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li li

Six cheap snapbackss, Six Colors - 1 views

Each color of the cheap snapbacks with its functions and role should be closely related. Six Thinking cheap snapbacks for sale in every cheap snapbacks has a specific color: white, red, y...

started by li li on 04 Sep 13 no follow-up yet
Kathleen Degenhardt

The Major Pros And Cons To Online Learning - Edudemic - 0 views

www.edudemic.com/pros-cons-online-learning

edtech tools web2.0 elearning collaboration 'online learning' 'hybrid courses'

shared by Kathleen Degenhardt on 11 Mar 14 - No Cached
  • are able to hone their computer skills
  • students
  • Learning online also teaches students the value of time management.
  • ...7 more annotations...
  • people
  • increase in self-discipline as the key to eliminating the tendency to procrastinate.
  • the quality of its content.
  • the lack of personal interaction
  • ime management is key
  • ask reasonable and responsible questions.
  • et a goal for completing the course in order to stay motivated.
  • Kathleen Degenhardt on 11 Mar 14
     
    States pros and cons for online learning; in addition to strategies to assist students in succeeding in their online courses.
li li

Team Roster: - 1 views

Simply put, if you're not going to play football cheap soccer shirts in school, you still want to be there? If your answer is "yes" to this question, the school should be the center of attention. ...

first team，socce，jerseys

started by li li on 15 Jul 13 no follow-up yet
li li

this age if Or I asked her and she is not very good, I will not be better. " - 1 views

Zhou Jihong statement is the second player Wu Min Xia cheap soccer shoes , especially the "leading role of the veteran." Championships, state regulation Wu Min Xia only participated in a double pro...

started by li li on 06 Aug 13 no follow-up yet
li li

Garnett plans! Yuedeluoxi Totti continues to remain or become the new leader of Team Nova - 1 views

Roman develop "plans Garnett," Totti pay cuts this week, is expected to recover faster, De Rossi is also important to determine left the team, Florencio Garcia trust Sarkozy barcelona jerseys was ...

started by li li on 28 Aug 13 no follow-up yet
Julie Golden

Need your help! Higher Ed Faculty. - 0 views

Please consider taking my survey. It is anonymous, so I won't be able to send a proper thank you. Please know that I will pay your kindness forward to another doctoral student in need and will send...

education web2.0 technology learning teaching 2.0 collaboration web elearning edtech faculty

started by Julie Golden on 09 Sep 15 no follow-up yet
jodi tompkins

EduDemic » 41 New Ways Google Docs Makes Your Life Easier - 27 views

edudemic.com/...le-docs-makes-your-life-easier

googledocs education tools web2.0

shared by jodi tompkins on 07 Jul 10 - No Cached
  • New version of Google documents
  • The new version has chat, character-by-character real time co-editing, and makes imports and exports much better
  • Over the next couple of weeks, they’re rolling out the ability to upload, store, and share any file in Google Docs
  • ...5 more annotations...
  • Shared folders
  • Bulk upload
  • Forms: Add pages and allow navigation to a specific page within a form
  • Forms improvements
  • They’ve added a new question type (grid), support for right-to-left languages in forms, and a new color scheme for the forms summary. Also, you can now pre-populate form fields with URL parameters, and if you use Google Apps, you can create forms which require sign-in to access
  • jodi tompkins on 07 Jul 10
     
    Google Docs newest features
Barbara Lindsey

Philosophy | Intrepid Teacher - 4 views

intrepidteacher.edublogs.org/philosophy

educator blogger Qatar international

shared by Barbara Lindsey on 01 Oct 09 - Cached
  • The 21st century classroom must be a place to network, to create, to publish, to share.
  • The new classroom does not integrate technology into an outdated curriculum, but rather infuses technology into the daily performance of classroom life.
  • In this new classroom, the teacher is not the sole expert or the only source of information, but rather the teacher is the lead member of a network—guiding and facilitating as students search for answers to questions they have carefully generated.
  • ...4 more annotations...
  • It is important to note that some students may be quietly sitting in the corner engrossed in an old fashioned text.
  • Daily and total access to computers allows students to realize that technology is not something they “do” when they go to the lab or when the teacher has checked out the laptop cart, but rather technology is something they can use everyday in class to help themselves learn.
  • In this new classroom, students will begin to understand that their computer is not simply a novelty to take notes with, but it is their binder, their planner, their dictionary, their journal, their photo album, their music archive, their address book.
  • tudents will begin to understand that their computer is not simply a novel
  • Barbara Lindsey on 01 Oct 09
     
