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IDT7078 Google Reader Shared Items - 0 views

www.google.com/...13449449736602677319 2.0 education educational-technology idt7078 instructional-design instructional-technology learning teaching web-apps
shared by Clif Mims on 06 May 08 - Cached
  • Clif Mims on 06 May 08
     
    This Diigo group is for this with an interest in the topic of Teaching and Learning with Web 2.0.
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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.
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How to Nail the SAT - Some quick tips - 0 views

businessadminguide.blogspot.com/...-take-sat-test-study-tips.html advice college education help sat sat reasoning test school study skills study tips studying test
shared by Peter Kimmich on 26 Sep 08 - Cached
  • Peter Kimmich on 26 Sep 08
     
    As with any test, there are strategies you can use on the SAT Reasoning Test to make sure you finish on time, and with the best possible score...
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Tutpup - play, compete, learn - 0 views

www.tutpup.com Games Skills-Practice Math Language-Arts Fun Free Telecommunication Collaboration=Telecollaboration
shared by Clif Mims on 02 Mar 09 - Cached
  • Clif Mims on 02 Mar 09
     
    "It's a drill-the-skills sort of site with a twist: students practice math and spelling skills by competing with other players that can be anywhere in the world. So, in essence, you also have the potential for some social studies." (Source: Laura Smith's Blog)
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Twemes.com - 0 views

twemes.com 2.0 Social-Software Networking Blogging Collaboration=Telecollaboration Tagging
shared by Clif Mims on 02 Mar 09 - Cached
  • Clif Mims on 02 Mar 09
     
    Twitter memes. Global tags for Twitter. Twemes.com follows Twitter.com tweets (messages) that have embedded tags that start with a # character. These are sometimes called hashtags but we like to use the term twemes. Through the use of twemes, we can all view what people are talking about across the whole Twitter universe. In some sense, this can be thought of as an adhoc chatroom. We also pull in recent public photos from Flickr and public bookmarks from Del.icio.us. Twemes.com is particularly useful for keeping up on the real-time activities associated with a live event such as a conference.
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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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A Maths Dictionary for Kids 2008 by Jenny Eather - 0 views

www.teachers.ash.org.au/...dictionary.html Eather teachers.ash.org.au math dictionary interactive reference education maths elementary resources
shared by Jeff Johnson on 26 Dec 08 - Cached
  • Jeff Johnson on 26 Dec 08
     
    Interactive, animated maths dictionary for kids with over 600 common math terms explained in simple language. Math glossary with math definitions, examples, math practice interactives, mathematics activities and math calculators. © Jenny Eather 2007.
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Statistics using The Quick Notes Learning System - 0 views

www.businessbookmall.com/Statistics%20Book.htm statistics mathematics probability Excel SPSS StataQuest MiniTab free
shared by Walter Antoniotti on 13 Nov 08 - Cached
  • Walter Antoniotti on 13 Nov 08
     
    Traditional course in Statistics is outlined in twenty-four, two-page learning units each followed by a two-page practice set and two pages of Quick Questions. Learning units and practice sets are designed as a continuous case dealing with marketing questions for descriptive statistics and probability and then dealing with manufacturing questions for inferential statistics. Complete solutions are provided at the back arranged in a row so they appear as the solution to case problem.\n
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How to Balance Online Classes with Working Full Time - 0 views

aceonlineschools.com/classes-with-working-full-time online classes school education learnning career work job
shared by Peter Kimmich on 29 Apr 09 - Cached
  • Peter Kimmich on 29 Apr 09
     
    Tips for balancing online classes with a full-time job.
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The Three-E Strategy for Overcoming Resistance to Technological Change (EDUCAUSE Quarte... - 0 views

www.educause.edu/...163448 technology adotion education web2.0
shared by J Black on 03 Apr 09 - Cached
  • According to a 2007 Pew/Internet study,1 49 percent of Americans only occasionally use information and communication technology. Of the remaining 51 percent, only 8 percent are what Pew calls omnivores, “deep users of the participatory Web and mobile applications.”
  • Shaping user behavior is a “soft” problem that has more to do with psychological and social barriers to technology adoption. Academia has its own cultural mores, which often conflict with experimenting with new ways of doing things. Gardner Campbell put it nicely last year when he wrote, “For an academic to risk ‘failure’ is often synonymous with ‘looking stupid in front of someone’.”2 The safe option for most users is to avoid trying something as risky as new technology.
  • The first instinct is thus to graft technology onto preexisting modes of behavior.
  • ...6 more annotations...
  • First, a technology must be evident to the user as potentially useful in making his or her life easier (or more enjoyable). Second, a technology must be easy to use to avoid rousing feelings of inadequacy. Third, the technology must become essential to the user in going about his or her business. This “Three-E Strategy,” if applied properly, has been at the core of every successful technology adoption throughout history.
  • Technology must be easy and intuitive to use for the majority of the user audience—or they won’t use it.
  • Complexity, however, remains a potent obstacle to realizing the goal of making technology easy. Omnivores (the top 8 percent of users) revel in complexity. Consider for a moment how much time some people spend creating clothes for their avatars in Second Life or the intricacies of gameplay in World of Warcraft. This complexity gives the expert users a type of power, but is also a turnoff for the majority of potential users.
  • Web 2.0 and open source present another interesting solution to this problem. The user community quickly abandons those applications they consider too complicated.
  • any new technology must become essential to users
  • Finally, we have to show them how the enhanced communication made possible through technologies such as Web 2.0 will enhance their efficiency, productivity, and ability to teach and learn.
  • J Black on 03 Apr 09
     
