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David Wetzel

Top 5 Search Tools for Finding Flickr Images for Use in Education - 0 views

teachingtechnology.suite101.com/...kr-images-for-use-in-education

digital pictures teaching learning technology tools search engines education strategies 5 top

shared by David Wetzel on 13 Aug 10 - Cached
  • David Wetzel on 13 Aug 10
     
    The top five search tools for finding Flickr images are designed to help teachers and students locate just the right image for use in any subject area and project. Without these tools finding the right image on this image hosting site is often an impossible, or at least a tedious, task. The value of this site is its ability to provide digital pictures which are often impossible for a teacher to obtain any other way. Like everything else on the internet, trying to find something is like trying to find a needle in a haystack. This where the top five search tools become valuable resources for teachers and students trying to find images comes into play. These search engines are specifically designed to search the more than three billion pictures on the Flickr hosting site.
Barbara Lindsey

Minds on Fire: Open Education, the Long Tail, and Learning 2.0 (EDUCAUSE Review) | EDUC... - 1 views

connect.educause.edu/...45823

collaboration educause learning2.0 pedagogy

shared by Barbara Lindsey on 07 Jul 08 - Cached
  • But at the same time that the world has become flatter, it has also become “spikier”: the places that are globally competitive are those that have robust local ecosystems of resources supporting innovation and productiveness.2
  • various initiatives launched over the past few years have created a series of building blocks that could provide the means for transforming the ways in which we provide education and support learning. Much of this activity has been enabled and inspired by the growth and evolution of the Internet, which has created a global “platform” that has vastly expanded access to all sorts of resources, including formal and informal educational materials. The Internet has also fostered a new culture of sharing, one in which content is freely contributed and distributed with few restrictions or costs.
  • the most visible impact of the Internet on education to date has been the Open Educational Resources (OER) movement, which has provided free access to a wide range of courses and other educational materials to anyone who wants to use them. The movement began in 2001 when the William and Flora Hewlett and the Andrew W. Mellon foundations jointly funded MIT’s OpenCourseWare (OCW) initiative, which today provides open access to undergraduate- and graduate-level materials and modules from more than 1,700 courses (covering virtually all of MIT’s curriculum). MIT’s initiative has inspired hundreds of other colleges and universities in the United States and abroad to join the movement and contribute their own open educational resources.4 The Internet has also been used to provide students with direct access to high-quality (and therefore scarce and expensive) tools like telescopes, scanning electron microscopes, and supercomputer simulation models, allowing students to engage personally in research.
  • ...29 more annotations...
  • most profound impact of the Internet, an impact that has yet to be fully realized, is its ability to support and expand the various aspects of social learning. What do we mean by “social learning”? Perhaps the simplest way to explain this concept is to note that social learning is based on the premise that our understanding of content is socially constructed through conversations about that content and through grounded interactions, especially with others, around problems or actions. The focus is not so much on what we are learning but on how we are learning.5
  • This perspective shifts the focus of our attention from the content of a subject to the learning activities and human interactions around which that content is situated. This perspective also helps to explain the effectiveness of study groups. Students in these groups can ask questions to clarify areas of uncertainty or confusion, can improve their grasp of the material by hearing the answers to questions from fellow students, and perhaps most powerfully, can take on the role of teacher to help other group members benefit from their understanding (one of the best ways to learn something is, after all, to teach it to others).
  • This encourages the practice of what John Dewey called “productive inquiry”—that is, the process of seeking the knowledge when it is needed in order to carry out a particular situated task.
  • ecoming a trusted contributor to Wikipedia involves a process of legitimate peripheral participation that is similar to the process in open source software communities. Any reader can modify the text of an entry or contribute new entries. But only more experienced and more trusted individuals are invited to become “administrators” who have access to higher-level editing tools.8
  • by clicking on tabs that appear on every page, a user can easily review the history of any article as well as contributors’ ongoing discussion of and sometimes fierce debates around its content, which offer useful insights into the practices and standards of the community that is responsible for creating that entry in Wikipedia. (In some cases, Wikipedia articles start with initial contributions by passionate amateurs, followed by contributions from professional scholars/researchers who weigh in on the “final” versions. Here is where the contested part of the material becomes most usefully evident.) In this open environment, both the content and the process by which it is created are equally visible, thereby enabling a new kind of critical reading—almost a new form of literacy—that invites the reader to join in the consideration of what information is reliable and/or important.
