AbstractNormal subjects
and patients with adult-onset diabetes received 10 gm. of aspirin in four days.
On the fourth day, the fasting serum glucose and the glucose response to oral
glucose were decreased in both groups. These changes were associated with
increased levels of serum insulin and pancreatic glucagon, although the glucagon
responses to oral glucose were unchanged. In the diabetic patients, aspirin
therapy was followed by a decreased glucose response to I.V. glucose and by the
appearance of an early insulin peak, which could not be demonstrated before
treatment. Aspirin did not affect the I.V. glucose tolerance in normal subjects,
although it did enhance the early insulin peak. A decrease in the fasting levels
of free fatty acids was noted in both groups, whereas the fasting level of
triglycerides decreased only in the diabetic patients. Cholesterolemia did not
change in either group. A few preliminary observations indicate that, in normal
subjects, ibuprofen and ketoprofen, two other presumed prostaglandin inhibitors,
did not affect fasting glycemia, glucose tolerance, or the insulin response to
glucose. No changes were noted after the administration of placebo.
Last A1C
4.8No Rx, Diet modification, exercise, Supps and HerbalsI
am a retired
HYPOGLYCEMIC
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With Quote
11-08-2010 #2
trinitarian3n1
D.D. Family Moderator
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T2 dx 3/07, tx w/very lo carb D&E Met, bolus R
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127
That's a
hefty dose of aspirin.
John
C.A clean house is the sign of a broken computer.Last HgbA1c - 5.5%
2/2011
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11-08-2010 #3
MCS
D.D. Family
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August 2010
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T2, trying to live a healthy life
Yes it
is, 650mg 4 times a day. I wonder if they did that to make sure they had a
response and if there is a break point of some lower dose. I am on 325 once a
day now. Been that high in the past for other things, lots of ringing in the
ears when you get that high of a dose.
Last A1C
4.8No Rx, Diet modification, exercise, Supps and HerbalsI
am a retired
HYPOGLYCEMIC
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11-08-2010 #4
furball64801
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type 2 25 yrs mother aunt type 2 thin 50 yrs
Blog Entr
The therory is that it helps to
regenerate the once turned off Beta cells, not over working the exiting ones.
This is just one article I found, they are many, most of them concern Salsalate
a drug used for arthritis. It works by lowering the inflammation of the liver
and pancreas. Lowers IR, its a pretty interesting concept based largerly on
inflammation of one muscles and organs.
Originally
Posted by jeanne wagner
i know for heart health they recommend the baby 81 mg a day.
I would think you wouldn't have a stomach lining left if you took that on a
daily basis. Also just because it stimulates insulin doesn't mean it is a good
thing. Sulfonyureas also overstimulate insulin and there is some thought they
lead to beta cell burnout. I think it is better to find things like metformin
that make you more sensitive to the insulin you naturally
make.
Last A1C
4.8No Rx, Diet modification, exercise, Supps and HerbalsI
am a retired
HYPOGLYCEMIC
Reply
With Quote
11-08-2010 #7
MCS
D.D. Family
Join Date
August 2010
Posts
> 100
About
T2, trying to live a healthy life
Here is
a few more articles concerning NSAID's and insulin if you are
interested.http://www.annals.org/content/152/6/346.abstracthttp://onlinelibrary.wiley.com/doi/1...026.x/abstracthttp://www.theannals.com/cgi/content/abstract/44/7/1207
Last A1C
4.8No Rx, Diet modification, exercise, Supps and HerbalsI
am a retired
HYPOGLYCEMIC
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With Quote
MCS was thanked for this post by:
Nan-OH
11-08-2010 #8
CalgaryDiabetic
D.D. Family
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June 2009
Location
Calgary,Canada
Posts
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diabetic since 1997, on insulin 2000
Guarantied tummy
ulcer with so much aspirin.
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11-09-2010 #9
MCS
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AirServer offer a 7 day trial period, though you will have to allow the developer to post on your Facebook wall. Standard and student licensing costs are very reasonable and can be installed on up to 5 machines.
How does the releaseof iOS 5 impact you?
Multitouch gestures, Notification Center, an upgraded Safari browser,
Newstand and more. iOS 5 comes with over 200 new features. Which ones will you
use most - both personally and professionally?
Share your opinions...
News & Views
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xg.addOnRequire(function () {
x$('.module_video').mouseover(function () { x$(this).find('.video-facebook-share').show(); })
.mouseout(function () { x$(this).find('.video-facebook-share').hide(); });
});
#iPadEd on Twitter
Use the hashtag #iPadEd to tweet with network members
//
iPads in Education Tweets
SamGliksman RT @kcalderw: Last call for
participants for an iPad in Edu survey for Masters class. Looking for teachers
who use them. #ipadchat #ipaded4 hours ago ·
reply · retweet · favorite
buddyxo Coding on the iPad: http://t.co/J55XxcXl. Looki
Finally, the goal of this community is to promote innovation in education
through the use of technology. The site is not sponsored by Apple nor does it
endorse the use of any specific technology or product.
Finally, the goal of this community is to promote
innovation in education
through the use of technology. The site is not
sponsored by Apple nor does it
endorse the use of any specific technology or
product.
