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UNC System Schools - 11 views

www.northcarolina.edu/...index.php
shared by Sunny Jackson on 30 Nov 10 - No Cached
  • Jessica Shurlow on 01 Dec 10
     
    You forgot Western Carolina University www.wcu.edu
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How to Make Better Teachers «Ideas and Thoughts from an EdTech - 43 views

ideasandthoughts.org/...how-to-make-better-teachers blogging teaching ideas thoughts
shared by Dimitris Tzouris on 23 Nov 10 - No Cached
  • Reflective Practitioner
  • Reflective Practitioner.  
  • The reflective writing has been valuable but definitely the nearly 4,000 comments have been even more of a learning experience. This is the single best professional development experience I've had.
  • ...1 more annotation...
  • Hire a teacher, give them a blog. Get them to subscribe to at least 5 other teachers in the district as well as 5 other great teachers from around the globe. Have their principal and a few central office people to subscribe to the blog and 5 other teachers as well. Require them to write at least once a week on their practice. Get conversations going right from the get go. Watch teachers get better.
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Share More! Wiki » Work/Build Your Own Personal Learning Network? - 0 views

edsupport.cc/...index.php PLN work_build
shared by Andrew Williamson on 21 Feb 09 - Cached
  • Get a Diigo.com account. Diigo.com is a social bookmarking tool, similar to the popular Del.icio.us service, but Diigo also centralizes various learning possibilities. The social aspect of learning is important, especially with our increasing focus on conversations that add value to what we are learning. Diigo lets you bookmark Web sites and have online conversations about them.
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Diigo: a match made in SHEEN Sharing heaven? « SHEEN Sharing - 2 views

sheensharing.wordpress.com/...h-made-in-sheen-sharing-heaven diigo education netvibes edudiigo
shared by Maggie Tsai on 17 Jun 09 - Cached
  • Diigo is like a next generation Delicious: it’s social bookmarking with the ability to also append comments and discussions on resources to the resources links, and to highlight and comment on sections of resources you’ve linked to.  Being a Web2.0 tool, you can then expose these resources, comments, discussions and highlights to other applications using feeds and widgets.  This means that the ECN can use Diigo to share resources and their experiences with them in one common place, but the results of this can be picked up and exposed in any site or repository.
  • instead of saving your favourites or bookmarks in your browser, you save them to your account on the website; this way, it doesn’t matter what computer you are on, you can always access them.  You can import your browser bookmarks
  • Diigo is a next-generation social bookmarking site.  It includes features for sharing and exposing annotations of, discussions around, and highlighted portions from resources, as well as really useful group features, allowing groups with specific interests to discuss and share resources.
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  • Diigo and Netvibes We’re trialling using Netvibes as a central gathering and dissemination point for resources shared and recommended via the ECN.  Netvibes lets you put any number of “blocks” or widgets into it so it’s a one-stop-shop with little windows into feeds and pages and tools from other sites. You can put a block in Netvibes from a Diigo group; you’ll see resources shared publicly within that group, along with tags, descriptions, comments, discussions, and highlighted portions of those resources. For each resource you can either view all the Diigo commentary on the resource, or view the resource directly (you can toggle easily between these in Netvibes). You can link straight from that block by tag, by user, by group, and by resource, and go straight into the relevant place in Diigo. You can have a block in Netvibes showing a public group’s  forum discussions. You can have a block in Netvibes showing your resource list slideshow. You can have blocks in Netvibes based on feeds for specific tags, e.g. a block showing everything tagged “employability”.  This means you can have a fairly fine-grained structure within Netvibes, making it easier for visitors to the Netvibes page to find things on the main topics of interest.
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Cell phones get top marks in class -- dailypress.com - 1 views

www.dailypress.com/...lass_0406apr06,0,6548027.story education cell_phones news_article
shared by eva harvell on 09 Apr 09 - Cached
  • four out of five teenagers carry cell phones
  • We spent a lot of time talking about their digital footprint and that what they do can be tracked
  • One of the most common uses is to turn the phone into a response tool similar to clickers used with other software programs. Instead of punching a button to answer a question, students text the answer and send it to a central polling Web site the teacher projects onto a screen. Some of the sites allow students to compare answers, similar to a poll or survey.
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  • Teachers said participation is up and discipline problems are down in classes using cell phones.
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Twitter Tweets, Texting May Lack Compassion | Psych Central News - 0 views

psychcentral.com/...5317.html
shared by Dan Robinson on 15 Apr 09 - Cached
  • Dan Robinson on 15 Apr 09
     
