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Sandy Dewey

Victor Reader Stream, the versatile, powerful DAISY player - 1 views

www.youtube.com/watch

science technology resources adaptive technologies library audio books

shared by Sandy Dewey on 09 Sep 12 - No Cached
  • Sandy Dewey on 09 Sep 12
     
    Download your favourite books and MP3s on your Stream and leave home with your library in the palm of your hand. This versatile, powerful DAISY-MP3 and NISO player lets you read and navigate through complex books, such as reference manuals and school books, as well as novels and magazines. You can also use its built in text to speech to read books in text format such as Bookshare. And thats not all there are many more functions, including an integrated microphone to record voice notes. No other DAISY player offers you so much in such a small package and at such an affordable price.
Cammy Torgenrud

Learning to Slow Down - 116 views

www.nais.org/...itmagazinearticle.cfm

technology education NAIS

shared by Cammy Torgenrud on 12 Dec 11 - No Cached
  • Students must still learn to communicate complex ideas. They must be able to create entire thoughts that run together in recognizable patterns in order to function in school and at work. Most importantly, they must be able to master this skill to participate as informed citizens in our shared civil discourse. Students who are flooded by facts think that the best way to answer a question is to search for more facts instead of organizing and marshalling the information they already have to develop a strong case. As long as the Internet is readily available, a search is faster and easier than a thoughtful and challenging discussion.
  • When my students learn to be nuanced, when they learn to listen carefully and find agreement, those are human tasks. When they learn to disagree carefully and logically, those are human tasks. These interactions that take place at the speed of conversation are essential building blocks for survival in the 21st or any other century.
  • Cammy Torgenrud on 12 Dec 11
     
    A thoughtful commentary on the need to help students value deliberation and "brain pacing" rather than just "internet retrieval speed."
anonymous

Is Real Educational Reform Possible? If So, How? | Psychology Today - 3 views

www.psychologytoday.com/...onal-reform-possible-if-so-how

education reform psychology

shared by anonymous on 21 Nov 11 - No Cached
  • Children come into the world intensely motivated to learn about the physical, social, and cultural world around them; but they need freedom in order to pursue that motive.  For their first four or five years of life we generally grant them that freedom. During those first few years, without any teaching, they learn a large portion of what any human being ever learns. They learn their entire native language, from scratch. They learn the basic practical principles of physics. They learn psychology to such a degree that they become experts in how to please, annoy, manipulate, and charm the other people in their environment.  They acquire a huge store of factual knowledge.  They learn how to operate the gadgets that they are allowed to operate, even those that seem extraordinarily complex to us adults.They do all this on their own initiative, with essentially no direction from adults.
  • anonymous on 21 Nov 11
     
    "Children come into the world intensely motivated to learn about the physical, social, and cultural world around them; but they need freedom in order to pursue that motive."
melissa renko

Common Core State Standards Initiative | English Language Arts Standards | Science & Te... - 74 views

www.corestandards.org/...grades-9-10

standards

shared by melissa renko on 09 Aug 12 - No Cached
  • trace the text’s explanation or depiction of a complex process, phenomenon, or concept
    • melissa renko
      melissa renko on 09 Aug 12
       
      added to the standard from grades 6-8
  • attending to special cases or exceptions defined in the text.
  • melissa renko on 09 Aug 12
     
    common core standards described for science embedded in the ELA standards
Jennie Snyder

