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navclarke

Layers Magazine « The How-to Magazine for Everything Adobe Layers Magazine - 1 views

layersmagazine.com

shared by navclarke on 20 Jun 12 - Cached
  • DR Expose 2 Plugins Processing HDR images to get just the right effect can be as much art as science. The new HDR Expose 2 from Unified Color Technologies (UCT) aims to help you find the right balance between the two, so you get just the finished image you want without headaches and frustration. 0 Continue Reading Using Scripted Patterns in Photoshop CS6 CS6 One of the problems with pattern fills in Photoshop is the complete lack of randomness you get in shape, color, and position. Just think about it: a real brick wall isn’t made from perfectly identical bricks; each brick varies in color, texture, and even size. That’s why Adobe added the ability to apply scripts to pattern fills in Photoshop CS6. 0 Continue Reading 2D to 3D in Photoshop CS6 Extended CS6 Stephen Burns shows viewers how to take an image of a 2D object and transform it into a 3D object using depth maps in the new Photoshop CS6 Extended. 1 Continue Reading Corel AfterShot Pro Product Reviews Corel’s first professional photo catalog and RAW editing software, AfterShot Pro, is based on a number of technologies—Bibble Pro, Noise Ninja, and Perfectly Clear—that are widely known and respected in the photography world. It’s available for Mac OS X, Windows, and Linux. 0 Continue Reading Photoshop CS6 Type Styles CS6 http://layersmagazine.com/photoshop-cs6-typ
Deborah Baillesderr

Google World Wonders Project - 133 views

www.google.com/...worldwonders

google world wonders Project

shared by Deborah Baillesderr on 01 Sep 13 - No Cached
  • gaby eyzaguirre on 03 Sep 13
     
    I'm a great fan of google but until it shows a balanced sample I will not use it. I am sad to see only places 2 in South America... "Route 66" made their list and the Machu Picchu ruins did not?? and we are talking about World Wonders? I think I rather use UNESCO's map http://whc.unesco.org/en/list/ I find google's WWP misleading and ethnocentric... but an outstanding work in progress. Just saying
Amy Roediger

Smarter Balanced Assessment Consortium Practice Test - 91 views

sbac.portal.airast.org/practice-test

practice assessment testing CCSS common core standards resources

shared by Amy Roediger on 01 Sep 13 - No Cached
  • Amy Roediger on 01 Sep 13
     
    Here are some practice sample items that are worth checking out to prepare students for the next generation assessments for the Common Core.
Jac Londe

OCDE - Direction des Statistiques - Organisation de coopération et de dévelop... - 4 views

www.oecd.org/...elocdefrequemmentdemandees.htm

OCDE Direction Statistiques Organisation coopération développement économiques

shared by Jac Londe on 07 Feb 14 - No Cached
  • Statistiques de l'OCDE fréquemment demandées
  • A : Aide Aide Publique au Developpement (APD) Agrégats monétaires - Monnaie au sens étroit et au sens large B : Balance des paiements C : Chômage Commerce de détail Commerce internationa Conjoncture en bref (données mensuelles/ trimestrielles, % de variation : PIB, indicateurs avancés, prix...) Construction - Logements mis en chantier et permis de construire Cours des actions Coût unitaire de la main d'oeuvre Croissance D : Définitions Dépenses sociales Distribution des revenus E : Education Emploi Enfants F : Famille G : Gains horaires Ginis I : Indicateurs composites avancés Indicateurs de confiance des industriels et des ménages Indices des prix à la consommation Indices des prix à la production Inégalités Inflation M : Mères Méthodologie Migrations N : PPA - Niveau de prix comparés basés sur les PPA O : L'OCDE en chiffres Offres d'emploi P : Parités de pouvoir d'achat (PPA) PPA - Niveau de prix comparés basés sur les PPA Pauvreté Pensions Perspectives économiques de l'OCDE PISA Population Population étrangère Prestations et salaires Prix - Indices des prix à la consommation - Indices des prix à la production - PPA - Niveau de prix comparés basés sur les PPA   Production industrielle Productivité Produit intérieur brut (PIB) S : Santé Social Sources et définitions T : Taux de chômage harmonisés Taux d'intérêt (long terme et court terme) Taux de change V : Voitures de tourisme - immatriculations
  • Jac Londe on 07 Feb 14
     