    Proceedings of the National Academy of Sciences. Upcoming research on tweets and twittering to be released next week.
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The 7 Habits of Highly Effective Internet-Using Educators - 0 views

www.fi.edu/...covey.html education teaching tips integration teachers strategies professionaldevelopment habits Technology internetusing
shared by Marge Runkle on 28 Jul 09 - Cached
  • Tony Baldasaro on 28 Jul 09
     
    The 7 Habits of Highly Effective Internet-Using Educators A book written by Stephen R. Covey titled, The 7 Habits of Highly Effective People, and a 1998 FETC conference presentation based on the book by Dr. Donna Baumbaugh (University of Central Florida), "The ABCs from the 7 Habits of Highly Effective Educators", inspired me to consider taking the basic ideas put forth and applying them to some strategies which educators might use as they are trying to incorporate the use of the internet into their curriculum. I will try to briefly outline the essence of the 7 habits and include some strategies for achieving effective internet use in your classroom.
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Educational Leadership:Reading to Learn:Can't Get Kids to Read? Make It Social - 45 views

www.ascd.org/...Read%C2%A2_Make_It_Social.aspx diigo reading socialbookmarking
shared by Noelle Kreider on 22 Mar 10 - Cached
  • "How can we possibly teach reading when our kids just won't read?"
  • classrooms are one of the only text-driven environments that our students experience. Beyond school, U.S. students spend most of their time with media consuming digital information from televisions, radios, and computers. Much of this electronic information is visual or is processed passively, in small bites.
  • So how can you drag the wayward brains in your classroom back to deeper reading? Begin by recognizing that today's students are driven by opportunities to interact with one another. Conversations—whether they are started on Facebook, through text messages, or in the hallways—play a central role in adolescents' lives. Understanding that participation is a priority, the best teachers create social reading experiences and blur lines between fun and work.
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  • One great tool for creating social reading experiences is Diigo
  • Social bookmarking applications like Diigo help my classes explore interesting texts and get students reading actively. As students highlight parts of the text they find compelling and add comments in onscreen threaded discussions, they challenge the thinking of their peers and even of the author.
  • To structure substantial conversations instead of reactive chatter, I defined five specific roles (listed in the Shared Annotation Roles section of the Digitally Speaking site referenced above) for students working in shared annotation groups.
  • Tools such as Diigo are fundamentally changing the reading experience—and effective teachers must adapt to keep their students engaged.
  • Noelle Kreider on 22 Mar 10
     
    article about using Diigo to engage students in reading
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Reading and the Web - Texts Without Context - NYTimes.com - 28 views

www.nytimes.com/...21mash.html sme NYTimes technology Web 2.0 critic mashup
shared by Tracy Tuten on 08 Apr 10 - Cached
  • In his deliberately provocative — and deeply nihilistic — new book, “Reality Hunger,” the onetime novelist David Shields asserts that fiction “has never seemed less central to the culture’s sense of itself.”
  • Mr. Shields’s book consists of 618 fragments, including hundreds of quotations taken from other writers like Philip Roth, Joan Didion and Saul Bellow — quotations that Mr. Shields, 53, has taken out of context and in some cases, he says, “also revised, at least a little — for the sake of compression, consistency or whim.”
  • It’s also a question, as Mr. Lanier, 49, astutely points out in his new book, “You Are Not a Gadget,” of how online collectivism, social networking and popular software designs are changing the way people think and process information, a question of what becomes of originality and imagination in a world that prizes “metaness” and regards the mash-up as “more important than the sources who were mashed.”
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  • Mr. Lanier’s book, which makes an impassioned case for “a digital humanism,” is only one of many recent volumes to take a hard but judicious look at some of the consequences of new technology and Web 2.0. Among them are several prescient books by Cass Sunstein, 55, which explore the effects of the Internet on public discourse; Farhad Manjoo’s “True Enough,” which examines how new technologies are promoting the cultural ascendancy of belief over fact; “The Cult of the Amateur,” by Andrew Keen, which argues that Web 2.0 is creating a “digital forest of mediocrity” and substituting ill-informed speculation for genuine expertise; and Nicholas Carr’s book “The Shallows” (coming in June), which suggests that increased Internet use is rewiring our brains, impairing our ability to think deeply and creatively even as it improves our ability to multitask.
  • Steven Johnson, a founder of the online magazine Feed, for instance, wrote in an article in The Wall Street Journal last year that with the development of software for Amazon.com’s Kindle and other e-book readers that enable users to jump back and forth from other applications, he fears “one of the great joys of book reading — the total immersion in another world, or in the world of the author’s ideas — will be compromised.” He continued, “We all may read books the way we increasingly read magazines and newspapers: a little bit here, a little bit there.”
  • Tracy Tuten on 08 Apr 10
     
