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Samuel Tan

The Molecular Workbench Software: Computational Experiments for Science Education - 73 views

mw.concord.org/modeler

science simulation chemistry models visualization

shared by Samuel Tan on 10 May 11 - Cached
  • Samuel Tan on 02 Feb 12
     
    Great tool for creating Java models. Instead of only teachers creating models, how about designing learning opp for students to design their own models to explain their understanding?
Nanette Blank

Global Warming for Non-science Majors - 13 views

www.youtube.com/view_play_list

Science video teaching

shared by Nanette Blank on 21 Apr 10 - Cached
  • Nanette Blank on 21 Apr 10
     
    This 10-week course for non-science majors focuses on a single problem: assessing the risk of human-caused climate change. The story ranges from physics to chemistry, biology, geology, fluid mechanics, and quantum mechanics, to economics and social sciences. The class will consider evidence from the distant past and projections into the distant future, keeping the human time scale of the next several centuries as the bottom line. The lectures follow a textbook, "Global Warming, Understanding the Forecast," written for the course. For information about the textbook, interactive models, and more, visit: http://forecast.uchicago.edu/
Bob Rowan

Steve Hargadon: Thoughts on Social Networking in Education - 46 views

www.stevehargadon.com/...s-on-social-networking-in.html

social networking education classroom20

shared by Bob Rowan on 02 Mar 11 - Cached
  • the act of blogging, and becoming a part of the blogging conversation, were important for teacher professional growth
  • blog "to the empty room" for 9 months
  • It would take away the personal benefit of the journeys that they had been on to get where they were
  • ...8 more annotations...
  • "I don't know anyone here."
  • threaded discussion forum
  • On a blog, the main author is on a pedestal, and blogs tend to favor posts which reflect the self-importance of the blogger or comments which tend toward extremism
  • What makes social networking for professional development so powerfu
  • not geographically or physically bounded
  • takes place 24X7
  • llows for asynchronous contribution
  • contribution by those who would never previously have written an article for a journal or made a formal presentation
  • Bob Rowan on 02 Mar 11
     
    Comments on the founding of Classroom 2.0 and how teachers who were not previously participating in online social networking were more comfortable using the Classroom 2.0 site than maintaining and otherwise participating in blogs
  • Bob Calder on 03 Mar 11
     
    NSDL recently underwent a reorganization into discipline subsections with intense work by degree candidates. One of them from WCU was denied credit for work and publication because there were no page numbers. The head of the project called her advisor and fixed the problem, but they rethought the model and added separate online journals for contributors. At this point, the chemistry portal is a model of how the whole thing should turn out. http://chemdl.org It has moodle modules, a textbook, lessons, virtual labs. I will link to a google spreadsheet with all URIs in a few days. Right now my kids are putting it together. ;-) Bob
trisha_poole

The Sad Reality Of Education Technology | Edudemic - 100 views

edudemic.com/...eality-of-education-technology

phd edtech technology social learning social networking social media EML515

shared by trisha_poole on 05 Sep 12 - No Cached
  • This technological revolution is different; it has the potential to fundamentally change the way we teach and the way students learn.
  • The sad reality is that most schools still believe that they are “teaching with technology” because they have a computer lab where they teach students important skills like word processing and how to create Power Point presentations.
  • we need to teach them how to find information and more importantly what to do with the information that they find
  • ...4 more annotations...
  • It’s no longer about who has the most information in their heads, it’s about who can find that information the fastest and who can do something with the information that they find.
  • The only way to do this is to make the fundamental change from teaching how to use technology to using technology to learn.
  • This model is fundamentally flawed because it teaches our students to be passive participants in the learning process.
  • With the advent of personal technology devices, we have the best opportunity of our careers to help students become more active participants in the learning process.
  • Nick Schlotter on 07 Sep 12
     
    I actually think this is way over-hyped. A textbook is a great source of information, the web is a great source of information. Unless you can comprehend what is being said the method of delivery of the information is not very important. As was mentioned above - being able to do something with the information has always been the important point. There are times when I am sure that we could do better with a piece of chalk at the blackboard - I learn a lot from making demos in Mathematica and using PHET active java apps for chemistry and physics - the students enjoy them, but how much do they learn? There is plenty of evidence that until you sit down and work out the problems in a course you haven't learned much. I suspect much of this is driven by the prospect of sales of electronics - there is nothing you can do on a tablet that you shouldn't be able to do on a laptop. Especially with Win 8 coming and laptops with touch screens....
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