Group items tagged die - Diigo In Education

"Zum Frühstück lese ich die Posts meiner Kollegen" Interview mit Dr. Mareike ... - 0 views

www.lisa.gerda-henkel-stiftung.de/content.php

shared by Daniel Spielmann on 17 Aug 11 - No Cached

In diesem Zusammenhang wäre es auch wichtig, die Ausbildung der Studierenden im Umgang mit den sozialen Medien zu fördern und dies curricular in den Studienablauf einzubinden.
- Daniel Spielmann on 17 Aug 11
  
  And of course the rules and methods of citation have to be adjusted. How can Web 2.0-sources be quoted in scientific publications? Finding an answer to this question is crucial for motivating people to contribute.
  
  <div class="cArrow"> </div><div class="cContentInner">And of course the rules and methods of citation have to be adjusted. How can Web 2.0-sources be quoted in scientific publications? Finding an answer to this question is crucial for motivating people to contribute.</div>
  
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Sehgewohnheiten, die sich gerade in Richtung „Listen“ verschieben, weil das die häufigste Präsentationsform von Information in den sozialen Medien ist.
- Daniel Spielmann on 17 Aug 11
  
  Interesting point. What does that mean for students' ability to come up with a coherent string of scientific text? Or: will these changing recepion habits make coherent text superfluous?
  
  <div class="cArrow"> </div><div class="cContentInner">Interesting point. What does that mean for students' ability to come up with a coherent string of scientific text? Or: will these changing recepion habits make coherent text superfluous?</div>
  
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mehr Forschung über unsere gegenwärtige Internetkultur und eine größere Reflektion über unser Tun im Netz notwendig sind.
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Das scheint Wissenschaftler sehr viel weniger umzutreiben als Privatpersonen.
- Daniel Spielmann on 17 Aug 11
  
  I'm not yet sure if that should surprise me or not.
  
  <div class="cArrow"> </div><div class="cContentInner">I'm not yet sure if that should surprise me or not.</div>
  
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Außerdem wird viele Wissenschaftler die fehlende Anerkennung davon abhalten, Zeit und Energie in die Veröffentlichung von Blogbeiträgen zu stecken.
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Geisteswissenschaftler eben mit dem fragmentarischen, mit dem Äußern von noch nicht fertigen und mit vielen Fußnoten abgesicherten Meinungen schwer tun
- Daniel Spielmann on 17 Aug 11
  
  And because today's quotation habits don't really allow to integrate Web 2.0 sources slick enough.
  
  <div class="cArrow"> </div><div class="cContentInner">And because today's quotation habits don't really allow to integrate Web 2.0 sources slick enough.</div>
  
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Hier ist ein Umdenken erforderlich, weg von der Konkurrenz hin zur Zusammenarbeit
- Daniel Spielmann on 17 Aug 11
  
  cf Tacke, Oliver (2010): "(T)he principle of 'publish or perish' pushes scientists to keep their ideas secret until they are published; secrecy and taciturnity have become the primary directives."
  
  <div class="cArrow"> </div><div class="cContentInner">cf Tacke, Oliver (2010): "(T)he principle of 'publish or perish' pushes scientists to keep their ideas secret until they are published; secrecy and taciturnity have become the primary directives."</div>
  
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social citation wie bei Zotero
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Twittern bei Tagungen
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zweite Diskussionsebene
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als ob es zum gesprochenen Wort eine Fußnote gäbe
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Bei den sozialen Medien stehen wie gesagt Kommunikation, Diskussion und Austausch einerseits, sowie gemeinsame Wissensgenerierung und kollaboratives Arbeiten andererseits im Vordergrund.
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Andragogy - Wikipedia, the free encyclopedia - 36 views

en.wikipedia.org/Andragogy

shared by Robert Parker on 23 Sep 11 - Cached

Andragogy consists of learning strategies focused on adults. It is often interpreted as the process of engaging adult learners with the structure of learning experience. The term ‘andragogy’ has been used in different times and countries with various connotations
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Knowles asserted that andragogy (Greek: "man-leading") should be distinguished from the more commonly used pedagogy (Greek: "child-leading"). Knowles' theory can be stated with six assumptions related to motivation of adult learning:[1][2] Adults need to know the reason for learning something (Need to Know) Experience (including error) provides the basis for learning activities (Foundation). Adults need to be responsible for their decisions on education; involvement in the planning and evaluation of their instruction (Self-concept). Adults are most interested in learning subjects having immediate relevance to their work and/or personal lives (Readiness). Adult learning is problem-centered rather than content-oriented (Orientation). Adults respond better to internal versus external motivators (Motivation). The term has been used by some to allow discussion of contrast between self-directed and 'taught' education
- GoldenLuca Oake on 08 Oct 12
  