    Highly insightful and developed argument for how Web 2.0 is changing how we process information, learn, and develop opinions. 
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The Progressive Movement and the Transformation of American Politics | The Heritage Fou... - 33 views

www.heritage.org/...formation-of-american-politics progressive politics constitution
shared by Richard Bradshaw on 30 Dec 10 - No Cached
  • Government had to be limited both because it was dangerous if it got too powerful and because it was not supposed to provide for the highest things in life.
  • In Progressivism, the domestic policy of government had two main concerns. First, government must protect the poor and other victims of capitalism through redistribution of resources, anti-trust laws, government control over the details of commerce and production: i.e., dictating at what prices things must be sold, methods of manufacture, government participation in the banking system, and so on. Second, government must become involved in the "spiritual" development of its citizens -- not, of course, through promotion of religion, but through protecting the environment ("conservation"), education (understood as education to personal creativity), and spiritual uplift through subsidy and promotion of the arts and culture.
  • Progressives therefore embraced a much more active and indeed imperialistic foreign policy than the Founders did.
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  • The trend to turn power over to multinational organizations also begins in this period, as may be seen in Wilson's plan for a League of Nations, under whose rules America would have delegated control over the deployment of its own armed forces to that body.
  • The Progressives wanted to sweep away what they regarded as this amateurism in politics. They had confidence that modern science had superseded the perspective of the liberally educated statesman. Only those educated in the top universities, preferably in the social sciences, were thought to be capable of governing.
  • Government, it was thought, needed to be led by those who see where history is going, who understand the ever-evolving idea of human dignity.
  • Politics in the sense of favoritism and self-interest would disappear and be replaced by the universal rule of enlightened bureaucracy.
  • Today's liberals, or the teachers of today's liberals, learned to reject the principles of the founding from their teachers, the Progressives.
  • That is the disparagement of nature and the celebration of human will, the idea that everything of value in life is created by man's choice, not by nature or necessity.
  • Liberal domestic policy follows the same principle. It tends to elevate the "other" to moral superiority over against those whom the Founders would have called the decent and the honorable, the men of wisdom and virtue. The more a person is lacking, the greater is his or her moral claim on society. The deaf, the blind, the disabled, the stupid, the improvident, the ignorant, and even (in a 1984 speech of presidential candidate Walter Mondale) the sad -- those who are lowest are extolled as the sacred other.
  • The first great battle for the American soul was settled in the Civil War. The second battle for America's soul, initiated over a century ago, is still raging. The choice for the Founders' constitutionalism or the Progressive-liberal administrative state is yet to be fully resolved.
  • The Progressive system managed to gain a foothold in American politics only when it made major compromises with the Founders' constitutionalism.
  • Sober liberal friends of the Great Society would later admit that a central reason for its failure was precisely the fact that it was an expertise-driven engineering project, which had never sought the support or even the acquiescence of popular majorities.
  • Seth Roberts on 31 Dec 10
     
    I hope you know better than to use any resource from such a biased source in the classroom without one from the opposite side, say the Brookings Institution in this case. I found your posting of this article from this anti- free thought organization that is a puppet of big business and the far right on an education site plain wrong.
  • Richard Bradshaw on 31 Dec 10
     
    Well, the truth is I did not intend to share this bookmark with Diigo Education, but somehow it was posted in the group. I had intended it only for myself as part of research I am doing.
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St. Peter's Basilica - Rome, Italy - 16 views

www.sacred-destinations.com/...rome-st-peters-basilica
shared by Troy Cherry on 06 Oct 09 - Cached
  • History In the 1st century AD, the site of St. Peter's Basilica hosted the Circus of Nero and a cemetery. According to ancient tradition, St. Peter was martyred in the Circus and buried nearby. His simple grave was remembered and visited by the faithful, and in 324, Emperor Constantine began construction on a great basilica over the tomb. The shrine of St. Peter is still the central focus of the church today. Skip the Lines! Book a top-rated guided tour of St. Peter's, the Sistine Chapel and the Vatican Museums before you leave home. Learn more In the mid-15th century it was decided that the old basilica should be rebuilt. Pope Nicholas V asked architect Bernardo Rossellino to start adding to the old church. This was abandoned after a short while, but in the late 15th century Pope Sixtus IV had the Sistine Chapel started nearby. Construction on the current building began under Pope Julius II in 1506 and was completed in 1615 under Pope Paul V. Donato Bramante was to be the first chief architect. Many famous artists worked on the "Fabbrica di San Pietro" (as the complex of building operations were officially called). Michelangelo, who served as main architect for a while, designed the dome, and Bernini designed the great St. Peter's Square.
    • Troy Cherry
      Troy Cherry on 06 Oct 09
       