    Des statistiques qui aident à comprendre nos sociétés et leurs interactions.
Thieme Hennis

MOOCs: The cutting announcement of the wrong revolution | betrokken wetenschap - 27 views

hmjvandenbosch.com/...cement-of-the-wrong-revolution

mooc learning education work competencies knowledge-management knowledge theory teaching research

shared by Thieme Hennis on 06 Jul 13 - No Cached
  • A critical assessment of mainstream of higher education reveals that universities spent most energy on delivery of knowledge. Application of knowledge is dominated by ‘near transfer’, which means that students learn to give practical examples of theoretical concepts. ‘Far transfer’ originates from the analysis and solving of real problems, without prior exposure to cues regarding relevant knowledge. It occurs in Schools that deploy problem- or project-based learning. Exchange of codified and practical knowledge is absent in general. It might take place during internships, but projects outside the university are better and moreover, they offer opportunity for integration with other learning processes.
  • A balanced and integrated approach of the three learning processes mentioned above is occurring in only few universities. Elsewhere, students learn (and forget) lots of knowledge, have only limited experience with the application of knowledge and are ignorant of the clash between codified and practical knowledge. Consequently, the majority of our universities are disavowing their main goal, the development of ‘readiness for society’. It is this verdict that justifies a revolution in higher education.
  • Thieme Hennis on 06 Jul 13
     
    interesting comments about different types of transfer, and the role of MOOCs.
Ross Davis

The power of digital student portfolios SmartBlogs - 54 views

smartblogs.com/...-of-digital-student-portfolios

portfolios

shared by Ross Davis on 29 Jul 14 - No Cached
  • Matt Renwick on 29 Jul 14
     
    Students and teachers can use digital tools to document current understandings, make revisions as thinking changes, share student products both locally and globally and celebrate successes with peers and parents. Although this practice is only one part of a balanced assessment system, there are many benefits that learners, both student and teacher, can gain for developing digital portfolios.
Ed Webb

Is Technology Making Your Students Stupid? - Technology - The Chronicle of Higher Educa... - 59 views

chronicle.com/...66128

technology education carr attention

shared by Ed Webb on 07 Jul 10 - Cached
  • what the evidence suggests is that, unless it's very carefully planned with an eye to how the brain processes information, multimedia actually impedes learning rather than enhances it
  • a very balanced approach. Educators need to familiarize themselves with the research and see that in fact one of the most debilitating things you can do to students is distract them.
  • the risk of using search for online research is that everybody gets led in the same directions to a smaller number of citations which, as they become ever more popular, become the destination for more and more searches. And ... he suggested that simply the act of flipping through paper copies of journals actually may expose researchers to a wider array of evidence.
  • ...1 more annotation...
  • l it a questionable classroom
Chai Reddy

Shelley Carson, Ph.D.: Creativity in the 21st Century - 53 views

www.huffingtonpost.com/...y-in-the-21st-ce_b_649487.html

creativity huffingtonpost.com IT news

shared by Chai Reddy on 20 Jul 10 - Cached
  • how do you keep yourself balanced when there are so many demands on your time and personal resources? To maintain your energy -- and your sanity -- you need to find creative ways to manage your time so that you can juggle the demands of modern existence while still insuring that your hours and days remain rich and meaningful.
  • You not only need to be creative to enhance your life, you need it to survive.
Joy E

Dear Ms. Winfrey | Change Agency - 82 views

www.ed421.com/?p=1438

shared by Joy E on 26 Sep 10 - No Cached
    • Joy E
      Joy E on 26 Sep 10
       
      wow--based on my experience, this is totally true! Teachers are people, not robots--and we can't expect a 200% dedication to students. If we are not happy, balanced people, we will not be effective teachers (or we'll leave!).
Randolph Hollingsworth