    First, a technology must be evident to the user as potentially useful in making his or her life easier (or more enjoyable). Second, a technology must be easy to use to avoid rousing feelings of inadequacy. Third, the technology must become essential to the user in going about his or her business. This "Three-E Strategy," if applied properly, has been at the core of every successful technology adoption throughout history.
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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.
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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.
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Virtual Field Trip with Google Earth - 3 views

www.slideshare.net/...with-google-earth-presentation virtual-field-trip project-based-learning 3110
shared by drew polly on 09 Dec 09 - Cached
  • drew polly on 09 Dec 09
     
    Virtual Field Trip with Google Earth
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Glossopedia Home - 1 views

www.globio.org/...Default.aspx encyclopedia science glossopedia search research
shared by jodi tompkins on 24 Mar 10 - Cached
  • jodi tompkins on 24 Mar 10
     
    This site is designed especially with the young learner in mind with its age-appropriate content and emphasis on visual and auditory learning. Glossopedia is the kind of site that you can leave open for students to explore and find a fast fact of the day, find their favorite image, or video Glossopedia Categories Geography and Places Nature and the Environment Technology Animals Earth and Space People and Cultures Human Body Chemistry Natural Forces This site is simple and visually pleasing. The font size is great for young learners. Words are hyperlinked to an audio pronunciation that is a real person, speaking really slowly at first then more quickly, and finally the written meaning of the word. Images and photos have a print button prominently displayed.
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Pennsylvania Civil War Trails in Google Earth - 10 views

www.pacivilwartrails.com/...index.aspx civil_war history social_studies google_maps
shared by Ben Rimes on 07 Apr 10 - Cached
  • Ben Rimes on 07 Apr 10
     
    Explore historic places, monuments, and museums from Pennsylvania about the Civil Way in Google Earth. State Historical markers are included with short "story stops", battlefields, and several panoramic photographs that cover significant locations. Every placemarks includes links to other locations nearby of interest and direct links to the Pennsylvania Civil War Trails website with additional information.
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Some Important Points To Remember About Long Term Installment Loans! - 0 views

no-credit-check-installment-loans.blogspot.com/...-points-to-remember-about.html installment loans emergency loans for bad credit short term loans no credit check long term installment loans
shared by Sherrill Didymus on 29 Mar 16 - No Cached
  • Sherrill Didymus on 29 Mar 16
     
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Installment Payday Loans- Effortless Financial Management To Solve Unseen Crunches - 0 views

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shared by Angela Ann on 05 Apr 16 - No Cached
  • Angela Ann on 05 Apr 16
     
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Top 5 Skills to Excel in Today's Industrial Automation World | LinkedIn - 0 views

www.linkedin.com/...-automation-world-don-fitchett skills automation world linkedin industrial automation engineering
shared by Maintenance Training on 28 Sep 18 - No Cached
  • Maintenance Training on 28 Sep 18
     
    Top 5 Skills to Excel in Today's Industrial Automation World | LinkedIn https://www.linkedin.com/pulse/top-5-skills-excel-todays-industrial-automation-world-don-fitchett/ Share this post with #industrial #engineering #students, especially those working with #automation. It just may help them excel at their #careers, if they act on it. :)
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How to Select the Best SCADA Training - Industrial Maintenance - Medium - 0 views

medium.com/...st-scada-training-acde3e14a7ac how to training maintenance medium
shared by Maintenance Training on 09 Aug 19 - No Cached
  • Maintenance Training on 09 Aug 19
     
    Working with SCADA systems when not properly trained and qualified can be almost as dangerous as working with PLCs without proper PLC training. Some times it can be even more costly to a company…
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Industrial Skills Training - 0 views

bin95.blogspot.com edtech vocational skills training industrial engineering skills training
shared by Maintenance Training on 12 May 17 - No Cached
  • Maintenance Training on 12 May 17
     
    Be sure to follow our Industrial Skills Training Blog at https://bin95.blogspot.com/ With over 180 #vocational #educational post, you may also want to share with others.
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