  • Mastering a field of knowledge involves not only “learning about” the subject matter but also “learning to be” a full participant in the field. This involves acquiring the practices and the norms of established practitioners in that field or acculturating into a community of practice.
  • But viewing learning as the process of joining a community of practice reverses this pattern and allows new students to engage in “learning to be” even as they are mastering the content of a field.
  • Another interesting experiment in Second Life was the Harvard Law School and Harvard Extension School fall 2006 course called “CyberOne: Law in the Court of Public Opinion.” The course was offered at three levels of participation. First, students enrolled in Harvard Law School were able to attend the class in person. Second, non–law school students could enroll in the class through the Harvard Extension School and could attend lectures, participate in discussions, and interact with faculty members during their office hours within Second Life. And at the third level, any participant in Second Life could review the lectures and other course materials online at no cost. This experiment suggests one way that the social life of Internet-based virtual education can coexist with and extend traditional education.
  • Digital StudyHall (DSH), which is designed to improve education for students in schools in rural areas and urban slums in India. The project is described by its developers as “the educational equivalent of Netflix + YouTube + Kazaa.”11 Lectures from model teachers are recorded on video and are then physically distributed via DVD to schools that typically lack well-trained instructors (as well as Internet connections). While the lectures are being played on a monitor (which is often powered by a battery, since many participating schools also lack reliable electricity), a “mediator,” who could be a local teacher or simply a bright student, periodically pauses the video and encourages engagement among the students by asking questions or initiating discussions about the material they are watching.
  • John King, the associate provost of the University of Michigan
  • For the past few years, he points out, incoming students have been bringing along their online social networks, allowing them to stay in touch with their old friends and former classmates through tools like SMS, IM, Facebook, and MySpace. Through these continuing connections, the University of Michigan students can extend the discussions, debates, bull sessions, and study groups that naturally arise on campus to include their broader networks. Even though these extended connections were not developed to serve educational purposes, they amplify the impact that the university is having while also benefiting students on campus.14 If King is right, it makes sense for colleges and universities to consider how they can leverage these new connections through the variety of social software platforms that are being established for other reasons.
  • The project’s website includes reports of how students, under the guidance of professional astronomers, are using the Faulkes telescopes to make small but meaningful contributions to astronomy.
  • “This is not education in which people come in and lecture in a classroom. We’re helping students work with real data.”16
  • HOU invites students to request observations from professional observatories and provides them with image-processing software to visualize and analyze their data, encouraging interaction between the students and scientists
  • The site is intended to serve as “an open forum for worldwide discussions on the Decameron and related topics.” Both scholars and students are invited to submit their own contributions as well as to access the existing resources on the site. The site serves as an apprenticeship platform for students by allowing them to observe how scholars in the field argue with each other and also to publish their own contributions, which can be relatively small—an example of the “legitimate peripheral participation” that is characteristic of open source communities. This allows students to “learn to be,” in this instance by participating in the kind of rigorous argumentation that is generated around a particular form of deep scholarship. A community like this, in which students can acculturate into a particular scholarly practice, can be seen as a virtual “spike”: a highly specialized site that can serve as a global resource for its field.
  • I posted a list of links to all the student blogs and mentioned the list on my own blog. I also encouraged the students to start reading one another's writing. The difference in the writing that next week was startling. Each student wrote significantly more than they had previously. Each piece was more thoughtful. Students commented on each other's writing and interlinked their pieces to show related or contradicting thoughts. Then one of the student assignments was commented on and linked to from a very prominent blogger. Many people read the student blogs and subscribed to some of them. When these outside comments showed up, indicating that the students really were plugging into the international community's discourse, the quality of the writing improved again. The power of peer review had been brought to bear on the assignments.17
  • for any topic that a student is passionate about, there is likely to be an online niche community of practice of others who share that passion.
