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David Keck

Transcript | This American Life - 33 views

www.thisamericanlife.org/...transcript

shared by David Keck on 29 Oct 15 - No Cached
  • When I was a kid in the suburbs of Chicago, adventure meant Quetico Provincial Park, up on the border of Minnesota and Canada. The name implies that the place was small, but Quetico is a million acre nature preserve, so big you could go days and days without seeing another soul.
Gerald Carey

Top 100 Images | spacetelescope.org - 69 views

www.spacetelescope.org/...top100

space photography hubble astronomy photos

shared by Gerald Carey on 28 Apr 10 - Cached
  • Gerald Carey on 28 Apr 10
     
    Awesome images from 20 years of Hubble
Jenny Gough

An Introduction to Inquiry-Based Learning - 122 views

www.techsoup.org/...page10004.cfm

shared by Jenny Gough on 17 Jul 12 - Cached
  • Jenny Gough on 17 Jul 12
     
    "What kinds of questions make for good inquiry-based projects? As we said, they must first be questions that the kids truly care about because they come up with them themselves. In addition, good questions share the following characteristics: The questions must be answerable. "What is the poem 'Dream Deferred' based on?" is answerable. "Why did Langston Hughes write it?" may be answerable if such information exists, or if the students have some relevant and defensible opinions. "Why did he choose this particular word in line six?" is not answerable because the only person likely to know such a specific answer is Hughes himself, now deceased. The answer cannot be a simple fact. "In what year was Lincoln killed?" doesn't make for a very compelling project because you can just look it up in any number of books or Web sites. "What factors caused the assassination attempt?" might be a good project because it will require research, interpretation, and analysis. The answer can't already be known. "What is hip-hop music?" is a bit too straightforward and the kids are not likely to learn much more than they know already. "What musical styles does hip-hop draw from and how?" offers more opportunity for exploration. The questions must have some objective basis for an answer. "Why is the sky blue?" can be answered through research. "Why did God make the sky blue?" cannot because it is a faith-based question. Both are meaningful, valid, real questions, but the latter isn't appropriate for an inquiry-based project. "What have people said about why God made the sky blue?" might be appropriate. Likewise, "Why did the dinosaurs become extinct?" is ultimately unanswerable in that form because no humans were around to know for sure, but "What do scientists believe was the reason for their extinction?" or "What does the evidence suggest about the cause?" will work. Questions based on value judgments don't work for similar reasons. You can't objectively answer "Is Hamle
scott L

Beyond McLuhan: Your New Media Studies Syllabus - 102 views

www.theatlantic.com/...63061

media technology syllabus newmedia socialmedia mcluhan

shared by scott L on 30 Jan 11 - No Cached
  • scott L on 30 Jan 11
     
    syllabus from a PhD level class at rutgers on the new medias
Jørgen Mortensen

Have Smartphones Destroyed a Generation? - The Atlantic - 41 views

www.theatlantic.com/...534198

shared by Jørgen Mortensen on 24 Sep 17 - No Cached
  • Jørgen Mortensen on 24 Sep 17
     
    "The allure of independence, so powerful to previous generations, holds less sway over today's teens."
Josh Flores

Is Google Making Us Stupid? - Magazine - The Atlantic - 48 views

www.theatlantic.com/...6868

shared by Josh Flores on 09 Nov 10 - Cached
    • donheberer85
      donheberer85 on 30 Mar 11
       
      I love the picture
    • Josh Flores
      Josh Flores on 10 May 11
       
      I think we forget to ADD our knowledge to the "great database" in the sky. Maybe our curriculum needs more of this?
  • Research that once required days in the stacks or periodical rooms of libraries can now be done in minutes
  • ...2 more annotations...
  • media are not just passive channels of information. They supply the stuff of thought, but they also shape the process of thought
  • chipping away my capacity for concentration and contemplation
    • Josh Flores
      Josh Flores on 10 May 11
       
      Another challenge and another reason to totally re-haul the way curriculum is developed and delivered.
  • Brian Mull on 09 Nov 10
     
    ""Dave, stop. Stop, will you? Stop, Dave. Will you stop, Dave?" So the supercomputer HAL pleads with the implacable astronaut Dave Bowman in a famous and weirdly poignant scene toward the end of Stanley Kubrick's 2001: A Space Odyssey. Bowman, having nearly been sent to a deep-space death by the malfunctioning machine, is calmly, coldly disconnecting the memory circuits that control its artificial " brain. "Dave, my mind is going," HAL says, forlornly. "I can feel it. I can feel it." "
Rachel Hinton