Tablet computing and mobile devices promise to have a dramatic impact on
education. This Ning network was created to explore ways iPads and other
portable devices could be used to re-structure and re-imagine the processes of
education.
Diigo highlighting tool allows the teacher or
student to highlight in an article or a web page
The key concepts or vocabulary words could be
highlighted to check for understanding.
Some students have problems determining what
should be highlighted in an article or passage. Teachers could use this tool to
demonstrate how to correctly highlight and find the key points.
About diigo.com
page
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none
About diigo.comDiigo or
Digest of Internet Information, Groups and Other stuff is a social bookmarking
site that allows its users to bookmark and tag websites. Users are also able to
highlight information and put sticky notes directly on the webpage as you are
reading it. Your notes can be public which allows other users to view and
comment on your notes and add their own or it can be private. Sites can be saved
and stored for later reading and commenting. Users can also join groups with
similar interests and follow specific people and sites. Teachers can register for an educator account that allows
a teacher to create accounts for an entire class. In an education account,
students are automatically set up as a Diigo group which allows for easy sharing
of documents, pictures, videos, and articles with only your class group. There
are also pre-set privacy settings so only the teacher and classmates can see the
bookmarks and communications. This is a great way to ensure that your students
and their comments are kept private from the rest of the Internet community.
Diigo is a great tool for teachers to use to have students interact with
material and to share that interaction with classmates.
Best Practices for using Diigo tools
Tagging
Tool
Teachers or students can tag a website that
they want to bookmark for future reference.
Teachers can research websites or articles that
they want their students to view on a certain topic and tag them for the
students. This tool is nice when
researching a certain topic. The teacher can tag the websites that the students
should use eliminating the extra time of searching for the sites that would be
useful and appropriate for the project.Highlighting Tool
Diigo
highlighting tool allows the teacher or
student to
highlight in an article or a web page
.
1The key
concepts or vocabulary words could be
highlighted
to check for understanding.
Some students have problems determining
what
should be highlighted in an article or passage.
Teachers could use this tool to
demonstrate
how to correctly highlight and find the key points.
Sticky Notes
Tool
The sticky note tool is a great addition to the
tools of diigo. Students may add sticky notes to a passage as they are reading
it. The sticky notes could be used to make notes or ask questions by the
students.
Teachers could postition the sticky notes in
the passage for students to respond to various ideas as they are reading.
Students could use sticky notes to peer edit
and make comments on other student's work through Google docs.
These are just a few ideas of how to
apply the diigo tools to your teaching practices. Both students and teachers
benefit form using these tools. The variety of uses or practices give both
groups a hands on way of dealing with text while making it more efficient.
Bookmark/Snapsho
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cmh459
Sunday,
7:53 pm
-
36
revisions
Tags
none
About
diigo.com
Diigo or
Digest of
Internet Information, Groups and Other stuff is a social bookmarking
site
that allows its users to bookmark and tag websites. Users are also able
to
highlight information and put sticky notes
directly on the webpage as you are
reading it.
Your notes can be public which allows other users to view and
comment on
your notes and add their own or it can be private. Sites can be saved
and
stored for later reading and commenting. Users can also join groups with
si
Diigo or Digest of Internet Information, Groups and
Other stuff is a social bookmarking site that allows its users to bookmark
and tag websites
Diigo highlighting tool allows the teacher or
student to highlight in an article or a web page.
The key concepts or vocabulary words could be
highlighted to check for understanding
Diigo highlighting tool allows the teacher
or
student to highlight in an article or a web
page.
The key concepts
or vocabulary words could be
highlighted
to check for understanding
Diigo highlighting tool allows the teacher or
student to highlight in an article or a web page.
The key concepts or vocabulary words could be
highlighted to check for understanding.
Some students have problems determining what
should be highlighted in an article or passage. Teachers could use this tool to
demonstrate how to correctly highlight and find the key points.
Diigo highlighting tool allows the teacher
or
student to highlight in an article or a web
page.
Teachers or students can tag a website that
they want to bookmark for future reference.
Teachers can research websites or articles that
they want their students to view on a certain topic and tag them for the
students.This tool is nice when
researching a certain topic. The teacher can tag the websites that the students
should use eliminating the extra time of searching for the sites that would be
useful and appropriate for the project.
The sticky note tool is a great addition to the tools of diigo. Students may add sticky notes to a passage as they are reading it. The sticky notes could be used to make notes or ask questions by the students.Teachers could postition the sticky notes in the passage for students to respond to various ideas as they are reading.Students could use sticky notes to peer edit and make comments on other student's work through Google docs.
Creates a learning community that encourages collaboration and interaction, including student-teacher, student-student, and student-content (SREB D.2, Varvel VII.B, ITS 6.a)
What I see in these is that many of these we should be doing already.