  Andragogy - man-leading as in leading man Pedagogy - child-leading as in leading children
  
  <div class="cArrow"> </div><div class="cContentInner">Andragogy - man-leading as in leading man Pedagogy - child-leading as in leading children</div>
  
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- Robert Parker on 15 Sep 13
  
  I like this term, it reflects much of waht happens in higher education as the springboard for life-long learning
  
  <div class="cArrow"> </div><div class="cContentInner">I like this term, it reflects much of waht happens in higher education as the springboard for life-long learning</div>
  
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maureen greenbaum on 23 Sep 11

Andragogy From Wikipedia, the free encyclopedia Andragogy consists of learning strategies focused on adults. It is often interpreted as the process of engaging adult learners with the structure of learning experience. The term 'andragogy' has been used in different times and countries with various connotations. Nowadays there exist mainly three understandings: 1. In many countries there is a growing conception of 'andragogy' as the scholarly approach to the learning of adults. In this connotation andragogy is the science of understanding (= theory) and supporting (= practice) lifelong and lifewide education of adults. 2. Especially in the USA, 'andragogy' in the tradition of Malcolm Knowles, labels a specific theoretical and practical approach, based on a humanistic conception of self-directed and autonomous learners and teachers as facilitators of learning. 3. Widely, an unclear use of andragogy can be found, with its meaning changing (even in the same publication) from 'adult education practice' or 'desirable values' or 'specific teaching methods,' to 'reflections' or 'academic discipline' and/or 'opposite to childish pedagogy', claiming to be 'something better' than just 'Adult Education'. The oldest document using the term "Andragogik": Kapp, Alexander (1833): Platon's Erziehungslehre, als Pädagogik für die Einzelnen und als Staatspädagogik. Leipzig. Originally used by Alexander Kapp (a German educator) in 1833, andragogy was developed into a theory of adult education by the American educator Malcolm Knowles. Knowles asserted that andragogy (Greek: "man-leading") should be distinguished from the more commonly used pedagogy (Greek: "child-leading"). Knowles' theory can be stated with six assumptions related to motivation of adult learning:[1][2] Adults need to know the reason for learning something (Need to Know) Experience (including error) provides the basis for learning activities (Foundation). Adults need to be

<div class="cArrow"> </div><div class="cContentInner">Andragogy From Wikipedia, the free encyclopedia Andragogy consists of learning strategies focused on adults. It is often interpreted as the process of engaging adult learners with the structure of learning experience. The term 'andragogy' has been used in different times and countries with various connotations. Nowadays there exist mainly three understandings: 1. In many countries there is a growing conception of 'andragogy' as the scholarly approach to the learning of adults. In this connotation andragogy is the science of understanding (= theory) and supporting (= practice) lifelong and lifewide education of adults. 2. Especially in the USA, 'andragogy' in the tradition of Malcolm Knowles, labels a specific theoretical and practical approach, based on a humanistic conception of self-directed and autonomous learners and teachers as facilitators of learning. 3. Widely, an unclear use of andragogy can be found, with its meaning changing (even in the same publication) from 'adult education practice' or 'desirable values' or 'specific teaching methods,' to 'reflections' or 'academic discipline' and/or 'opposite to childish pedagogy', claiming to be 'something better' than just 'Adult Education'. The oldest document using the term "Andragogik": Kapp, Alexander (1833): Platon's Erziehungslehre, als Pädagogik für die Einzelnen und als Staatspädagogik. Leipzig. Originally used by Alexander Kapp (a German educator) in 1833, andragogy was developed into a theory of adult education by the American educator Malcolm Knowles. Knowles asserted that andragogy (Greek: "man-leading") should be distinguished from the more commonly used pedagogy (Greek: "child-leading"). Knowles' theory can be stated with six assumptions related to motivation of adult learning:[1][2] Adults need to know the reason for learning something (Need to Know) Experience (including error) provides the basis for learning activities (Foundation). Adults need to be</div>

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Lauren Rosen on 23 Sep 11

Really not seeing the difference in how children and adults learn here. I have heard the term first about 20 or more years ago. From this definition the principals behind it are no different from those behind what a good learning environment is for all ages. What changes is the content not that the student, regardless of age, leads in their own learning facilitated by a trained practitioner.

