Skip to main content

Home/ Cognitive Interfund Transfer/ Group items tagged share

Rss Feed Group items tagged

Bradford Saron

Free PowerPoint Template & Simple Way to Share Files » The Rapid eLearning Blog - 0 views

  •  
    Overview of file sharing websites. 
Bradford Saron

The Digital Disruption | Foreign Affairs - 1 views

  • A similar phenomenon is occurring today in places such as Iran and Syria, where government officials seeking unvarnished news of the world beyond their borders use so-called proxy servers and circumvention technology to access their own Facebook or e-mail accounts -- platforms their governments regularly block.
    • Bradford Saron
       
      This eerily sounds like what we do in schools, which is too bad. It sort of sounds like we are running a small communist nation.
  • comparing the uncertain dial tone of the fax machine with the speed of today's handheld devices is like comparing a ship's compass to the power of global positioning systems.
    • Bradford Saron
       
      This paragraph could be an update to Clay Shirky's book, Cognitive Surplus. 
  • ...21 more annotations...
    • Bradford Saron
       
      Like Google.
  • "partially connected"
  • breaking down traditional barriers of age, gender, and socioeconomic status
  • cell phones
  • cell-phone
  • cell phones
  • nature of civil society
  • more costs than benefits
  • connecting nations" -- places where technological development is still nascent and where both governments and citizens are testing out tools and their potential impact
  • "open by default"
  • the so-called failed states
  • Efforts by democratic governments to foster freedom and opportunity will be far stronger if they recognize the vital role technology can play in enabling their citizens to promote these values -- and that technology is overwhelmingly provided by the private sector.
  • interconnected estate
  • interconnected estate
  • to shape government and corporate behavior
  • by promoting freedom of expression and by protecting citizens from threatening governments.
  • join together in new alliances to multiply their impact.
  • offer a new way to exercise the duty to protect citizens around the world who are abused by their governments or barred from voicing their opinions
  • citizens' use of technology can be an effective vehicle to promote the values of freedom, equality, and human rights globally
  • shared power
    • Bradford Saron
       
      Shared power. It's odd that the core problem of connection through technology may be shared power. Must our core thesis be (then) how to participate in an environment of shared power or of decentralization of information or of disaggregation of opportunity to participate? Hmmmm. 
Bradford Saron

Google Shared Spaces - 0 views

  •  
    This is out of Google Labs and is called shared spaces. It uses the old Google Wave widgets. So for those of you disappointed to hear about Google phasing out Wave, this may be a sound replacement. 
Bradford Saron

Using Social Media for Professional Learning: Seek, Sense, and Share - 1 views

  •  
    For 2011, my three words are: Seek, Sense, and Share inspired by Harold Jarche's model for networked learning. How these words will guide me in 2011: Seek: Seeking is the process of keeping up to date in your field. Over the past decade, the Internet and social media have b
Bradford Saron

Laundry List for Community Builders « 21st Century Collaborative - 1 views

  • The following is a “laundry list” of recommendations Community Developers should consider in the creation of their social community.
    • Bradford Saron
       
      Sounds like the directions to set up a digital professional learning community with staff and faculty. 
  • Adopt a paradigm that views the community construction process as one of co-design that compliments and enhances your organization’s mission and values.
  • Create an emergent, evolving co-design with the collaboration of your intended members in developing a shared vision, community niche, and ongoing feedback loop on ways to improve design and usability.
  • ...7 more annotations...
  • Utilization of a loose governance through light leadership roles in the initial launch, such as, community organizer, expert voice/subject matter expert, cognitive coaches, moderator/facilitator, help desk or support. Then build to an evolving leadership pattern that focuses on self-directed learning and self-governance.
    • Bradford Saron
       
      Cognitive coaches and support. Then comes self-direction. 
  • Careful selection of a community organizer who should have passion, vision, enthusiasm, a clear understanding of professional practice, who is visionary and must not be afraid of innovation or changes
  • Creation of profile customization, identity tools, subgroup areas and activities to build trust and sense of community
  • Creation of a tool set that should enable like-minded individuals to form subgroups around shared goals and interests
  • Tools not rules – When possible use tools to help members self-govern
  • Inclusion of expert voices with name recognition that will bring newcomers and experienced community members together to share and learn from each other
  • Initiate regular content around relevant provocative issues and help members develop a sense of ownership
Bradford Saron

