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Andrew Sias

Beyond the Bubble - 45 views

beyondthebubble.stanford.edu

shared by Andrew Sias on 17 Sep 12 - No Cached
  • AnneMarie Walter on 17 Sep 12
     
    The Stanford site about creating document based assessments
Howard Rheingold

Discovering How to Learn Smarter | MindShift - 100 views

mindshift.kqed.org/...scovering-how-to-learn-smarter

learning neuroplasticity

shared by Howard Rheingold on 03 Feb 12 - No Cached
  • Howard Rheingold on 03 Feb 12
     
    Stanford psychologist Carol Dweck conducted the groundbreaking research showing that praise intended to raise young people's self-esteem can seriously backfire. When we tell children, "You're so smart," we communicate the message that they'd better not take risks or make mistakes, lest they reveal that they're not so smart after all. Dweck calls this cautious attitude the "fixed mindset," and she's found that it's associated with greater anxiety and reduced achievement. Students with a "growth mindset," on the other hand, believe that intelligence can be expanded with hard work and persistence, and they view challenges as invigorating and even fun. They're more resilient in the face of setbacks, and they do better academically. Now Dweck has designed a program, called Brainology, which aims to help students develop a growth mindset. Its website explains: "Brainology makes this happen by teaching students how the brain functions, learns, and remembers, and how it changes in a physical way when we exercise it. Brainology shows students that they are in control of their brain and its development." That's a crucial message to pass on to children, and it's not just empty words of encouragement-it's supported by cutting-edge research on neuroplasticity, which shows that the brain changes and grows when we learn new things. You, and your child, can learn to be smarter.
Kris Cody

WPR Program - At Issue with Ben Merens - 0 views

wpr.org/...index.cfm

CBW ICWRS brain multitasking

shared by Kris Cody on 18 Jul 12 - No Cached
  • Kris Cody on 18 Jul 12
     
    A radio program that looks at multi-tasking and its effects. About 2/3 of the way through, it gives an example that came out of Stanford of giving standardized tests to top students and letting them multi-task, vs. average students and not letting them multi-task. The second tier students outperformed the top students!
Joe Tedesco

d.school: Institute of Design at Stanford - 33 views

dschool.stanford.edu

DesignThinking resources learning Ideas Community

shared by Joe Tedesco on 14 Jun 12 - Cached
  • Joe Tedesco on 14 Jun 12
     
    Engaging projects and ideas for students to learn.
Roy Sovis

▶ Exploring a Growth Mindset - YouTube - 57 views

www.youtube.com/watch

growth_mindset teaching students

shared by Roy Sovis on 21 Jan 14 - No Cached
  • Roy Sovis on 21 Jan 14
     
    Carol Dweck from Stanford explores growth mindset
anonymous

For Stanford U. MOOC instructors, trial and error breeds success | Inside Higher Ed - 1 views

www.insidehighered.com/...trial-and-error-breeds-success

MOOC

shared by anonymous on 04 Mar 14 - No Cached
  • anonymous on 04 Mar 14
     
    Finally seeing results with their MOOCS...
Stacy Olson

U.S. History Lessons | Stanford History Education Group - 59 views

sheg.stanford.edu/us

history US History primary sources Social_Studies

shared by Stacy Olson on 16 May 13 - No Cached
    • Kevin Walsh
      Kevin Walsh on 16 May 13
       
      Great website with tremendous resources and lessons using primary sources!
  • Kevin Walsh on 16 May 13
     
    Great resource of primary sources for American History.
Brad Belbas

update on Warner Music (UPDATED) (AGAIN) (Lessig Blog) - 0 views

www.lessig.org/...update_on_warner_music.html

fair use dmca copyright creativity read-only culture read-write creativity

shared by Brad Belbas on 06 May 09 - Cached
  • Brad Belbas on 06 May 09
     
    This is a video of a talk that Lawrence Lessig (Professor, Stanford Law School) gave for an organization. In his talk, Lessig provides a powerful and piercing analysis and critique on the impact that legal restrictions on the re/use of media resources has on creativity and cultural production. During his talk, Lessig shows some remarkably creative mash-ups videos on YouTube to exemplify the kind of creativity/cultural production that is possible through ubiquitous digital media. Ironically, the organization that hosted the talk received a notice from Warner Bros Music after posting a video of the Lessig's talk on YouTube, which, according to Lessig's blog, "objected to its being posted on copyright grounds." Warner Brother Music Group has implemented content-id algorithms (i.e., technology that detects the digital "fingerprint" of corporate-"owned" copyrighted works) through media hosting services, including YouTube, FaceBook, and others. When the video of Lessig's talk was posted, it was 'dusted' for fingerprints of WBMG copyrighted works. The detection system identified the soundtracks in the YouTube videos Lessig showed, as materials to which they held copyright. Both the video of Lessig's talk and the blog conversation regarding WBMG's objection are must-see resources.
Tracy Tuten

