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Joshua Yeidel

ILT - Dec 2009 issue - 2 views

viewer.zmags.com/...581142a7

learning social learning google

shared by Joshua Yeidel on 16 Apr 10 - Cached
  • Joshua Yeidel on 16 Apr 10
     
    How do you create a social learning enviornment for free, but wihtout a mish-mash of incompatible tools? Jane Hart investigates"... Google, which at least gives single signon, but other integrations are noteably lacking.
Joshua Yeidel

Digication e-Portfolios: Highered - Assessment - 0 views

www.digication.com/...assessment

portfolio assessment program

shared by Joshua Yeidel on 27 Apr 10 - No Cached
  • Joshua Yeidel on 27 Apr 10
     
    "Our web-based assessment solution for tracking, comparing, and reporting on student progress and performance gives faculty and administrators the tools they need to assess a class, department, or institution based on your standards, goals, or objectives. The Digication AMS integrates tightly with our award winning e-Portfolio system, enabling students to record and showcase learning outcomes within customizable, media friendly templates."
  • Joshua Yeidel on 27 Apr 10
     
    Could this start out as with program portfolios, and bgrow to include student work?
Joshua Yeidel

Cross-Disciplinary Grading Techniques - ProfHacker - The Chronicle of Higher Education - 0 views

chronicle.com/...28804

teaching assessment

shared by Joshua Yeidel on 04 Jan 11 - No Cached
  • Joshua Yeidel on 04 Jan 11
     
    "So far, the most useful tool to me, in physics, has been the rubric, which is used widely in grading open-ended assessments in the humanities. "
  • Joshua Yeidel on 04 Jan 11
     
    A focus on improving the grading experience, rather than the learning experience, but still a big step forward for (some) hard scientists.
Nils Peterson

Why ePortfolio is the Tool of the Time and Who is Enaaeebling It -- Campus Technology - 0 views

campustechnology.com/...and-Who-is-Enaaeebling-It.aspx

aaeebl batson ePortfolio

shared by Nils Peterson on 26 May 09 - Cached
  • Nils Peterson on 26 May 09
     
    Here is part of the announcement of AAEEBL. It drew more angry comments than I think it deserves
S Spaeth

Gulf of Maine Ocean Observing System | eMOLT - Overview - 0 views

www.gomoos.org/...overview.html

iTeams STEM

shared by S Spaeth on 10 Apr 09 - Cached
  • This information will help both lobstermen and scientists understand variations in water temperature and salinity. Both fishermen and scientists have noticed changes in the location of lobsters based on changes in bottom temperature. eMOLT data will help quantify these observations.
  • S Spaeth on 10 Apr 09
     
    Lobstermen collect data Lobstermen collect eMOLT data by attaching temperature and salinity probes to their lobster traps. The probes measure water temperature and salinity while the traps sit on the bottom. When the traps are brought in, the temperature and salinity data from the probes are downloaded to a computer. eMOLT data is available over the internet This website is a collaborative effort between GoMOOS and eMOLT to bring you environmental data collected by both of these programs. The Internet mapping tool found on this site allows you to see the location of GoMOOS and NOAA buoys and the approximate location of the eMOLT sites. We do not show the exact location of the eMOLT sites in order to keep these lobster trapping sites confidential. Using the map, you can select the data you are interested in and then create a graph to view the data.
Corinna Lo

Powering Personal Choice for Global Impact (PEIR) - 0 views

peir.cens.ucla.edu

crowdsourcing

shared by Corinna Lo on 31 Jul 09 - Cached
  • Corinna Lo on 31 Jul 09
     
    PEIR, the Personal Environmental Impact Report, is a new kind of online tool that allows you to use your mobile phone to explore and share how you impact the environment and how the environment impacts you.
  • Theron DesRosier on 31 Jul 09
     
    They use the term "participatory sensing" but the example in the youtube video is something more like "participatory research". Great link Corinna, thanks.
Peggy Collins

Classroom2.0: Twitter, del.icio.us and participatory learning at melanie mcbride online - 0 views

melaniemcbride.net/...ous-and-participatory-learning

twitter web_2.0 social_bookmark

shared by Peggy Collins on 29 Apr 09 - Cached
  • Peggy Collins on 29 Apr 09
     
    Classroom2.0: Twitter, del.icio.us and participatory learning diigo it ShareThis Published at February 10, 2008 in Education and Technology. Print This Post Email This Post twitpost.jpg I do not use a textbook. It is not that I dislike textbooks. It is that my textbook is the web. My textbook is YOU and ME and NOW. Instead of a book, I add all relevant readings, videos or examples to my course delicious bookmarks. That's my virtual, live, textbook - licensed under Creative Commons. And students don't have to blow 60 bucks on it either. And they can subscribe to this textbook using their favourite feed reader. And unlike textbooks, social bookmarking tools enable and activate inquiry, curiosity and ownership of knowledge acquisition. Right now v. back then As I explained to my class, the most important stuff to know about the web is what's happening RIGHT NOW. I may share a video or article in a couple of weeks that has yet to be written. Course readings are not mandatory - because I share most of the stuff in-class but secondary. If students are confused or if they want to dig deeper, they've got Youtube tutorials, how to's and hundreds of articles and research supporting everything I'm talking about in the course.
Theron DesRosier