<div class="cArrow"> </div><div class="cContentInner">Really not seeing the difference in how children and adults learn here. I have heard the term first about 20 or more years ago. From this definition the principals behind it are no different from those behind what a good learning environment is for all ages. What changes is the content not that the student, regardless of age, leads in their own learning facilitated by a trained practitioner.</div>

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Maughn Gregory on 23 Sep 11

"Andragogy" is another sexist term, using "andro" = male to stand for all humanity. Why wouldn't it by called "Gynogogy"? Can't we use a different term? Bring the concept up-do-date from 1833?

<div class="cArrow"> </div><div class="cContentInner">"Andragogy" is another sexist term, using "andro" = male to stand for all humanity. Why wouldn't it by called "Gynogogy"? Can't we use a different term? Bring the concept up-do-date from 1833?</div>

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GoldenLuca Oake on 08 Oct 12

Andragogy From Wikipedia, the free encyclopedia Andragogy consists of learning strategies focused on adults. It is often interpreted as the process of engaging adult learners with the structure of learning experience. The term 'andragogy' has been used in different times and countries with various connotations. Nowadays there exist mainly three understandings: 1. In many countries there is a growing conception of 'andragogy' as the scholarly approach to the learning of adults. In this connotation andragogy is the science of understanding (= theory) and supporting (= practice) lifelong and lifewide education of adults. 2. Especially in the USA, 'andragogy' in the tradition of Malcolm Knowles, labels a specific theoretical and practical approach, based on a humanistic conception of self-directed and autonomous learners and teachers as facilitators of learning. 3. Widely, an unclear use of andragogy can be found, with its meaning changing (even in the same publication) from 'adult education practice' or 'desirable values' or 'specific teaching methods,' to 'reflections' or 'academic discipline' and/or 'opposite to childish pedagogy', claiming to be 'something better' than just 'Adult Education'. The oldest document using the term "Andragogik": Kapp, Alexander (1833): Platon's Erziehungslehre, als Pädagogik für die Einzelnen und als Staatspädagogik. Leipzig. Originally used by Alexander Kapp (a German educator) in 1833, andragogy was developed into a theory of adult education by the American educator Malcolm Knowles. Knowles asserted that andragogy (Greek: "man-leading") should be distinguished from the more commonly used pedagogy (Greek: "child-leading"). Knowles' theory can be stated with six assumptions related to motivation of adult learning:[1][2] Adults need to know the reason for learning something (Need to Know) Experience (including error) provides the basis for learning activities (Foundation). Adults need to be

<div class="cArrow"> </div><div class="cContentInner">Andragogy From Wikipedia, the free encyclopedia Andragogy consists of learning strategies focused on adults. It is often interpreted as the process of engaging adult learners with the structure of learning experience. The term 'andragogy' has been used in different times and countries with various connotations. Nowadays there exist mainly three understandings: 1. In many countries there is a growing conception of 'andragogy' as the scholarly approach to the learning of adults. In this connotation andragogy is the science of understanding (= theory) and supporting (= practice) lifelong and lifewide education of adults. 2. Especially in the USA, 'andragogy' in the tradition of Malcolm Knowles, labels a specific theoretical and practical approach, based on a humanistic conception of self-directed and autonomous learners and teachers as facilitators of learning. 3. Widely, an unclear use of andragogy can be found, with its meaning changing (even in the same publication) from 'adult education practice' or 'desirable values' or 'specific teaching methods,' to 'reflections' or 'academic discipline' and/or 'opposite to childish pedagogy', claiming to be 'something better' than just 'Adult Education'. The oldest document using the term "Andragogik": Kapp, Alexander (1833): Platon's Erziehungslehre, als Pädagogik für die Einzelnen und als Staatspädagogik. Leipzig. Originally used by Alexander Kapp (a German educator) in 1833, andragogy was developed into a theory of adult education by the American educator Malcolm Knowles. Knowles asserted that andragogy (Greek: "man-leading") should be distinguished from the more commonly used pedagogy (Greek: "child-leading"). Knowles' theory can be stated with six assumptions related to motivation of adult learning:[1][2] Adults need to know the reason for learning something (Need to Know) Experience (including error) provides the basis for learning activities (Foundation). Adults need to be</div>