  • Finding and joining a community that ignites a student’s passion can set the stage for the student to acquire both deep knowledge about a subject (“learning about”) and the ability to participate in the practice of a field through productive inquiry and peer-based learning (“learning to be”). These communities are harbingers of the emergence of a new form of technology-enhanced learning—Learning 2.0—which goes beyond providing free access to traditional course materials and educational tools and creates a participatory architecture for supporting communities of learners.
  • We need to construct shared, distributed, reflective practicums in which experiences are collected, vetted, clustered, commented on, and tried out in new contexts.
  • An example of such a practicum is the online Teaching and Learning Commons (http://commons.carnegiefoundation.org/) launched earlier this year by the Carnegie Foundation for the Advancement of Teaching
  • The Commons is an open forum where instructors at all levels (and from around the world) can post their own examples and can participate in an ongoing conversation about effective teaching practices, as a means of supporting a process of “creating/using/re-mixing (or creating/sharing/using).”20
  • The original World Wide Web—the “Web 1.0” that emerged in the mid-1990s—vastly expanded access to information. The Open Educational Resources movement is an example of the impact that the Web 1.0 has had on education.
  • But the Web 2.0, which has emerged in just the past few years, is sparking an even more far-reaching revolution. Tools such as blogs, wikis, social networks, tagging systems, mashups, and content-sharing sites are examples of a new user-centric information infrastructure that emphasizes participation (e.g., creating, re-mixing) over presentation, that encourages focused conversation and short briefs (often written in a less technical, public vernacular) rather than traditional publication, and that facilitates innovative explorations, experimentations, and purposeful tinkerings that often form the basis of a situated understanding emerging from action, not passivity.
  • In the twentieth century, the dominant approach to education focused on helping students to build stocks of knowledge and cognitive skills that could be deployed later in appropriate situations. This approach to education worked well in a relatively stable, slowly changing world in which careers typically lasted a lifetime. But the twenty-first century is quite different.
  • We now need a new approach to learning—one characterized by a demand-pull rather than the traditional supply-push mode of building up an inventory of knowledge in students’ heads. Demand-pull learning shifts the focus to enabling participation in flows of action, where the focus is both on “learning to be” through enculturation into a practice as well as on collateral learning.
  • The demand-pull approach is based on providing students with access to rich (sometimes virtual) learning communities built around a practice. It is passion-based learning, motivated by the student either wanting to become a member of a particular community of practice or just wanting to learn about, make, or perform something. Often the learning that transpires is informal rather than formally conducted in a structured setting. Learning occurs in part through a form of reflective practicum, but in this case the reflection comes from being embedded in a community of practice that may be supported by both a physical and a virtual presence and by collaboration between newcomers and professional practitioners/scholars.
  • The building blocks provided by the OER movement, along with e-Science and e-Humanities and the resources of the Web 2.0, are creating the conditions for the emergence of new kinds of open participatory learning ecosystems23 that will support active, passion-based learning: Learning 2.0.
  • As a graduate student at UC-Berkeley in the late 1970s, Treisman worked on the poor performance of African-Americans and Latinos in undergraduate calculus classes. He discovered the problem was not these students’ lack of motivation or inadequate preparation but rather their approach to studying. In contrast to Asian students, who, Treisman found, naturally formed “academic communities” in which they studied and learned together, African-Americans tended to separate their academic and social lives and studied completely on their own. Treisman developed a program that engaged these students in workshop-style study groups in which they collaborated on solving particularly challenging calculus problems. The program was so successful that it was adopted by many other colleges. See Uri Treisman, “Studying Students Studying Calculus: A Look at the Lives of Minority Mathematics Students in College,” College Mathematics Journal, vol. 23, no. 5 (November 1992), pp. 362–72, http://math.sfsu.edu/hsu/workshops/treisman.html.
  • In the early 1970s, Stanford University Professor James Gibbons developed a similar technique, which he called Tutored Videotape Instruction (TVI). Like DSH, TVI was based on showing recorded classroom lectures to groups of students, accompanied by a “tutor” whose job was to stop the tape periodically and ask questions. Evaluations of TVI showed that students’ learning from TVI was as good as or better than in-classroom learning and that the weakest students academically learned more from participating in TVI instruction than from attending lectures in person. See J. F. Gibbons, W. R. Kincheloe, and S. K. Down, “Tutored Video-tape Instruction: A New Use of Electronics Media in Education,” Science, vol. 195 (1977), pp. 1136–49.
Pinhopes Job Site