Can New Online Rankings Really Measure Colleges' Brand Strength? Unlikely, Experts Say ... - 7 views

chronicle.com/...126083

smm colleges mentions social media monitoring rankings

shared by Tracy Tuten on 02 Feb 11 - Cached
  • Colleges and marketers are just starting to try to understand how to measure the success of their social-media efforts, says Mr. Stoner. Many are counting "touches"—the number of Twitter followers, the hits on a Web site, the number of friends or comments on a Facebook page. The more difficult question, he says, is, What do these measurements mean? Do tweets, blog posts, and Facebook "likes" translate into someone choosing your college, recommending it to a friend, attending an alumni event, or making a donation?
  • Tracy Tuten on 02 Feb 11
     
    In recent months, a handful of companies have introduced rankings that claim to calculate a college's brand value or online influence by looking at the attention an institution receives online. One ranking found that the University of Wisconsin at Madison has the strongest brand equity among universities, based on its number of mentions across the Internet. Another named Stanford University the most influential college on Twitter.
Kim Drain

Stanford Copyright & Fair Use - Welcome to the Public Domain - 106 views

fairuse.stanford.edu/...8-a.html

public domain copyright research

shared by Kim Drain on 10 Jun 11 - Cached
  • The public owns these works, not an individual author or artist. Anyone can use a public domain work without obtaining permission, but no one can ever own it.
  • Copyright has expired for all works published in the United States before 1923.
  • For works published after 1977, if the work was written by a single author, the copyright will not expire until 70 years after the author’s death. If a work was written by several authors and published after 1977, it will not expire until 70 years after the last surviving author dies.
  • ...7 more annotations...
  • Thousands of works published in the United States before 1964 fell into the public domain because the copyright was not renewed in time under the law in effect then.
  • Copyright law does not protect ideas; it only protects the particular way an idea is expressed.
  • Sometimes an author deliberately chooses not to protect a work and dedicates the work to the public. This type of dedication is rare, and unless there is express authorization placing the work in the public domain, do not assume that the work is free to use.
  • Copyright law does not protect the titles of books or movies, nor does it protect short phrases such as, “Make my day.” Copyright protection also doesn’t cover facts, ideas, or theories.
  • Creative Commons, a nonprofit organization designed to foster the public domain, helps copyright owners dedicate their works to the public domain.
  • Works published in the U.S. before 1923 In the
  • In the U.S., any work created by a federal government employee or officer is in the public domain, provided that the work was created in that person’s official capacity.
  • Kim Drain on 10 Jun 11
     
    This chapter of Stanford's Copyright and Fair Use Overview defines public domain and explains the main ways in which works become public domain. "Dear Rich" letters provide scenarios to illustrate many of these.
Maureen Greenbaum

Stanford for Everyone: More Than 120,000 Enroll in Free Classes | MindShift - 136 views

mindshift.kqed.org/...-120000-enroll-in-free-classes

shared by Maureen Greenbaum on 25 Aug 11 - No Cached
  • Marsha Ratzel on 25 Aug 11
     
    Love the notion of masses of people taking this course. Students submit questions and the community votes for the best ones that the professors answer. Education is changing before our very eyes. Are we watching?
  • Maureen Greenbaum on 27 Aug 11
     
    "making sure that they - and their professors - know how they're doing every step of the way."
anonymous