AEA PD Online Website
HomeAbout UsFAQsCurrent InitiativesResearch & ResourcesInstructor ToolboxK-12 Online LearningProject OLLIE
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Teaching StandardsProtected
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Iowa Online Teaching Standards
Composed from Iowa Teaching Standards and Other Resources
1. Demonstrates ability to enhance academic performance and support for the agency's student achievement goals (ITS 1)
• Knows and aligns instruction to the achievement goals of the local agency and the state, such as with the Iowa Core (Varvel I.A, ITS 1.f, ITS 3.a)
• Continuously uses data to evaluate the accuracy and effectiveness of instructional strategies (SREB J.7, ITS 1.c)
• Utilizes a course evaluation and student feedback data to improve the course (Varvel VI.F)
• Provides and communicates evidence of learning and course data to students and colleagues (SREB J.6, ITS 1.a)
2. Demonstrates competence in content knowledge (including technological knowledge) appropriate to the instructional position (ITS 2)
• Meets the professional teaching standards established by a state-licensing agency, or has the academic credentials in the field in which he or she is teaching (SREB A.1, Varvel II.A)
• Knows the content of the subject to be taught and understands how to teach the content to students (SREB A.3, Varvel II.A, ITS 2.a)
• Is knowledgeable and has the ability to use computer programs required in online education to improve learning and teaching, including course management software (CMS) and synchronous/asynchronous communication t
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April 22, 2013
How to Improve Public Online Education: Report Offers a Model
By Charles Huckabee
Public colleges and universities, which educate the bulk of all American college students, have been slower than their counterparts in the for-profit sector to embrace the potential of online learning to offer pathways to degrees. A new report from the New America Foundation suggests a series of policies that states and public higher-education systems could adopt to do some catching up.
The report, "State U Online," by Rachel Fishman, a policy analyst with the foundation, analyzes where public online-education efforts stand now and finds that access to high-quality, low-cost online courses varies widely from state to state.
Those efforts fall along a continuum of organizational levels, says the report. At the low end of the spectrum, course availability, pricing, transferability of credit, and other issues are all determined at the institutional level, by colleges, departments, or individual professors, resulting in a patchwork collection of online courses that's difficult for stud
patchwork collection of online courses that's difficult for students to navigate.
they can improve their online-education efforts to help students find streamlined, affordable pathways to a degree.
"Taken together, these steps result in something that looks less like an unorganized collection of Internet-based classes, and more like a true public university."
I am always miffed at the people within Higher Ed who recognize that nothing about pedagogy has changed in 50 years except computers and PowerPoint but they still rationalize that nothing needs changed or fixed.
This is an update to Bloom's Revised Taxonomy which attempts to account for the
new behaviours and actions emerging as technology advances and becomes more
ubiquitous.
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Table of Contents
Synopsis:
A little Disclaimer:
Introduction and
Background:
Bloom's Domains of
learning
The Cognitive Domain - Bloom's
Taxonomy
Bloom's Revised Taxonomy
Bloom's Revised Taxonomy Sub
Categories
Bloom's as a learning
process.
Is it important where you start?
Must I start with remembering?
Bloom's Digital Taxonomy
Bloom's Digital Taxonomy Summary
Map
Bloom's Digital Taxonomy and
Collaboration.
Resources:
Web 2.0 Tutorials
Acknowledgements:This is the introduction to
Bloom's Digital Taxonomy. The different taxonomical levels can be viewed
individually via the navigation bar or below this introduction as embedded
pages.
Synopsis:
This is an
update to Bloom's Revised Taxonomy which attempts to account for the
new
behaviours and actions emerging as technology advances and becomes more
ubiquitous.
Bloom's Revised Taxonomy
accounts for many of the traditional c
This is an update to Bloom's Revised Taxonomy which attempts to account for the
new behaviours and actions emerging as technology advances and becomes more
ubiquitous.
ClassPeriodSectionDaysRoomSemester
Computer Information & Technology
1
1A,B167S1, S2
Computer and Information Technology
2
1B314S1, S2
Computer and Information Technology
3
2B314S1, S2
Computer Applications
4
1A,B314S1, S2
to
12345
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"AUTHOR: ISSIE LAPOWSKY. ISSIE LAPOWSKY DATE OF PUBLICATION: 05.04.15.
05.04.15
TIME OF PUBLICATION: 7:00 AM.
7:00 AM
INSIDE THE SCHOOL SILICON VALLEY THINKS WILL SAVE EDUCATION
Click to Open Overlay Gallery
Students in the youngest class at the Fort Mason AltSchool help their teacher, Jennifer Aguilar, compile a list of what they know and what they want to know about butterflies. CHRISTIE HEMM KLOK/WIRED
SO YOU'RE A parent, thinking about sending your 7-year-old to this rogue startup of a school you heard about from your friend's neighbor's sister. It's prospective parent information day, and you make the trek to San Francisco's South of Market neighborhood. You walk up to the second floor of the school, file into a glass-walled conference room overlooking a classroom, and take a seat alongside dozens of other parents who, like you, feel that public schools-with their endless bubble-filled tests, 38-kid classrooms, and antiquated approach to learning-just aren't cutting it.
At the same time, you're thinking: this school is kind of weird.
On one side of the glass is a cheery little scene, with two teachers leading two different middle school lessons on opposite ends of the room. But on the other side is something altogether unusual: an airy and open office with vaulted ceilings, sunlight streaming onto low-slung couches, and rows of hoodie-wearing employees typing away on their computers while munching on free snacks from the kitchen. And while you can't quite be sure, you think that might be a robot on wheels roaming about.