Privacy Matters: Job Hunting Woes of Senior Professionals | Pinhopes - 0 views

blog.pinhopes.com/...g-woes-of-senior-professionals

marketing jobs in india online jobs in india software jobs india

shared by Pinhopes Job Site on 06 May 14 - No Cached
  • Pinhopes Job Site on 06 May 14
     
    Employers often find it very difficult to close senior level positions through traditional job portals due to unavailability of suitable profiles
  • Pinhopes Job Site on 06 May 14
     
    Employers often find it very difficult to close senior level positions through traditional job portals due to unavailability of suitable profiles
  • Pinhopes Job Site on 06 May 14
     
    Employers often find it very difficult to close senior level positions through traditional job portals due to unavailability of suitable profiles
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.
arunaraayala

Donald Trump chooses Exxon CEO Rex Tillerson for Secretary of State | World News - 0 views

www.localitynews.com/llerson-for-secretary-of-state

EXXON CEO PRESIDENT DONALD TRUMP REX TILLERSON RUSSIA SECRETARY OF STATE VLADIMIR PUTIN

shared by arunaraayala on 13 Dec 16 - No Cached
  • arunaraayala on 13 Dec 16
     
    World News: US President-elect Donald Trump chose Exxon Mobil's CEO Rex Tillerson to head the State Department, rejecting concerns over the close relations of the businessman with Russia. Trump's decision cap a long process that has often played in public cracks and exposed within its transition team. He also puts Trump in place for a potential fight with Congress on Tillerson's confirmation, which has connections with Russian President Vladimir Putin.
puzznbuzzus

How to Prepare Aptitude Test for Competitive Exams - 0 views

Practice as many questions before your assessment. The more psychometric aptitude test questions you practice the more your speed, accuracy and confidence will improve. Improving these factors will...

Aptitude Test Online

started by puzznbuzzus on 23 Feb 17 no follow-up yet
angelica laurencon

The Holy Grail Of Learning - 19 views

junebre.blogspot.com/...holy-grail-of-learning.html

Social Learning MOOC Web based Process Final Cut for Academic Knowledge Management

shared by angelica laurencon on 17 Mar 12 - No Cached
  • angelica laurencon on 17 Mar 12
     
    The problem with new technologies is that they change our work processes. Arne Krokan pulls in his lectures how the introduction of the mower changed work processes in the kitchen. When there were only one or two guys off to cook for 30 and needed not the same labor in the kitchen. Livestock also changed. There was no need for draft animals, but the stock of fuel. This we can easily forget when we will industrialize the third world. We give them aid in the form of animals machines, like those of many different reasons, has no qualification to use, and then stand there and rust. At home, we see that large ICT investments cracks at approx. to 40% on cost and 80% on time . Often makes ICT investment crease in the organization because one does not take into account that ICT change processes. It's a completely different matter to change the email system, but to go from manual to electronic mail service. What is the biggest challenge is that not know in advance the processes and opportunities, and berensninger, located in the new technology. Therefore, one must endure a period of chaos and trial and error.
aspenrentals

Aspen House Rentals - 0 views

Getting a house that suits your needs is very difficult. There are often many houses that you can get yourself; however, finding one that matches your personality is a very difficult job. This proc...