Atul Gawande: How Do Good Ideas Spread? : The New Yorker - 36 views

www.newyorker.com/...130729fa_fact_gawande

Innovation

shared by Jennie Snyder on 01 Aug 13 - No Cached
  • Why do some innovations spread so swiftly and others so slowly
  • Consider the very different trajectories of surgical anesthesia and antiseptics, both of which were discovered in the nineteenth century.
  • The first public demonstration of anesthesia was in 1846.
  • ...18 more annotations...
  • nsisted that he had found a gas that could render patients insensible to the pain of surgery.
  • The idea spread like a contagion, travelling through letters, meetings, and periodicals. By mid-December, surgeons were administering ether to patients in Paris and London. By February, anesthesia had been used in almost all the capitals of Europe, and by June in most regions of the world.
  • On October 16, 1846, at Massachusetts General Hospital, Morton administered his gas through an inhaler in the mouth of a young man undergoing the excision of a tumor in his jaw.
  • Four weeks later, on November 18th, Bigelow published his report on the discovery of “insensibility produced by inhalation” in the Boston Medical and Surgical Journal.
  • There were forces of resistance, to be sure. Some people criticized anesthesia as a “needless luxury”; clergymen deplored its use to reduce pain during childbirth as a frustration of the Almighty’s designs.
  • Yet soon even the obstructors, “with a run, mounted behind—hurrahing and shouting with the best.” Within seven years, virtually every hospital in America and Britain had adopted the new discovery.
  • Sepsis—infection—was the other great scourge of surgery. It was the single biggest killer of surgical patients, claiming as many as half of those who underwent major operations
  • nfection was so prevalent that suppuration—the discharge of pus from a surgical wound—was thought to be a necessary part of healing.
  • In the eighteen-sixties, the Edinburgh surgeon Joseph Lister read a paper by Louis Pasteur laying out his evidence that spoiling and fermentation were the consequence of microorganisms. Lister became convinced that the same process accounted for wound sepsis.
  • Lister had read about the city of Carlisle’s success in using a small amount of carbolic acid to eliminate the odor of sewage, and reasoned that it was destroying germs. Maybe it could do the same in surgery.
  • During the next few years, he perfected ways to use carbolic acid for cleansing hands and wounds and destroying any germs that might enter the operating field.
  • The result was strikingly lower rates of sepsis and death.
  • Far from it.
  • Surgeons soaked their instruments in carbolic acid, but they continued to operate in black frock coats stiffened with the blood and viscera of previous operations—the badge of a busy practice.
  • hey reused sea sponges without sterilizing them.
  • It was a generation before Lister’s recommendations became routine and the next steps were taken toward the modern standard of asepsis—that is, entirely excluding germs from the surgical field, using heat-sterilized instruments and surgical teams clad in sterile gowns and gloves.
  • Maybe ideas that violate prior beliefs are harder to embrace. To nineteenth-century surgeons, germ theory seemed as illogica
  • The technical complexity might have been part of the difficulty. Giving Lister’s methods “a try” required painstaking attention to detail.
Jeremy Brueck

Closing in on Close Reading - 73 views

www.ascd.org/...osing-in-on-Close-Reading.aspx

Common Education reading literacy ELA Common Core CommonCore Close reading close_reading closereading

shared by Jeremy Brueck on 26 Jul 13 - No Cached
  • close reading means reading to uncover layers of meaning that lead to deep comprehension.
  • Close, analytic reading stresses engaging with a text of sufficient complexity directly and examining meaning thoroughly and methodically, encouraging students to read and reread deliberately.
  • If reading closely is the most effective way to achieve deep comprehension, then that's how we should teach students to read.
  • ...7 more annotations...
  • But the teaching of reading veered significantly off track when those personal connections (also well represented on some high-stakes state assessments) began to dominate the teaching and testing of comprehension, often leaving the text itself a distant memory.
  • the shift to teaching reading as a set of thinking strategies too often left readers with the notion that the text was simply a launching point for their musings, images that popped into their heads, and random questions that, in the end, did little to enhance their understanding of the text itself.
  • examining meaning thoroughly and analytically
  • directing attention to the text, central ideas, and supporting details
  • reflecting on meanings of individual words and sentences
  • developing ideas over the course of the text
  • The best thinkers do monitor and assess their thinking, but in the context of processing the thinking of others (Paul & Elder, 2008)
  • kari schack on 26 Jul 13
     
    Close Reading
Amy Burns

Rewordify.com: Understand what you read - 85 views

rewordify.com/index.php

Reading literacy Vocabulary tools English ESL writing ell

shared by Amy Burns on 26 Aug 13 - No Cached
  • Michele Brown on 26 Aug 13
     
    Rewordify takes a complex passage and rephrases it in simpler terms. Students can adjust Rewordify's settings to match their needs. For example, students can add words to a "skip list" and those words will not be changed when they appear in a passage. Students can also use Rewordify to simply highlight difficult words instead of having them replaced.
Matt Renwick