      St Peter's in Rome. I love the good stuff
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Beowulf: An Anglo-Saxon Epic Poem - 26 views

www.gutenberg.org/...16328-h.htm
shared by Keicha Kempsey on 09 Jul 11 - No Cached
  • Spear-Danes’
    • Keicha Kempsey
      Keicha Kempsey on 09 Jul 11
       
      The Spear-Danes are the Scyldings (Hrothgar's tribe)--central characters in Beowulf. They are variously referred to as Beorht-Dene (Bright-Danes), Éast-Dene (East-Danes), Gár-Dene (Spear-Danes), Hring-Dene (Ring-Danes), Norð-Dene (North-Danes), Súð-Dene (South-Danes), West Dene (West Danes), Scyldings (after their eponymous founder) and Ingwine (lit. 'friends of Ing [=OE. Frea / ON. Freyr ]')
  • Beowulf
    • Keicha Kempsey
      Keicha Kempsey on 09 Jul 11
       
      This is a different Beowulf from the eponymous hero of the poem. This is Béowulf Scyldinga or Béowulf the Dane, presumably equivalent to Beow(a) or Béaw of the geneaologies:-- the Parker MS of the Anglo-Saxon Chronicle has Beaw as the son of Scyld.
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SNHU: How Paul LeBlanc's tiny school has become a giant of higher education. - 1 views

www.slate.com/..._s_tiny_school_has_become.html future education higher higher education
shared by Maureen Greenbaum on 04 Jan 14 - No Cached
  • Students are referred to as “customers.”
  • t deploys data analytics for everything from anticipating future demand to figuring out which students are most likely to stumble.
  • “Public institutions will not see increasing state funding and private colleges will not see ever-rising tuition.”
  • ...8 more annotations...
  • tackle what colleges were doing poorly: graduating students. Half the students who enroll in post-secondary education never get a degree but still accumulate debt
  • school spends millions to employ more than 160 “admissions counselors” who man the phones, especially on weekends, guiding prospective students into the right degree program
  • vast majority are working adults, many with families, whose lives rarely align with an academic timetable.
  • “College is designed in every way for that 20 percent—cost, time, scheduling, everything,” says LeBlanc. He set out to create an institution for the other 80 percent, one that was flexible and offered a seamless online experience
  • low completion rate can be blamed partly on the fact that college is still designed for 18-year-olds who are signing up for an immersive, four-year experience replete with football games and beer-drinking. But those traditional students make up only 20 percent of the post-secondary population.
  • online courses are created centrally and then farmed out to a small army of adjuncts hired for as little as $2,200 a class. Those adjuncts have scant leeway in crafting the learning experience.
  • An instructor’s main job is to swoop in when a student is in trouble. Often, they don’t pick up the warning signs themselves. Instead, SNHU’s predictive analytics platform plays watchdog, sending up a red flag to an instructor when a student hasn’t logged on recently or has spent too much time on an assignment
  • highly standardized courses, and adjuncts who act more like coaches than professors
  • Maureen Greenbaum on 04 Jan 14
     
    The Amazon of Higher Education- How tiny, struggling Southern New Hampshire University has become a behemoth.
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Understanding Content Curation - 70 views

d20innovation.d20blogs.org/...understanding-content-curation
shared by Inetta Emery on 10 Jul 12 - No Cached
  • My conclusion is that to do justice to using the term “curating” for educational resources, inquiry must be a part of the process. Part of this process is deciding what goes “in” to the collection – meaning many, many items are evaluated and set aside.
  • Themes have a common unifying element – but don’t necessarily explain the “why.” Theme supports a central idea – Context allows the learner to determine why that idea (or in this case, resource) is important. So, as collecting progresses into curating, context becomes essential to determine what to keep, and what to discard.
  • curating, it seems that collecting serves primarily the needs or interests of the collector. With curating, a larger goal is to benefit not only the collector, but other potential learners as well. It is meant to be shared. And, both the process and the product of curating help the curator as well as those who view the curated collection to understand and to learn.
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  • learning that it generates. It gets back to my belief that learning is a social endeavor.  Participatory learning leads to increased understanding.  This led me to my next big understanding
  • understanding as a result of this inquiry.
  • Stephen Bright on 10 Jul 12
     
    good 'compare and contrast' between what is just collection of digital content resources and what the 'added value' of curation of digital resources means
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