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Robert Parker on 15 Sep 13

Andragogy From Wikipedia, the free encyclopedia Andragogy consists of learning strategies focused on adults. It is often interpreted as the process of engaging adult learners with the structure of learning experience. The term 'andragogy' has been used in different times and countries with various connotations. Nowadays there exist mainly three understandings: 1. In many countries there is a growing conception of 'andragogy' as the scholarly approach to the learning of adults. In this connotation andragogy is the science of understanding (= theory) and supporting (= practice) lifelong and lifewide education of adults. 2. Especially in the USA, 'andragogy' in the tradition of Malcolm Knowles, labels a specific theoretical and practical approach, based on a humanistic conception of self-directed and autonomous learners and teachers as facilitators of learning. 3. Widely, an unclear use of andragogy can be found, with its meaning changing (even in the same publication) from 'adult education practice' or 'desirable values' or 'specific teaching methods,' to 'reflections' or 'academic discipline' and/or 'opposite to childish pedagogy', claiming to be 'something better' than just 'Adult Education'. The oldest document using the term "Andragogik": Kapp, Alexander (1833): Platon's Erziehungslehre, als Pädagogik für die Einzelnen und als Staatspädagogik. Leipzig. Originally used by Alexander Kapp (a German educator) in 1833, andragogy was developed into a theory of adult education by the American educator Malcolm Knowles. Knowles asserted that andragogy (Greek: "man-leading") should be distinguished from the more commonly used pedagogy (Greek: "child-leading"). Knowles' theory can be stated with six assumptions related to motivation of adult learning:[1][2] Adults need to know the reason for learning something (Need to Know) Experience (including error) provides the basis for learning activities (Foundation). Adults need to be

<div class="cArrow"> </div><div class="cContentInner">Andragogy From Wikipedia, the free encyclopedia Andragogy consists of learning strategies focused on adults. It is often interpreted as the process of engaging adult learners with the structure of learning experience. The term 'andragogy' has been used in different times and countries with various connotations. Nowadays there exist mainly three understandings: 1. In many countries there is a growing conception of 'andragogy' as the scholarly approach to the learning of adults. In this connotation andragogy is the science of understanding (= theory) and supporting (= practice) lifelong and lifewide education of adults. 2. Especially in the USA, 'andragogy' in the tradition of Malcolm Knowles, labels a specific theoretical and practical approach, based on a humanistic conception of self-directed and autonomous learners and teachers as facilitators of learning. 3. Widely, an unclear use of andragogy can be found, with its meaning changing (even in the same publication) from 'adult education practice' or 'desirable values' or 'specific teaching methods,' to 'reflections' or 'academic discipline' and/or 'opposite to childish pedagogy', claiming to be 'something better' than just 'Adult Education'. The oldest document using the term "Andragogik": Kapp, Alexander (1833): Platon's Erziehungslehre, als Pädagogik für die Einzelnen und als Staatspädagogik. Leipzig. Originally used by Alexander Kapp (a German educator) in 1833, andragogy was developed into a theory of adult education by the American educator Malcolm Knowles. Knowles asserted that andragogy (Greek: "man-leading") should be distinguished from the more commonly used pedagogy (Greek: "child-leading"). Knowles' theory can be stated with six assumptions related to motivation of adult learning:[1][2] Adults need to know the reason for learning something (Need to Know) Experience (including error) provides the basis for learning activities (Foundation). Adults need to be</div>

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Leadership Day - The Pace of Change - Practical Theory - 0 views

