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What Intrigues Me About Google Wave - 0 views

mfeldstein.com/intrigues-me-about-google-wave
shared by Nils Peterson on 01 Jun 09 - Cached
  • The basic idea was to make a radically editable learning environment in which students as well as faculty members could rearrange content, functionality, and navigation in the learning environment.
    • Nils Peterson
      Nils Peterson on 02 Jun 09
       
      What fraction of faculty will be excited by radical editability? Its a paragidm shift
    • Joshua Yeidel
      Joshua Yeidel on 04 Jun 09
       
      Also, what fraction of _students_ will be excited by radical editability? Will a readiness assessment be needed?
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| Pew Internet & American Life Project - 0 views

www.pewinternet.org/...ets-Role-in-Campaign-2008.aspx pew politics internet
shared by Theron DesRosier on 04 Jun 09 - Cached
  • Theron DesRosier on 04 Jun 09
     
    The Internet's Role in Campaign 2008
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Face to Face: Alan Kay Still Waiting for the Revolution | Scholastic.com - 0 views

content.scholastic.com/...article.jsp
shared by Nils Peterson on 02 Jun 09 - Cached
  • Virtually all learning difficulties that children face are caused by adults' inability to set up reasonable environments for them. The biggest barrier to improving education for children, with or without computers, is the completely impoverished imaginations of most adults.
  • the point of school is to teach all those things that are inventions and that are hard to learn because we're not explicitly wired for them. Like reading and writing.Virtually all learning difficulties that children face are caused by adults' inability to set up reasonable environments for them. The biggest barrier to improving education for children, with or without computers, is the completely impoverished imaginations of most adults.
    • Nils Peterson
      Nils Peterson on 03 Jun 09
       
      Ouch. This hits hard
  • Gary Brown on 02 Jun 09
     
    Alan Kay, developer of the mouse, still lamenting the failure of imagination of adults/educators.
  • Gary Brown on 02 Jun 09
     
    Matthew spotted this a while back. Great read.
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A Practical Guide to Implementing Web 2.0 (AKA Social Networking Tools) in Your Organiz... - 0 views

blogs.salon.com/...29.html web2.0 implementation
shared by Joshua Yeidel on 02 Jun 09 - Cached
  • Joshua Yeidel on 02 Jun 09
     
    This article is deeper than it sounds.
  • Joshua Yeidel on 02 Jun 09
     
    3 Lemons: Corporate website, Intranet, Groupware, and how they can be fixed. Also, social networking R&D, and 8 Web 2.0 tools ("Dave's Faves") to consider for your organization.
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Google Wave Widgets: Implementation using W3C Widgets and Wookie Server - 0 views

zope.cetis.ac.uk/...blogview Scot Wilson Google Wave Moodle
shared by Nils Peterson on 02 Jun 09 - Cached
  • Nils Peterson on 02 Jun 09
     
    A quick hack to link Google Wave engine to other services inside Moodle.
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Who's Most Capable of Making Decisions? - 0 views

blogs.salon.com/...21.html web_2;0
shared by Joshua Yeidel on 01 Jun 09 - Cached
  • Joshua Yeidel on 01 Jun 09
     
    Offers a chart of the competencies of various kinds of people, and two processes for making decisions, one for "complicated (not complex)" problems, and one for complex problems, based in part on Surowiecki's "The Wisdom of Crowds". Also a list of types of questions that fall into the two categories.
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Could Google Wave Redefine Email and Web Communication? - 0 views

mashable.com/...google-wave google communication
shared by Peggy Collins on 28 May 09 - Cached
  • Peggy Collins on 28 May 09
     
    the concept behind Google Wave is to "unify" communication on the web. It's a hybrid of email, web chat, IM, and project management software. It features the ability to replay conversations because it records the entire sequence of communication, character by character. Because of this, discussions are also live in Google Wave: you will see your friends type character-by-character. The features don't stop there, either. Google Wave also supports the ability to drag attachments from your desktop into Google Wave. It loads that file and sends it immediately to anyone in the conversation. It's also embeddable, so you can embed Google Wave conversations on any blog.
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Washington State's Dilemma: How to Serve Up a Book Criticizing the Food Industry - Chro... - 0 views

chronicle.com/...email2.php chronicle community
shared by Nils Peterson on 26 May 09 - Cached
  • Nils Peterson on 26 May 09
     