    Outstanding teaching philosophy that gets at the heart of how and why technology should be used in learning.
Barbara Lindsey

My School, Meet MySpace: Social Networking at School | Edutopia - 1 views

www.edutopia.org/my-school-meet-myspace

21stcentury critical pedagogy education sla technology web2.0

shared by Barbara Lindsey on 11 Jul 08 - Cached
  • Months before the newly hired teachers at Philadelphia's Science Leadership Academy (SLA) started their jobs, they began the consuming work of creating the high school of their dreams -- without meeting face to face. They articulated a vision, planned curriculum, designed assessment rubrics, debated discipline policies, and even hammered out daily schedules using the sort of networking tools -- messaging, file swapping, idea sharing, and blogging -- kids love on sites such as MySpace.
  • hen, weeks before the first day of school, the incoming students jumped onboard -- or, more precisely, onto the Science Leadership Academy Web site -- to meet, talk with their teachers, and share their hopes for their education. So began a conversation that still perks along 24/7 in SLA classrooms and cyberspace. It's a bold experiment to redefine learning spaces, the roles and relationships of teachers and students, and the mission of the modern high school.
  • When I hear people say it's our job to create the twenty-first-century workforce, it scares the hell out of me," says Chris Lehmann, SLA's founding principal. "Our job is to create twenty-first-century citizens. We need workers, yes, but we also need scholars, activists, parents -- compassionate, engaged people. We're not reinventing schools to create a new version of a trade school. We're reinventing schools to help kids be adaptable in a world that is changing at a blinding rate."
  • ...11 more annotations...
  • It's the spirit of science rather than hardcore curriculum that permeates SLA. "In science education, inquiry-based learning is the foothold," Lehmann says. "We asked, 'What does it mean to build a school where everything is based on the core values of science: inquiry, research, collaboration, presentation, and reflection?'"
  • It means the first-year curriculum is built around essential questions: Who am I? What influences my identity? How do I interact with my world? In addition to science, math, and engineering, core courses include African American history, Spanish, English, and a basic how-to class in technology that also covers Internet safety and the ethical use of information and software. Classes focus less on facts to be memorized and more on skills and knowledge for students to master independently and incorporate into their lives. Students rarely take tests; they write reflections and do "culminating" projects. Learning doesn't merely cross disciplines -- it shatters outdated departmental divisions. Recently, for instance, kids studied atomic weights in biochemistry (itself a homegrown interdisciplinary course), did mole calculations in algebra, and created Dalton models (diagrams that illustrate molecular structures) in art.
  • This is Dewey for the digital age, old-fashioned progressive education with a technological twist.
  • computers and networking are central to learning at, and shaping the culture of, SLA. "
  • he zest to experiment -- and the determination to use technology to run a school not better, but altogether differently -- began with Lehmann and the teachers last spring when they planned SLA online. Their use of Moodle, an open source course-management system, proved so easy and inspired such productive collaboration that Lehmann adopted it as the school's platform. It's rare to see a dog-eared textbook or pad of paper at SLA; everybody works on iBooks. Students do research on the Internet, post assignments on class Moodle sites, and share information through forums, chat, bookmarks, and new software they seem to discover every day.
  • Teachers continue to use Moodle to plan, dream, and learn, to log attendance and student performance, and to talk about everything -- from the student who shows up each morning without a winter coat to cool new software for tagging research sources. There's also a schoolwide forum called SLA Talk, a combination bulletin board, assembly, PA system, and rap session.
  • Web technology, of course, can do more than get people talking with those they see every day; people can communicate with anyone anywhere. Students at SLA are learning how to use social-networking tools to forge intellectual connections.
  • In October, Lehmann noticed that students were sorting themselves by race in the lunchroom and some clubs. He felt disturbed and started a passionate thread on self-segregation.
  • "Having the conversation changed the way kids looked at themselves," he says.
  • "What I like best about this school is the sense of community," says student Hannah Feldman. "You're not just here to learn, even though you do learn a lot. It's more like a second home."
  • As part of the study of memoirs, for example, Alexa Dunn's English class read Funny in Farsi, Firoozeh Dumas's account of growing up Iranian in the United States -- yes, the students do read books -- and talked with the author in California via Skype. The students also wrote their own memoirs and uploaded them to SLA's network for the teacher and class to read and edit. Then, digital arts teacher Marcie Hull showed the students GarageBand, which they used to turn their memoirs into podcasts. These they posted on the education social-networking site EduSpaces (formerly Elgg); they also posted blogs about the memoirs.
Barbara Lindsey