Then there's the guy who's standing at the front of the conference room, the school's founder. Dressed in the San Francisco standard issue t-shirt and jeans, he's unlike any school administrator you've ever met. But the more he talks about how this school uses technology to enhance and individualize education, the more you start to like what he has to say.
And so, if you are truly fed up with the school stat
What would an exceptional middle and high school computer science curriculum include?
This isn't a complete answer, but one thing the very first introductory classes should require is that the students turn off all their electronic computers and actually learn to walk through algorithms with a computer that exists only on paper. (Or, I suppose, a whiteboard or a simulator.) This exercise would give the students a grounding in what is going on inside the computer as a very low level.My first computer programming class in my Freshman year of high school was completely on paper. Although it was done because the school didn't have much money, it turned out to be very beneficial.Another class I had in high school, that wouldn't normally be lumped into a Computer Science curriculum but has been a boon to my career, was good old Typing 101.
If you followed the CS Unplugged curriculum your students would know more about CS than most CS grads:http://csunplugged.orgIt's a really great intro to basic computer science concepts and very easy for students to understand. Best of all you don't even need a computer per student if your school doesn't have the budget,
For younger students, I think that the ability to make something professional-looking, like a real grown-up would, is paramount. Sadly, I think this means that LOGO and BASIC aren't much use any more*.
So, we have a few choices. You can try to write phone apps that look just like real phone apps, design interactive websites that look just like real interactive websites, or do something with embedded systems / robotics. Avoid the temptation to make these things into group projects; the main thing every student needs to experience is the process of writing code, running it, debugging it, and watching the machine react to every command.
It is important to consider what an 11 to 18-year old is familiar with in terms of mathematics and logical thinking. An average 11-year old is probably learning about fractions, simple cartesian geometry, the concept of units, and mathematical expressions. By 15, the average student will be taking algebra, and hopefully will have the all-important concept of variables under his/her belt. So much in CS is dependent on solid understanding that symbols and tokens can represent abstract concepts, values, or algorithms. Without it, it's still possible to teach CS, but it must be done in a very different way (see Scratch).
At this point, concepts such as variables, parenthesis matching, and functions (of the mathematical variety) are within easy reach. Concepts like parameter passing, strings and collections, and program flow should be teachable. More advanced concepts such as recursion, references and pointers, certain data structures, and big-O may be very difficult to teach without first going through some more foundational math.
I tend to agree strongly with those that believe a foundational education should inspire interest and enforce concepts and critical thinking over teaching any specific language, framework, system, or dogma.
The key is that the concepts in CS aren't just there for the hell of it. Everything was motivated by a real problem, and few things are more satisfying than fixing something you really want to work with a cool technique or concept you just learned.
Great resource for teachers (especially those of us not initially trained in Computer Science) about what should 'count' as Computer Science. Worth the read!
According to Bonk and Reynolds (1997), to promote higher-order
thinking on the Web, online learning must create challenging activities that
enable learners to link new information to old, acquire meaningful knowledge,
and use their metacognitive abilities; hence, it is the instructional strategy
and not the technology tha
According to Bonk and Reynolds (1997), to promote higher-order
thinking on the Web, online learning must create challenging activities that
enable learners to link new information to old, acquire meaningful knowledge,
and use their metacognitive abilities; hence, it is the instructional strategy
and not the technology that influences the quality of learning.
However, it is not the computer per se that makes students learn,
but the design of the real-life models and simulations, and the students'
interaction with those models and simulations. The computer is merely the
vehicle that provides the processing capability and delivers the instruction
to learners (Clark, 2001).
Online learning allows for flexibility of access, from anywhere
and usually at anytime—essentially, it allows participants to collapse time
and space (Cole, 2000)—however, the learning materials must be designed properly
to engage the learner and promote learning.
Cognitive psychology claims that learning involves the use of
memory, motivation, and thinking, and that reflection plays an important part
in learning.
The development of effective online learning materials should
be based on proven and sound learning theories.
Early computer learning systems were designed based
on a behaviorist approach to learning. The behaviorist school of thought,
influenced by Thorndike (1913), Pavlov (1927), and Skinner (1974), postulates
that learning is a change in observable behavior caused by external stimuli
in the environment (Skinner, 1974).
Therefore, before any learning materials are developed, educators must, tacitly
or explicitly, know the principles of learning and how students learn.
Constructivist
theorists claim that learners interpret information and the world according
to their personal reality, and that they learn by observation, processing,
and interpretation, and then personalize the information into personal knowledge
(Cooper, 1993; Wilson, 1997).
The design of online learning materials can include principles
from all three. According to Ertmer and Newby (1993), the three schools of
thought can in fact be used as a taxonomy for learning. Behaviorists' strategies
can be used to teach the “what” (facts), cognitive strategies can be used
to teach the “how” (processes and principles), and constructivist strategies
can be used to teach the “why” (higher level thinking that promotes personal
meaning and situated and contextual learning).