    The last paragraph is a good one and the core question I think we have been working on with harvesting gradebook - make not only the student work, but the assignment and the assessment criteria open as community property. Why not have community involved in the conversation about what is important to study?
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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
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h1n1 - Wolfram|Alpha - 0 views

www24.wolframalpha.com/input Flu
shared by S Spaeth on 23 May 09 - Cached
  • S Spaeth on 23 May 09
     
    date | cases | deaths Friday, May 22, 2009 | 12107 | 87 Thursday, May 21, 2009 | 11075 | 83 Wednesday, May 20, 2009 | 10815 | 82 Tuesday, May 19, 2009 | 10513 | 80 Monday, May 18, 2009 | 9383 | 73 Plain text source as well as Live Mathematica output
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CEL | Daniel Goleman - Ecological Intelligence - 0 views

www.ecoliteracy.org/...daniel_goleman.html collaboration
shared by S Spaeth on 23 May 09 - Cached
  • Psychologists conventionally view intelligence as residing within an individual. But the ecological abilities we need in order to survive today must be a collective intelligence, one that we learn and master as a species, and that resides in a distributed fashion among far-flung networks of people. The challenges we face are too varied, too subtle, and too complicated to be understood and overcome by a single person; their recognition and solution require intense efforts by a vastly diverse range of experts, businesspeople, activists — by all of us.
  • S Spaeth on 23 May 09
     
    The shared nature of ecological intelligence makes it synergistic with social intelligence, which gives us the capacity to coordinate and harmonize our efforts. The art of working together effectively, as mastered by a star performing team, combines abilities like empathy and perspective taking, candor and cooperation, to create person-to-person links that let information gain added value as it travels. Collaboration and the exchange of information are vital to amassing the essential ecological insights and necessary database that allow us to act for the greater good.
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MIT Press Journals - International Journal of Learning and Media - Full Text - 0 views

www.mitpressjournals.org/...ijlm.2009.0005 pbj ALT assessment co-development
shared by S Spaeth on 22 May 09 - Cached
  • Howard GardnerHobbs Professor of Cognition and Education, Project Zero, Harvard Graduate School of Education
  • As shown in table 1, we will be cognizant throughout of who the learners are, where they learn, how they learn, what are the principal curricula, and how competences are purveyed via the media of the time. The grid itself contains generalizations about the past and present, and speculation about the future, thus providing a broad portrait of changes over time. While we do not discuss each entry in the grid, we hope that it aids in thinking about learning in formal and informal settings.
  • Uniform schooling reflects both fairness and efficiency. It appears fair to treat all children in the same way; and it is also efficient, given classes of 20, 30, or even 60 charges in one room, sometimes arrayed by age, sometimes decidedly heterogeneous in composition.
  • ...6 more annotations...
  • It would be an exaggeration to claim that formal education takes place without attention to what has been learned about the processes of successful learning, such as insights into student motivation, study habits, strategies, metacognition, and other approaches obtained from experience, or, more recently and systematically, from the psychological and cognitive sciences. But it would probably be accurate to say that such accumulated knowledge is used only spottily and sporadically in most parts of the world. Education—teaching and learning—changes very slowly.
  • Yet, nowhere are these ideas dominant. Indeed, until today, one might say that the European classroom models of the 19th century continue to hold sway: Teachers give out information, students are expected to master it with little help, and the awards of the culture during the years of school go to those who can crack the various literate and disciplinary codes.
  • One strategy might involve formal education playing a role in informal learning spaces (perhaps on the analogy of teaching hospitals), and learners' out-of-school passions finding a validating place in formal educational arenas.
  • NDM's vast resources, including the provision of many activities in which the user assumes a formative role, can complement constructivist approaches to education. As noted above, a motivated learner can investigate a wide variety of personal interests on his or her own.
  • At this point in time, deeply constructivist classrooms remain few and far between despite evidence that hands-on, problem-solving approaches in the classroom result in higher levels of student engagement, conceptual thinking, knowledge transfer, and retention (Scardamalia, Bereiter, and Lamon 1994; Bransford et al. 1999; Hmelo-Silver 2004; Meier 1995; Project Zero and Reggio Children 2001; Sizer 1984). But in an environment of “No Child Left Behind” and standardized tests linked to federal funding, the implementation of constructivist principles in the classroom can be considered a risky enterprise for public schools.
  • A web-based project at MIT, for instance, paired French language students with peers in France learning to speak English, and provided students an authentic opportunity to practice their language skills, learn online communication skills, and negotiate the implicit guidelines of a different culture (Cultura 2007).
  • S Spaeth on 22 May 09
     