Scottish Education blog: Assessment 2.0 - 0 views

scottisheducation.blogspot.com/...assessment-20.html

web2.0 assessment

shared by Theron DesRosier on 06 Apr 09 - Cached
  • Theron DesRosier on 06 Apr 09
     
    This matrix is a common representation of Web 2.0 assessment on the web. It attempts to connect web 2.0 tools with assessment. You've heard of e-learning 2.0, well here are some Web 2.0 technologies applied to assessment. The table seeks to show how teachers can use social software for assessment purposes.
Joshua Yeidel

eXe : eLearning XHTML editor - 0 views

www.exelearning.org/FrontPage

elearning web_design

shared by Joshua Yeidel on 11 May 09 - Cached
  • Joshua Yeidel on 11 May 09
     
    A free, open-source webpage creation and editing tool that can export in IMS Content Package, IMS Common Cartridge, or SCORM formats (or as stand-alone web pages.
Matthew Shirey

nLite - Deployment Tool for the bootable Unattended Windows installation - 0 views

www.nliteos.com

windows software tools freeware xp slipstream microsoft

shared by Matthew Shirey on 10 Jul 09 - Cached
  • Matthew Shirey on 10 Jul 09
     
    This awesome little application will walk you through creating windows install CDs that you can tune in hundreds of ways. It makes slipstreaming SPs a piece of cake. You can also preload drivers for targets installs. Making unattended install discs is simple. I've found it quite useful for trimming out all of the $#!+ that you really don't need making for an install of XP that really screams.
Gary Brown

Measures of Colleges' Quality Should Focus on Learning, Speaker Says - Government - The... - 3 views

chronicle.com/...48812

accountability

shared by Gary Brown on 15 Oct 09 - Cached
  • To improve how student learning is measured, Lumina will seek to support and advance tools, tactics, and systems that effectively define and measure both generalizable skills, like abstract reasoning and critical thinking, and subject-specific skills that students learn. The nation should also learn from measurement tools now in use, like the Collegiate Learning Assessment and the Voluntary System of Accountability, Mr. Merisotis says.
  • Gary Brown on 15 Oct 09
     
    The comments section reveal the tenor of the issue.
Nils Peterson

The Web Is Dead. Long Live the Internet | Magazine - 0 views

www.wired.com/...1

shared by Nils Peterson on 18 Aug 10 - Cached
  • Milner sounds more like a traditional media mogul than a Web entrepreneur. But that’s exactly the point. If we’re moving away from the open Web, it’s at least in part because of the rising dominance of businesspeople more inclined to think in the all-or-nothing terms of traditional media than in the come-one-come-all collectivist utopianism of the Web. This is not just natural maturation but in many ways the result of a competing idea — one that rejects the Web’s ethic, technology, and business models. The control the Web took from the vertically integrated, top-down media world can, with a little rethinking of the nature and the use of the Internet, be taken back. This development — a familiar historical march, both feudal and corporate, in which the less powerful are sapped of their reason for being by the better resourced, organized, and efficient — is perhaps the rudest shock possible to the leveled, porous, low-barrier-to-entry ethos of the Internet Age. After all, this is a battle that seemed fought and won — not just toppling newspapers and music labels but also AOL and Prodigy and anyone who built a business on the idea that a curated experience would beat out the flexibility and freedom of the Web.
    • Nils Peterson
      Nils Peterson on 18 Aug 10
       
