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Mark Cruthers

WiZiQ free Virtual Classroom - 47 views

video

free virtual_classroom virtual_whiteboard wiziq

started by Mark Cruthers on 11 May 08 no follow-up yet
Kre Rad

The Best Sources For Ideas On How To Use Technology With English Language Lea... - 0 views

larryferlazzo.edublogs.org/...with-english-language-learners

METASITE technology web2.0 DigitalStudioProject Larry Ferlazzo learning technologies

shared by Kre Rad on 20 Sep 13 - No Cached
  • Kre Rad on 20 Sep 13
     
    Icludes a list of blogger's and other author's resources on Learning technologies and Web2
Ninja Essays

9 Tools to Help Implement Effective STEM Education - 0 views

web.learnbop.com/...-help-implement-stem-education

tools help stem collaboration learning technology resources

shared by Ninja Essays on 02 Jun 15 - No Cached
  • Ninja Essays on 02 Jun 15
     
    "The aim of every teacher is to enable students to grow as learners and individuals. STEM education (Science, Technology, Engineering and Mathematics), has become a high priority in U.S. schools, given that it's estimated that more and more of the jobs of the future will demand STEM knowledge."
Ninja Essays

Best EdTech Tools for Teaching Essay Writing | North Jersey Teacher - 0 views

northjerseyteacher.com/ols-for-teaching-essay-writing

edtech tools teaching essay writing teacher guide education resources

shared by Ninja Essays on 03 Jul 15 - No Cached
  • Ninja Essays on 03 Jul 15
     
    "When teaching their students how to write essays, educators have a great responsibility. Young learners are rarely interested in the process of writing, so the way you inspire them is of crucial importance. You cannot give plain instructions and tell your students to write an essay; you need to make the challenge more attractive and creative for them."
David Wetzel

5 Benefits for Creating a Classroom Environment for Student Blogs - 0 views

www.suite101.com/...ment-for-student-blogs-a285167

5 benefits for student blogs online learning integrating technology differentiated instruction with techmology education resources tools web2.0

shared by David Wetzel on 13 Sep 10 - No Cached
  • David Wetzel on 13 Sep 10
     
    Benefits for creating a classroom environment for student blogging begin with establishing a foundation for their success. Why is this important? Integrating blogs transforms a classroom into a learning community where students become self-directed learners and thinkers. This in turn, causes students to use higher order thinking skills as they create and post entries in their blogs, along with commenting on other student's blogs.
Rhondda Powling

Gapfillers - 23 views

www.gapfillers.co.uk

education elearning english gapfillers learning language ESL TESOL

shared by Rhondda Powling on 13 Sep 10 - Cached
  • Rhondda Powling on 13 Sep 10
     
    The site is an E-learning site for advanced learners of English to improve English language skills
Clif Mims

BrainPOP ESL - 11 views

brainpopesl.com

ESL Video Games Lesson-Plans Resources

shared by Clif Mims on 26 Feb 10 - Cached
  • Clif Mims on 26 Feb 10
     
    An Animated Educational Site for English Language Students of all ages. Games, Lesson Plans, Teaching Tools, Activities, Animated Movies, for TESOL, TOEFL, ELL and EFL learners
Dennis OConnor

Virtual School Meanderings By Michael Barbour K-12 Certificate Series: Univer... - 5 views

virtualschooling.wordpress.com/...-university-of-wisconsin-stout

Wisconsin-Stout graduate certificate series e-learning graduate certificate e-learning and online teaching K-12 online teaching

shared by Dennis OConnor on 30 Aug 11 - No Cached
  • Continuing the Certificate Series, where I have been describing and discussing each of the certificates in online teaching that are focused on the K-12 environment. The sixth one I wanted to discuss was the E-Learning and Online Teaching Graduate Certificate Program at University of Wisconsin-Stout.
  • Dennis OConnor on 30 Aug 11
     
    Michael, Thanks for letting your readers know about our program. I am the advisor for the E--Learning and Online Teaching Graduate Certificate program. I also wrote and teach two of our 5 classes, E-Learning for Educators and the E-Learning Practicum. Our graduate classes are offered by the University of Wisconsin Stout, School of Education. (We are not an extension program.) I'm delighted to be able to talk with those interested in K-12 Virtual Education. I was a public school teacher for 25 years before I went fully online. Working online has been a journey of discovery and a constant reminder of the joys of being a lifetime learner. As you mention we do mix together all kinds of educators in our classes. A typical course will include K-12 classroom teachers, some K-12 online teachers and a good number of community college and university instructors. We also see health educators and some corporate trainers. Folks join us from around the country and the world. It's an eclectic mix of people who all share an interest in teaching online. Our goal is to help people become experienced professional online teachers as a way to expand and grow their careers. To accommodate everyone's interests we have our materials highly differentiated. K-12 teachers have the option of investigating the great resources from iNacol. They are encouraged to build useful quizzes and surveys and to craft discussion prompts as they practice facilitation skills. The topics for all projects are learner selected. We emphasize a practical hands on approach where participants can use what they learn and make right away. The great thing is to see a strong community of practice develop between all kinds of educators. Everyone is richer for it. When it comes to the E-Learning Practicum, I customize each student's experience. I have managed some placements with K-12 Virtual Schools. More often, K-12 teachers take one of two options. Both involve teaching with one of our cooperating
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.
Clif Mims