This is why we have so few laptop initiatives in Oklahoma » Moving at the Spe... - 0 views

www.speedofcreativity.org/...laptop-initiatives-in-oklahoma

shared by Barbara Lindsey on 08 Aug 08 - Cached
  • I asked this professor if he had heard of the website PollEverywhere, which permits students to immediately respond to multiple choice or open answer questions using their laptop or cell phone during class. He responded that he had not, but the IT department at UC was working on writing a program that would permit students to respond immediately like that during class. He had asked repeatedly for a set of classroom electronic response systems, but the university had not purchased a set for him.
    • Barbara Lindsey
      Barbara Lindsey on 08 Aug 08
       
      This need to reinvent the wheel and lock down web 2.0 technologies is disastrously prevalent in higher ed.
  • multiple
  • At any time, a teacher or professor can “see the light” and come to understand that digital technologies CAN be used in constructive ways to extend and expand opportunities for learning.
  • ...1 more annotation...
  • I assured him that PollEverywhere offers this functionality NOW and could be used both with the laptops students have and the iPhones many of them will also likely have in class.
  • Lisa Durff on 11 Aug 08
     
    I use Polleverywhere right now and have been with both students and adults. My school fell trap to the senteo clicker thing and bought a bunch. I won't be using them...
Dennis OConnor

E-Learning Graduate Certificate Program: Problem solving in an online constructivist cl... - 0 views

elearning-certificate.blogspot.com/...problem-solving-in-online.html

e-learning constructivism problem solving graduate

shared by Dennis OConnor on 12 Jan 11 - No Cached
  • If you come across a question you can't answer, be honest. Don't bluff or portray yourself as an expert when you aren't. Instead model the collaborative skills you've developed and work together with the student to solve problems.
  • By sharing power you enhance the learning community. 
  • 1. Wait time.
  • ...8 more annotations...
  • Here are some problem solving tips.
  • 2. Admit when you're uncertain.
  • 3. Practicum Interns should consult with your cooperating instructor on anything that might get sticky.
  • In an internship,  go to your cooperating cooperating instructor first.  
  • When you're teaching online for a company or university use the chain of command.
  • 4. Use your search skills.
  • Problem solving is an ongoing process. 
  • See our NEW Checklist for Online Instructors for a comprehensive guide to best practices in e-learning! 
Sarah Eeee

Wikipedia Comes of Age - The Chronicle Review - The Chronicle of Higher Education - 0 views

chronicle.com/...125899

shared by Sarah Eeee on 10 Jan 11 - No Cached
  • Not all information is created equal. The bottom layers (the most ubiquitous, whose sources are the most ephemeral, and with the least amount of validation) lead to layers with greater dependability, all the way to the highest layers, made up mostly of academic resources maintained and validated by academic publishers that use multiple peer reviews, trained editors, and scholarly reviewers.
  • Most of the nearly 2,500 students who responded said they consult Wikipedia, but when questioned more deeply, it became clear that they use it for, as one student put it, "pre-research."
  • Wikipedia is comprehensive, current, and far and away the most trustworthy Web resource of its kind. It is not the bottom layer of authority, nor the top, but in fact the highest layer without formal vetting.
  • ...5 more annotations...
  • That such a high percentage of students in the study indicated they do not cite Wikipedia as a formal source, or admit to their professors they use it, confirms that they are very aware of the link it represents in the information-authority chain.
    • Sarah Eeee
      Sarah Eeee on 10 Jan 11
       
      Optimistic view...what evidence does this author have that students don't plagarize from Wikipedia - i.e. use its information without citing it, or attributing the information found to a more acceptable source?
  • Today, when starting a serious research project, students are faced with an exponentially larger store of information than previous generations, and they need new tools to cut through the noise. Intuitively they are using Wikipedia as one of those tools, creating a new layer of information-filtering to help orient them in the early stages of serious research.
  • . One scholar issued a challenge: Wikipedia is where students are starting research, whether we like it or not, so we need to improve its music entries. That call to arms resonated, and music scholars worked hard to improve the quality of Wikipedia entries and make sure that bibliographies and citations pointed to the most reliable resources.
  • To go further, while I do agree that teaching information literacy is important, I do not agree with those who argue that the core challenge is to educate students and researchers about how to use Wikipedia. As we have seen, students intuitively understand much of that already.
  • The key challenge for the scholarly community, in which I include academic publishers such as Oxford University Press, is to work actively with Wikipedia to strengthen its role in "pre-research." We need to build stronger links from its entries to more advanced resources that have been created and maintained by the academy.
  • Sarah Eeee on 10 Jan 11
     