      An interesting perspective, goes along with another piece I diigoed in Educause Review that was exploring the turning of the tide against EduPunk. What is problematic with the graphic at the lead of this article is that it does not account for the volume of traffic, its all scaled to 100%. So while web's market share is falling as a percent of total packets, and video market share is growing, its not clear that web use (esp for tasks related to learning) is declining.
  • You wake up and check your email on your bedside iPad — that’s one app. During breakfast you browse Facebook, Twitter, and The New York Times — three more apps. On the way to the office, you listen to a podcast on your smartphone. Another app. At work, you scroll through RSS feeds in a reader and have Skype and IM conversations. More apps. At the end of the day, you come home, make dinner while listening to Pandora, play some games on Xbox Live, and watch a movie on Netflix’s streaming service. You’ve spent the day on the Internet — but not on the Web. And you are not alone.
  • This is not a trivial distinction. Over the past few years, one of the most important shifts in the digital world has been the move from the wide-open Web to semiclosed platforms that use the Internet for transport but not the browser for display.
  • ...3 more annotations...
  • A decade ago, the ascent of the Web browser as the center of the computing world appeared inevitable. It seemed just a matter of time before the Web replaced PC application software
  • But there has always been an alternative path, one that saw the Web as a worthy tool but not the whole toolkit. In 1997, Wired published a now-infamous “Push!” cover story, which suggested that it was time to “kiss your browser goodbye.”
  • “Sure, we’ll always have Web pages. We still have postcards and telegrams, don’t we? But the center of interactive media — increasingly, the center of gravity of all media — is moving to a post-HTML environment,” we promised nearly a decade and half ago. The examples of the time were a bit silly — a “3-D furry-muckers VR space” and “headlines sent to a pager” — but the point was altogether prescient: a glimpse of the machine-to-machine future that would be less about browsing and more about getting.
    • Nils Peterson
      Nils Peterson on 18 Aug 10
       
      While the mode is different, does that mean that the independent creation of content and the peer-communities go away because the browser does? Perhaps, because the app is a mechanism to monetize and control content and interaction.
Theron DesRosier

Debate Over P vs. NP Proof Highlights Web Collaboration - NYTimes.com - 1 views

www.nytimes.com/...17proof.html

learning peerreview

shared by Theron DesRosier on 23 Sep 10 - Cached
  • The potential of Internet-based collaboration was vividly demonstrated this month when complexity theorists used blogs and wikis to pounce on a claimed proof for one of the most profound and difficult problems facing mathematicians and computer scientists.
  • “The proof required the piecing together of principles from multiple areas within mathematics. The major effort in constructing this proof was uncovering a chain of conceptual links between various fields and viewing them through a common lens.”
  • In this case, however, the significant breakthrough may not be in the science, but rather in the way science is practiced.
  • ...5 more annotations...
  • What was highly significant, however, was the pace of discussion and analysis, carried out in real time on blogs and a wiki that had been quickly set up for the purpose of collectively analyzing the paper.
  • Several of the researchers said that until now such proofs had been hashed out in colloquiums that required participants to be physically present at an appointed time. Now, with the emergence of Web-connected software programs it is possible for such collaborative undertakings to harness the brainpower of the world’s best thinkers on a continuous basis.
  • collaborative tools is paving the way for a second scientific revolution in the same way the printing press created a demarcation between the age of alchemy and the age of chemistry.
  • “The difference between the alchemists and the chemists was that the printing press was used to coordinate peer review,” he said. “The printing press didn’t cause the scientific revolution, but it wouldn’t have been possible without it.”
  • “It’s not just, ‘Hey, everybody, look at this,’ ” he said, “but rather a new set of norms is emerging about what it means to do mathematics, assuming coordinated participation.”
  • Theron DesRosier on 23 Sep 10
     
    "The difference between the alchemists and the chemists was that the printing press was used to coordinate peer review," he said. "The printing press didn't cause the scientific revolution, but it wouldn't have been possible without it." "The difference between the alchemists and the chemists was that the printing press was used to coordinate peer review," he said. "The printing press didn't cause the scientific revolution, but it wouldn't have been possible without it."
Gary Brown

The Madness of Rankings - WorldWise - The Chronicle of Higher Education - 1 views

chronicle.com/...27100

ranking colleges

shared by Gary Brown on 23 Sep 10 - No Cached
  • In case it hasn’t already become obvious, I am among those who view rankings with some cynicism due to their past misuses and abuses. At the same time, I must concede that they can be a useful tool to help guide institutional improvement.
  • Indeed, rankings are part of the nature of education. Like it or not, comparisons are unavoidable.
  • To further complicate the utility of these rankings, it appears that not a single perspective was included from outside the Ivory Towers.
  • ...1 more annotation...
  • I forgot that students can’t provide a legitimate opinion about their institutions. What do they know about them? I guess not much since their points of view are flatly ignored.
  • Gary Brown on 23 Sep 10
     
