Best content in CLMOOK | Diigo

Can Schools Cultivate a Student's Ability to Think Differently? | MindShift | KQED News - 0 views

ww2.kqed.org/...s-ability-to-think-differently

CLMOOC inquiry

shared by Michael Weller on 21 Jul 15 - No Cached

A mashup of democratic and project-based learning would enhance the characteristics that lie at the heart of the entrepreneurial mindset. Zhao envisions schools that combine three essential elements: a freedom-based, non-coercive environment (as can be found at England’s democratic Summerhill School); enhanced project-based learning opportunities (such as those offered at New Technology High in Napa, California); and interaction with the larger world (as practiced by a program that allows students at the Cherwell School in Oxford, England, to collaborate with students at the Gcato School in Eastern Cape, South Africa).
- Michael Weller on 21 Jul 15
  
  These might be three principles to consider in my own work to make my classroom more democratic.
  
  <div class="cArrow"> </div><div class="cContentInner">These might be three principles to consider in my own work to make my classroom more democratic.</div>
  
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Michael Weller on 21 Jul 15

"A mashup of democratic and project-based learning would enhance the characteristics that lie at the heart of the entrepreneurial mindset. Zhao envisions schools that combine three essential elements: a freedom-based, non-coercive environment (as can be found at England's democratic Summerhill School); enhanced project-based learning opportunities (such as those offered at New Technology High in Napa, California); and interaction with the larger world (as practiced by a program that allows students at the Cherwell School in Oxford, England, to collaborate with students at the Gcato School in Eastern Cape, South Africa)."

<div class="cArrow"> </div><div class="cContentInner">"A mashup of democratic and project-based learning would enhance the characteristics that lie at the heart of the entrepreneurial mindset. Zhao envisions schools that combine three essential elements: a freedom-based, non-coercive environment (as can be found at England's democratic Summerhill School); enhanced project-based learning opportunities (such as those offered at New Technology High in Napa, California); and interaction with the larger world (as practiced by a program that allows students at the Cherwell School in Oxford, England, to collaborate with students at the Gcato School in Eastern Cape, South Africa)."</div>

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The Un-Making of a Make Comic - Amanda J. Hedrick - 0 views

amandajhedrick.weebly.com/...the-un-making-of-a-make-comic

CLMOOC

shared by Michael Weller on 14 Jul 15 - No Cached

Michael Weller on 14 Jul 15

"I'm going to say something that may not be popular now, but I hope you'll bear with me for a minute. To me, the Make Bank feels like it's for "the good stuff" or for the fancy makers. This isn't necessarily because of anything Educator Innovator or CLMOOC has put out; it's just my feel. I'll be honest… I'm intimidated by it! Since I'm a little bit intimidated by it, I don't really think about the Make Bank as I'm playing with CLMOOC prompts. I'll be really frank -- the page in the Make Bank featuring the comic is the only one I've visited since I started with the CLMOOC in 2013. I'm a little bit embarrassed to mention that, but I mention it because I might not be the only person who has this experience. If others are intimidated by the Make Bank and staying in the more social spaces like G+, Twitter, or Facebook, I think this comic should be there too. The audience of the comic is those who are new to CLMOOC and making, so the comic should be in places new participants frequent. "

<div class="cArrow"> </div><div class="cContentInner">"I'm going to say something that may not be popular now, but I hope you'll bear with me for a minute. To me, the Make Bank feels like it's for "the good stuff" or for the fancy makers. This isn't necessarily because of anything Educator Innovator or CLMOOC has put out; it's just my feel. I'll be honest… I'm intimidated by it! Since I'm a little bit intimidated by it, I don't really think about the Make Bank as I'm playing with CLMOOC prompts. I'll be really frank -- the page in the Make Bank featuring the comic is the only one I've visited since I started with the CLMOOC in 2013. I'm a little bit embarrassed to mention that, but I mention it because I might not be the only person who has this experience. If others are intimidated by the Make Bank and staying in the more social spaces like G+, Twitter, or Facebook, I think this comic should be there too. The audience of the comic is those who are new to CLMOOC and making, so the comic should be in places new participants frequent. "</div>

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Is It Time to Give Up on Computers in Schools? - Hybrid Pedagogy - 0 views

www.hybridpedagogy.com/...ive-up-on-computers-in-schools

shared by onewheeljoe on 30 Jun 15 - No Cached

- onewheeljoe on 30 Jun 15
  
  The word easy stands out to me here. Schools are proving that it isn't easy to subvert or to entrench the meritocratic, racially segregated, class-based system of education. There is deliberate struggle on both sides and progress is painfully slow. What I find to be true is that if you follow the money, you find that it the dollars are best organized in the effort to further entrench our inequitable systems.
  