    Concise and interesting opinion piece about the role of Wikipedia in research. The author argues that many students use Wikipedia for 'pre-research,' and that it serves a valuable and valid step towards finding the best evidence. Ultimately, this article calls for scholars to increase the links between peer-reviewed authoritative sources and Wikipedia articles.
  • Sarah Eeee on 10 Jan 11
     
    Does a 'harm control' approach to research seem like the best option to you? What role do teachers at all levels of education have to play? Librarians?
R Cabezas

programming - What makes a good educational game? - Game Development - Stack Exchange - 0 views

gamedev.stackexchange.com/...-makes-a-good-educational-game

shared by R Cabezas on 26 Jul 11 - No Cached
    • R Cabezas
      R Cabezas on 26 Jul 11
       
      How do these qualities relate to website evaluation? 1. interface design (relateable Characters/avatars, game world immersion)  2. content organization 3. site architecture (game world immersion), last but not least and especially,  4. interactivity. Interactivity: 1. Needs to engage all senses (multimodal: touch, color/sight, sound, smell, kinesthetic), 2. Lot's of breaks (information chunking), 3.  
Barbara Lindsey

Jean Lave, Etienne Wenger and communities of practice - 1 views

www.infed.org/...communities_of_practice.htm

CoP community education wenger collaboration practice learning communities mafla09 actfl09 blended learning

shared by Barbara Lindsey on 03 May 09 - Cached
Dianne Rees liked it
  • Supposing learning is social and comes largely from of our experience of participating in daily life? It was this thought that formed the basis of a significant rethinking of learning theory in the late 1980s and early 1990s by two researchers from very different disciplines - Jean Lave and Etienne Wenger. Their model of situated learning proposed that learning involved a process of engagement in a 'community of practice'. 
  • When looking closely at everyday activity, she has argued, it is clear that 'learning is ubiquitous in ongoing activity, though often unrecognized as such' (Lave 1993: 5).
  • Communities of practice are formed by people who engage in a process of collective learning in a shared domain of human endeavour: a tribe learning to survive, a band of artists seeking new forms of expression, a group of engineers working on similar problems, a clique of pupils defining their identity in the school, a network of surgeons exploring novel techniques, a gathering of first-time managers helping each other cope. In a nutshell: Communities of practice are groups of people who share a concern or a passion for something they do and learn how to do it better as they interact regularly. (Wenger circa 2007)
  • ...18 more annotations...
  • Over time, this collective learning results in practices that reflect both the pursuit of our enterprises and the attendant social relations. These practices are thus the property of a kind of community created over time by the sustained pursuit of a shared enterprise. It makes sense, therefore to call these kinds of communities communities of practice. (Wenger 1998: 45)
  • The characteristics of communities of practice According to Etienne Wenger (c 2007), three elements are crucial in distinguishing a community of practice from other groups and communities: The domain. A community of practice is is something more than a club of friends or a network of connections between people. 'It has an identity defined by a shared domain of interest. Membership therefore implies a commitment to the domain, and therefore a shared competence that distinguishes members from other people' (op. cit.). The community. 'In pursuing their interest in their domain, members engage in joint activities and discussions, help each other, and share information. They build relationships that enable them to learn from each other' (op. cit.). The practice. 'Members of a community of practice are practitioners. They develop a shared repertoire of resources: experiences, stories, tools, ways of addressing recurring problems—in short a shared practice. This takes time and sustained interaction' (op. cit.).
  • The fact that they are organizing around some particular area of knowledge and activity gives members a sense of joint enterprise and identity. For a community of practice to function it needs to generate and appropriate a shared repertoire of ideas, commitments and memories. It also needs to develop various resources such as tools, documents, routines, vocabulary and symbols that in some way carry the accumulated knowledge of the community.
  • The interactions involved, and the ability to undertake larger or more complex activities and projects though cooperation, bind people together and help to facilitate relationship and trust
  • Rather than looking to learning as the acquisition of certain forms of knowledge, Jean Lave and Etienne Wenger have tried to place it in social relationships – situations of co-participation.
  • It not so much that learners acquire structures or models to understand the world, but they participate in frameworks that that have structure. Learning involves participation in a community of practice. And that participation 'refers not just to local events of engagement in certain activities with certain people, but to a more encompassing process of being active participants in the practices of social communities and constructing identities in relation to these communities' (Wenger 1999: 4).
  • Initially people have to join communities and learn at the periphery. The things they are involved in, the tasks they do may be less key to the community than others.
  • Learning is, thus, not seen as the acquisition of knowledge by individuals so much as a process of social participation. The nature of the situation impacts significantly on the process.
  • What is more, and in contrast with learning as internalization, ‘learning as increasing participation in communities of practice concerns the whole person acting in the world’ (Lave and Wenger 1991: 49). The focus is on the ways in which learning is ‘an evolving, continuously renewed set of relations’ (ibid.: 50). In other words, this is a relational view of the person and learning (see the discussion of selfhood).
  • 'the purpose is not to learn from talk as a substitute for legitimate peripheral participation; it is to learn to talk as a key to legitimate peripheral participation'. This orientation has the definite advantage of drawing attention to the need to understand knowledge and learning in context. However, situated learning depends on two claims: It makes no sense to talk of knowledge that is decontextualized, abstract or general. New knowledge and learning are properly conceived as being located in communities of practice (Tennant 1997: 77).
  • There is a risk, as Jean Lave and Etienne Wenger acknowledge, of romanticizing communities of practice.
  • 'In their eagerness to debunk testing, formal education and formal accreditation, they do not analyse how their omission [of a range of questions and issues] affects power relations, access, public knowledge and public accountability' (Tennant 1997: 79).
  • Perhaps the most helpful of these explorations is that of Barbara Rogoff and her colleagues (2001). They examine the work of an innovative school in Salt Lake City and how teachers, students and parents were able to work together to develop an approach to schooling based around the principle that learning 'occurs through interested participation with other learners'.
  • Learning is in the relationships between people. As McDermott (in Murphy 1999:17) puts it: Learning traditionally gets measured as on the assumption that it is a possession of individuals that can be found inside their heads… [Here] learning is in the relationships between people. Learning is in the conditions that bring people together and organize a point of contact that allows for particular pieces of information to take on a relevance; without the points of contact, without the system of relevancies, there is not learning, and there is little memory. Learning does not belong to individual persons, but to the various conversations of which they are a part.
  • One of the implications for schools, as Barbara Rogoff and her colleagues suggest is that they must prioritize 'instruction that builds on children's interests in a collaborative way'. Such schools need also to be places where 'learning activities are planned by children as well as adults, and where parents and teachers not only foster children's learning but also learn from their own involvement with children' (2001: 3). Their example in this area have particular force as they are derived from actual school practice.
  • learning involves a deepening process of participation in a community of practice
  • Acknowledging that communities of practice affect performance is important in part because of their potential to overcome the inherent problems of a slow-moving traditional hierarchy in a fast-moving virtual economy. Communities also appear to be an effective way for organizations to handle unstructured problems and to share knowledge outside of the traditional structural boundaries. In addition, the community concept is acknowledged to be a means of developing and maintaining long-term organizational memory. These outcomes are an important, yet often unrecognized, supplement to the value that individual members of a community obtain in the form of enriched learning and higher motivation to apply what they learn. (Lesser and Storck 2001)
  • Educators need to reflect on their understanding of what constitutes knowledge and practice. Perhaps one of the most important things to grasp here is the extent to which education involves informed and committed action.
Kiran Reddy