The Political Power of Social Media | Foreign Affairs - 0 views

  • The event marked the first time that social media had helped force out a national leader.
  • How does the ubiquity of social media affect U.S. interests, and how should U.S. policy respond to it?
  • social media have become coordinating tools for nearly all of the world's political movements, just as most of the world's authoritarian governments (and, alarmingly, an increasing number of democratic ones) are trying to limit access to it.
  • ...5 more annotations...
  • New media conducive to fostering participation can indeed increase the freedoms Clinton outlined, just as the printing press, the postal service, the telegraph, and the telephone did before.
  • Despite this basic truth -- that communicative freedom is good for political freedom -- the instrumental mode of Internet statecraft is still problematic.
  • THE THEATER OF COLLAPSE
  • Opinions are first transmitted by the media, and then they get echoed by friends, family members, and colleagues. It is in this second, social step that political opinions are formed. This is the step in which the Internet in general, and social media in particular, can make a difference. As with the printing press, the Internet spreads not just media consumption but media production as well -- it allows people to privately and publicly articulate and debate a welter of conflicting views.
  • This condition of shared awareness -- which is increasingly evident in all modern states -- creates what is commonly called "the dictator's dilemma" but that might more accurately be described by the phrase coined by the media theorist Briggs: "the conservative dilemma," so named because it applies not only to autocrats but also to democratic governments and to religious and business leaders. The dilemma is created by new media that increase public access to speech or assembly; with the spread of such media, whether photocopiers or Web browsers, a state accustomed to having a monopoly on public speech finds itself called to account for anomalies between its view of events and the public's. The two responses to the conservative dilemma are censorship and propaganda. But neither of these is as effective a source of control as the enforced silence of the citizens. The state will censor critics or produce propaganda as it needs to, but both of those actions have higher costs than simply not having any critics to silence or reply to in the first place. But if a government were to shut down Internet access or ban cell phones, it would risk radicalizing otherwise pro-regime citizens or harming the economy.
  •  
    The power of being digitally social, this is an example in the political arena. This is also what Clay Shirky is talking about in a Cognitive Surplus. This is the power of people collaborating and sharing without consideration of cost, distance, time, copyright, law, etc. Do we want to teach children how to ethically participate in this type of environment? Or, just let them go without any skills or discipline?
Bradford Saron

McREL Blog: One-to-one initiatives require a "core vision" - 0 views

  • Calling on and sharing research and best practices will be crucial to district’s messaging. If tablets are the chosen devices, a district must be prepared to provide technologies for students to create, multi-task, store and produce robust results/activities in addition to what they will do on the limited functionality tablets…and they need to honestly share this need and solutions to provide additional device support. There is a much bigger picture and quality impact on education with authentic one-to-one implementations. It has to be about core vision, beliefs and strategies that complement what’s needed for learning and producing in the 21st century. It is not as simple as buying a cool tool. We can all have cool tools and have the same old, same old education system resulting in the same old, same old results.
  •  What do administrators, teachers, parents/guardians, etc., need to know and do differently in this changed state?
  • o transform teaching and learning to a student centered, personalized instructional setting, there are key components—project plan elements—that have to be addressed to be successful.  Leaders need to know, understand and guide the ‘change’ process. A 360 degree professional learning program must be embedded for all stakeholders. Teachers who will need to change their practices from adult-centered, static systems to student driven, experiential operations require time, guidance and learning communities to ensure the shift of practice. And overarching policies must direct the practices.
  •  
    Thoughful overview of 1:1 considerations. 
Curt Rees

Principals share secrets to positive school culture | eSchool News - 0 views

  •  
    Power of principals on school culture
Curt Rees

Donald Clark Plan B - 0 views

  • My suspicion is that they know far more about this than we adults.
  • Never have the young shared so much, so often in so many different ways.
  • Teaching and lecturing are largely lone wolf activities in classrooms. Schools, colleges and Universities share little. Educational professionals are deeply suspicious of anything produced outside of their classroom or their institution.
  • ...5 more annotations...
  • Beware of big, abstract nouns.
  • When it comes to creativity, my own view is that the music, drama and other creative skills my own offspring have gained, have mostly been acquired outside of school.
  • Universities were failing badly on the three skills they studied; critical thinking, complex reasoning and communications
  • Across the Arab world young people have collaborated on Blogs, Twitter, Facebook and Youtube to bring down entire regimes. Not one of them has been on a digital literacy course.
  • Pushing rounded, sophisticated, informal skills into a square, subject-defined environment is not the answer.
  •  
    This is very thought-provoking, especially the section on collaboration. 
Bradford Saron