aspen colorado rentals vacation

started by aspenrentals on 24 Apr 14 no follow-up yet
David Wetzel

Project Based Learning Viewed Through a Digital Lens - 0 views

www.teachscienceandmath.com/...-viewed-through-a-digital-lens

teaching strategies problem project solving based learning science technology integration web 2.0 math teach and

shared by David Wetzel on 25 Jun 10 - Cached
  • David Wetzel on 25 Jun 10
     
    Often we search for meaningful ways to integrate digital technology in project based learning activities given to our students. We also would like our students to develop a thorough understanding of the concepts underlying the work - after all this is the purpose of the project. Giving students the opportunity to complete and present their project through a digital lens has one great advantage - student engagement. This in turn causes students to develop a more in depth understanding of concepts.
David Wetzel

How to Create Screencasts for Teaching and Learning Using Jing - 1 views

www.teachscienceandmath.com/...aching-and-learning-using-jing

educational technology how to create jing Math online tools Science screencasts videocasts web 20

shared by David Wetzel on 02 Jun 10 - Cached
  • David Wetzel on 02 Jun 10
     
    Have you ever wanted to create short "how to" video for your students to use for homework, remembering facts, and solving math problems. How often have your students stated, "I could not complete the homework assignment, because I could not remember the steps and no one could help me." Well the answer is to create a screencast or video for posting on your class wiki or blog for students to view at home or anywhere else they have web access.
David Wetzel

Tips and Tricks for Finding Science and Math Images on the Web - 0 views

www.teachscienceandmath.com/...nce-and-math-images-on-the-web

tips for integrating technology in education finding images on the web science teach and math strategies teaching learning

shared by David Wetzel on 07 Sep 10 - No Cached
  • David Wetzel on 07 Sep 10
     
    Like everything else on the Internet, trying to find images is like trying to find a needle in a haystack. Without the right tools for finding science and math images on the web it is often an impossible, or at least mind-numbing, task. What is needed are search engines which make the job easier. This is where the tips and tricks provided below help this seemingly impossible task by using the top search Web 2.0 search engines and tools available today. These are valuable resources for both you and your students when trying to find just the right image for lesson or project involving digital media.
Angela Christopher

Picture This: Visual Literacy Activities - 0 views

www.museumca.org/...visual.html

visual_literacy

shared by Angela Christopher on 26 Jul 08 - Cached
  • Angela Christopher on 26 Jul 08
     
    It is important that students learn to recognize and understand the often-complex messages of photographic images. Consistent with this goal, this website provides students with tools needed to critically examine their visual world.
Barbara Lindsey

NSBA T+ L News - NSBA announces this year's '20 to Watch' - 0 views

www.eschoolnews.com/...index.cfm

innovators edtech leaders 20 2 Watch

shared by Barbara Lindsey on 01 Nov 08 - Cached
  • According to the organization, this list encompasses the most dynamic group of leaders they’ve ever recognized: from the director of technology for the Zuni Tribe’s school district to the first librarian to be mentioned on the list, all have helped students reach 21st-century educational goals.
  • “This list is really for the people who haven’t yet emerged on the national stage,”
  • Participants must be nominated by their peers or supervisors, and each applicant must describe a tech-related initiative that his or her nominee is involved with, why the nominee is an emerging leader, and how the nominee’s curiosity with new technology is implemented in education.
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  • “I feel it is so important that school librarians are recognized as educators who are often on the cutting edge of using new technology with K-12 students,” said Kay Hones, librarian for Stevenson Elementary School in San Francisco and one of this year’s honorees. “As a school librarian, I am often the first to try a new technology and quickly find a way to use it with all students.”
  • “I believe test scores and literacy rates will improve when all students have equitable access to high-quality library programs, including books, media, electronic, and primary resources that support student interest as well as curriculum,” she said.
  • Cynthia Trujillo, director of technology for Zuni Public School District, agrees that equitable access to technology is a key to students’ future success.
  • “The community also didn’t have the ability to connect, so I worked with the local phone company, CenturyTel, to provide everyone access,” said Trujillo. “By being able to connect to the internet, we’ll be able to share our culture with others, and vice versa.”
  • Recognizing the lack of discretionary funds for teachers, Henke—who was nominated by CoSN’s chief executive, Keith Krueger—launched www.grantwrangler.com, a free online listing service of grants and awards for teachers and students. This fall, an offshoot of the project, www.mygrantwrangler.com, will be the first social-networking site for both grant seekers and grant givers to share insights and experiences, she said.
Hanna Wiszniewska

