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Mr. Stanley

Teaching Document Design, Not Formatting Requirements - ProfHacker - The Chronicle of H... - 69 views

chronicle.com/...29041

design teaching formatting document education publishing

shared by Mr. Stanley on 03 Dec 10 - No Cached
    • LuAnne Holder
      LuAnne Holder on 03 Dec 10
       
      This would be a great activity for introductions.
  • One of my colleagues asks her students to sketch their names using a typeface that conveys something about themselves
  • One thing I do is bring in the style manuals from different local companies and show students how each company expects different things
  • ...11 more annotations...
  • Students in all disciplines are more than capable of producing and analyzing visual work in amazingly rich and complex ways.
  • many faculty members continue to specify detailed formatting requirements for student writing.
  • Your paper must be double-spaced, 12 point Times New Roman, with one-inch margins.
  • Such draconian formatting requirements stifle students’ creativity and cut off any critical thinking about what should be a crucial part of any writing-intensive classroom, namely visual design.
  • Teaching Document Design, Not Formatting Requirements
  • well-meaning and thoughtful teachers establish hard and fast formatting rules that may make their lives easier, but do a disservice to their students.
  • By making these requirements, we are telling them not to think critically—or even at all—about the visual layout of their documents.
  • We are telling them we value conformity over creativity, practicality over originality, our needs over theirs.
  • It all starts with students recognizing that design is a part of what they do when they write.
  • the rules we give our students should be negotiable, and in order for them to be negotiable, we need to talk to our students about those rules, why they exist, what the consequences of breaking or following them are, and so on.
  • Your paper should be readable and take into consideration the needs of your audience.  Most importantly, though, you should have fun and be creative with your design.
  • Mr. Stanley on 05 Dec 10
     
    Teachers need to allow their students more room to creatively use visual design, and at the same time, teach students to be aware. Forcing students to follow exact formatting requirements is counterproductive.
Marsh Feldman

Online Education - Introducing the Microlecture Format - Open Education - 4 views

www.openeducation.net/...ducing-the-microlecture-format

microlecture teaching lectures pedagogy

shared by Marsh Feldman on 10 Mar 09 - Cached
  • in online education “tiny bursts can teach just as well as traditional lectures when paired with assignments and discussions.” The microlecture format begins with a podcast that introduces a few key terms or a critical concept, then immediately turns the learning environment over to the students.
  • It clearly will not work for a course that is designed to feature sustained classroom discussions. And while the concept will work well when an instructor wants to introduce smaller chunks of information, it will likely not work very well when the information is more complex.
  • “It’s a framework for knowledge excavation,” Penrose tells Shieh. “We’re going to show you where to dig, we’re going to tell you what you need to be looking for, and we’re going to oversee that process.”
  • ...2 more annotations...
  • the microlecture format similarly requires teachers to get the key elements across in a very short amount of time. Most importantly, it forces educators to think in a new way.
  • 1. List the key concepts you are trying to convey in the 60-minute lecture. That series of phrases will form the core of your microlecture. 2. Write a 15 to 30-second introduction and conclusion. They will provide context for your key concepts. 3. Record these three elements using a microphone and Web camera. (The college information-technology department can provide advice and facilities.) If you want to produce an audio-only lecture, no Webcam is necessary. The finished product should be 60 seconds to three minutes long. 4. Design an assignment to follow the lecture that will direct students to readings or activities that allow them to explore the key concepts. Combined with a written assignment, that should allow students to learn the material. 5. Upload the video and assignment to your course-management software.
    • Marsh Feldman
      Marsh Feldman on 11 Mar 09
       
      Good luck! Some of my (upper-division college) students don't even read the handouts I give them about assignments. Instead, they come during office hours and ask me to tell them how to do the assignment. When they do read things, like a textbook commonly used in 100-level courses, they misinterpret concepts through their own preconceptions. For example, the textbook says, "In this field there are these eight schools of thought: ...." So one student writes, "All eight schools are good ways to understand. There's no right way." (Even though each school is highly critical of the others.) The rest of the class comments, with things like "Good insight, Oscar." The textbook is about the field, so it doesn't go into any detail about the schools' criticisms ot the others. I can either tell the students or give them additional reading they probably won't do. Unless you can anticipate every student misunderstanding and have time for microlectures on every one of them, I think you'll need to do things the old fashioned way. At least this way you can make a valiant attempt at helping them understand the material correctly.
Ed Webb

