Next Time, Fail Better - Commentary - The Chronicle of Higher Education - 0 views
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The work of coding, I discovered, was an endless round of failure, failure, failure before eventual success. Computer-science students are used to failing. They do it all the time. It's built into the process, and they take it in stride.
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Humanities students are not used to failure. They want to get it right the first time.
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Perhaps of all the humanities, the creative arts come closest to valuing failure. Poets and painters don't expect to get it right the first time. That's the idea of workshopping as a pedagogy, right? Still, there's a real difference. I'd be willing to bet that most creative writers bring a piece of work into a workshop secretly hoping it's a success. Sure, they know they need help on aspects of their story or poem, but that's not the same as failing. A computer program that doesn't run is a failure. A program that produces no usable data about the text it was set up to analyze is a failure. Why don't those failures devastate the developers? Because each time their efforts fail, the developers learn something they can use to get closer to success the next time.
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Rebecca Mieliwocki, the teach - latimes.com - 34 views
Don't Confuse Technology With Teaching - Commentary - The Chronicle of Higher Education - 108 views
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Education is not the transmission of information or ideas. Education is the training needed to make use of information and idea
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We provide individualized instruction in how to evaluate and make use of information and ideas, teaching people how to think for themselves.
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A set of podcasts is the 21st-century equivalent of a textbook, not the 21st-century equivalent of a teacher
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HelloSlide - Bring your slides to life - 193 views
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A useful presentation site which allows users to add text to voice audio commentary to a slideshow which then runs like a video with the slides and audio in sync. http://ictmagic.wikispaces.com/ICT+%26+Web+Tools
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Simply type the speech for each slide, instead of recording it, and HelloSlide automagically generates the audio. It gives more exposure to your presentations, making them searchable, editable, and available in 20 different languages.
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Add speech to your presentations
17 U.S. Code § 113 - Scope of exclusive rights in pictorial, graphic, and scu... - 10 views
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U.S. Code › Title 17 › Chapter 1 › § 113 17 U.S. Code § 113 - Scope of exclusive rights in pictorial, graphic, and sculptural works
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(a) Subject to the provisions of subsections (b) and (c) of this section, the exclusive right to reproduce a copyrighted pictorial, graphic, or sculptural work in copies under section 106 includes the right to reproduce the work in or on any kind of article, whether useful or otherwise.
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(b) This title does not afford, to the owner of copyright in a work that portrays a useful article as such, any greater or lesser rights with respect to the making, distribution, or display of the useful article so portrayed than those afforded to such works under the law, whether title 17 or the common law or statutes of a State, in effect on December 31, 1977, as held applicable and construed by a court in an action brought under this title.
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Colleges Can Still Save Themselves. Here's How. - Commentary - The Chronicle of Higher ... - 37 views
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disruption that technology has inflicted on the retail sector over the past decade is often used to illustrate what is about to happen in higher education.
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institutions rarely introduce the sometimes radical changes they need to make, because one group of constituents believes the sky will fall tomorrow anyway, while others refuse to acknowledge that this time is different.
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question is whether institutions will quicken their pace of change to lower their costs and better serve the changing educational needs of students and the global economy.
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Common Core and Reading: Which one of these things is not like the other? | The Thomas ... - 39 views
Diigo: a match made in SHEEN Sharing heaven? « SHEEN Sharing - 2 views
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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.
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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
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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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Digitized Audio Commentary & Student Revisions - Dr. Sue Sipple & Dr. Jeff Sommers - 31 views
Shared Governance Is a Myth - Commentary - The Chronicle of Higher Education - 14 views
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It takes years of rank and the bittersweet experience of extensive committee service to realize that faculty influence on the operation of the university is an illusion, and that shared governance is a myth.
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Committees report to administrative officers who are at liberty to accept, reject, or substantially alter faculty recommendations.
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One would think that faculty senates exercise jurisdiction over a range of college life and policy. In reality, the right of many senates does not extend beyond making recommendations to the president, who is under no obligation to accept them.
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F-Shaped Pattern For Reading Web Content (Jakob Nielsen's Alertbox) - 99 views
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Should teachers be approaching reading literacy differently because of these findings?
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Absolutely not. This is based on reading on websites and if you look at the "heatmaps" of eye tracking people focus on where the content is dense. Of course people read across the top of a webpage first, that is where the heading and introduction are. Then they move down the side, where the menus are in general. People even focused on the ads to the right. This is more a commentary on modern website design than anything to do with reading.
Why the weak students end up as teachers: Education programs lack intellect. - CSMonito... - 205 views
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Education courses don't challenge students' intellect as others do . . .
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I don't know many teachers that thought their teacher education program was worth their time, so I would totally disagree with this -- weak students end up as teachers. I once had a teacher educator tell me that 'grades' were the most significant indicator of a good teacher. I laughed at her because I won the top teaching award and a year earlier I wouldn't have been accepted because my grades wouldn't have made their particular cut.
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I have to agree with Lori. I have several colleagues who were not admitted into teacher education programs, yet have become amazing instructional leaders. Granted, there has to be a cutoff for programs, but frankly, grades are indeed not the best indicator. I was not allowed to take an advance-level French course because of my overall GPA during my undergraduate education. Later as a high school French teacher, my students consistently placed out of university language requirements, and while with me, often placed in declamation contests for their spoken abilities. Our teacher educations programs still need work. They are not where we want them to be. Now to get to work on how to make that happen! :-)
A Nation At Risk: Edited by Yong Zhao - 34 views
Extraordinary teachers can't overcome poor classroom situations - latimes.com - 7 views
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Still, it's become a popular fantasy that all you need is a superstar teacher, and that he or she will be just as effective even as budget cuts force us to pack more kids into each classroom.
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we can't demand that teachers be excellent in conditions that preclude excellence.
The Conversation - 46 views
Helping First-Year Students Help Themselves - Commentary - The Chronicle of Higher Educ... - 1 views
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According to a yearly national survey of more than 200,000 first-year students conducted by researchers at the University of California at Los Angeles, college freshmen are increasingly "overwhelmed," rating their emotional health at the lowest levels in the 25 years the question has been asked. Such is the latest problem dropped at the offices of higher-education administrators and professors nationwide: Young adults raised with a single-minded focus on gaining admission to college now need help translating that focus into ways to thrive on campus and beyond.
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Many young adults weren't taught the basic life skills and coping mechanisms for challenging times.
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The consequences for students who lack those skills have become increasingly clear both on campus and after graduation. At Pitt, where I teach, and at other institutions, student-life administrators have noticed a marked decrease in resiliency, particularly among first-year students. That leads to an increase in everything from roommate disagreements to emotional imbalance and crisis. After graduation, employers complain that a lack of coping mechanisms makes for less proficient workers: According to a 2006 report by the Conference Board, a business-research group, three-quarters of surveyed employers said incoming new graduates were deficient in "soft" skills like communication and decision making.
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