Educational Leadership:Giving Students Meaningful Work:Seven Essentials for Project-Bas... - 3 views

www.ascd.org/...or_Project-Based_Learning.aspx

project-based pbl learning

shared by Matt Renwick on 18 Dec 13 - Cached
  • work as personally meaningful
  • fulfills an educational purpose
  • launching a project with an "entry event"
  • ...16 more annotations...
  • brainstorming possible solutions
  • Students created a driving question
  • clear, compelling language
  • provocative, open-ended, complex, and linked to the core
  • the more voice and choice, the better
  • learners can select what topic to study within a general driving question or choose how to design, create, and present products.
  • teams of three or four
  • In writing journals, students reflected on their thinking
  • collaboration, communication, critical thinking, and the use of technology
  • whole class generated a list of more detailed questions
  • raised and investigated new questions
  • To guide students in real inquiry, refer students to the list of questions they generated after the entry event.
  • value questioning, hypothesizing, and openness
  • nvited audience included parents, peers, and representatives of community, business, and government organizations
  • arrange for experts or adult mentors to provide feedback
  • extended process of inquiry, critique, and revision
Marti Pike

Perspectives on RtI - 32 views

www.2enewsletter.com/...13_01_Perspectives_on_RtI.html

2E

shared by Marti Pike on 02 May 14 - No Cached
  • all students have the opportunity to do what the 2e student is doing
    • Marti Pike
      Marti Pike on 02 May 14
       
      What does this look like?
  • Avoid taking ove
  • Start with talent developmen
  • ...15 more annotations...
  • r their gift
  • enjoy success at school
  • Separate grades for writing content and spelling
  • Instruction at her gifted conceptual level,
  • Gifted enrichment options.
  • Gifted educational provisions can move primarily into regular education,
  • achieve in relationship to their potential
  • need conceptual complexity
  • Gifted education programs and professionals
  • short supply
  • Teacher training.
  • differentiate
  • Avoid
  • requiring them to qualify separately
  • Develop students’ strengths to remediate their weaknesses.
  • Marti Pike on 02 May 14
     
    2E
Margaret FalerSweany

Educational Leadership:Writing: A Core Skill:Teach Critical Thinking to Teach Writing - 48 views

www.ascd.org/...Thinking-to-Teach-Writing.aspx

critical thinking writing skill

shared by Margaret FalerSweany on 16 Apr 14 - No Cached
  • critical thinking doesn't come easily for anyone
  • writing does not necessarily teach critical thinkin
  • the best way to help students learn critical thinking may be to actually teach it
  • ...1 more annotation...
  • although writing and thinking may be linked, students don't learn to think just by learning to write; rather, to learn to write, they need to learn to think.
  • deniseahlquist on 16 Apr 14
     
    An excellent article on the challenges we all face in become better at thinking critically and writing well. I have found that most students do better presenting arguments in written form when they have engaged in in-depth discussion, as then questioning and peer responses can prompt deeper thinking and make real the need to both cite and explain evidence. The Shared Inquiry method used in Great Books programs provides a focus on open, interpretive questions that require students to make an defend claims about the meaning of complex texts. The model lessons suggest a sequence of activities that supports multiple close readings, collaborative discussions, and writing throughout the process.
Maughn Gregory