So Here's What I'd Do : 2¢ Worth - 0 views

  • But here are the solutions that this challenge brings to mind. Eliminate paper from the budget and remove all copiers and computer printers from schools and the central office (with exceptions of essential need). “On this date, everything goes digital.” Create a professional development plan where all faculty and staff learn to teach themselves within a networked, digital, and info-abundant environment — it’s about Learning-Literacy. Although workshops would not completely disappear, the goal would be a culture where casual, daily, and self-directed professional development is engaged, shared, and celebrated — everyday! Then extend the learning-literacy workshops to the greater adult community. Establish a group, representing teachers, staff, administration, students, and community. Invite a “guru” or two to speak to the group about the “Why” of transforming education.  Video or broadcast the speeches to the larger community via local access, etc. The group will then write a document that describes the skills, knowledge, appreciations and attitudes of the person who graduates from their schools — a description of their goal graduate. The ongoing work of writing this document will be available to the larger community for comment and suggestion. The resulting piece will remain fluidly adaptable. Teachers, school administrators, and support staff will work in appropriately assembled into overlapping teams to retool their curricula toward assuring the skills, knowledge, appreciations and attitudes of the district’s goal graduate. Classroom curricula will evolve based on changing conditions and resources. To help keep abreast of conditions, teachers and support staff will shadow someone in the community for one day at least once a year and debrief with their teams identifying the skills and knowledge they saw contributing to success, and adapt their curricula appropriately.
  • The district budget will be re-written to exclude all items that do not directly contribute to the goal graduate or to supporting the institution(s) that contribute to the goal graduate. Part of that budget will be the assurance that all faculty, staff, and students have convenient access to networked, digital, and abundant information and that access will be at least 1 to 1. A learning environment or platform will be selected such as Moodle, though I use that example only as a means of description. The platform will have elements of course management system, social network and distributive portfolio. The goal of the platform will be to empower learning, facilitate assessment, and exhibit earned knowledge and skills to the community via student (and teacher) published information products that are imaginative, participatory and reflect today’s prevailing information landscape. Expand the district’s and the community’s notions of assessment to include data mining, but also formal and informal teacher, peer, and community evaluation of student produced digital products. Encourage (or require) teachers to produce imaginative information products that share their learning either related or unrelated to what they teach.  Also establish learning events where teachers and staff perform TED, or TELL (Teachers Expressing Leadership in Learning) presentations about their passions in learning to community audiences. Recognize that change doesn’t end and facilitate continued adapting of all plans and documents. No more five-year plans. Everything is timelined to the goal graduate.
  •  
    In response to the "bad" trend of tech gurus not offering any solutions. 
Robert Slane

- The Connected Educator Culture - 0 views

  • What does it take to be a Connected Educator?Willingness to be digitally literateWillingness to seek out and connect with other educators.Willingness to explore and share ideas with other educatorsWillingness to develop and maintain a Professional Learning Network of sourcesWillingness to peruse, engage, and share pertinent Education BlogsWillingness to be a lifelong learner in pursuit of relevance
Bradford Saron

Seth's Blog: Deliberately uninformed, relentlessly so [a rant] - 0 views

  •  
    "Access to knowledge, for the first time in history, is largely unimpeded for the middle class. Without effort or expense, it's possible to become informed if you choose. For less than your cable TV bill, you can buy and read an important book every week. Share the buying with six friends and it costs far less than coffee. Or you can watch TV"
Bradford Saron

Executive Summary | U.S. Department of Education - 1 views

  • 1.1 States should continue to revise, create, and implement standards and learning objectives using technology for all content areas that reflect 21st-century expertise and the power of technology to improve learning.
    • Bradford Saron
       
      Sounds like a Technology Plan, doesn't it. 
  • 3.2 Leverage social networking technologies and platforms to create communities of practice that provide career-long personal learning opportunities for educators within and across schools, preservice preparation and in-service education institutions, and professional organizations.
    • Bradford Saron
       
      This is exactly what we are doing right now. 
  • 4.1 Ensure students and educators have broadband access to the Internet and adequate wireless connectivity both in and out of school
    • Bradford Saron
       