The behaviorist school sees the mind as a “black box,”
in the sense that a response to a stimulus can be observed quantitatively,
totally ignoring the effect of thought processes occurring in the mind.
Learners should be told the explicit outcomes of
the learning so that they can set expectations and can judge for themselves
whether or not they have achieved the outcome of the online lesson.
2. Learners must be tested to determine whether or not
they have achieved the learning outcome. Online testing or other forms of
testing and assessment should be integrated into the learning sequence to
check the learner's achievement level and to provide appropriate feedback.
3. Learning materials must be sequenced appropriately
to promote learning. The sequencing could take the form of simple to complex,
known to unknown, and knowledge to application.
4. Learners must be provided with feedback so that they
can monitor how they are doing and take corrective action if required.
Cognitivists see learning as an internal process that
involves memory, thinking, reflection, abstraction, motivation, and meta-cognition.
Online instruction must use strategies to allow learners to attend
to the learning materials so that they can be transferred from the senses
to the sensory store and then to working memory.
Online learning strategies must present the materials and use
strategies to enable students to process the materials efficiently.
information should be organized or chunked
in pieces of appropriate size to facilitate processing.
Use advance organizers to activate an existing cognitive
structure or to provide the information to incorporate the details of the
lesson (Ausubel, 1960).
Use pre-instructional questions to set expectations
and to activate the learners' existing knowledge structure.
Use prerequisite test questions to activate the prerequisite
knowledge structure required for learning the new materials.
To facilitate deep processing, learners should be asked to generate
the information maps during the learning process or as a summary activity
after the lesson (Bonk & Reynolds, 1997).
The cognitive school recognizes the importance of individual differences,
and of including a variety of learning strategies in online instruction to
accommodate those differences
The Kolb Learning Style Inventory
(LSI)
(Kolb, 1984) looks at how learners perceive and process information, whereas
the Myers-Briggs Type Indicator (Myers, 1978) uses dichotomous scales to measure
extroversion versus introversion, sensing versus intuition, thinking versus
feeling, and judging versus perception. In the following discussion, we consider
the Kolb Learning Style Inventory.
Attention: Capture the learners' attention
at the start of the lesson and maintain it throughout the lesson. The online
learning materials must include an activity at the start of the learning session
to connect with the learners.
Relevance: Inform learners of the importance
of the lesson and how taking the lesson could benefit them. Strategies could
include describing how learners will benefit from taking the lesson, and how
they can use what they learn in real-life situations. This strategy helps
to contextualize the learning and make it more meaningful, thereby maintaining
interest throughout the learning session.
Confidence: Use strategies such as designing
for success and informing learners of the lesson expectations. Design for
success by sequencing from simple to complex, or known to unknown, and use
a competency-based approach where learners are given the opportunity to use
different strategies to complete the lesson. Inform learners of the lesson
outcome and provide ongoing encouragement to complete the lesson.
Satisfaction: Provide feedback on performance
and allow learners to apply what they learn in real-life situations. Learners
like to know how they are doing, and they like to contextualize what they
are learning by applying the information in real life.
Online strategies that facilitate the transfer of
learning should be used to encourage application in different and real-life
situations.
Constructivists see learners as being active rather
than passive.
it is the individual learner's interpretation and processing of what
is received through the senses that creates knowledge.
“the process
of using a prior interpretation to construe a new or revised interpretation
of the meaning of one's experience in order to guide future action” (p. 12).
Learning should be an active process. Keeping learners
active doing meaningful activities results in high-level processing, which
facilitates the creation of personalized meaning. Asking learners to apply
the information in a practical situation is an active process, and facilitates
personal interpretation and relevance.
Learners should construct their own knowledge rather
than accepting that given by the instructor.
Collaborative and cooperative learning should be
encouraged to facilitate constructivist learning (H
When assigning learners for group work, membership should
be based on the expertise level and learning style of individual group members,
so that individual team members can benefit from one another's strengths.
Learners should be given control of the learning
process
Learners should be given time and opportunity to
reflect.
Learning should be made meaningful for learners.
The learning materials should include examples that relate to students, so
that they can make sense of the information.
Learning should be interactive to promote higher-level
learning and social presence, and to help develop personal meaning. According
to Heinich et al. (2002), learning is the development of new knowledge, skills,
and attitudes as the learner interacts with information and the environment.
Interaction is also critical to creating a sense of presence and a sense of
community for online learners, and to promoting transformational learning
(Murphy & Cifuentes, 2001). Learners receive
the learning materials through the technology, process the information, and
then personalize and contextualize the information.
Figure 1-6. Components of effective online learning.
Behaviorist strategies can be used to teach the facts (what); cognitivist
strategies to teach the principles and processes (how); and constructivist
strategies to teach the real-life and personal applications and contextual
learning. There is a shift toward constructive learning, in which learners
are given the opportunity to construct their own meaning from the information
presented during the online sessions. The use of learning objects to promote
flexibility and reuse of online materials to meet the needs of individual
learners will become more common in the future. Online learning materials
will be designed in small coherent segments, so that they can be redesigned
for different learners and different contexts. Finally, online learning will
be increasingly diverse to respond to different learning cultures, styles,
and motivations.