The Code of Best Practices in Fair Use for Media Literacy Education - 60 views

www.centerforsocialmedia.org/...r-use-media-literacy-education

copyright fair use media educational technology

shared by Randolph Hollingsworth on 25 Oct 10 - Cached
  • when they occur within a restricted-access network, do enjoy certain copyright advantages
  • we as a society give limited property rights to creators to encourage them to produce culture; at the same time, we give other creators the chance to use that same copyrighted material, without permission or payment
  • Did the unlicensed use "transform" the material taken from the copyrighted work by using it for a different purpose than that of the original, or did it just repeat the work for the same intent and value as the original? • Was the material taken appropriate in kind and amount, considering the nature of the copyrighted work and of the use?
  • ...21 more annotations...
  • If the answers to these two questions are "yes," a court is likely to find a use fair
  • whether the use will cause excessive economic harm to the copyright owner
  • the purpose of copyright—to promote the advancement of knowledge through balancing the rights of owners and users.
  • In some cases, this will mean using a clip or excerpt; in other cases, the whole work is needed. Whenever possible, educators should provide proper attribution and model citation practices that are appropriate to the form and context of use.
  • educators should provide reasonable protection against third-party access and downloads
  • educators using concepts and techniques of media literacy should be free to enable learners to incorporate, modify, and re-present existing media objects in their own classroom work
  • Students’ use of copyrighted material should not be a substitute for creative effort
  • Students should be able to understand and demonstrate, in a manner appropriate to their developmental level, how their use of a copyrighted work repurposes or transforms the original.
  • but cannot rely on fair use when their goal is simply to establish a mood or convey an emotional tone, or when they employ popular songs simply to exploit their appeal and popularity
  • material that is incorporated under fair use should be properly attributed wherever possible
  • attribution, in itself, does not convert an infringing use into a fair one.
  • If student work that incorporates, modifies, and re-presents existing media content meets the transformativeness standard, it can be distributed to wide audiences under the doctrine of fair use.
  • When sharing is confined to a delimited network, such uses are more likely to receive special consideration under the fair use doctrine
  • there are no cut-and-dried rules (such as 10 percent of the work being quoted, or 400 words of text, or two bars of music, or 10 seconds of video).
  • Transformativeness, a key value in fair use law, can involve modifying material or putting material in a new context, or both
  • Copyright Act itself makes it clear that educational uses will often be considered fair because they add important pedagogical value to referenced media objects.
  • If educators or learners want to share their work only with a class (or another defined, closed group) they are in a favorable position
  • if work is going to be shared widely, it is good to be able to rely on transformativeness
  • courts have found that asking permission and then being rejected has actually enhanced fair use claims.
  • We don’t know of any lawsuit actually brought by an American media company against an educator over the use of media in the educational process
  • Lack of clarity reduces learning and limits the ability to use digital tools. Some educators close their classroom doors and hide what they fear is infringement; others hyper-comply with imagined rules that are far stricter than the law requires, limiting the effectiveness of their teaching and their students’ learning.
  • Randolph Hollingsworth on 08 Jun 12
     
    Good place to look for guidelines about use of media
Morris McRae

Avalon Project - Documents in Law, History and Diplomacy - 30 views

avalon.law.yale.edu/default.asp

primarysources WorldHistory DBQ

shared by Morris McRae on 28 Oct 10 - Cached
  • Wayne Holly on 22 Mar 11
     
    The Avalon Project is a site from Harvard University that contains thousands of documents relevant to Law, History, Economics, Politics, Diplomacy and Government. These documents also include links to supporting documents that were referred to in the text. The documents are sorted by date range and go all the way back to 4000BC. The documents are fully searchable and are also sorted by collections such as American Revolution, Jefferson Papers, Geneva Convention, the Middle East, and more. There are even transcripts of witness testimony in the Nuremberg Trials. Pretty amazing stuff. This is a priceless resource for any educator or student, teaching or learning, reading or researching these topics. These documents are primary sources and can be used for a variety of learning.
  • Kelly Boushell on 19 Jul 11
     
    The Avalon Project will mount digital documents relevant to the fields of Law, History, Economics, Politics, Diplomacy and Government. We do not intend to mount only static text but rather to add value to the text by linking to supporting documents expressly referred to in the body of the text. The Avalon Project will no doubt contain controversial documents. Their inclusion does not indicate endorsement of their contents nor sympathy with the ideology, doctrines, or means employed by their authors. They are included for the sake of completeness and balance and because in many cases they are by our definition a supporting document.
Ed Webb