The Scarlet "P" | TechTicker - 0 views

techticker.net/...the-scarlet-p

opinion edtech pedagogy

shared by Ed Webb on 23 Feb 09 - Cached
  • To me “sound pedagogy” isn’t a guarded gateway through which all things must pass before becoming true learning, it’s an ideal that should permeate and inform everything.
    • Ed Webb
      Ed Webb on 23 Feb 09
       
      nicely put!
  • the perpetual conflict between the educational technology unit and the learning and teaching unit
  • The educational technologist are seen to be tech-obsessed, light on pedagogy and prone to obscure abbreviations; while the academics are stereotyped as waffley anti-technologists with a love of chalk-and-talk. Adding to this complexity, each sphere tends to be characterised by a distinct culture and common language. Often times the divisions are so clearly delineated that, despite units merging on paper, the two spheres operate largely independently of one another.
  • ...1 more annotation...
  • We won’t always agree with one another, but once we start using language instead of hiding behind it we can begin to actually communicate.
Ed Webb

The Wired Campus - Do Students Cheat More in Online Classes? Maybe not. - The Chronicle... - 0 views

chronicle.com/...8073

distance education plagiarism survey chronicle edu_trends

shared by Ed Webb on 16 Sep 09 - Cached
  • You can’t make any sweeping generalizations based on the results
  • older students tend to cheat less frequently than younger students
  • If you are interested in this topic, look for the interesting edited book called Student Plagiarism in an Online World: http://www.igi-global.com/reference/details.asp?ID=7031&v=tableOfContentsI wrote a chapter called, "Expect Originality! Using Taxonomies to Structure Assignments that Support Original Work." In it I discuss the complexities of plagiarism in the context of a digital culture of sharing and suggest that it is rarely black and white. I propose a continuum with intentional academic dishonesty on one end and original work on the other, with gradations in between. Based on my own research and teaching experience, I believe the instructional design and style of teaching can either make it easy-- or very difficult-- to cheat.
alyssa_calhoun

Chartle.net - interactive charts online! - 7 views

www.chartle.net

web2.0 charts graphs math

shared by alyssa_calhoun on 08 May 09 - Cached
  • Lee-Anne Patterson on 08 May 09
     
    Chartle.net tears down the complexity of online visualizations - offers simplicity, ubiquity and interactivity instead.
Joshua Williams

What We Learn From School Tests - Room for Debate Blog - NYTimes.com - 1 views

roomfordebate.blogs.nytimes.com/...hat-we-learn-from-school-tests

achievement gap reform testing learning

shared by Joshua Williams on 29 Apr 09 - Cached
  • The relentless gaze on high-stakes tests and the culture spawned by No Child Left Behind is blinding us to the educational demands of the 21st century.
  • But first we need a national conversation on what the 21st century will require of our ever more diverse student population. There’s no doubt that an education that promotes life-long cognitive, behavioral and relational engagement with a complex and interconnected world is key. This means we’ll need intellectually curious and cognitively flexible workers comfortable with ambiguity, able to synthesize knowledge within and across disciplines and work collaboratively in diverse groups.
  • Moving forward, we need to go beyond the mastery of facts and rules. Instead, we should nurture interpersonal sensibilities in children and teenagers so that they learn to work in groups, within and across disciplines and cultures. In short, we need to educate, not test.
Beth Knees

National Writing Project - Improving the Teaching of Writing in the Nation's Schools - 0 views

www.nwp.org

shared by Beth Knees on 05 Jul 09 - Cached
Beth Knees liked it
  • Writing is essential to success in school and the workplace. Yet writing is a skill that cannot be learned on the spot; it is complex and challenging.
Michele Brown