How to Fix Our Math Education - NYTimes.com - 63 views

www.nytimes.com/...to-fix-our-math-education.html

education math ed_aims ed_content applied

shared by Maughn Gregory on 25 Aug 11 - No Cached
  • the assumption that there is a single established body of mathematical skills that everyone needs to know to be prepared for 21st-century careers. This assumption is wrong. The truth is that different sets of math skills are useful for different careers, and our math education should be changed to reflect this fact.
  • Today, American high schools offer a sequence of algebra, geometry, more algebra, pre-calculus and calculus (or a “reform” version in which these topics are interwoven). This has been codified by the Common Core State Standards, recently adopted by more than 40 states. This highly abstract curriculum is simply not the best way to prepare a vast majority of high school students for life.
  • A math curriculum that focused on real-life problems would still expose students to the abstract tools of mathematics, especially the manipulation of unknown quantities. But there is a world of difference between teaching “pure” math, with no context, and teaching relevant problems that will lead students to appreciate how a mathematical formula models and clarifies real-world situations.
  • ...4 more annotations...
  • For instance, how often do most adults encounter a situation in which they need to solve a quadratic equation? Do they need to know what constitutes a “group of transformations” or a “complex number”? Of course professional mathematicians, physicists and engineers need to know all this, but most citizens would be better served by studying how mortgages are priced, how computers are programmed and how the statistical results of a medical trial are to be understood.
  • Imagine replacing the sequence of algebra, geometry and calculus with a sequence of finance, data and basic engineering.
  • Traditionalists will object that the standard curriculum teaches valuable abstract reasoning, even if the specific skills acquired are not immediately useful in later life. A generation ago, traditionalists were also arguing that studying Latin, though it had no practical application, helped students develop unique linguistic skills. We believe that studying applied math, like learning living languages, provides both useable knowledge and abstract skills.
  • In math, what we need is “quantitative literacy,” the ability to make quantitative connections whenever life requires (as when we are confronted with conflicting medical test results but need to decide whether to undergo a further procedure) and “mathematical modeling,” the ability to move practically between everyday problems and mathematical formulations (as when we decide whether it is better to buy or lease a new car).
Kenuvis Romero

Journal of Cerebral Blood Flow & Metabolism - Multiple Microvascular and Astroglial 5-H... - 0 views

www.nature.com/...9590586a.html

shared by Kenuvis Romero on 23 Jun 13 - No Cached
  • Physiologic and anatomic evidence suggest that 5-hydroxytryptamine (5-HT) neurons regulate local cerebral blood flow and blood-brain barrier permeability.
  • capillary endothelial cells exhibited mRNA for the h5-HT1D and for the 5-HT7 receptors whereas microvascular smooth muscle cells, in addition to h5-HT1D and 5-HT7, also showed polymerase chain reaction products for h5-HT1B receptors. Expression of 5-HT1F and 5-HT2A receptor mRNAs was never detected in any of the microvascular cell cultures. In contrast, messages for all 5-HT receptors tested were detected in human brain astrocytes with a predominance of the 5-HT2A and 5-HT7 subtypes. In all cultures, sumatriptan inhibited (35–58%, P < .05) the forskolin-stimulated production of cyclic AMP, an effect blocked by the 5-HT1B/1D receptor antagonists GR127935 and GR55562. In contrast, 5-carboxamidotryptamine induced strong increases (≥ 400%, P < .005) in basal cyclic AMP levels that were abolished by mesulergine, a nonselective 5-HT7 receptor antagonist. Only astroglial cells showed a ketanserin-sensitive increase (177%, P < .05) in IP3 formation when exposed to 5-HT. These results show that specific populations of functional 5-HT receptors are differentially distributed within the various cellular compartments of the human cortical microvascular bed, and that human brain astroglial cells are endowed with multiple 5-HT receptors. These findings emphasize the complex interactions between brain serotonergic pathways and non-neuronal cells within the CNS and, further, they raise the possibility that some of these receptors may be activated by antimigraine compounds such as brain penetrant triptan derivatives.
robert morris

Education Theory/Constructivism and Social Constructivism - UCD - CTAG - 56 views

www.ucdoer.ie/...vism_and_Social_Constructivism

shared by robert morris on 08 Dec 14 - No Cached
  • Deep roots classical antiquity. Socrates, in dialogue with his followers, asked directed questions that led his students to realize for themselves the weaknesses in their thinking.
    • Manuel Condoleon
      Manuel Condoleon on 08 Dec 14
       