Dawn of the cyberstudent | University challenge | guardian.co.uk - 0 views

www.guardian.co.uk/...cyberstudent

news resources review tools web2.0 pedagogy

shared by Ed Webb on 27 Jan 09 - Cached
  • students often have more experience of using new technologies than many university managers — even if they need guidance in using them effectively
    • Ed Webb
      Ed Webb on 27 Jan 09
       
      And there's the rub. Students can often read, too, in the basic sense. But our job as higher educators is to get them to really read, to read critically and do something with that reading. So, too, with the affordances of web2.0.
  • the research process is likely to become much more open
    • Ed Webb
      Ed Webb on 27 Jan 09
       
      We can hope
  • "If you are in Second Life listening to a lecture, your ability to fly through a bush isn't that relevant,
  • ...3 more annotations...
  • a balance that suits them, which may lead to more varying degrees of face-to-face and online contact,
  • All this will put added pressure on university staff, with increasing demands to respond to students 24/7. Read suggests one answer could be for universities in different parts of the world to share the load so that, as often happens already in industry "the work moves around with the sun".
    • Ed Webb
      Ed Webb on 27 Jan 09
       
      Interesting concept. Dickinson and other internationally-connected institutions would be in good shape to innovate here.
  • learning culture
  • Ed Webb on 27 Jan 09
     
    Guardian on how higher ed will have to adapt. Not sure the revolution is here quite yet.
  • Ed Webb on 27 Jan 09
     
    "Cyberstudent" is a hideous term.
Ed Webb

How to Wake Up Slumbering Minds - WSJ.com - 2 views

online.wsj.com/...SB124079001063757515.html

bestpractices review cognition styles learning education

shared by Ed Webb on 27 Jul 09 - Cached
  • what school requires students to do -- think abstractly -- is in fact not something our brains are designed to be good at or to enjoy
  • it is critical that the task be just difficult enough to hold our interest but not so difficult that we give up in frustration. When this balance is struck, it is actually pleasurable to focus the mind for long periods of time
  • Students are ready to understand knowledge but not create it. For most, that is enough. Attempting a great leap forward is likely to fail.
  • ...4 more annotations...
  • students cannot apply generic "critical thinking skills" (another voguish concept) to new material unless they first understand that material
  • Trying to use "reading strategies" -- like searching for the main idea in a passage -- will be futile if you don't know enough facts to fill in what the author has left unsaid.
  • what is being taught in most of the curriculum -- at all levels of schooling -- is information about meaning, and meaning is independent of form
  • At some point, no amount of dancing will help you learn more algebra
    • Ed Webb
      Ed Webb on 27 Jul 09
       
      But if you learn dancing AND algebra, you may be better at both, or at least approach each in a more interesting way.
Mrs. Warner

Wired 11.05: View - 0 views

www.wired.com/...view.html

shared by Mrs. Warner on 08 Jul 09 - Cached
  • move stealthily through virtual environments and carry out intricate missions
    • Mrs. Warner
      Mrs. Warner on 08 Jul 09
       
      A cool process, but not in line with any ISTE or content standard I can think of. The same thing is done by students who stealthily text message information to their friends while supposedly completing a test in class.
  • craft a persona, build a history, and shape a virtual world
  • micromanage
  • ...1 more annotation...
  • simultaneously balancing short- and long-term goals
Steve Ransom

The Klout Myth and Living Above The Influence | South Florida Filmmaker - 31 views

southfloridafilmmaker.com/and-living-above-the-influence

twitter socialmedia onlinebehavior Internet popularity time balance influence

shared by Steve Ransom on 06 Jan 11 - No Cached
  • hat’s your Klout score with your spouse?
  • Blog Featured
  • “Stop spending so much time on the computer.” Translation? Start spending some more time with us.
  • ...4 more annotations...
  • “Beware lest you lose the substance by grasping at the shadow.”
  • hat’s your Klout score with your spouse?
  • What’s your Klout score with your kids?
  • What’s your Klout score in your community?
  • Steve Ransom on 06 Jan 11
     
    Everyone should read this and reflect deeply. I have also ordered Sherry Turkle's new book, Alone Together: Why We Expect More from Technology and Less from Each Other
Mat Brown