Stephen R. Covey: Our Children and the Crisis in Education - 61 views

www.huffingtonpost.com/...ren-and-the-cris_b_545034.html

education leadership

shared by Michele Brown on 21 Apr 10 - Cached
  • Employers and business leaders need people who can think for themselves -- who can take initiative and be the solution to problems. They need people who can build trust and get along with others, and solve complex challenges in teams without much supervision.
  • "Partnerships between schools and parents in educating the whole child, which includes developing both the character strength and the competencies required to really succeed in the 21st Century."
  • A.B. Combs Elementary School in Raleigh, North Carolina
  • ...4 more annotations...
  • Seven Habits of Highly Effective People -- a set of universal, timeless, self-evident principles common to every enduring, prospering society, organization, or family. I take no credit for these principles. I simply organized, sequenced and articulated them. These principles include 1) taking personal responsibility and initiative, 2) getting clear about what's important to you and setting goals, 3) putting those priorities first and being disciplined, 4) seeking mutual benefit in all interactions with others -- the golden rule, 5) seeking to understand others from their perspective first before making your point, 6) valuing differences and creating third-alternative solutions to problems that are better than "my way" or "your way," and 7) taking care of and renewing yourself in all four areas of life -- body, mind, heart and spirit.
  • The approach is inside-out, with the teachers and administrators learning, living and modeling the principles themselves first, and then, at the most basic level, integrating the principles into their teaching every day. There is no new curriculum. The principles of effectiveness are creatively woven by teachers into every subject -- reading, math, history, science, social studies, art, etc. From the moment they walk into the school each day until the final bell rings, the children soak in their adult leaders' belief that they are leaders of their own lives, have unique talents, and can make a difference.
  • We don't define leadership as becoming the CEO or the few percent who will end up in big leadership positions. We are talking about leading your own life, being a leader among your friends, being a leader in your own family. Leadership, as one school put it, is doing the right thing even when no one is looking.
  • The world has moved into one of the most profound eras of change in human history.
Clint Hamada

e-Portfolios: An overview : JISC - 69 views

www.jisc.ac.uk/...eportfolios

portfolios eportfolio overview

shared by Clint Hamada on 10 May 10 - Cached
  • But most importantly we are interesed in e-portfolios because there is emerging, often powerful evidence from practitioners  and learners of how e-portfolios can promote more profound forms of learning, as well their further potential in supporting for example transition between institutions and stages of education, and in supporting professional development and applications for professional accreditation.
  • An e-portfolio is a purposeful aggregation of digital items - ideas, evidence, reflections, feedback etc. which 'presents' a selected audience with evidence of a person's learning and/or ability
  • Behind any product, or presentation, lie rich and complex processes of planning, synthesising, sharing, discussing, reflecting, giving, receifing and responding to feedback.
  • ...1 more annotation...
  • Descriptions of e-portfolio processes also tend to include the concepts of learners drawing from both informal and and formal learning activities to create their e-portfolios
Rob Weston

Texting teenagers are proving 'more literate than ever before' - Times Online - 88 views

www.timesonline.co.uk/...article584810.ece

texting teenagers literacy

shared by Rob Weston on 31 Dec 10 - Cached
  • using colloquial words, informal phrases and text-messaging shorthand — such as m8 for ‘mate’, 2 instead of ‘too’ and u for ‘you’.
    • Rob Weston
      Rob Weston on 31 Dec 10
       
      Increased use of colloquial words in written exams.
  • Despite this, the two-year study found that today’s teenagers are using far more complex sentence structures, a wider vocabulary and a more accurate use of capital letters, punctuation and spelling.
  • Rob Weston on 31 Dec 10
     
    I know it's an old article but it's interesting to have a study on literacy in this post-texting world.
Beth Panitz

RDIconnect - 23 views

www.rdiconnect.com

rdiconnect

shared by Beth Panitz on 17 Jan 11 - No Cached
  • Beth Panitz on 17 Jan 11
     
    While typically developing children store... memories of experiences where they have met challenges and overcome obstacles, developmentally disabled children are more likely to retain memories in an isolated fashion, small pieces of information that do not provide tools or building blocks for future self-learning.
  • Beth Panitz on 17 Jan 11
     
    The RDI Program for ASD is a tailored set of objectives, extending from the Family Guided Participation Program and intended to target the core deficits of individuals with the diagnostic distinction, Autism Spectrum Disorder. Started less than a decade ago the RDI Program for ASD provides a remedial approach to this complex disorder.
London Jenks

The Difficulty of Discovery (Where Have All The Geniuses Gone?) | Wired Scien... - 99 views

www.wired.com/...the-difficulty-of-discovery

discovery Nature of science

shared by London Jenks on 31 Jan 11 - No Cached
  • In sciences and engineering, 99.4% of the 171 subfields have seen increased teamwork. Meanwhile, 100% of the 54 subfields in the social sciences, 88.9%of the 27 subfields in the humanities, and 100% of the 36 subfields in patenting have seen increased teamwork
    • London Jenks
      London Jenks on 31 Jan 11
       