    In this article we argue that, after millennia of considering education (learning and teaching) chiefly in one way, we may well have reached a set of tipping points: Going forward, learning may be far more individualized, far more in the hands (and the minds) of the learner, and far more interactive than ever before. This constitutes a paradox: As the digital era progresses, learning may be at once more individual (contoured to a person's own style, proclivities, and interests) yet more social (involving networking, group work, the wisdom of crowds, etc.). How these seemingly contradictory directions are addressed impacts the future complexion of learning.
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Facilitating Online | Centre for Educational Technology - 0 views

www.cet.uct.ac.za/FacilitatingOnline facilitating online
shared by Gary Brown on 21 May 09 - Cached
  • Gary Brown on 21 May 09
     
    resource for faculty
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Are You Doing Business In The Cloud? - Stepcase Lifehack - 0 views

www.lifehack.org/...ing-business-in-the-cloud.html cloud security
shared by Joshua Yeidel on 19 May 09 - Cached
  • Joshua Yeidel on 19 May 09
     
    Benefits and Risks of business use of cloud computing
  • Joshua Yeidel on 19 May 09
     
    Some considerations listed here are relevant as CTLT looks at cloud computing
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Presentation Zen: Making presentations in the TED style - 0 views

www.presentationzen.com/...ntations-in-the-ted-style.html iTeams
shared by S Spaeth on 14 May 09 - Cached
  • S Spaeth on 14 May 09
     
    There is not one best way to speak at a TED conference, there are many different ways. But what the good presentations have in common is that they were created carefully and thoughtfully with the audience in mind and were delivered with passion, clarity, brevity, and always with "the story" of it (whatever it is) in mind. So let the list of 10 above be your general guide. In addition, take a look at some of the TED presentations below. They all follow a different style but were effective and memorable in their own way.
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Fair Assessment Practices - Giving Students Equitable Opportunties to Demonstrate Learning - 0 views

www.sabes.org/...14suskie.htm assessment
shared by Joshua Yeidel on 13 May 09 - Cached
  • Joshua Yeidel on 13 May 09
     
    Seven principles for conducting assessment of student learning. Basic stuff well summarized.
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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.
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Sclipo: the social learning revolution - 0 views

sclipo.com/features web_2.0
shared by Joshua Yeidel on 08 May 09 - Cached
  • Joshua Yeidel on 08 May 09
     
    Teaching and Learning, e-Bay style.
1More

Google Code Blog: PPK: The Open Web Goes Mobile - 0 views

google-code-updates.blogspot.com/...ppk-open-web-goes-mobile.html web_design
shared by Joshua Yeidel on 07 May 09 - Cached
  • Joshua Yeidel on 07 May 09
     