      Good link to Socrates
    • robert morris
      robert morris on 08 Dec 14
       
      I think this is the essence of teaching and learning - asking questions, for nothing is really true.
  • Emphasis is on the collaborative nature of learning and the importance of cultural and social context.
    • robert morris
      robert morris on 08 Dec 14
       
      I agree - context, and culture play a very important role. And this might change from corner to corner, it can change quickly, neighbours etc
  • Believed that constructivists such as Piaget had overlooked the essentially social nature of language and consequently failed to understand that learning is a collaborative process.
  • ...25 more annotations...
  • Constructivist learning environments provide multiple representations of reality
  • Multiple representations avoid oversimplification and represent the complexity of the real world
  • Constructivist learning environments emphasize authentic tasks in a meaningful context rather than abstract instruction out of context.
  • Constructivist learning environments provide learning environments such as real-world settings or case-based learnin
  • Constructivist learning environments encourage thoughtful reflection on experience.
  • Constructivist learning environments support "collaborative construction of knowledge through social negotiation, not competition among learners for recognition.
  • Jonassen (1994)
  • There is no absolute knowledge, just our interpretation of it. The acquisition of knowledge therefore requires the individual to consider the information and - based on their past experiences, personal views, and cultural background - construct an interpretation of the information that is being presented to them.
  • Teaching styles based on this approach therefore mark a conscious effort to move from these ‘traditional, objectivist models didactic, memory-oriented transmission models’ (Cannella & Reiff, 1994) to a more student-centred approach.
  • Students ‘construct’ their own meaning by building on their previous knowledge and experience. New ideas and experiences are matched against existing knowledge, and the learner constructs new or adapted rules to make sense of the world
  • John Dewey (1933/1998) is often cited as the philosophical founder of this approach
  • while Vygotsky (1978) is the major theorist among the social constructivists.
  • Bruner (1990) and Piaget (1972) are considered the chief theorists among the cogn
  • Dewey
  • Piaget
  • John Dewey rejected the notion that schools should focus on repetitive, rote memorization & proposed a method of "directed living" – students would engage in real-world, practical workshops in which they would demonstrate their knowledge through creativity and collaboration
  • Piaget rejected the idea that learning was the passive assimilation of given knowledge. Instead, he proposed that learning is a dynamic process comprising successive stages of adaption to reality during which learners actively construct knowledge by creating and testing their own theories of the world.
  • A common misunderstanding regarding constructivism is that instructors should never tell students anything directly but, instead, should always allow them to construct knowledge for themselves. This is actually confusing a theory of pedagogy (teaching) with a theory of knowing. Constructivism assumes that all knowledge is constructed from the learner’s previous knowledge, regardless of how one is taught. Thus, even listening to a lecture involves active attempts to construct new knowledge.
  • social interaction lay at the root of good learning.
  • Bruner builds on the Socratic tradition of learning through dialogue, encouraging the learner to come to enlighten themselves through reflection
  • Careful curriculum design is essential so that one area builds upon the other. Learning must therefore be a process of discovery where learners build their own knowledge, with the active dialogue of teachers, building on their existing knowledge.
  • Social constructivism was developed by Vygotsky. He rejected the assumption made by Piaget that it was possible to separate learning from its social context.
    • robert morris
      robert morris on 08 Dec 14
       
      On Vgotsky`s side here - I don`t think you can forget the role of "social learning", peer to peer learning and the role of social interaction.
  • The basic tenet of constructivism is that students learn by doing rather than observing.
  • By the 1980s the research of Dewey and Vygotsky had blended with Piaget's work in developmental psychology into the broad approach of constructivism
  • 1. Discovery Learning (Bruner) In discovery learning, the student is placed in problem solving situations where they are required to draw on past experiences and existing knowledge to discover facts, relationships, and new information. Students are more likely to retain knowledge attained by engaging real-world and contextualised problem-solving than by traditional transmission methods. Models that are based upon discovery learning model include: guided discovery, problem-based learning, simulation-based learning, case-based learning, and incidental learning.
anonymous

