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Randolph Hollingsworth

Welcome to the Middle College National Consortium - MCNC - 5 views

www.mcnc.us

dual credit accelerated program college

shared by Randolph Hollingsworth on 18 Mar 11 - No Cached
  • Randolph Hollingsworth on 18 Mar 11
     
    "Our focus is on professional development and staff leadership; democratic school governance and peer review; comprehensive academic, social and emotional student support; and high school-college collaboration."
Randolph Hollingsworth

Gateway to College National Network - 2 views

www.gatewaytocollege.org/about.asp

dual credit accelerated program college dropouts underprepared

shared by Randolph Hollingsworth on 18 Mar 11 - No Cached
  • Randolph Hollingsworth on 18 Mar 11
     
    *Gateway to College helps high school dropouts (ages 16-21) and students on the verge of dropping out to earn a high school diploma while also earning college credits. *Project DEgree helps underprepared college students (ages 18-26) accelerate their progress through developmental education and on to transfer-level college courses.
maureen greenbaum

The Future of Learning: An Interview with Alfred Bork - 82 views

net.educause.edu/...erm9946.html

bork adaptive learning

shared by maureen greenbaum on 29 May 11 - No Cached
  • nteraction should be frequent
  • as in human conversation
  • active environment maintains student interest for a long period of time, even with difficult learning material.
  • ...23 more annotations...
  • the computer, keeping detailed records on student performance and using these records in making decisions about what is next to be presented to the student.
  • In our traditional learning environments, some students learn and some do not. It is this second group of students that we want to help.
  • problem of almost all modern learning is the lecture, a noninteractive way of learning
  • , on a moment-to-moment basis, just what the student knows and just what learning problems are occurring
  • It begins immediately with a question, with no preceding text.
  • experience the joy of discovery.
  • tutorial approach to learning makes it possible for everyone to learn.
  • critical factor is that we can react to individual student problems
  • key concept for structuring highly interactive learning experiences is the Benjamin Bloom concept of mastery learning.
  • goal is for everyone to learn everything to the mastery level, grades will no longer be useful
  • A student who has not learned in one way probably needs a different approach, rather than another go-round with the material that was not previously successful in assisting learning.
  • In such an environment, learning and evaluation are no longer separate activities but are part of the same process, intimately blended. So the student is not conscious of taking tests, and we avoid the problems of cheating.
  • highly interactive learning is intrinsically motivating. Motivation is particularly important in a distance-learning environment, since none of the "threats" of the classroom, such as low grades, are available.
  • mastery-based computer segment could also offer human contact. Small groups could work together, either locally or remotely via electronic communication.
  • existing authoring systems. Since they were, and still are, mostly directed toward supplying information, these were inadequate for creating highly interactive software.
  • Bertrand Ibrahim at the University of Geneva,
  • omputer stores much of the information as the students progress through the material.
  • Teaching faculty, in the sense that we know them today, may cease to exist, except for in smaller, advanced courses. But their skills and experiences will be important in the design of learning modules.
  • High costs of development can lead to low costs per student, if many students use the material.
  • $30,000 per student-hour of high-quality learning material
  • highly effective highly interactive distance-learning courses would have a large potential market, making them much cheaper per student than current courses, and if well developed, they will be much superior for almost all students
  • The typical approach is to give some released time to faculty and to give limited support for programming and media production. It is unlikely, almost impossible, that good learning material will be developed this way.
  • Universities are too stuck in their current ways of doing things to be able to compete with well-developed material from "outside." Most university faculty and administrators do not appreciate the current problems of learning and so are not prepared for these future directions.
Erin Crisp

The Need for Focused, Sustained PD - Learning Forward's PD Watch - Education Week Teacher - 26 views

blogs.edweek.org/..._for_focused_sustained_pd.html

Professoinal Development

shared by Erin Crisp on 06 Jun 11 - No Cached
  • Still, the magnitude of the correlation indicates that an effective program targeting student achievement through teacher knowledge would need to have a substantial impact on teachers."
  • Erin Crisp on 06 Jun 11
     
    Study shows that poor professional development produces no impact while PD that increases teachers' knowledge and skills does correlate to increased student performance.
Bob Rowan

Network Installation | Scratch Documentation Site - 52 views

info.scratch.mit.edu/Network_Installation

Computer Class scratch programming techsupport

shared by Bob Rowan on 14 May 11 - Cached
  • Bob Rowan on 14 May 11
     
    Scratch setup instructions, including limiting drives that students see (we might want just C:, S:, and T:) + setting proxy
Susan High

Home-Schooling for the Techno-Literate - NYTimes.com - 101 views

www.nytimes.com/...19FOB-WWLN-Kelly-t.html

education technology

shared by Susan High on 10 May 11 - No Cached
    • Casey Finnerty
      Casey Finnerty on 10 May 11
       
