students’ difficulties with the academic genre should be considered to be the norm, rather than the exception.
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Taylor & Francis Online :: Supervision and scholarly writing: writing to learn-learning... - 0 views
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anonymous on 12 Nov 12Step away from problematising writing and toward it being normal to seek help
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fallacious to assume that supervisors are necessarily scholarly writers
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benefit of naming what will be attended to and framing its context accrues through the process of planning, action and reflection
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I conceived postgraduate students’ writing as similar to that of an academic co‐author.
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explored whether these were careless errors or whether the students had difficulty with particular aspects of writin
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writing block initially posed a major ethical dilemma for me because the ethical guidelines of authorship restrict the writing that should be undertaken by a superviso
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not writing per se that underpinned Denise’s writing block but a lack of knowledge about the content and organization of a particular writing task.
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nadvertently engaged in unethical writing behaviour by including me as a co‐author without my permission
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tendency to rush through corrections, which often resulted in many issues identified on a previous draft remaining unresolved
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writing was often submitted and returned electronically using the ‘comments’ and ‘track changes’ tools in Microsoft Word.
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email guidance, sessions where writing was modeled and her writing scaffolded, and handouts on writing style.
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supervisor, it was difficult to maintain interest in and respond to Sherry’s work because of the time lag between each piece of writing
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Sherry’s approach to writing was likely to result in a lengthy completion time and she needed to accept the responsibility for managing her writing tasks.
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community of support for each othe
A Media Specialist's Guide to the Internet: Let's Teach Our Students About Copyright: 1... - 141 views
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General Linguistics Resources - 14 views
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Wow. I'm realizing that Web 2.0 has definitely not reached the world of linguistics. I'm looking into teaching a linguistics class and what I am seeing is pretty disappointing. This is a text-based list. If anyone finds any 2.0 resources, please let me know!Strange, considering most of these high-tech companies need linguistic specialists to make a lot of there stuff work! Maybe it is a case of "the shoemaker's family goes without shoes?)
A Media Specialist's Guide to the Internet: Biology Teachers: Try These 32 Resources - 8 views
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Estimating Costs and Time in Instructional Design - 11 views
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Instructional Designer - $28.00 hour (based on salary of $60,000 per year) eLearning designer - $37.00 hour (based on salary of $78,000 per year) Organizational Specialist - $38.46 (based on salary of $80,000 per year)
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Simple Asynchronous: (static HTML pages with text & graphics): 117 hours Simple Synchronous: (static HTML pages with text & graphics): 86 hours Average Asynchronous: (above plus Flash, JavaScript, animated GIF's. etc): 191 hours Average Synchronous: (above plus Flash, JavaScript, animated GIF's. etc): 147 hours Complex Asynchronous: (above plus audio, video, interactive simulations): 276 hours Complex Synchronous: (above plus audio, video, interactive simulations): 222 hours
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Course is five days or less, then 3 hours of preparation for each hour of training. Course is between five and ten days, then 2.5 hours of preparation for each hour of training. Course is over 10 days, then 2 hours of preparation for each hour of training.
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research generally shows that there is at least a 50% reduction in seat time when a course is converted from classroom learning to elearning. Brandon Hall reports it is a 2:1 ratio.
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If your organization is inexperienced, expect your average developmental man-hours to be closer to 450-500 man-hours per instructional hour.
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1995 August/September issue of CBT Solutions Magazine reported that 221 hours was the average development time.
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34:1 -- Instructor-Led Training (ILT), including design, lesson plans, handouts, PowerPoint slides, etc. (Chapman, 2007). 33:1 -- PowerPoint to E-Learning Conversion (Chapman, 2006a, p20). 220:1 -- Standard e-learning, which includes presentation, audio, some video, test questions, and 20% interactivity (Chapman, 2006a, p20) 345:1 -- 3rd party courseware. Time it takes for online learning publishers to design, create, test and package 3rd party courseware (Private study by Bryan Chapman 750:1 -- Simulations from scratch. Creating highly interactive content (Chapman, 2006b)
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Verizon says once they develop enough learning objects, they will be able to build courses in five hours or less ($10,000 to $15,000)
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includes the instructional designer, project manager, and outsourcing fees (the instructional designer takes the content that is written in instructional design format to three other companies and an in house group for bids)
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between 40 to 80 hours and costs $15,000 to $30,000 to develop one hour of elearning (George & Mcgee, 2003)
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If the elearning looks more like a PowerPoint presentation, then a 1:1 is probably close, however, the more elearning moves away from looking like a Powerpoint presentation and looks more like an interactive package, then the more the ratio starts to increase.
A Media Specialist's Guide to the Internet - 60 views
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Langwitches Blog » 21st Century PD- Practice What you Preach - 74 views
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Nancy: You need a phased attack. Phase one involves marshaling the technologies you do have handy to create communication with parents. Use Twitter for homework updates, essential questions about reading assignments, a "writer's tip of the day" etc. This is what I call a "tier 1" communication. This technology gives few details, but provides parents talking points during dinner conversation with their kids. Then use your website to add the major details, evaluation rubrics, blogging, etc. What I like to provide are "desktop" videos that capture you using or modeling Web 2.0 technologies, and their potential in the classroom. Post these on your website and say something like, "Blocked here at [your school] but you can perhaps use these tools at home..." When parents start to see the same text appear over and over as a caption or comment in your video, they just might get angry enough to go to the superintendent, or the IT "integration specialist" and say, "Enough! Give this teacher the tools she needs!" We're fighting this battle everywhere. Educators are being treated like children who don't have a clue. Keep fighting the good fight and good luck!