      Both in school and at home. 
  • ...3 more annotations...
  • 4.2 Ensure that every student and educator has at least one Internet access device and appropriate software and resources for research, communication, multimedia content creation, and collaboration for use in and out of school
    • Bradford Saron
       
      1:1 just got national endorsement. 
  • 5.2 Rethink basic assumptions in our education system that inhibit leveraging technology to improve learning, starting with our current practice of organizing student and educator learning around seat time instead of the demonstration of competencies
    • Bradford Saron
       
      Leveraging technology to improve learning. 
  • Convening education stakeholders, in person and online, to share content, insights, and expertise and to collaborate on key elements of this plan. Ideas and best practices that emerge from these convenings will be shared throughout our education system
    • Bradford Saron
       
      My hand is digitally raised right now. 
  •  
    iI found this interesting. Wisconsin could benefit from some of this thinking.
  •  
    Great job, Miles!
  •  
    As you know Brad, I am all over this. One thing I have been thinking about: in the past some reformers have tried to bring a more experiential feel to public education. I am thinking of John Dewey, progressive reformers in Waukegan, IL and Gary, IN in the 1930s, open classrooms in the 1960s and earl 1970s. Each time these reforms failed to take hold and scale up. I think it would be smart to look at these efforts and think about what's different today, what's the same, and how do we avoid the same fate.
Bradford Saron

Dr. Jim Taylor: Generation Tech: Where are the Parents? - 2 views

  • First, there are the parents both of whom work full-time and simply aren't around to monitor and limit their children's use of technology.
  • Other parents just seem to be in denial.
  • Still others are veritable Luddites who seem incapable of or unwilling to understand, much less control, the cyberworld that their children inhabit.
  • ...1 more annotation...
  • And the final category is what I call capitulating parents, who actually enable their children's unhealthy relationship with technology.
  •  
    A great acknowledgement of the shared responsibility of how young adults communicate through and interact with digital age tools. 
Bradford Saron

The State of the World: 10 Belated Reflections on 2011 Davos Don Tapscott : : Don Tapscott - 0 views

  • The new “wiki revolutions” are so explosive and happen so fast, that there is no clear vanguard to take power, leaving a vacuum. The vacuums that result pose significant challenges for everyone who cares about moving from oppression, dictatorship and fundamentalism to openness, democracy and 21st century governments.
  • he world is increasingly complex and interconnected, and, at the same time, experiencing an erosion of common values and principles. This undermines the public’s trust in leadership, which in turn threatens economic growth and political stability.  In the words of the WEF’s founder Klaus Schwab, we need to “concentrate on defining the new reality and discuss which shared norms are required for making global cooperation possible in this new age.”
  • There are traditional risks like nuclear war, terrorism, climate change, infectious diseases, economic crisis and failed states.  But new risks are emerging everywhere. Consider something as seemingly mundane as the global supply chain. The vast networks that provide the world with food, clothing, fuel and other necessities could handle an Iceland volcano and one other catastrophe like the failure of the Panama Canal. But according to experts, a third simultaneous disaster would collapse the system. People around the world would stop getting food and water, leading to unthinkable social unrest and even a disintegration of civilized society.
  • ...6 more annotations...
  • we will only make growth sustainable “if we make our growth inclusive.”
  • They have been bathed in bits; computers, the internet, and interactive technologies are a fundamental part of the experience of youth. To them, technology is like the air. When young people today use digital devices, they are interacting, searching, authenticating, remembering, collaborating, composing their thoughts, and organizing information. They interact with the media and know how to inform themselves and use technology to get things done.
  • China’s disciplined command-and-control style work force could ultimately be trumped by a massive force of Indian professionals who are creative, collaborative, entrepreneurial and life- long learners.
  • The irresistible force to cut government spending is confronted with the immoveable object of essential services, entitlements, military spending and extraordinary expenditures stemming from corporate bailouts and fiscal stimulation. 
  • What’s needed is a Wikinomics approach — embracing more agile, networked structures enabled by global networks for new kinds of collaboration. Nation states would continue to play a central role but can overcome their silo thinking and behavior by sharing information more effectively, cooperating on real-time networks, and basing their decisions more deeply in the processes of multi-stakeholder networks.
  • Understandably social media, mobility and the relentless digital revolution continues to drive change and cause concern in everything from intellectual property to youth revolutions.
  •  
    Tapscott on his continued (and insightful) reflections. 
Bradford Saron