      I love this list of advice for technology
  • Before you can master a device, program or invention, it will be superseded; you will always be a beginner. Get good at it.
    • Susan High
      Susan High on 10 May 11
       
      I think this applies to most anything today, and it's a powerful lesson: The power is not in learning content, but in learning how to learn! Love the idea of "get good at being a beginner!" Thanks for the article!
  • “You have to teach the student — that’s me — not only to learn stuff but to learn how to learn.”
    • Casey Finnerty
      Casey Finnerty on 10 May 11
       
      What an insight!
D. S. Koelling

Embracing the Cloud: Caveat Professor - The Digital Campus - The Chronicle of Higher Ed... - 37 views

chronicle.com/...127384

education students cloud computing security data

shared by D. S. Koelling on 13 May 11 - No Cached
  • My work as chief privacy and security officer at a large public university has, however, given me pause to ask if our posture toward risk prevents us from fully embracing technology at a moment of profound change.
  • Consequently, faculty members are accepting major personal and institutional risk by using such third-party services without any institutional endorsement or support. How we provide those services requires a nuanced view of risk and goes to the heart of our willingness to trust our own faculty and staff members.
  • The technologically savvy among us recognize that hard physical, virtual, and legal boundaries actually demark this world of aggressively competitive commercial entities. Our students, faculty, and staff often do not.
  • ...5 more annotations...
  • But can we embrace the cloud? Can the faculty member who wears our institution's name in her title and e-mail address, to whom we've entrusted the academic and research mission of the institution, be trusted to reach into the cloud and pluck what she believes is the optimal tool to achieve her pedagogical aims and use it? Unfortunately, no. Many faculty and staff members simply use whatever service they choose, but they often do not have the knowledge or experience needed to evaluate those choices. And those who do try to work through the institution soon find themselves mired in bureaucracy.
  • First we review the company's terms of service. Of course, we also ask the company for any information it can provide on its internal data security and privacy practices. Our purchasing unit rewrites the agreement to include all of the state-required procurement language; we also add our standard contract language on data security. All of this information is fed into some sort of risk assessment of varying degrees of formality, depending on the situation, and, frankly, the urgency. That leads to yet another round of modifications to the agreement, negotiations with the company, and, finally, if successful, circulation for signatures. After which we usually exhume the corpse of the long-deceased faculty member and give him approval to use the service in his class. We go through this process not from misguided love of bureaucracy, but because our institutions know of no other way to manage risk. That is, we have failed to transform ourselves so we can thrive and compete in the 21st century.
  • But our faculty and staff are increasingly voting with their feet—they're more interested in the elegance, portability, and integration of commercial offerings, despite the inability to control how those programs change over time. By insisting on remaining with homegrown solutions, we are failing to fall in lockstep with those we support.
  • Data security? Of course there are plenty of fly-by-night operations with terrible security practices. However, as the infrastructure market has matured (one of the generally unrecognized benefits of cloud services), more and more small companies can provide assurances of data security that would shame many of us even at large research-intensive institutions.
  • If higher education is to break free of the ossified practices of the past, we must find ways to transfer risk acceptance into the faculty domain—that is, to enable faculty to accept risk. Such a transformation is beyond the ability of the IT department alone—it will require our campus officials, faculty senates, registrars, and research and compliance officers working together to deeply understand both the risks and the benefits
Keith Rowley

Meditation Research FAQ - 1 views

www.nmr.mgh.harvard.edu/...faq.html

meditation research news

shared by Keith Rowley on 20 Jun 11 - No Cached
  • What I can say is that the MBSR program has been around for 30 years and there have been hundreds of clinical trials indicating that it is effective for reducing stress and many (though not all) clinical symptoms.
  • All the participants in our study went through the Mindfulness Based Stress Reduction course (MBSR) developed at the Center for Mindfulness
  • I can't stop thinking/my mind won't calm down/"Unusual phenomena" bother me when I meditate/I can't meditate—what should I do? OR When I meditate, I experience "unusual phenomena". What is going on? Is this an advanced state?
  • ...2 more annotations...
  • The Buddha compared the mind to the strings of a lute (a guitar-like instrument): the lute can not be played if the strings are too tight or too loose. Similarly when attention is either too tight or too loose, you can't properly meditate. When attention is too loose, the mind wanders and you get lost in thought. Try narrowing your focus in different ways (e.g. just inhales instead of the whole breath, focus on a smaller area around your nose). Some people do a few minutes of yoga or loving kindness (metta) practice at the start of their meditation period to focus the mind, before switching to breath awareness meditation. Some people find focusing on sounds easier than focusing on breathing.
  • The goal is not to try to change anything, but to be aware of the desire to change it and then see if we can just relax and be ok with it even if it doesn't change. Are we trying to quiet the storm, or are we trying to find peace within the storm?
Siri Anderson