12 Windows shortcuts every educator should know - Microsoft in Education Blog - Site Ho... - 132 views

blogs.technet.com/...very-educator-should-know.aspx

Windows microsoft shortcuts tips

shared by Rachel Hinton on 09 Dec 15 - No Cached
  • Rachel Hinton on 09 Dec 15
     
    "Teachers are busy people. While juggling student instruction, assignment review, lesson preparation, and professional development, you need technology to work for you, not against you. Here are some nifty time-saving techniques so you can focus on the things that matter."
  • Rachel Hinton on 09 Dec 15
     
    Only one of these tips is limited to Windows 10.
Roland Gesthuizen

Productive Living - 31 views

www.davidco.com/...0513.html

GTD productivity timemanagement workload workspace

shared by Roland Gesthuizen on 03 Jun 13 - No Cached
  • Roland Gesthuizen on 03 Jun 13
     
    "To tackle something most productively you need room. Physically you need all your tools in order and an open space for spreading your raw elements and assembling structures. Psychically you need an empty head, clear of distractions and unfinished business holding your attention hostage"
Glenn Hervieux

Why you aren't blogging more… - The Principal of Change - 43 views

georgecouros.ca/...7013

blogging

shared by Glenn Hervieux on 29 Jan 17 - No Cached
  • Glenn Hervieux on 29 Jan 17
     
    "The Principal of Change "
Dallas McPheeters

Are 'Learning Styles' Real? - The Atlantic - 34 views

www.theatlantic.com/...557687

shared by Dallas McPheeters on 08 May 18 - No Cached
  • Really, Willingham says, people have different abilities, not styles. Some people read better than others; some people hear worse than others. But most of the tasks we encounter are only really suited to one type of learning. You can’t visualize a perfect French accent, for example.
    • Dallas McPheeters
      Dallas McPheeters on 08 May 18
       
      Learning Abilities not Learning Styles
meghankelly492

Music performance skills: A two-pronged approach - facilitating optimal music performan... - 1 views

journals.sagepub.com/...0305735618765349

anxiety Music

shared by meghankelly492 on 21 Aug 19 - No Cached
  • music performance anxiety (MPA)
  • The concept of “flow”, describing the subjective psychological state in which a person is completely immersed and fully concentrated in an activity which is enjoyable and rewarding, is often associated with optimal functioning
  • Anxiety is generally regarded as having an antithetical relationship with flow
  • ...19 more annotations...
  • The clinical implications of this negative association between MPA and flow suggest that a two-pronged approach focusing on facilitating flow and positive functioning as well as reducing pathological MPA may bring about improvements in the performer’s subjective performing experienc
  • Seligman’s (2011) most recent model of well-being, from the field of positive psychology, understands well-being as comprising five elements: Positive emotion, Engagement, Relationships, Meaning and Achievemen
  • There is a substantial body of Music Performance Anxiety (MPA) research providing evidence that MPA is a debilitating phenomenon (Kenny, 2011) which can affect musicians at any stage of their careers, from highly experienced professional performers (Fishbein, Middlestadt, Ottati, Straus, & Ellis, 1988; Kenny, Driscoll, & Ackerman, 2014) through to child beginners
  • Anxiety is often described as having an antithetical relationship to the experience of flow (Csikszentmihalyi, 1975), and it has been suggested that fostering techniques for facilitating flow may provide a powerful tool for reducing MPA and encouraging optimal performance
  • “when performance anxiety was highest, flow was lowest and vice versa … the presence of one minimises the magnitude of the other” (Fullager et al., 2013, p. 251), and a recent study found evidence of a strong, significant negative association between flow and MPA amongst 200 professional orchestral musicians (Cohen & Bodner, 2018), supporting Kirchner et al.’s (2008) earlier findings with music students
  • Investigations of the efficacy of existing methods for treating MPA indicate that Cognitive Behavioural Therapy based interventions are most effective (for an overview, see Burin & Osorio, 2016).
  • However, evidence suggests that pharmacological methods, particularly beta-blockers, are most commonly used, often in the absence of medical supervision (Cohen & Bodner, 2018; Kenny et al., 2014) and that the subject of MPA is still stigmatised, with many musicians and teachers unwilling to talk openly about it
  • Csikszentmihalyi’s nine dimensions of flow as follows
  • Although there was an increase in flow over time, this was not significant, F(1, 20) = 4.27, p > .05, η2 =.18, and there was no evidence of a significant interaction between group and time, F(1, 20) = 0.56, p > .05, η2 = .03, indicating that the hypothesis that there would be an increase in self-reported levels of flow in the intervention group, was not supported.
  • Figure 4. Judge-rated musical performance quality and signs of performance anxiety in the intervention group.
  • These results support the fourth hypothesis that there would be an increase in judge-rated PQ and a decrease in judge-rated SPA.
  • Results showed evidence of a significant negative association between MPA and flow, and three out of the four study hypotheses were supported: the music performance skills intervention was found to be effective in reducing pre-/post-test MPA in the intervention group compared to the wait-list control group; there were significant improvements in positive and negative affect and state anxiety associated with the performance situation in the intervention group; and there were significant improvements in judge-rated PQ and behavioural signs of performance anxiety. However, there was no significant change in pre-/post-test measures of flow. These findings will now be discussed in more detail.
  • This supports the understanding of MPA as a specific type of anxiety, where the performer suffers from MPA without necessarily being generally anxious or impaired in any other areas of his/her life (Clark & Williamon, 2011; Hoffman & Hanrahan, 2011) and corresponds to Kenny’s (2011) description of the first and most mild of three types of MPA (for full coverage of this issue, see Kenny, 2011).
  • Thus, the absence in improvement in levels of flow in the current study could also be due to the low average hours of daily practice reported
  • The increases in participants’ positive affect and decreases in negative affect after the second simulated performance compared to the first indicate that the intervention was effective in facilitating positive emotion, the first component of Seligman’s (2011) PERMA model of well-being
  • Evidence of improvements in judge-rated performance quality indicate that the intervention was also effective in facilitating the fifth (Achievement) component of the PERMA model.
  • “Ironically, it may be that the last people to receive some benefit from the therapeutic value of music may be the musicians themselves” (Brodsky, 1996, p. 95).
  • Hopefully, such an approach will enable developing musicians to acquire the skills necessary to enjoy satisfying, successful and healthy lives as performing musicians, in which the threat of debilitating MPA and the need to recourse to beta-blockers are a thing of the past.
  • Cohen, S., & Bodner, E. (2019). Music performance skills: A two-pronged approach – facilitating optimal music performance and reducing music performance anxiety. Psychology of Music, 47(4), 521–538. https://doi.org/10.1177/0305735618765349
Jeff Andersen