practicaltheory.org/...index.php

shared by Terry Elliott on 13 Jul 09 - Cached

Terry Elliott on 13 Jul 09

So some thoughts on how to affect change in a timely, and yet, deliberate fashion. * Know why you are changing... and know what you are giving up by making this change. Every change creates winners and losers, so be sure to think through what you gain and what you lose (thanks to Neil Postman for that framework.) which leads to... * Always ask "What is the worst consequence of your best idea?" Do it for two reasons - one, because if you can't live with that consequence, don't do what you planned, but two, because the process of thinking this through will help you (and your team) mitigate the problems and you won't be as surprised when the thing you didn't think of comes up. * Research like crazy. Who has tried what you are doing? Who has tried something close to what you're doing? Who is talking about it? Who is writing about it? Who says the idea is already crazy? There aren't many truly new ideas in education, so figure out the history of your idea and learn from who has come before you. * Get lots of opinions - Come up with a smart, sensible, honest way to explain your idea and then listen. Listen a lot. Listen to the folks who don't like the idea, and ask them why. * Be honest - Don't oversell, don't overpromise, and don't pretend that the idea is perfect. * Build consensus - If only a few people are on-board with the idea, it won't work. But consensus doesn't mean taking something from everyone and sticking it onto the original idea until what you have is the worst of committee-based decisions. It means listening for the truths in what other people are telling you and being willing to make substantive change when it makes sense. * Know when to move forward. Don't let ideas die in committee because the team gets hung up on the final 5% of an idea. * Set realistic expectations for initial success, and then set up a plan to get there. If it's a tech idea -- get the tech right. (Nothing worse than getting everyone excited about a n

<div class="cArrow"> </div><div class="cContentInner">So some thoughts on how to affect change in a timely, and yet, deliberate fashion. * Know why you are changing... and know what you are giving up by making this change. Every change creates winners and losers, so be sure to think through what you gain and what you lose (thanks to Neil Postman for that framework.) which leads to... * Always ask "What is the worst consequence of your best idea?" Do it for two reasons - one, because if you can't live with that consequence, don't do what you planned, but two, because the process of thinking this through will help you (and your team) mitigate the problems and you won't be as surprised when the thing you didn't think of comes up. * Research like crazy. Who has tried what you are doing? Who has tried something close to what you're doing? Who is talking about it? Who is writing about it? Who says the idea is already crazy? There aren't many truly new ideas in education, so figure out the history of your idea and learn from who has come before you. * Get lots of opinions - Come up with a smart, sensible, honest way to explain your idea and then listen. Listen a lot. Listen to the folks who don't like the idea, and ask them why. * Be honest - Don't oversell, don't overpromise, and don't pretend that the idea is perfect. * Build consensus - If only a few people are on-board with the idea, it won't work. But consensus doesn't mean taking something from everyone and sticking it onto the original idea until what you have is the worst of committee-based decisions. It means listening for the truths in what other people are telling you and being willing to make substantive change when it makes sense. * Know when to move forward. Don't let ideas die in committee because the team gets hung up on the final 5% of an idea. * Set realistic expectations for initial success, and then set up a plan to get there. If it's a tech idea -- get the tech right. (Nothing worse than getting everyone excited about a n</div>

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Terry Elliott on 13 Jul 09

So some thoughts on how to affect change in a timely, and yet, deliberate fashion. * Know why you are changing... and know what you are giving up by making this change. Every change creates winners and losers, so be sure to think through what you gain and what you lose (thanks to Neil Postman for that framework.) which leads to... * Always ask "What is the worst consequence of your best idea?" Do it for two reasons - one, because if you can't live with that consequence, don't do what you planned, but two, because the process of thinking this through will help you (and your team) mitigate the problems and you won't be as surprised when the thing you didn't think of comes up. * Research like crazy. Who has tried what you are doing? Who has tried something close to what you're doing? Who is talking about it? Who is writing about it? Who says the idea is already crazy? There aren't many truly new ideas in education, so figure out the history of your idea and learn from who has come before you. * Get lots of opinions - Come up with a smart, sensible, honest way to explain your idea and then listen. Listen a lot. Listen to the folks who don't like the idea, and ask them why. * Be honest - Don't oversell, don't overpromise, and don't pretend that the idea is perfect. * Build consensus - If only a few people are on-board with the idea, it won't work. But consensus doesn't mean taking something from everyone and sticking it onto the original idea until what you have is the worst of committee-based decisions. It means listening for the truths in what other people are telling you and being willing to make substantive change when it makes sense. * Know when to move forward. Don't let ideas die in committee because the team gets hung up on the final 5% of an idea. * Set realistic expectations for initial success, and then set up a plan to get there. If it's a tech idea -- get the tech right. (Nothing worse than getting everyone excited about a n