Free Technology for Teachers: What is RSS? - 0 views

www.freetech4teachers.com/...what-is-rss.html

shared by Hanna Wiszniewska on 10 Jan 09 - Cached
  • Hanna Wiszniewska on 10 Jan 09
     
    As a teacher, using an RSS reader can help you stay informed and up to date on new information related to your content area and practice. People often ask me how I find so much information about new technology resources, the answer is simple, I scan roughly 600 updates in my RSS reader every day. Obviously you don't have to subscribe to as many websites as I do to stay informed, but my RSS addiction does demonstrate how much time a person can save and how much information a person can find by using an RSS reader. If I didn't use an RSS reader there is no way that I could find so much information in a couple of hours each day. (As a side note, I'm going camping for six days without Internet access when I get back, I'll have thousands of items to scan through). If you maintain a blog or website for your classroom, having your students use RSS readers is a good way to keep them informed of new information you've posted. For teachers that address current events in their curriculum, having students use RSS readers is a good way for them to track developments in news stories.
Michael Johnson

Apprehending the Future: Emerging Technologies, from Science Fiction to Campus Reality... - 5 views

www.educause.edu/...171774

Learning educational technology future directions

shared by Michael Johnson on 15 Feb 10 - Cached
  • environmental scan
  • The environmental scan method offers several advantages, starting with the fact that drawing on multiple sources and perspectives can reduce the chances of bias or sample error. The wider the scan, the better will be the chance of hitting the first trace of items that, although small at the moment, could expand into prominence. A further advantage is pedagogical: trying to keep track of a diverse set of domains requires a wide range of intellectual competencies. As new technologies emerge, more learning is required in subfields or entire disciplines, such as nanotechnology or digital copyright policy.
  • Disadvantages of this method start from its strengths: environmental scanning requires a great deal of sifting, searching, and analyzing. Finding the proverbial needle in the haystack isn't useful if its significance can't be recognized. Furthermore, the large amount of work necessary for both scanning and analyzing can be daunting, especially for smaller schools or enterprises.
  • ...3 more annotations...
  • That complexity demands non-simple responses. Each of the techniques sketched above offers one way of helping groups to think through these emergent forces and to apprehend the future. Crowdsourcing, scenarios, prediction markets, the Delphi method, and environmental scanning are complementary strategies. Using several of these methods can teach us to learn about the future in more sophisticated, pro-active ways. If the methods appear strange, resembling science fiction, perhaps that is a sign of their aptness for the future, since the future often appears strange just before it becomes ordinary—or, in our case, just before it becomes a campus reality. As higher education budgets clamp down and the future hurtles toward us, we need these methods and techniques as allies that can help us to survive . . . and to learn.
  • Crowdsourcing, scenarios, prediction markets, the Delphi method, and environmental scanning are complementary strategies. Using several of these methods can teach us to learn about the future in more sophisticated, pro-active ways. If the methods appear strange, resembling science fiction, perhaps that is a sign of their aptness for the future, since the future often appears strange just before it becomes ordinary—or, in our case, just before it becomes a campus reality. As higher education budgets clamp down and the future hurtles toward us, we need these methods and techniques as allies that can help us to survive . . . and to learn.
  • to apprehend the future. Crowdsourcing, sce
  • Michael Johnson on 15 Feb 10
     
    Alexander discusses methods for keeping up with the future of technology and its use in higher education.
David Wetzel