    Collector's item.
Gary Brown

Let's Make Rankings That Matter - Commentary - The Chronicle of Higher Education - 3 views

chronicle.com/...124802

rankings

shared by Gary Brown on 04 Oct 10 - No Cached
  • By outsourcing evaluation of our doctoral programs to an external agency, we allow ourselves to play the double game of insulating ourselves from the criticisms they may raise by questioning their accuracy, while embracing the praise they bestow.
  • The solution to the problem is obvious: Universities should provide relevant information to potential students and faculty members themselves, instead of relying on an outside body to do it for them, years too late. How? By carrying out yearly audits of their doctoral programs.
  • The ubiquitous rise of social networking and open access to information via electronic media facilitate this approach to self-evaluation of academic departments. There is no need to depend on an obsolete system that irregularly publishes rankings when all of the necessary tools—e-mail, databases, Web sites—are available at all institutions of higher learning.
  • ...2 more annotations...
  • A great paradox of modern academe is that our institutions take pride in being on the cutting edge of new ideas and innovations, yet remain resistant and even hostile to the openness made possible by technology
  • We should not hide our departments' deficiencies in debatable rankings, but rather be honest about those limitations in order to aggressively pursue solutions that will strengthen doctoral programs and the institutions in which they play a vital role.
Gary Brown

Cross-Disciplinary Grading Techniques - ProfHacker - The Chronicle of Higher Education - 1 views

chronicle.com/...28804

rubrics

shared by Gary Brown on 23 Nov 10 - No Cached
  • So far, the most useful tool to me, in physics, has been the rubric, which is used widely in grading open-ended assessments in the humanities.
  • This method has revolutionized the way I grade. No longer do I have to keep track of how many points are deducted from which type of misstep on what problem for how many students. In the past, I often would get through several tests before I realized that I wasn’t being consistent with the deduction of points, and then I’d have to go through and re-grade all the previous tests. Additionally, the rubric method encourages students to refer to a solution, which I post after the test is administered, and they are motivated to meet with me in person to discuss why they got a 2 versus a 3 on a given problem, for example.
  • his opens up the opportunity to talk with them personally about their problem-solving skills and how they can better them. The emphasis is moved away from point-by-point deductions and is redirected to a more holistic view of problem solving.
  • Gary Brown on 23 Nov 10
     
    In the heart of the home of the concept inventory--Physics
Jayme Jacobson

Fostering Learning in the Networked World: The Cyberlearning Opportunity and Challenge ... - 0 views

209.85.173.132/search

core skill s 21st century learning transmedia navigation distributed cognition

shared by Jayme Jacobson on 11 Mar 09 - Cached
  • Participatory culture: 21st Century Media Education “We have also identified a set of core social skills and cultural competencies that young people should acquire if they are to be full, active, creative, and ethical participants in this emerging participatory culture:
  • Complex relations of “informal” and “formal” learning
  • We need far more knowledge on the development of learning interests and learning pathways over time and space - and their influences.
  • ...3 more annotations...
  • Play — the capacity to experiment with your surroundings as a form of problem-solvingPerformance — the ability to adopt alternative identities for the purpose of improvisation and discoverySimulation — the ability to interpret and construct dynamic models of real world processesAppropriation — the ability to meaningfully sample and remix media contentMultitasking — the ability to scan one’s environment and shift focus as needed to salient details.Distributed Cognition — the ability to interact meaningfully with tools that expand mental capacitiesCollective Intelligence — the ability to pool knowledge and compare notes with others toward a common goalJudgment — the ability to evaluate the reliability and credibility of different information sourcesTransmedia Navigation — the ability to follow the flow of stories and information across multiple modalitiesNetworking — the ability to search for, synthesize, and disseminate informationNegotiation — the ability to travel across diverse communities, discerning and respecting multiple perspectives, and grasping and following alternative norms.”
  • The power of the social: How do learners leverage social networks and affiliative ties? What positionings and accountabilities do they enable that matter for learning? The power of the setting: How do learners exploit the properties of settings to support learning, and how do they navigate the boundaries? The power of imagination: What possible courses of action do learners consider, as they project possible selves, possible achievements, and reflect on the learning they need to get there?
  • We have spent too much time in the dark about these issues that matter for learning experiences and pathways.
  • Jayme Jacobson on 11 Mar 09
     
    This is a great list of core competencies. Should use (cite) in forming the participatory learning strategies.
  • Theron DesRosier on 13 Mar 09
     
    Hey Jayme, Nice list. Another skill you talked about earlier was translation. Where does that fit? Is it a subskill of Negotiation?
Jayme Jacobson

The Learning in Informal and Formal Environments (LIFE) Center » Blog Archive... - 1 views

life-slc.org/?p=831

highlight visualization informal timeline eportfolio

shared by Jayme Jacobson on 11 Mar 09 - Cached
  • Jayme Jacobson on 11 Mar 09
     
    This looks like it might be something we would want to follow up on. would like to see this in action.
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