Mari Smith - Relationship Marketing Specialist » Blog Archive » Open Netwo... - 1 views
www.marismith.com/orking-which-is-more-effective
Open Networking Strategic Effective PLN PLE Learning eLearning e-Learning Teaching Web2.0 Social Media
shared by Bill Graziadei, Ph.D. (aka Dr. G) on 10 Jan 09
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Did You Say "Intellectual Property"? It's a Seductive Mirage - GNU Project - Free Soft... - 43 views
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The term carries a bias that is not hard to see: it suggests thinking about copyright, patents and trademarks by analogy with property rights for physical objects.
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The term “intellectual property” is at best a catch-all to lump together disparate laws.
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Nonlawyers who hear one term applied to these various laws tend to assume they are based on a common principle and function similarly.
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Since these laws developed independently, they are different in every detail, as well as in their basic purposes and methods.
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If you want to think clearly about the issues raised by patents, or copyrights, or trademarks, the first step is to forget the idea of lumping them together, and treat them as separate topics.
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The Tell-All Generation Learns When Not To, at Least Online - NYTimes.com - 55 views
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They are more diligent than older adults, however, in trying to protect themselves. In a new study to be released this month, the Pew Internet Project has found that people in their 20s exert more control over their digital reputations than older adults, more vigorously deleting unwanted posts and limiting information about themselves. “Social networking requires vigilance, not only in what you post, but what your friends post about you,” said Mary Madden, a senior research specialist who oversaw the study by Pew, which examines online behavior. “Now you are responsible for everything.”
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Forvo: the pronunciation guide. All the words in the world pronounced by native speakers - 55 views
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The thing that worries most non-specialists teaching language is pronouncing words correctly from a book. This is where Forvo is is priceless. Native speaker users and the site itself have uploaded audio clips of word for us non native speakers to copy. The site has 250+ languages uploaded. I tested the Mandarin section, as I understand that, and it was faultless. An amazing resource. http://ictmagic.wikispaces.com/Languages%2C+Culture+%26+International+Projects
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Google Apps Marketplace - EDU Specialists - 57 views
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What the Web Said Yesterday - The New Yorker - 42 views
www.newyorker.com/...cobweb
web digital preservation archives digital archives preservation history scholarly communication citations
shared by Kent Gerber on 02 Feb 15
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average life of a Web page is about a hundred days
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Sometimes when you try to visit a Web page what you see is an error message: “Page Not Found.” This is known as “link rot,”
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Or maybe the page has been moved and something else is where it used to be. This is known as “content drift,”
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For the law and for the courts, link rot and content drift, which are collectively known as “reference rot,” have been disastrous.
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According to a 2014 study conducted at Harvard Law School, “more than 70% of the URLs within the Harvard Law Review and other journals, and 50% of the URLs within United States Supreme Court opinions, do not link to the originally cited information.”
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1961, in Cambridge, J. C. R. Licklider, a scientist at the technology firm Bolt, Beranek and Newman, began a two-year study on the future of the library, funded by the Ford Foundation and aided by a team of researchers that included Marvin Minsky, at M.I.T.
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Licklider envisioned a library in which computers would replace books and form a “network in which every element of the fund of knowledge is connected to every other element.”
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Licklider’s two-hundred-page Ford Foundation report, “Libraries of the Future,” was published in 1965.
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Vint Cerf, who worked on ARPAnet in the seventies, and now holds the title of Chief Internet Evangelist at Google, has started talking about what he sees as a need for “digital vellum”: long-term storage. “I worry that the twenty-first century will become an informational black hole,” Cerf e-mailed me. But Kahle has been worried about this problem all along.
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The Internet Archive is also stocked with Web pages that are chosen by librarians, specialists like Anatol Shmelev, collecting in subject areas, through a service called Archive It, at archive-it.org, which also allows individuals and institutions to build their own archives.
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Illien told me that, when faced with Kahle’s proposal, “national libraries decided they could not rely on a third party,” even a nonprofit, “for such a fundamental heritage and preservation mission.”
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Perma.cc has already been adopted by law reviews and state courts; it’s only a matter of time before it’s universally adopted as the standard in legal, scientific, and scholarly citation.
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It’s not possible to go back in time and rewrite the HTTP protocol, but Van de Sompel’s work involves adding to it. He and Michael Nelson are part of the team behind Memento, a protocol that you can use on Google Chrome as a Web extension, so that you can navigate from site to site, and from time to time. He told me, “Memento allows you to say, ‘I don’t want to see this link where it points me to today; I want to see it around the time that this page was written, for example.’ ”
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New Tools - LibGuides at Springfield Township High School - 134 views
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Joyce Valenza and Kristen Swanson, have assembled a good collection of Web 2.0 tools and guides for teachers. The collection is part of STHS Library Guides. Their new tools catalog is organized by function (wikis, podcasting, etc) and topics related to technology use in schools (media literacy, fair use, privacy). Applications for EducationIf you're the technology integration specialist or just the "techy" person that everyone goes to, the STHS Library New Tools is a good site to refer your colleagues to when they need a quick reference to learn about new tools.
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This is a pretty decent collection of web tools and descriptions to pass along as references/resources of ed tech.
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An amazing array of resources for education: digital storytelling, copyright/creative commons, tag clouds, mindmapping, digital citizenship and more. Take 10 minutes to peruse this - impressive collection. Looks current, too.