5 Critical Mistakes Schools Make With iPads (And How To Correct Them) - From Tom on Edu... - 166 views

edtechteacher.org/...rect-them-from-tom-on-edudemic

iPad teaching education list edutech PD teachertraining EdTechTeacher

shared by anonymous on 03 Dec 12 - No Cached
  • technology needs to be — above everything else — in the service of learning. Administrators who fail to articulate the connection between iPads and learning often hamper their iPad initiative.
    • anonymous
      anonymous on 05 Dec 12
       
      Why Ipads
  • put the iPads in the hands of teachers who understand that active learners learn best
  • Focusing on iPad-versus.-laptop comparisons stifles the ability to see how the iPad facilitates student-centered learning
  • ...3 more annotations...
  • Simply handing a teacher an iPad in advance won’t serve to address these challenges when the school year starts
  • Teachers need instruction on how to incorporate the devices into the learning process, which is quite different than trying out a few apps
  • School administrators should be explaining to their constituents that the iPad supports essential skill areas — complex communication, new media literacy, creativity, and self-directed learning. Instead of focusing on the convenience of ebooks, they should instead be emphasizing the incredibly immersive and active learning environment the iPad engenders and the unprecedented opportunities to develop personalized, student-centered learning. They should highlight some of the beneficial consumption, curation, and creativity activities the iPad facilitates — as well as the student empowerment it inspires.
  • Roland Gesthuizen on 03 Dec 12
     
    "While we've witnessed many effective approaches to incorporating iPads successfully in the classroom, we're struck by the common mistakes many schools are making with iPads, mistakes that are in some cases crippling the success of these initiatives. We're sharing these common challenges with you, so your school doesn't have to make them. "
  • anonymous on 05 Dec 12
     
    "While we've witnessed many effective approaches to incorporating iPads successfully in the classroom, we're struck by the common mistakes many schools are making with iPads, mistakes that are in some cases crippling the success of these initiatives. We're sharing these common challenges with you, so your school doesn't have to make them. "
Kristin Testerman

Classes should do hands-on exercises before reading and video, Stanford researchers say - 25 views

news.stanford.edu/...ped-learning-model-071613.html

shared by Kristin Testerman on 19 Jul 13 - No Cached
  • The research comes out as the idea of a "flipped classroom," in which students first watch videos or read texts and then do projects in the classroom, has been growing in popularity at colleges and graduate schools. The study's conclusion suggests that the current model of the flipped classroom should itself be flipped upside down. The researchers advocate the "flipped flipped classroom," in which videos come after exploration and not before.
    • Kristin Testerman
      Kristin Testerman on 15 Jan 15
       
      How is this different from what the "buzz" is right now in education? What do we do about this research?
  • may have applications in any field where teaching demands visualization and exploration of complex systems
  • Amy Roediger on 19 Jul 13
     
    A new study from the Stanford Graduate School of Education flips upside down the notion that students learn best by first independently reading texts or watching online videos before coming to class to engage in hands-on projects. Studying a particular lesson, the Stanford researchers showed that when the order was reversed, students' performances improved substantially.
  • Kristin Testerman on 15 Jan 15
     
    A new study from the Stanford Graduate School of Education flips upside down the notion that students learn best by first independently reading texts or watching online videos before coming to class to engage in hands-on projects. Studying a particular lesson, the Stanford researchers showed that when the order was reversed, students' performances improved substantially.
westphal

Exactly What The Common Core Standards Say About Technology - 129 views

www.teachthought.com/...standards-say-about-technology

technology CommonCore CCSS standards

shared by westphal on 10 May 13 - No Cached
Patti Patrick liked it
  • use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting.
  • Evaluate the advantages and disadvantages of using different mediums
  •  Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.
  • ...7 more annotations...
  • Make strategic use of digital media
  • Publishing
  • Collaboration
  • Evaluation
  • Integration is a matter of design, and produces considerable cognitive load on a learner.
  • Social media professional learning networks (PLN) from linkedin to twitter, facebook to even pinterest, can be dominated by education technology discussion rather than broader concerns of how people learn , likely because those educators tending towards technology are on these digital networks to begin with.
  • rather requires learners to make complex decisions about how, when, and why to use technology–something educators must do as well.
  • Jennie Snyder on 10 May 13
     
