Group items tagged

Easy-to-use, inclusive & highly engaging

These digital activities should not be the sole measure of tenure, but they should be counted in the tenure formula. The irony today is that if the open activity is analog (e.g., participation on a committee), it likely counts toward tenure, but if the open activity is digital (e.g., writing an academic blog), it probably does not.

They will push at (and leak out of) the boundaries of whatever learning management system (or other enterprise systems) the institution wants them to use. This is not because they are uncooperative; it's simply that these enterprise systems tend to be locked down, allowing only employees and students to share within these environments

For me, an interesting side effect of sharing on the open web is that I've learned to be more careful about what I say and write.

Looking for indicators of open digital faculty is easier than coming up with a strict definition. The presence of several of the following characteristics should be taken as an indication of open digital faculty: Writing a public blog or maintaining a public wiki to share academic interests Freely sharing what might otherwise be guarded intellectual property (e.g., textbooks, research-in-progress, computer programs, course materials, artwork) Participating in a learning community in a social networking platform (e.g., Twitter or LinkedIn discussion groups) Participating in a social network that includes students, both current and past (e.g., Facebook) Encouraging students to participate in class-related projects that employ web-based media (e.g., student blogs, group wikis) Creating or participating in open courses Sharing video or audio content created for a course (e.g., podcasts) Sharing information and ideas from conference talks on the web (e.g., recordings, tweets, presentation links)

it is a simplistic and short- sighted phrase that suggests if every student had a device and if every teacher were trained to use these devices, then student learning would rise automatically.

Adding a digital device to the classroom without a fundamental change in the culture of teaching and learning will not lead to significant improvement.

Let’s drop the phrase “one-to-one” and refer instead to “one-to- world.”

The planning considerations now evolve from questions about technical capacity to a vision of limitless opportunities for learning.

As soon as you shift from “one- to-one” to “one-to-world,” it changes the focus of staff development from technical training to understanding how to design assignments that are more empowering—and engage students in a learning community with 24-hour support

Perhaps the weakest area of the typical one-to-one computing plan is the complete absence of leadership development for the administrative team

Craft a clear vision of connecting all students to the world’s learning resources.

Model the actions and behaviors they wish to see in their schools.

Support the design of an ongoing and embedded staff development program that focuses on pedagogy as much as technology.

Move in to the role of systems analyst to ensure that digital literacy is aligned with standards.

Ensure that technology is seen not as another initiative, but as integral to curriculum.

support risk- taking teachers

creating cohorts of teachers across disciplines and grades who are working on innovative concepts

Mathtrain.TV.

how much responsibility of learning can we shift to our students

How can we build capacity for all of our teachers to share best practices with colleagues in their school and around the world?

How can we engage parents in new ways?

How can we give students authentic work from around the world to prepare each of them to expand their personal boundaries of what they can accomplish?

publishing their work to a global audience.