  <div class="cArrow"> </div><div class="cContentInner">The word easy stands out to me here. Schools are proving that it isn't easy to subvert or to entrench the meritocratic, racially segregated, class-based system of education. There is deliberate struggle on both sides and progress is painfully slow. What I find to be true is that if you follow the money, you find that it the dollars are best organized in the effort to further entrench our inequitable systems. </div>
  
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we need to get the ideologies that are hardwired into computers out of the classroom.
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These were days of experimentation, and as Seymour teaches us, re-imagining what these powerful machines could enable students to do. (That’s why the computer matters, Seymour argued — something you could tinker and think with. Not this other word that ISTE now invokes, “technology.”) And then came the network.
- onewheeljoe on 30 Jun 15
  
  How has the network stifled tinkering, innovation and progress?
  
  <div class="cArrow"> </div><div class="cContentInner">How has the network stifled tinkering, innovation and progress? </div>
  
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...5 more annotations...
What “the network” introduced in educational technology was also a more centralized control of computers. No longer was it up to the individual, innovative teacher to have a computer in her classroom. It was up to the district, the Central Office. It was up to IT. The sorts of hardware and software that were purchased had to meet those needs — the needs and the desire of the administration, not the needs and the desires of innovative educators, and certainly not the needs and desires of students.
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Computers are a tool of surveillance.
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If we want schools to be democratizing, then we need to stop and consider how computers are likely to entrench the very opposite. Unless we stop them.
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ISTE is the perfect place to question what the hell we’re doing in ed-tech in part because this has become a conference and an organization dominated by exhibitors. Ed-tech — in product and policy — is similarly dominated by brands. 60% of ISTE’s revenue comes from the conference exhibitors and corporate relations; touting itself as a membership organization, just 12% of its revenue comes from members. Take one step into that massive shit-show called the Expo Hall and it’s hard not to agree: “Yes, it is time to give up on computers in schools.”
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The stakes are high here in part because all this highlights Google’s thirst for data — our data. The stakes are high here because we have convinced ourselves that we can trust Google with its mission: “To organize the world’s information and make it universally accessible and useful.”
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ED373391.pdf - 0 views

files.eric.ed.gov/...ED373391.pdf

Fullan Change_Forces inquiry CLMOOC

shared by Michael Weller on 22 Jun 15 - No Cached

PowerPoint as an Authoring Tool: Use this great tool, but don't tell the others! - eLea... - 0 views

elearningindustry.com/owerpoint-as-an-authoring-tool

PowerPoint

shared by Michael Weller on 21 Jun 15 - No Cached

#CLMOOC and Making and Hacking with Android - 0 views

clmooc.jgregorymcverry.com/...aking-and-hacking-with-android

shared by Terry Elliott on 20 Jun 15 - No Cached

Developing a work out loud 'attitude' | Explorations in learning - 0 views

explorationsinlearning.wordpress.com/...oping-a-work-out-loud-attitude

shared by Michael Weller on 15 Jun 15 - No Cached

All designs | Tinkercad - 0 views

www.tinkercad.com

circuits makerspace design cad programming tinker

shared by Kevin Hodgson on 14 Jun 15 - No Cached

https://webmaker.org/en-US/appmaker - 0 views

webmaker.org/appmaker

app maker mozilla

shared by Kevin Hodgson on 30 Oct 14 - No Cached

The Mega List of Maker Education Resouces | eLearning Faculty - 0 views

elearningfaculty.org/ker-education-resources-tmlooe

maker education

shared by Kevin Hodgson on 06 Aug 14 - No Cached

The Twitter Essay - Hybrid Pedagogy - 1 views

www.hybridpedagogy.com/...the-twitter-essay

hack Twitter pedagogy social media writing

shared by onewheeljoe on 07 Jul 14 - No Cached

onewheeljoe on 07 Jul 14

This suggests possibilities for hacking my writing.

<div class="cArrow"> </div><div class="cContentInner">This suggests possibilities for hacking my writing. </div>

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