CJA 354 CRIMINAL LAW - 0 views

cja-354-criminal-law.blogspot.in

shared by Kiran Reddy on 29 Mar 14 - No Cached
  • Kiran Reddy on 29 Mar 14
     
    Locate a recent criminal Supreme Court case you find interesting. Provide a brief summary and properly cite the case. Write a 700- to 1,400-word paper in which you answer the following questions: What interested you about this case? What are the sources, purposes, and jurisdictions of the criminal law related to this case?
Kiran Reddy

CJA 354 CRIMINAL LAW - 0 views

cja-354-criminal-law.blogspot.in/...-2-insanity-defense-paper.html

shared by Kiran Reddy on 29 Mar 14 - No Cached
  • Kiran Reddy on 29 Mar 14
     
    Resource: University of Phoenix Material: State v. Stu Dents Discuss the case as if your team was part of the defense team in State v. Stu Dents and the defendant wants to plead insanity. Write a 700- to 1,050-word paper in which you answer the following questions as a team: * Does your team believe the defendant is competent to stand trial?
Kiran Reddy

CJA 354 CRIMINAL LAW - 0 views

cja-354-criminal-law.blogspot.in/...-week-5-victims-and-crime.html

shared by Kiran Reddy on 29 Mar 14 - No Cached
  • Kiran Reddy on 29 Mar 14
     
    Write a 1,050- to 1,400-word paper that describes roles and functions of individuals in the criminal justice system and how victimization affects each role. Evaluate the roles of prosecutor, defense attorney, criminal, and victim. Summarize how victimization affects each role. Answer the following questions: * What are the goals of sentencing associated with each role?
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