elearn Magazine: Five Expectations Students Should Have of an Online Instructor - 8 views

elearnmag.acm.org/archive.cfm

online student expectations expectations students online

shared by Jeff Andersen on 09 Mar 20 - No Cached
  • Jeff Andersen on 09 Mar 20
     
    In recent years, online degree programs have become a widely accepted modality for many learners who seek a college degree. Most often, students who choose the flexibility of online college courses have family or work obligations that inhibit their ability to be placed in a traditional classroom. Online learning is a great choice for a student who is a self-motivated, and who is an independent learner.
Maggie Tsai

Bib 2.0: Before Blogs and Wikis: Three Tools to Enhance Collaboration - 6 views

bib20.blogspot.com/...-and-wikis-three-tools-to.html

diigo education review

shared by Maggie Tsai on 05 Aug 07 - Cached
  • Diigo: Once they start their web-related search, Diigo, an add-on extension for Firefox and Internet Explorer, allows students to highlight text and post sticky-notes directly onto webpages, then share their comments within the group. Others can add their own comments to the note. Selected text is archived to a "my bookmarks" page, along with the comments and a copy of the website. Students can collaborate within the bookmarks site or on the individual websites. Diigo supports RSS feeds, allowing teachers to follow student progress. The more I use this tool, the more I'm convinced it ought to be integral to every research project. It allows students to actively connect with the information they're reading--to question, annotate and infer. All in collaboration with their group. How amazing is that???
trisha_poole

Teacher Reboot Camp » Blog Archive » Free Ebook! Effective Mobile Learning: 5... - 63 views

teacherbootcamp.edublogs.org/...arning-50-quick-tips-resources

web2.0 edtech eslresources phd digital pedagogy digital resources ebooks social media resources

shared by trisha_poole on 15 Oct 11 - No Cached
  • trisha_poole on 15 Oct 11
     
    eBook with mobile tech usage ideas
Dan Bench

Digital Public Library of America - 57 views

dp.la

expansion instruction

shared by Dan Bench on 10 Mar 17 - No Cached
  • ljohnsonpcs on 10 Mar 17
     
    database of digital content from libraries, archives and museums
carmelladoty

Why Some Schools Are Selling All Their iPads - The Atlantic - 138 views

www.theatlantic.com/...375567

ipad chromebooks

shared by carmelladoty on 06 Jan 15 - No Cached
  • carmelladoty on 06 Jan 15
     
    Interesting article about IPads being replaced by Chromebooks.
spdrmn7

The LiederNet Archive: Texts and Translations to Lieder, mélodies, art songs,... - 4 views

www.lieder.net

music education translations singers voice

shared by spdrmn7 on 15 Feb 19 - No Cached
  • spdrmn7 on 15 Feb 19
     
    In a crunch, this site is great for finding translations of popular vocal repertoire.
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