      This highlights the need to teach our students to collaborate effectively and work well in teams. What skills do they need? 
  • We live in a world of such complexity that our problems increasingly exceed the possibilities of the individual mind. Collaboration is no longer an option.
  • Christopher Sessums on 31 Jan 11
     
    Collaboration is no longer an option.
Josh Flores

Gender Games - Born on Sideline, Cheering Clamors to Be Sport - NYTimes.com - 20 views

www.nytimes.com/...ering-clamors-to-be-sport.html

shared by Josh Flores on 23 May 11 - No Cached
  • taking their place in a thriving American tradition that has been around for nearly as long as football
    • Josh Flores
      Josh Flores on 23 May 11
       
      Model for Argument and Rhetoric
  • taking their place in a thriving American tradition that has been around for nearly as long as football
  • ...7 more annotations...
  • athletic feats of grace and strength
  • a complicated and emotional question has arisen: has cheerleading become a true sport?
  • For many women
  • especially those who worked at the forefront of the push for equality in college sports, the answer for a long time was no
  • endorsing an embarrassing holdover from a time when girls in tight-fitting outfits were expected to do little more than yell support for boys
  • skeptical of high schools and universities that counted female cheerleaders as athletes as a way to evade their obligation to provide opportunities for women in more traditional sports, like softball and soccer
  • Why should cheerleading not be considered a sport when it required a complex set of technical skills, physical fitness and real guts?
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
Javier E

Taking the Information Plunge With Tinderbox | Mac.AppStorm - 146 views

mac.appstorm.net/...ormation-plunge-with-tinderbox

information understanding structure app software writing

shared by Javier E on 18 May 11 - No Cached
  • Tinderbox “the tool for notes.”
  • The power of Tinderbox comes from its ability to display those notes in a number of different and helpful ways, and its array of mechanisms for manipulating those notes.
  • Tinderbox is a toolbox full of tools that let you play with information. DevonThink Pro is a better tool for research, particularly when linked with Devon Agent, OmniOutliner is a better outliner, Scrivener is a better writing tool, and Omnigraffle does a better job of drawing. All of these tools are great, but while they overlap some, they don’t cover everything Tinderbox does.
  • ...4 more annotations...
  • For many years, I have walked into large, complex businesses and attempted to identify what was going on and how it could be done better. My job was part Qualitative Research, part Quantitative Research, and part Political Analysis. Qualitative Research has a number of tools for analyzing interviews and playing with the data, teasing meaning out of diverse viewpoints. I used these tools effectively, but I wish I’d had Tinderbox earlier in my career because it would have made this job easier. Tinderbox is a far more useful tool for ‘right-brained’ qualitative analysis than most of the other tools I’ve worked with, but even that sells it short.
  • Very few people I’ve seen truly understand its character as a tool box for manipulating and exploring information.
  • I have been using TB for just over a year and it has become my second top application after Scrivener. (I also use DEVONThink Pro) I have planned a trilogy of novels on it, and a detailed timeline for the first novel. I’m currently editing the first novel, which is to come out in Feb 2112, and I have set up my Scrivener screen so that the timeline occupies the lower third of my screen (though the Apps can be viewed together in other ways).
  • As for the trilogy, the plan is a work in progress using map view. But the power to manipulate the characters, events and relationships, and run what-ifs, has far exceeded my expectations.
anonymous

Build an Atom - 116 views

www.keithcom.com/index.php

atoms models

shared by anonymous on 02 Aug 11 - Cached
  • Martin Burrett on 02 Aug 11
     
    This webpage allows students to view the structure of atoms from simple hydrogen and Helium all the way up to the complex Ununoctium. http://ictmagic.wikispaces.com/science
Troy Cherry

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
Sharin Tebo

Uncovering an Enigma Wrapped in a Doodle - NYTimes.com - 30 views

www.nytimes.com/...nigma-wrapped-in-a-doodle.html

shared by Sharin Tebo on 17 Dec 14 - No Cached
  • Even the ugliest visualizations can help clarify complex concepts, she said.
    • Sharin Tebo
      Sharin Tebo on 17 Dec 14
       
      So our Rabbit/Conveyor Belt/Mr. Potato Head doodles could lead to developing our concept that is yet to come to complete fruition... Hmm...
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