How to Make Science or Math Flash Cards for an iPod like a Pro - 0 views

teachingtechnology.suite101.com/...h-cards-for-an-ipod-like-a-pro

how to make powerpoint math activities itunes ipods mobile device flash cards keynote technology

shared by David Wetzel on 11 May 10 - Cached
  • David Wetzel on 11 May 10
     
    "Ever wondered how to make science or math flash cards for students to use with their mobile devices? This typically comes about because finding science and math flash cards specific to a particular concept, topic area, or unit is difficult. Often when appropriate flash cards are found, they are too expensive or need modification. Technological advances have uncomplicated the process of making tailor made free flash cards for students."
Todd Finley

"The Future of Privacy: How Privacy Norms Can Inform Regulation" - 6 views

www.danah.org/...PrivacyGenerations.html

privacy web2.0

shared by Todd Finley on 01 Jan 11 - No Cached
  • Todd Finley on 01 Jan 11
     
    In online public spaces, interactions are public-by-default, private-through-effort, the exact opposite of what we experience offline.  There is no equivalent to the cafe where you can have a private conversation in public with a close friend without thinking about who might overhear. Your online conversations are easily overheard.  And they're often persistent, searchable, and easily spreadable. Online, we have to put effort into limiting how far information flows. We have to consciously act to curb visibility.  This runs counter to every experience we've ever had in unmediated environments.  When people participate online, they don't choose what to publicize.  They choose what to limit others from seeing.  Offline, it takes effort to get something to be seen.  Online, it takes effort for things to NOT be seen.  This is why it appears that more is public.  Because there's a lot of content out there that people don't care enough about to lock down.  I hear this from teens all the time.  "Public by default, privacy when necessary."  Teens turn to private messages or texting or other forms of communication for intimate interactions, but they don't care enough about certain information to put the effort into locking it down.  But this isn't because they don't care about privacy.  This is because they don't think that what they're saying really matters all that much to anyone.  Just like you don't care that your small talk during the conference breaks are overheard by anyone.  Of course, teens aren't aware of how their interactions in aggregate can be used to make serious assumptions about who they are, who they know, and what they might like in terms of advertising.  Just like you don't calculate who to talk to in the halls based on how a surveillance algorithm might interpret your social network.    
Travis Noakes

Udemy Blog » Blog Archive » Online education and the rise of the Competency M... - 6 views

www.udemy.com/...e-rise-of-the-competency-model

online education competence model learning innovation

shared by Travis Noakes on 27 Jan 11 - No Cached
  • Travis Noakes on 27 Jan 11
     
    "Competency" is the watchword. So often we simply ask for people to have basic competency in their job, not excellence even, just competency!  Yet the education system isn't based on a competency model.  Instead, it's based on credit hours: how many hours a student sits in a class. This model persists like an old t-shirt we hate to give away because of all the good times we've had in it.  But it's time to move on; it's time to introduce the competency model as an equal partner in the educational system.
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.
Jenny Davis

OER Commons: Open Educational Resources - 8 views

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shared by Jenny Davis on 12 Jun 09 - Cached
  • Rhondda Powling on 12 Jun 09
     
    OER Commons is all about sharing open educational resources. Subject areas include: Arts, Business, Humanities, Mathematics & Statistics, Science & Technology and Social Sciences. Over 16 different types of course materials are provided. You can search OER Commons by subject area, grade level, material type, media format and conditions of use or by selecting a relevant tag.
  • Jenny Davis on 07 Mar 12
     
    The Internet is rich with open educational resources that both educators and students might want to use. However, finding those resources is often time-consuming. The OER Commons website was created to help educators, students, and lifelong learners find Open Educational Resources that are already posted somewhere on the Internet. OER Commons is not a search engine (like Google) and it is not a list of links. This site is a structured database of links to high-quality resources found on other websites. OER Commons provides a single point of access through which educators, students, and all learners can search,browse, evaluate, and discuss over 30,000 high-quality OER.
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