Why Google+ Could be a Game-Changer in Higher Education - Century College Marketing Pro... - 86 views

centurycollegemarketing.com/...e-gamechanger-higher-education

google google+ higher-ed collaboration Facebook blog

shared by Siri Anderson on 10 Aug 11 - No Cached
  • Siri Anderson on 10 Aug 11
     
    Stephen Kelly is an innovative thinker about online learning potential with social media. 
A Gardner

Sankoré - 66 views

sankore-program.org/...home.htm

digibord sankoré digital Teaching tool website

shared by A Gardner on 01 Aug 11 - No Cached
  • A Gardner on 01 Aug 11
     
    Has anyone used this?
Todd McKee

Learn to code | Codecademy - 54 views

www.codecademy.com/#!/exercise/0

programming tutorial javascript web learning code

shared by Todd McKee on 22 Aug 11 - No Cached
  • Martin Burrett on 22 Aug 11
     
    I began coding as a 6 year old on a Amstrad CPC-464 with a Tape drive (iPod generation see the cutting edge of 1980s design at http://media.pcadvisor.co.uk/cmsdata/news/3206319/amstrad_cpc464.jpg). With the success of apps and app stores, coding has been elevated to the mainstream. This site teaches the basics of HTML coding. http://ictmagic.wikispaces.com/ICT+&+Web+Tools
Martin Burrett

App Inventor for Android - 20 views

appinventor.googlelabs.com

app android programming google

shared by Martin Burrett on 30 Aug 11 - Cached
  • Martin Burrett on 30 Aug 11
     
    Help your students make their own Android apps with this useful tool from Google Labs. The site comes with some good tutorials and guides with example projects. http://ictmagic.wikispaces.com/ICT+%26+Web+Tools
Michael Hylton

Quality Homework - A Smart Idea - NYTimes.com - 70 views

www.nytimes.com/...ity-homework-a-smart-idea.html

teachers homework news

shared by Michael Hylton on 12 Sep 11 - No Cached
  • The studying that middle school and high school students do after the dismissal bell rings is either an unreasonable burden or a crucial activity that needs beefing up. Which is it? Do American students have too much homework or too little? Neither, I’d say. We ought to be asking a different question altogether. What should matter to parents and educators is this: How effectively do children’s after-school assignments advance learning?
  • The quantity of students’ homework is a lot less important than its quality. And evidence suggests that as of now, homework isn’t making the grade. Although surveys show that the amount of time our children spend on homework has risen over the last three decades, American students are mired in the middle of international academic rankings: 17th in reading, 23rd in science and 31st in math, according to results from the Program for International Student Assessment released last December.
  • “Spaced repetition” is one example of the kind of evidence-based techniques that researchers have found have a positive impact on learning. Here’s how it works: instead of concentrating the study of information in single blocks, as many homework assignments currently do — reading about, say, the Civil War one evening and Reconstruction the next — learners encounter the same material in briefer sessions spread over a longer period of time. With this approach, students are re-exposed to information about the Civil War and Reconstruction throughout the semester.
Lisa Gorhum

Teaching: Prepare and Connect | U.S. Department of Education - 35 views

www.ed.gov/...teaching-prepare-and-connect

shared by Lisa Gorhum on 30 Aug 11 - No Cached
  • As a result, the technology of everyday life has moved well beyond what educators are taught to and regularly use to support student learning.
    • Rose Molter
      Rose Molter on 30 Aug 11
       
      I think that this is what we are talking about when we say "digital native." I think that are studnets know so much more than we do that it is often difficult to know where to start.
    • Lisa Gorhum
      Lisa Gorhum on 17 Sep 11
       
      I'm wondering why businesses, especially, don't recognize that teachers do not have the latest and greatest technological tools and work to provide those materials for students who will eventually become members of the workforce.
  • In connected teaching, individual educators also create their own online learning communities consisting of their students and their students' peers; fellow educators in their schools, libraries, and after-school programs; professional experts in various disciplines around the world; members of community organizations that serve students in the hours they are not in school; and parents who desire greater participation in their children's education.
  • The most effective educators connect to young people's developing social and emotional core (Ladson-Billings 2009; Villegas and Lucas 2002) by offering opportunities for creativity and self-expression.
  • ...2 more annotations...
  • Parents or members of other partner institutions can log in for a virtual tour through a class project or contribute materials to the environment.
  • Connected teaching also enables our education system to augment the expertise and competencies of specialized and exceptional educators
Wayne Holly

Download free ebooks at bookboon.com - 120 views

bookboon.com

ebooks textbooks pdf resource

shared by Wayne Holly on 13 Sep 11 - Cached
  • Martin Burrett on 13 Sep 11
     
    A superb site with free downloadable pdf textbooks for adults on subjects such as IT and Programming, travel guides and science. http://ictmagic.wikispaces.com/Cross+Curricular
  • Wayne Holly on 18 Jan 12
     
    A source of free books in pdf format. This a rather extensive collection covering textbooks, business, and travel guides.
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