<div class="cArrow"> </div><div class="cContentInner">So some thoughts on how to affect change in a timely, and yet, deliberate fashion. * Know why you are changing... and know what you are giving up by making this change. Every change creates winners and losers, so be sure to think through what you gain and what you lose (thanks to Neil Postman for that framework.) which leads to... * Always ask "What is the worst consequence of your best idea?" Do it for two reasons - one, because if you can't live with that consequence, don't do what you planned, but two, because the process of thinking this through will help you (and your team) mitigate the problems and you won't be as surprised when the thing you didn't think of comes up. * Research like crazy. Who has tried what you are doing? Who has tried something close to what you're doing? Who is talking about it? Who is writing about it? Who says the idea is already crazy? There aren't many truly new ideas in education, so figure out the history of your idea and learn from who has come before you. * Get lots of opinions - Come up with a smart, sensible, honest way to explain your idea and then listen. Listen a lot. Listen to the folks who don't like the idea, and ask them why. * Be honest - Don't oversell, don't overpromise, and don't pretend that the idea is perfect. * Build consensus - If only a few people are on-board with the idea, it won't work. But consensus doesn't mean taking something from everyone and sticking it onto the original idea until what you have is the worst of committee-based decisions. It means listening for the truths in what other people are telling you and being willing to make substantive change when it makes sense. * Know when to move forward. Don't let ideas die in committee because the team gets hung up on the final 5% of an idea. * Set realistic expectations for initial success, and then set up a plan to get there. If it's a tech idea -- get the tech right. (Nothing worse than getting everyone excited about a n</div>

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40 Things To Say Before You Die - Forbes - 173 views

www.forbes.com/...2

shared by Trevor Cunningham on 12 Oct 12 - No Cached

clconzen, Becky Roehrs, and Kelly Dau liked it

Trevor Cunningham on 12 Oct 12

Simple, poignant, and powerful.

<div class="cArrow"> </div><div class="cContentInner">Simple, poignant, and powerful.</div>

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2008 World Population Data Sheet - Population Reference Bureau - 61 views

www.prb.org/...2008wpds.aspx

population ss lessdeveloped africa

shared by taconi12 on 17 Mar 12 - Cached

United States Italy Dem. Rep. Congo Population mid-2008 305 million 60 million 67 million Population 2050 (projected) 438 million 62 million 189 million Lifetime births per woman 2.1 1.3 6.5 Percent of population below age 15 20% 14% 47% Percent of population ages 65+ 13% 20% 3% Life expectancy at birth 78 years 81 years 53 years Annual births 4.3 million 568,120 2.9 million Annual deaths 2.4 million 575,300 0.8 million Annual births minus deaths 1.9 million -7,200 2.1 million Percent of population undernourished <2.5%
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- taconi12 on 17 Mar 12
  
  the stat about mortality in women is amazing. make sure to use in lesson plan
  
  <div class="cArrow"> </div><div class="cContentInner">the stat about mortality in women is amazing. make sure to use in lesson plan</div>
  
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n those countries, 1 in 75 women still die from pregnancy-related causes. In both sub-Saharan Africa and in the 50 countries defined by the United Nations as least developed, that risk is a shocking 1 in 22. In stark contrast, about 1 in 6,000 women in the developed countries die from pregnancy-related causes.
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Worldwide, women now average 2.6 children during their lifetimes, 3.2 in developing countries excluding China, and 4.7 in the least developed countries. Lifetime fertility is highest in sub-Saharan Africa at 5.4 children per woman. In the developed countries, women average 1.6 children. The United States, with an average of 2.1 children, is an exception to this low-fertility pattern in the world’s wealthier countries.
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es fewer than the minimum calories required to lead a healthy active life. That figure rises above 60 percent in several sub-Saharan countries.
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developed countries, 35 percent of the population consum
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Keine Lust mehr auf McDonald's | Top-Thema | DW.DE | 21.04.2015 - 9 views

www.dw.de/...a-18395419

shared by Jessica Hallonqvist on 24 Apr 15 - No Cached

Deutsche
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Keine Lust mehr auf
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beliebt
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...33 more annotations...
das Unternehmen
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macht ihnen zu schaffen
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seit einigen Jahren
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scheint
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vergangen zu sein
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der Erfolg
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ungebrochen
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kämpfen gegen
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Damit
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überhaupt
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erfolgreichste
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sogar
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Viertel
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der Umsatz
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in den USA
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werben
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immer mehr
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wandern ab
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versprechen
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verwenden
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Bioprodukte
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gesünderer Ernährung
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Bewegung
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bewusst
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ernähren
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genauer
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herkommt
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Angebot
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gelingt
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die Umstellung
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beschäftigt sich
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besonders schwer
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so die Journalistin
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I love EDU - 54 views

iloveedu.de

schule education

shared by Ralf Appelt on 11 Feb 11 - No Cached

Ralf Appelt on 11 Feb 11

"I love EDU ist eine Kampagne für alle, die sich für Bildung einsetzen."