Online instruction occurs when learners use the Web to go through the sequence
of instruction, to complete the learning activities, and to achieve learning
outcomes and objectives (Ally, 2002; Ritchie & Hoffman, 1997).
Feed readers
are probably the most important digital tool for today's learner because they
make sifting through the amazing amount of content added to the Internet
easy. Also known as aggregators, feed readers are free tools that can
automatically check nearly any website for new content dozens of times a
day---saving ridiculous amounts of time and customizing learning experiences for
anyone.
Imagine
never having to go hunting for new information from your favorite sources
again. Learning goes from a frustrating search through thousands of
marginal links written by questionable characters to quickly browsing the
thoughts of writers that you trust, respect and enjoy.
Feed readers can
quickly and easily support blogging in the classroom, allowing teachers to
provide students with ready access to age-appropriate sites of interest that are
connected to the curriculum. By collecting sites in advance and organizing
them with a feed reader, teachers can make accessing information manageable for
their students.
Here are several
examples of feed readers in action:
Used specifically as
a part of one classroom project, this feed list contains information related to
global warming that students can use as a starting point for individual
research.
While there are literally dozens of different feed reader
programs to choose from (Bloglines andGoogle Reader are two
biggies), Pageflakes is a favorite of
many educators because it has a visual layout that is easy to read and
interesting to look at. It is also free and web-based. That
means that users can check accounts from any computer with an Internet
connection. Finally, Pageflakes makes it quick and easy to add new
websites to a growing feed list—and to get rid of any websites that users are no
longer interested in.
What's even
better: Pageflakes has been developinga teacher version of their tooljust for us that includes an online grade tracker,
a task list and a built in writing tutor. As Pageflakes works to perfect
its teacher product, this might become one of the first kid-friendly feed
readers on the market. Teacher Pageflakes users can actually blog and create a
discussion forum directly in their feed reader---making an all-in-one digital
home for students.
For more
information about the teacher version of Pageflakes, check out this
review:
Using Diigo for Organizing the Web for your Class
31
07
2007
A good friend of mine, Randy Lyseng, has been telling people of the tremendous power and educational value that can be gained from social bookmarking in the classroom. His personal favourite is Diigo.
My preference is a social bookmarking tool called http://diigo.com. With diigo, you can highlight, add stick notes and make your comments private or public. (Randy Lyseng, Lyseng Tech: Social Bookmarking, November 2006)
After listening to Randy praise Diigo at every opportunity, I finally started playing with the site (and corresponding program, more on that in a bit) this summer (I know Randy - I’m slow to catch on…)As I started to play with the system, my mind started reeling with all the possibilities. First off, like any other social bookmarking tool, Diigo allows you to put all your favorites/bookmarks in one “central” location. Students can access them from ANY computer in the world (talk about the new WWW: whatever, whenever, where ever). They just open up your Diigo page, and there are all the links. But that’s just the tip of the iceberg. Diigo’s power lies in it’s group annotations. That’s right, people can now write in the margins of webpages. You can highlight passages of interest, write notes, and even write a blog entry directly from another webpage, quoting passages right from the original text. Sounds great - but to do all that it must be complicated right?
Nope. To use these advanced features all you need to do is run the Diigo software. This can either be done using a bookmarklet or by downloading and installing the Diigo toolbar. While both have basically the same features, the toobar is less finicky, and allows you to use contextual menus to access features quickly. I also find the toolbar’s highlighting and sticky notes to be easier to read. Ok fine… I can leave notes on webpages - so what?
Here’s an example. I’m thinking about having my 7B’s record radio plays. I’ve looked them up online and found many scripts from all the old classics available. However many also contain the old endorsements from tobacco and other companies. So I go to a play that I’d like to my students to record and highlight the old commercial. If they’re using diigo when they access this page they’ll see the same text highlighted in pink, and when they mouse over the highlighted text they’ll get a hidden message from me - “I’d like you to write a new advertisement for this section. What other advertisement do you think we could write for here? Write an ad for a virtue or trait that you think is important. For example - “Here’s a news flash for every person in Canada. It’s about a sensational, new kind of personality that will make you the envy of all those around you. It’s call trustworthiness. Why with just a pinch of this great product….” They now have a writing assignment to go along with the recording of the radio play.
Adding assignments is just one possibility. You can ask questions about the site, or have students carry on conversations about the text. Perhaps about the validity of some information. These notes can be made private (for your eyes only), public, or for a select group of people. You could use the same webpage for multiple classes, and have a different set of sticky notes for each one! Diigo will also create a separate webpage for each group you create, helping you organize your bookmarks/notes further! This technology is useful for any class, but I think is a must have for any group trying to organize something along the lines of the 1 to 1 project. I’m hoping to convince all the core teachers to set up a group page for their classes, and organize their book marks there! I’ve already started one for my 7B Language Arts Class!
One of the first questions I was asked when I started looking at this site, and more importantly at the bookmarklets and toolbar was is it secure? Will it bring spyware onto our systems? How about stability? I’ve currently been running the Diigo bookmarklet and toolbar on 3 different browsers, Explorer, Firefox, and Safari (sorry, there’s no Safari toolbar yet), across 4 different computers and 2 different platforms with no problems. I’ve also run every virus and spyware scan I can think of, everything checks out clean. I’ve also done an extensive internet check, and can’t find any major problems reported by anyone else. To my mind it’s an absolutely fantastic tool for use in the classroom. Thanks Diigo! And thanks Randy for pointing me in the right direction!