School Funding Myths & Stepping Outside the "New Normal" « School Finance 101 - 0 views

  • Reformy myth #1: That every state has done its part and more, to pour money into high need, especially poor urban districts. It hasn’t worked, mainly because teachers are lazy and overpaid and not judged on effectiveness, measured by value-added scores. So, now is the time to slash the budgets of those high need districts, where all of the state aid is flowing, and fire the worst teachers. And, it will only help, not hurt.
  • Reformy myth #2: The only aid to be cut, the aid that should be cut, and the aid that must be cut in the name of the public good, is aid to high need, large urban districts in particular. The argument appears to be that handing down state aid cuts as a flat percent of state aid is the definition of “shared sacrifice.” And the garbage analysis of district Return on Investment by the Center for American Progress, of course, validates that high need urban districts tend to be least efficient anyway. Therefore, levying the largest cuts on those districts is entirely appropriate.
    • Bradford Saron
       
      "Shared sacrifice" sounds very familiar right now. In reality, in Wisconsin we've the only public field under a revenue limit and under a qualified offer directive, so the problems that Wisconsin is dealing with is not because of education. We've already been the ones "sacrificing," through revenue caps and the QEO. 
  • Reformy myth #3: The general public is fed up and don’t want to waste any more of their hard earned tax dollars on public schools. They are fed up with greedy teachers with gold plated benefits and fed up with high paid administrators. They don’t care about small class sizes and…well… are just fed up with all of this taxing and spending on public schools that stink. As a result, the only answer is to cut that spending and simultaneously make schools better.
  • ...1 more annotation...
  • Reformy myth #4: None of this school funding stuff matters anyway. It doesn’t matter what the overall level of funding is and it doesn’t matter how that funding is distributed. As evidence of this truthiness, reformers point to 30+ years of huge spending growth coupled with massive class size reduction and they argue… flat NAEP scores, low international performance and flat SAT scores. Therefore, if we simply cut funding back to 1980 levels (adjusted only for the CPI) and fire bad teachers, we can achieve the same level of outcomes for one heck of a lot less money.
  •  
    Does anyone have any myths for Wisconsin?
Bradford Saron

Reach becomes a Class | The Thinking Stick - 4 views

  • 1. Go to the website here
    • Bradford Saron
       
      You guys should check this out!
  •  
    Utecht is sharing a PBS special about his book, REACH. 
Bradford Saron

Social Media + Learning is more than Social Learning - by Jane Hart | E-Learning Council - 1 views

  • There are two key areas where this is happening and where it is having an impact on organisational learning.Extensive use of public social media sites like YouTube, Scribd, Slideshare, Blogger, Wordpress, Wikipedia, and so on, that support the creation, sharing and commenting of content, as well as the co-creation of content, means that workers are now using similar approaches in their organisations to co-create and share their own content within their own work teams.Extensive use of social networking sites like Facebook, Twitter, LinkedIn, etc where individuals have built a personal network of trusted friends, means that they are using similar approaches to build networks of trusted colleagues (both internally and externally), as well as power team workspaces and internal communities of practice.
  • This new approach will embrace both the use of external social media tools as well as internal tools, but what is clear these tools will need to support - as well as power - far wider approaches to learning, than has hitherto been the case. In fact as learning and working become much more closely integrated, “learning” will not be seen as a separate activity requiring separate, dedicated learning systems or platforms, but will need to be supported and enabled within the normal workflow collaboration systems.
  •  
    Must read. 
Bradford Saron

What Digital Native children can teach the rest of us about tech - 1 views

  • “Children’s starting point is one step ahead of ours,” Sakaria says. “They are beginning their lives in a world where the Internet is integrated into their everyday experiences – not only through mobile technologies – but soon through the mainstreaming of RFID, NFC and other ‘Internet of things‘ based developments. As a result, digital natives allow us to see unrestrained possibilities for Web-based developments.”
  • The more you give, the more you get. The more you share, the more you are shared.” Today’s children understand that intuitively. They’re also comfortable with shifting between multiple virtual identities via online games and virtual worlds. Meanwhile, ‘mixed reality’ environments like those you experience while playing with a Nintendo Wii or Xbox Kinect, are no novelty to today’s children – they’re just an obvious way to interact with technology.
  •  
    What can we learn from digital natives? 
Paul Blanford

Great Graphic shared by Sean Junkins - 0 views

1 - 20 of 36 Next ›
Showing 20 items per page