

CNC Programming vs PLC Programming Examples - 0 views

bin95.com/...cnc-plc-programs.htm

cnc plc cnc programming plc programming

shared by Maintenance Training on 07 Aug 23 - No Cached
  • Maintenance Training on 07 Aug 23
     
    The article "CNC Programs Software Vs. PLC Programs" details CNC programs (not Mastercam software) vs PLC ladder logic. Think G code, M code, etc. vs PLC programming ladder logic.
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