WELCOME
AudioExpert is a free and simple online audio editor, file converter and sound recorder. All the standard functionality of an audio editor provides you with an easy way to create a ringtone for your cell phone. You will find AudioExpert useful also as a powerful audio file converter which will allow you to modify the file format of your files, their bit rate, frequency, etc. If your computer is equipped with a camera and microphone, you can use AudioExpert to record your sounds.
Main Features:
Make use of it to analyse audio files and extract detailed information about the format.
Cut or crop audio files in just a few clicks.
Merge multiple files into a single audio track.
Convert files between all of the popular audio formats (WAV, MP3, OGG, M4A, AAC, FLAC, AU, AMR, WMA, MKA).
Record audio off a microphone or another sound device and save it directly to WAV, MP3, WMA, OGG, etc.
Convert multiple files at once by means of batch processing.
n contrast to others who are not as prone to divulge their feelings about their creative process
"Variation in style may have historical explanation but
[End Page 94]
no philosophical justification, for philosophy cannot discriminate between style and style."3
The testimonies of the composers concerned bear on questions about (a) the role of the conscious and the unconscious in music creativity, (b) how the compositional process gets started, and (c) how the compositional process moves forward
It is hoped that the themes that emerge by setting twentieth and twenty-first century professional composers' accounts of certain compositional experiences or phases of their creative processes against one another will provide a philosophical framework for teaching composition.
Furthermore, the knowledge of how professional composers compose offers the potential of finding the missing link in music education; that is, the writing of music by students within the school curriculum
Such involvement may deepen their understanding of musical relationships and how one articulates feelings through sounds beyond rudimentary improvisational and creative activities currently available
raw philosophical implications for music composition in schools from recognized composers' voices about their individual composing realities
It is hoped that the direct access to these composers' thoughts about the subjective experience of composing Western art music in the second half of the twentieth and the beginning of the twenty-first century may also promote the image of a fragmented culture whose ghettoization in music education is a serious impediment to the development of a comprehensive aesthetic education.
n other words, there is a striking unanimity among composers that the role of the unconscious is vital in order to start and/or to complete a work to their own satisfaction.
I need . . . to become involved, to come into a state where I do something without knowing why I do i
This is a complex problem and difficult to explain: all that one can say is that the unconscious plays an incalculable rol
Nonetheless, these self-observations about the complementary roles of the unconscious and conscious aspects of musical creativity do not cover the wide range of claims in psychological research on creativity
I strongly believe that, if we cannot explain this process, then we must acknowledge it as a mystery.25 Mysteries are not solved by encouraging us not to declare them to be mysteries
When Ligeti was commissioned to write a companion piece for Brahms' Horn Trio, he declared, "When the sound of an instrument or a group of instruments or the human voice finds an echo in me, in the musical idea within me, then I can sit down and compose. [O]therwise I canno
Extra-musical images may also provide the composer with ideas and material and contribute to musical creativity.
ome composers need to have something for it to react against.38 Xenakis, however, asserted that "all truly creative people escape this foolish side of work, the exaltation of sentiments. They are to be discarded like the fat surrounding meat before it is cooked."
as, as these examples show, dreams can also solve certain problems of the creative process.
In other words, to compose does not mean to merely carry out an initial idea. The composer reserves the right to change his or her mind after the conception of an idea.
n sum, self-imposed restrictions or "boundary conditions"55 seem to provide composers with a kind of pretext to choose from an otherwise chaotic multitude of compositional possibilities that, however, gradually disappears and gets absorbed into the process of composition which is characterized by the composers' aesthetic perceptions and choices.
Therefore, it is not surprising that influences from the musical world in which the composer lives play an important role in the creative process
Thereby the past is seen as being comprised by a static system of rules and techniques that needs to be innovated and emancipated during the composers' search for their own musical identity.
I strongly suggest that we play down basics like who influenced whom, and instead study the way the influence is transformed; in other words: how the artist made it his own.
Nothing I found was based on the "masterpiece," on the closed cycle, on passive contemplation or narrowly aesthetic pleasure.61
Furthermore, for some composers the musical influence can emerge from the development of computer technology.
In sum, the compositional process proceeds in a kind of personal and social tension. In many cases, composers are faced with the tensive conflict between staying with tradition and breaking new ground at each step in the process. Thus, one might conclude that the creative process springs from a systematic viewpoint determined by a number of choices in which certain beliefs, ideas, and influences—by no means isolated from the rest of the composer's life—play a dominant role in the search for new possibilities of expression.
If a general educational approach is to emerge from the alloy of composers' experiences of their music creativity, it rests on the realization that the creative process involves a diversity of idiosyncratic conscious and unconscious traits.