Editorial: Why snow days for schools should become obsolete | MLive.com - 62 views

www.mlive.com/...rial_why_snow_days_for_sc.html

shared by Mat Brown on 05 Feb 11 - No Cached
  • Just about every district provides online tools for students and families, including parent portals that show things such as grades, missing assignments, even the balance in lunch accounts.
  • One big concern in online learning is the digital divide. Wealthier households tend to have the full complement of computers and high-tech stuff; poorer households do not.
Maureen Greenbaum

College is a waste of time - CNN.com - 49 views

www.cnn.com/...index.html

college skills

shared by Maureen Greenbaum on 03 Jun 11 - No Cached
    • Brian Mull
      Brian Mull on 03 Jun 11
       
      Marketing oneself in society today is a skill that all students MUST have, but too many schools are ignoring.
  • Of course, some people want a formal education. I do not think everyone should leave college, but I challenge my peers to consider the opportunity cost of going to class. If you want to be a doctor, going to medical school is a wise choice. I do not recommend keeping cadavers in your garage. On the other hand, what else could you do during your next 50-minute class? How many e-mails could you answer? How many lines of code could you write?
    • Brian Mull
      Brian Mull on 03 Jun 11
       
      The key is balance. We don't need to throw the baby out with the bathwater. What we need is to construct learning environments and experiences that connect with the real world. NOt the world within the school's four walls.
  • ...10 more annotations...
    • Brian Mull
      Brian Mull on 03 Jun 11
       
      People who are successful in this area have a drive to be successful. We need to meet our students where they are, and we need to construct learning experiences in a way that engages their passions and promotes this drive. Schools and teachers can do this, but school and classroom structures need to change. 
    • Brian Mull
      Brian Mull on 03 Jun 11
       
      I rather think of this as many schools are failing to give students the skills they need to empower themselves. We can't take the responsibility away of students empowering themselves. It's a small, but vital thinking shift.
  • I left college two months ago because it rewards conformity rather than independence, competition rather than collaboration, regurgitation rather than learning and theory rather than application. Our creativity, innovation and curiosity are schooled out of us.
  • Failure is punished instead of seen as a learning opportunity.
  • college as a stepping-stone to success rather than a means to gain knowledge. College fails to empower us with the skills necessary to become productive members of today's global entrepreneurial economy.
  • 36% of college graduates showed no improvement in critical thinking, complex reasoning or writing after four years of college.
  • Learning by doing
  • A major function of college is to signal to potential employers that one is qualified to work. The Internet is replacing this signaling function.
  • creating personal portfolios to showcase their talent.
  • document our accomplishments, and have them socially validated with tools such as LinkedIn
Gerald Carey

Population Explosion | The Concord Consortium - 53 views

www.concord.org/...population-explosion

population explosion concord

shared by Gerald Carey on 09 Sep 11 - No Cached
  • Study how populations stay in balance with their environment and respond to various factors such as food supply and predators
Erin Warham

Online Learning is so last year… | 21st Century Collaborative - 97 views

www.21stcenturycollaborative.com/...nline-learning-is-so-last-year

collaboration online_learning eLearning web2.0

shared by Erin Warham on 17 Apr 11 - No Cached
Kate Pok liked it
  • It requires us to continually reinvent ourselves, to stay on top of where research and practice meet and to balance the desire for easy and structured with messy and self-directed.
  • are people confusing talking to people online with deep, connected learning?
  • If all I do is network I do not shift or grow because I am missing the opportunity to go deep and actually learn by doing. It takes both: Networks and Community. Online, global communities of practice and f2f learning communities in my local context.
  • ...2 more annotations...
  • Personal Learning Networks are one of the three prongs necessary to be a do it yourself learner in today’s world.
  • those of us who are online learning prefer networks. Networks like we have on Twitter or other electronic spaces where we can share short snips of conversations and where our ideas are met with like minded support and agreement
    • A Gardner
      A Gardner on 18 Apr 11
       
      Are we settling for 'like minded' instead of seeking a little opposition to ensure the validity of our choices?
  • Roland Gesthuizen on 17 Apr 11
     
    "Is there value in knowing how to start, lead, implement, empower, and use online communities for the type of collaboration that is going to provide significant shift? The kind where we all bring our best giftings to the table and use them together to create something new and powerful. Are online communities the focus or merely the venue through which we learn?"
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