Next Vista for Learning - 1 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.
Susan Oxnevad

A Playlist of Resources: Avatars & Internet Safety - 0 views

d97cooltools.blogspot.com/...t-avatars-internet-safety.html

cool tools learners playlist avatars internet internet safety safety

shared by Susan Oxnevad on 07 Dec 12 - No Cached
  • Susan Oxnevad on 07 Dec 12
     
    For as long as I can remember I've been using avatars to teach Internet safety. It's a fun and engaging way to teach students the importance of protecting their identities when they are online and a great prelude to using a variety of web 2.0 tools to support the curriculum.
Susan Oxnevad

Design Your Digital Self - 0 views

d97cooltools.blogspot.com/...-design-your-digital-self.html

cool tools learners badge design blended learning digital literacy ccss

shared by Susan Oxnevad on 30 Dec 12 - No Cached
  • Susan Oxnevad on 30 Dec 12
     
    Create an avatar and connect with Your Digital Self through multimedia. Create links to whatever it is that helps you define your digital self. This is fun! . Revisit it often and link to your favorites. Turn it in and receive a badge.
Susan Oxnevad

3 Ways to Embrace Change This Year - 0 views

d97cooltools.blogspot.com/...-embrace-change-this-year.html

cool tools learners ways change blended learning

shared by Susan Oxnevad on 01 Jan 13 - No Cached
  • Susan Oxnevad on 01 Jan 13
     
    Teachers embracing technology to support the Common Core and new ways of teaching may want to get organized and prepared for some positive changes. Here are 3 ways to get  ready for change in the New Year.
Susan Oxnevad

Vocabulary & Significant Text: I Have a Dream - 0 views

d97cooltools.blogspot.com/...ificant-text-i-have-dream.html

digitaltools multimedia vocabulary text cool tools learners dream commoncore

shared by Susan Oxnevad on 12 Jan 13 - No Cached
  • Susan Oxnevad on 12 Jan 13
     
    Common Core Shift 6 suggests that it is important to dig deeper into Tier II vocabulary words. Tier II  words are those words that are found across many content areas and change meaning depending on context.
Susan Oxnevad

4 Tools to Build Academic Vocabulary - 0 views

gettingsmart.com/...s-building-academic-vocabulary

education web2.0 Web tools technology learning resources vocabulary

shared by Susan Oxnevad on 02 Oct 12 - No Cached
  • Susan Oxnevad on 02 Oct 12
     
    Technology is an effective and engaging tool that can be used to improve vocabulary acquisition for all learners and engage them in the learning process. Technology resources can provide students with a variety of multimedia content to help them construct knowledge about vocabulary in a way that meets their unique learning needs. Technology allows teachers to design learning experiences that provide students with flexible learning paths. This post will explore some digital tools for helping students construct knowledge about vocabulary.
Bobby Barr

Learning Management System (Online LMS) - 0 views

skyprep.com

technology Courses training elearning LMS

shared by Bobby Barr on 01 Nov 12 - No Cached
  • Bobby Barr on 01 Nov 12
     
    SkyPrep is cloud based LMS that gives you all the tools you need to create online courses. Add learning material and create tests , then track learner progress.
Susan Oxnevad

Cool Tools for 21st Century Learners: TeachEm: Create Guided YouTube Lessons - 2 views

d97cooltools.blogspot.com/...te-guided-youtube-lessons.html

resources teaching collaboration video connections knowledge ideas cool education web2.0 technology tools learning science

shared by Susan Oxnevad on 28 Oct 12 - No Cached
  • Susan Oxnevad on 28 Oct 12
     
    TeachEm is a free and user friendly digital tool that allows users to capture YouTube content, organize it, and add time stamped flashcards to guide the learning.
Denis S

How to Put Multiple Intelligences to Work in Your Classroom - 17 views

blog.learningtoday.com/...nces-to-Work-in-Your-Classroom

teachers 21st century skills learning students classroom interactive lessons websites Multiple Intelligences Howard Gardner malleable intelligence engage learners smart

shared by Denis S on 05 Mar 10 - Cached
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