<div class="cArrow"> </div><div class="cContentInner">"I love EDU ist eine Kampagne für alle, die sich für Bildung einsetzen."</div>

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Schreibblockaden: In harten Arbeitsphasen die Freizeit planen | Studium | ZEIT ONLINE - 1 views

www.zeit.de/...komplettansicht

schreiben schreibblockade

shared by Daniel Spielmann on 14 Aug 11 - No Cached

- Daniel Spielmann on 14 Aug 11
  
  Interessant und doch auch zugleich schade, dass besprochen werden muss, wie man über Inhalte schreibt, die einen eigentlich gar nicht interessieren. Da frage ich mich, wie verbreitet dieses Phänomen in der Praxis letztlich ist.
  
  <div class="cArrow"> </div><div class="cContentInner">Interessant und doch auch zugleich schade, dass besprochen werden muss, wie man über Inhalte schreibt, die einen eigentlich gar nicht interessieren. Da frage ich mich, wie verbreitet dieses Phänomen in der Praxis letztlich ist.</div>
  
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- Daniel Spielmann on 14 Aug 11
  
  Von welchem Ratgeber redet sie?
  
  <div class="cArrow"> </div><div class="cContentInner">Von welchem Ratgeber redet sie?</div>
  
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gute Lesenotizen zu machen
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...3 more annotations...
- Daniel Spielmann on 14 Aug 11
  
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wissenschaftliches Journal zu führen
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zu wenig systematisch vermittelt
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Virtual Dice - 57 views

www.curriculumbits.com/...mat0005.html

dice addition subtraction maths probability whiteboard resources

shared by Martin Burrett on 17 Aug 11 - Cached

Martin Burrett on 17 Aug 11

A great set of dice. Choose from one, two or three six-sided dice. You can also get one with + or - with one normal die. http://ictmagic.wikispaces.com/Maths

<div class="cArrow"> </div><div class="cContentInner">A great set of dice. Choose from one, two or three six-sided dice. You can also get one with + or - with one normal die. <a href="http://ictmagic.wikispaces.com/Maths" rel="nofollow" target="_blank">http://ictmagic.wikispaces.com/Maths</a></div>

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Design tools to die for « NeverEndingSearch - 141 views

blog.schoollibraryjournal.com/...design-tools-to-die-for

design tools web2.0 resources jccs ed422

shared by jeffery heil on 17 Apr 11 - No Cached

Virtual Dice - 77 views

www.bgfl.org/...index.htm

dice maths probability numeracy

shared by Martin Burrett on 02 Jul 11 - Cached

Martin Burrett on 02 Jul 11

A site with virtual Dice. Choose a die with 6, 8, 10 or 12 sides. You can customise the dice with text and using wingdings font allows you to have pictures. Great for many activities. http://ictmagic.wikispaces.com/Maths

<div class="cArrow"> </div><div class="cContentInner">A site with virtual Dice. Choose a die with 6, 8, 10 or 12 sides. You can customise the dice with text and using wingdings font allows you to have pictures. Great for many activities. <a href="http://ictmagic.wikispaces.com/Maths" rel="nofollow" target="_blank">http://ictmagic.wikispaces.com/Maths</a></div>

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Dodecahedron Template - 25 views

ukedchat.com/...ahedron-template-ukedresources

maths games

shared by Martin Burrett on 17 Dec 17 - No Cached

Martin Burrett on 17 Dec 17

"Create a dodecahedron with pictures or text with this Powerpoint template. Use an a die to roll or as classroom display decoration."