Technology in Schools Faces Questions on Value - NYTimes.com - 70 views

www.nytimes.com/...-faces-questions-on-value.html

technology schools change critique measurement effectiveness integration

shared by anonymous on 04 Sep 11 - No Cached
  • When it comes to showing results, he said, “We better put up or shut up.”
  • Critics counter that, absent clear proof, schools are being motivated by a blind faith in technology and an overemphasis on digital skills — like using PowerPoint and multimedia tools — at the expense of math, reading and writing fundamentals. They say the technology advocates have it backward when they press to upgrade first and ask questions later.
  • how the district was innovating.
  • ...24 more annotations...
  • district was innovating
  • there is no good way to quantify those achievements — putting them in a tough spot with voters deciding whether to bankroll this approach again
  • “We’ve jumped on bandwagons for different eras without knowing fully what we’re doing. This might just be the new bandwagon,” he said. “I hope not.”
  • $46.3 million for laptops, classroom projectors, networking gear and other technology for teachers and administrators.
  • If we know something works
  • it is hard to separate the effect of the laptops from the effect of the teacher training
  • The high-level analyses that sum up these various studies, not surprisingly, give researchers pause about whether big investments in technology make sense.
  • Good teachers, he said, can make good use of computers, while bad teachers won’t, and they and their students could wind up becoming distracted by the technology.
    • anonymous
      anonymous on 07 Dec 11
       
      yep - so where does leadership come in?
  • “It’s not the stuff that counts — it’s what you do with it that matters.”
  • “Test scores are the same, but look at all the other things students are doing: learning to use the Internet to research, learning to organize their work, learning to use professional writing tools, learning to collaborate with others.”
  • that computers can distract and not instruct.
  • “They’re inundated with 24/7 media, so they expect it,”
  • The 30 students in the classroom held wireless clickers into which they punched their answers. Seconds later, a pie chart appeared on the screen: 23 percent answered “True,” 70 percent “False,” and 6 percent didn’t know.
  • rofessor Cuban at Stanford argues that keeping children engaged requires an environment of constant novelty, which cannot be sustained.
  • engagement is a “fluffy
  • term” that can slide past critical analysis.
  • creating an impetus to rethink education entirely
    • Steve Ransom
      Steve Ransom on 04 Sep 11
       
      Like teaching powerpoint is "rethinking education". Right.
  • guide on the side.
  • Professor Cuban at Stanford
  • But she loves the fact that her two children, a fourth-grader and first-grader, are learning technology, including PowerPoint
  • “There is a connection between the physical hand on the paper and the words on the page,” she said. “It’s intimate.”
  • Mr. Share bases his buying decisions on two main factors: what his teachers tell him they need, and his experience. For instance, he said he resisted getting the interactive whiteboards sold as Smart Boards until, one day in 2008, he saw a teacher trying to mimic the product with a jury-rigged projector setup. “It was an ‘Aha!’ moment,” he said, leading him to buy Smart Boards, made by a company called Smart Technologies.
  • This is big business.
  • “Do we really need technology to learn?” she said. “It’s a very valid time to ask the question, right before this goes on the ballot.”
  • anonymous on 07 Dec 11
     
    Shallow (still important) analysis of the major issues regarding technology integration in schools.
dabennett7

Remix Culture : Center for Social Innovation (CSI) - 12 views

csi.gsb.stanford.edu/remix-culture

shared by dabennett7 on 29 Mar 15 - Cached
  • there’s a war raging over what some now are calling a new art form in the emerging Web 2.0 culture—remix
  • remix is collage, a recombination of existing, reference images or music and video clips from popular digital culture, elements of which are mashed up into something new.
    • dabennett7
      dabennett7 on 29 Mar 15
       
      Does this sound familiar? Common core and even the SBAC assessment are rooted in remix.
  • as long as the remix is significantly altered from the original—should remix be permitted by law
    • dabennett7
      dabennett7 on 29 Mar 15
       
      How will copryright laws evolve for the 21st century? What skills must our students gradate with to prepare them for a world of Remix vs. Copyrights?
  • ...7 more annotations...
  • Should remix be outlawed as a violation of an artist’s or photographer’s copyrigh
  • “Remix is literacy in the 21st century,” Lessig said. The chief of Stanford University’s Center for Internet and Society
    • dabennett7
      dabennett7 on 29 Mar 15
       
      If digital literacy includes remixing, then the skills of citation and attribution are more important than ever.
  • failing to legally protect remixes as original forms of art and expression “will make pirates of our children...We cannot kill this form of expression;
  • Johnson, author of The Invention of Air, a new book about the history of information flows in American and British society, said remix has “deep roots in the Age of Enlightenment and among America’s Founding Fathers.”
    • dabennett7
      dabennett7 on 29 Mar 15
       