    "Now, fortunately, PPK [of Quirksmode.com] is turning his attention to the world of mobile web devices. To no one's surprise, browser compatibility on mobile devices is even worse than it is on the desktop."
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Change Magazine - The New Guys in Assessment Town - 0 views

www.changemag.org/...full-assessment-town.html
shared by Nils Peterson on 05 May 09 - Cached
  • if one of the institution’s general education goals is critical thinking, the system makes it possible to call up all the courses and programs that assess student performance on that outcome.
  • bringing together student learning outcomes data at the level of the institution, program, course, and throughout student support services so that “the data flows between and among these levels”
  • Like its competitors, eLumen maps outcomes vertically across courses and programs, but its distinctiveness lies in its capacity to capture what goes on in the classroom. Student names are entered into the system, and faculty use a rubric-like template to record assessment results for every student on every goal. The result is a running record for each student available only to the course instructor (and in a some cases to the students themselves, who can go to the system to  get feedback on recent assessments).
    • Nils Peterson
      Nils Peterson on 05 May 09
       
      sounds like harvesting gradebook. assess student work and roll up
    • Joshua Yeidel
      Joshua Yeidel on 05 May 09
       
      This system has some potential for formative use at the per-student leve.
  • ...7 more annotations...
  • “I’m a little wary.  It seems as if, in addition to the assessment feedback we are already giving to students, we might soon be asked to add a data-entry step of filling in boxes in a centralized database for all the student learning outcomes. This is worrisome to those of us already struggling under the weight of all that commenting and essay grading.”
    • Nils Peterson
      Nils Peterson on 05 May 09
       
      its either double work, or not being understood that the grading and the assessment can be the same activity. i suspect the former -- grading is being done with different metrics
    • Joshua Yeidel
      Joshua Yeidel on 05 May 09
       
      I am in the unusual position of seeing many papers _after_ they have been graded by a wide variety of teachers. Many of these contain little "assessment feedback" -- many teachers focus on "correcting" the papers and finding some letter or number to assign as a value.
  • “This is where we see many institutions struggling,” Galvin says. “Faculty simply don’t have the time for a deeper involvement in the mechanics of assessment.” Many have never seen a rubric or worked with one, “so generating accurate, objective data for analysis is a challenge.”  
    • Nils Peterson
      Nils Peterson on 05 May 09
       
      Rather than faculty using the community to help with assessment, they are outsourcing to a paid assessor -- this is the result of undertaking this thinking while also remaining in the institution-centric end of the spectrum we developed
  • I asked about faculty pushback. “Not so much,” Galvin says, “not after faculty understand that the process is not intended to evaluate their work.”
    • Nils Peterson
      Nils Peterson on 05 May 09
       
      red flag
  • the annual reports required by this process were producing “heaps of paper” while failing to track trends and developments over time. “It’s like our departments were starting anew every year,” Chaplot says. “We wanted to find a way to house the data that gave us access to what was done in the past,” which meant moving from discrete paper reports to an electronic database.
    • Joshua Yeidel
      Joshua Yeidel on 05 May 09
       
      It's not clear whether the "database" is housing measurements, narratives and reflections, or all of the above.
  • Can eLumen represent student learning in language? No, but it can quantify the number of boxes checked against number of boxes not checked.”
  • developing a national repository of resources, rubrics, outcomes statements, and the like that can be reviewed and downloaded by users
    • Nils Peterson
      Nils Peterson on 05 May 09
       
      in building our repository we could well open-source these tools, no need to lock them up
  • “These solutions cement the idea that assessment is an administrative rather than an educational enterprise, focused largely on accountability. They increasingly remove assessment decision making from the everyday rhythm of teaching and learning and the realm of the faculty.
    • Nils Peterson
      Nils Peterson on 06 May 09
       
      Over the wall assessment, see Transformative Assessment rubric for more detail
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