    "@POUSDSupt: Exactly What The Common Core Standards Say About Technology http://t.co/WTRFq2LUTt via @zite #ccss #edtech" Nicely presented.
  • westphal on 15 May 13
     
    Tech standards in the common core
Maureen Greenbaum

The Web We Have to Save - Matter - Medium - 18 views

medium.com/...b-we-have-to-save-2eb1fe15a426

Internet filter bubble

shared by Maureen Greenbaum on 20 Jul 15 - No Cached
  • , I’ve realized how much the hyperlink has been devalued, almost made obsolete.
  • Nearly every social network now treats a link as just the same as it treats any other object — the same as a photo, or a piece of text — instead of seeing it as a way to make that text richer. You’re encouraged to post one single hyperlink and expose it to a quasi-democratic process of liking and plussing and hearting: Adding several links to a piece of text is usually not allowed. Hyperlinks are objectivized, isolated, stripped of their powers.
  • Fewer users are directly checking dedicated webpages, instead getting fed by a never-ending flow of information that’s picked for them by complex –and secretive — algorithms.
Dallas McPheeters

Newly Discovered Protein Function Linked to Breast Cancer | UANews.org - 9 views

uanews.org/32793

protein discovered ua cell chemistry genetics warfare organics

shared by Dallas McPheeters on 13 Jul 10 - Cached
  • he researchers report their findings in the advance online publication of the Nature Cell Biology July issue. The cells in our bodies constantly sense their environment and respond appropriately. For example, if pathogens invade the body, cells will respond by generating an inflammatory environment to fight the pathogen. This is achieved by intricate molecular circuits within cells that sense and relay external signals and orchestrate the cellular response. Aberrant functioning of these cellular switch boards can lead to diseases including autoimmune disorders and cancer. In the study, an the scientists set out to better understand the molecular workings underlying inflammation. Inflammation, the body's primary line of defense against disease-causing microbes and parasites, is a highly complex and tightly regulated biochemical process involving a myriad of specialized cells communicating with each other through an arsenal of signaling molecules.
    • Dallas McPheeters
      Dallas McPheeters on 13 Jul 10
       
      Excellent explanation of how cells communicate in the human body.
Christopher Carlson

Wiggio - Makes it easy to work in groups. - 107 views

wiggio.com

shared by Christopher Carlson on 15 Nov 10 - Cached
    • Josh Flores
      Josh Flores on 26 May 11
       
      If we didn't use Moodle, I'd use this in the classroom. The maximum upload size is 100 MBs.
    • Todd Murdock
      Todd Murdock on 29 May 11
       
      I moved to Wiggio after Ning went to a fee-based site. As a teacher and a coach I could have gotten a free Ning site, but it was only the basics. I love the flexibility Wiggio gives me to upload video and audio. I will use it again next year and am promoting Wiggio to everyone I meet.
    • John Dorn
      John Dorn on 01 Jun 11
       
      Can you control the messaging at all? I also use Edmodo and like the ability to see everyones messages.
    • Janet Peters
      Janet Peters on 13 Feb 12
       
      I wisht that you could group edit / wiki on wiggio - then it would really be perfect.
  • Sam Gliksman on 15 Nov 10
     
    Group messaging service
  • William Barnett on 27 Jan 11
     
    I heard about this service from an iTunesU video series on using Web2.0 in teaching. Basically, it's a very integrated form of groupware.
  • Marc Patton on 27 Jun 12
     
    it provides everything you need to work productively in your groups, without bogging you down with complexities and unnecessary features. Wiggio is currently used by over 100,000 groups
anonymous

Project Based Learning | BIE - 65 views

www.bie.org

Flipping_Anatomy

shared by anonymous on 02 Dec 10 - Cached
  • anonymous on 23 Jan 11
     
    In Project Based Learning (PBL), students go through an extended process of inquiry in response to a complex question, problem, or challenge. Rigorous projects help students learn key academic content and practice 21st Century Skills (such as collaboration, communication & critical thinking). 
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