      Remix is not new...  but it is easier and more accessible than ever.  A smartphone alone is a remix machine capable of remixing text, audio, video, images and more.  Then with a click you can publish your remix to the world from anywhere!
  • Where do we think innovation and creativity come from
  • Fairey rounded out the talk, citing remix as one of the early 21st century’s most popular forms of free political expression.
  • Remix is all about making references; references are how you establish a point of view in popular culture, and they are crucial to my work as an artist.”
    • dabennett7
      dabennett7 on 29 Mar 15
       
      This is what we as educators are all about... We challenge students to make connections, identify themes, clarify or argue a point of view.  We push them to remix everyday. Are we challenging them to respect the ideas they build their learning upon?
Martin Burrett

Positive Attitude Toward Maths Predicts Maths Achievement in Children - 10 views

ukedchat.com/...positive-attitude-maths

research maths math

shared by Martin Burrett on 02 Feb 18 - No Cached
  • Martin Burrett on 02 Feb 18
     
    "For the first time, scientists have identified the brain pathway that links a positive attitude toward maths to achievement in the subject. In a study of elementary school students, researchers at the Stanford University School of Medicine found that having a positive attitude about maths was connected to the better function of the hippocampus, an important memory centre in the brain, during the performance of arithmetic problems. The findings will be published online Jan. 24 in Psychological Science."
Jeff Andersen

inPERSPECTIVE / FITNESS TRENDS - Fitness Trends in Rising Generations - 2 views

recmanagement.com/...202003GC02

fitness trends

shared by Jeff Andersen on 02 Apr 20 - No Cached
  • Jeff Andersen on 02 Apr 20
     
    Health and wellness is a priority for a majority of the younger demographics; according to Stanford Health, 53% of millennials say it's the most important part of their lives, coming in second behind family. Millennials have been coined the "wellness generation," but with gen Z surpassing them as the most populous generation at 32% of the population, there are new fitness practices that are taking over the industry to appeal to this even younger crowd. These rising fitness trends are more interactive, less time-consuming and have eco-friendly options.
Maggie Tsai

美国大学升学作文命题趣谈 - 白露为霜的日志 - 贝壳村 - 7 views

my.backchina.com/home.php

college admission essay NN

shared by Maggie Tsai on 01 Dec 12 - No Cached
  • You have just completed your 300-page autobiography. Please submit Page 217. (UPenn, 2009)
  • 这篇作文的目的是看学生对自己的人生有没有什么规划。任何大学都希望自己的学生和校友成功，而有雄心有计划的人成功的可能性会更高一些。这个题目并不难写，如果你想当导演，第217页可能是写你在奥斯卡奖颁奖仪式上焦急地等待结果；如果你想从政，第217页可能是写到你作为新科参议员视察飓风袭击后的灾区的情景。写什么都可以，你的想象力是唯一的障碍。如果你说我不知道我想做什么(这也常见)，那就编一个，没人会找你算账的。最后别忘记提到你在宾大接受的教育在你成功中起到的作用，这样你就给大学一个录取你的好理由。
  • Using the quotation below as a jumping off point, tell us about an event or experience that helped you define one of your values or changed how you approach the world.     "Some questions cannot be answered./ They become familiar weights in the hand,/ Round stones pulled from the pocket, unyielding and cool."
  • ...4 more annotations...
  • 如果你想知道普林斯顿到底喜欢什么样的人，从这个题目应该可以看出点端倪 – 有思想而且执著的人。这首诗到底在说啥，怎样才能起跳？有些人可能有这样的经历，他看到了一件事，读了一本书，有一个哲学问题等等，以后就一直放不下。因为挥之不去，就变成了他的一个负担，坚硬而冰凉。没有？那你太幸福了，也许你就不该写这个题目。如果有这种经历，你或许能写出一篇很出彩的文章，展示你的思想的深度和敏锐度。要注意的是重点不在这个事件的本身，更重要的是后来呢？它是怎样改变了你的，而你又做了些什么呢？
  • Stanford students possess an intellectual vitality. Reflect on an idea or experience that has been important to your intellectual development.
  • In short, we are looking for the thinking student who has a passion for learning.
  • 斯坦福想看到的是不但有好奇心，能在饭桌上进行热烈的讨论，而且能进一步把它变成一个研究课题的学生。如果学生拥有对扩展自己智能空间的激情，能量，主动性和真正的兴趣，这个题目不难。这些特质一定会某方面展露出来的
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