After all, the creative process is an elusive cultural activity with no recipes for making it happen.
n this light, the common thread of composers' idiosyncratic concerns and practices that captures the overall aura of their music creativity pertains to (a) the intangibility of the unconscious throughout the compositional process,68 (b) the development of musical individuality,69 and (c) the desire to transgress existing rules and codes, due to their personal and social conflict between tradition and innovation.70
In turn, by making student composers in different classroom settings grasp the essence of influential professional composers' creative concerns, even if they do not intend to become professional composers, we can help them immerse in learning experiences that respect the mysteries of their intuitions, liberate their own practices of critical thinking in music, and dare to create innovative music that expresses against-the-prevailing-grain musical beliefs and ideas.
Therefore, it is critical that the music teacher be seen as the facilitator of students' compositional processes helping students explore and continuously discover their own creative personalities and, thus, empowering their personal involvement with music. Any creative work needs individual attention and encouragement for each vision and personal experience are different.
After all, the quality of mystery is a common theme in nearly every composer's accoun
Failing this, musical creativity remains a predictable academic exercise
Music teachers need to possess the generosity to refuse to deny student composers the freedom to reflect their own insights back to them and, in turn, influence the teachers' musical reality
Indeed, it is important that music teachers try to establish students gradually as original, independent personalities who try to internalize sounds and, thus, unite themselves with their environment in a continuous creative process.
Music teachers, therefore, wishing student composers to express and exercise all their ideas, should grant them ample time to work on their compositions,
n sum, music knowledge or techniques and the activation of the student composers' desire for discovery and innovation should evolve together through balanced stimulation.
While music creativity has been a component of music education research for decades, some of the themes arising from professional composers' experiences of their creativity, such as the significance of the unconscious, the apprehension towards discovering ones' own musical language, or the personal and social tension between tradition and innovation, among others, have not been adequately recognized in the literature of music education
By doing this, I strongly believe that musical creativity in general and composing in particular run the risk of becoming a predictable academic exercise
which merely demands problem-solving skills on the part of the student composers (or alleged "critical thinkers").
. On the other hand, only few music educators appear to draw their composer students' attention to the importance of the personal and social conflict between staying within a tradition or code, even if it is the Western popular music tradition, and breaking new ground at each step in the creative process and, possibly, shaping new traditions or codes.
Culture is a precious human undertaking, and the host of musics, arts, languages, religions, myths, and rituals that comprise it need to be carefully transmitted to the young and transformed in the process."85
Nevertheless, further research is needed in which women's voices can be heard that may offer an emancipatory perspective for the instruction of composition in education which will "challenge the political domination of men."
Here is a link to a bundle I’ve created on Google Reader. I enjoy following David Pogue from the NYT. He is funny and witty and interesting, at least I think so. I’m a fan of Mitch Resnick from MIT and must give him all the credit for my passion in helping my students see themselves as creators not just users of technology. You should search out some of his writings. Actually better yet go to a conference at MIT and meet him.
Home › Parenting ADHD Children
More Classroom Tips for Teachers of ADD ADHD Students
in Parenting ADHD Children
ADHD Checklist for Classroom Teachers
Physical Arrangement of Room:
Use rows for seating arrangements. Avoid tables with groups of students, for this maximizes interpersonal distractions for the ADHD child. Where possible, it may be ideal to provide several tables for group projects and traditional rows for independent work. Some teachers report that arranging desks in a horseshoe shape promotes appropriate discussion while permitting independent work.
seated near the teacher, as close as possible without being punitive.
away from both the hallway and windows to minimize auditory and visual distractions
portion of the room free of obvious visual and auditory distractions
desk dividers
as a "privilege"
appropriate peer models next to ADHD child. Stand near the student when giving directions or presenting the lesson. Use the student's worksheet as an example.
Provide an outline, key concepts or vocabulary prior to lesson presentation.
variety of activities during each lesson
multisensory presentation
lessons brief o
involve the student during the lesson presentation.
instructional aid who is to write key words or ideas on the board
Encourage the students to develop mental images of the concepts or information being presented. Ask them about their images to be sure they are visualizing the key material to be learned. Allow the students to make frequent responses throughout the lesson by using choral responding, frequently calling on many individuals, having the class respond with hand signals. Employ role-playing activities to act out key concepts, historical events, etc.
computer assisted instruction
self-correcting materials
cooperative learning
specific role or piece of information that must be shared with the group.
game-like activities
Use the student's name in your lesson presentation. Write personal notes to the student about key elements of the lesson.
Let ADHD students share recently learned concepts with struggling peer
use colored chalk to emphasize key words or information.
I have personally experienced this in the college level computer class I teach. Even those students that think they know computers and are an expert, don't know how to use the computer in a work environment to solve problems and critically assess ideas. They google something and only look at 1 source and even cite that course
More and more schools, colleges and universities are using online educational tools that students are required to use to obtain course syllabi, access lectures and associated material, participate in class discussions, read course material, and receive grades and feedback from instructors. These popular tools, such as Blackboard, can frequently pose significant barriers to students with vision loss because they do not work well, if at all, with computer programs commonly used by students who are blind or visually impaired to access content displayed on the computer screen. For example, screen reading software reads the contents of the screen aloud. Screen magnification software enlarges text and graphics displayed on the computer screen in a customized way.