<div class="cArrow"> </div><div class="cContentInner">"Create a dodecahedron with pictures or text with this Powerpoint template. Use an a die to roll or as classroom display decoration."</div>

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Money Cuts Both Ways in Education - NYTimes.com - 19 views

www.nytimes.com/...10iht-letter10.html

education youth prospect inequality competition meritocracy self-image

shared by Javier E on 10 May 13 - No Cached

If you doubt that we live in a winner-take-all economy and that education is the trump card, consider the vast amounts the affluent spend to teach their offspring.
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This power spending on the children of the economic elite is usually — and rightly — cited as further evidence of the dangers of rising income inequality.
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But it may be that the less lavishly educated children lower down the income distribution aren’t the only losers. Being groomed for the winner-take-all economy starting in nursery school turns out to exact a toll on the children at the top, too.
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...11 more annotations...
There is a lively debate among politicians and professors about whether the economy is becoming more polarized and about the importance of education. Dismissing the value of a college education is one of the more popular clever-sounding contrarian ideas of the moment. And there are still a few die-hards who play down the social significance of rising income inequality.
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When you translate these abstract arguments into the practical choices we make in our personal lives, however, the intellectual disagreements melt away. We are all spending a lot more money to educate our kids, and the richest have stepped up their spending more than everyone else.
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spending on children grew over the past four decades and that it became more unequal. “Our findings also show that investment grew more unequal over the study period: parents near the top of the income distribution spent more in real dollars near the end of the 2000s than in the early 1970s, and the gap in spending between rich and poor grew.”
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But it turns out that the children being primed for that race to the top from preschool onward aren’t in such great shape, either.
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“What we are finding again and again, in upper-middle-class school districts, is the proportion who are struggling are significantly higher than in normative samples,” she said. “Upper-middle-class kids are an at-risk group.”
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troubled rich kids. “I was looking for a comparison group for the inner-city kids,” Dr. Luthar told me. “And we happened to find that substance use, depression and anxiety, particularly among the girls, were much higher than among inner-city kids.”
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“I Can, Therefore I Must: Fragility in the Upper Middle Class,” and it describes a world in which the opportunities, and therefore the demands, for upper-middle-class children are infinite.
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“It is an endless cycle, starting from kindergarten,” Dr. Luthar said. “The difficulty is that you have these enrichment activities. It is almost as if, if you have the opportunity, you must avail yourself of it. The pressure is enormous.”
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these parents and children are responding rationally to a hyper-competitive world economy.
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“When we talk to youngsters now, when they set goals for themselves, they want to match up to at least what their parents have achieved, and that is harder to do.”
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we live in individualistic democracies whose credo is that anyone can be a winner if she tries. But we are also subject to increasingly fierce winner-take-all forces, which means the winners’ circle is ever smaller, and the value of winning is ever higher.
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Every Email Students Send Professors - 76 views

the-toast.net/...email-students-send-professors

email students professors teaching humor funny socy201

shared by smilex3md on 18 Sep 14 - No Cached

“Hi professor X! Before the exam tomorrow, do you mind answering these 47 very specific questions I have about the material that I’ve been meaning to ask you all semester? If you do not help me I will fail and lose my scholarship and probably die, thank you in advance.”
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“hey I just realized that since I didnt show up for the midterm or do any of the homework im probably failing the class, is there any extra credit i can do between now and tomorrow to make sure I get at least an A?”
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Cube Creator - 146 views

www.readwritethink.org/...cube_creator

writing storytelling cube die dice story stories biography

shared by Martin Burrett on 15 Mar 12 - No Cached

Martin Burrett on 15 Mar 12

We teachers like to shake things up a bit and how better to begin than by adding a little randomness into your lessons. This is a great site that creates custom cubes which you can use as dice in class. They are easy to create and great for children make for a range of subjects and activities. Give it a roll. http://ictmagic.wikispaces.com/Cross+Curricular

<div class="cArrow"> </div><div class="cContentInner">We teachers like to shake things up a bit and how better to begin than by adding a little randomness into your lessons. This is a great site that creates custom cubes which you can use as dice in class. They are easy to create and great for children make for a range of subjects and activities. Give it a roll. <a href="http://ictmagic.wikispaces.com/Cross+Curricular" rel="nofollow" target="_blank">http://ictmagic.wikispaces.com/Cross+Curricular</a></div>

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StepMap - Landkarten online erstellen und für die Webseite oder Printzwecke v... - 0 views

www.stepmap.de

maps tool karte map generator karten

shared by Michael Klein on 06 Apr 12 - Cached

Write or Die by Dr Wicked | Putting the 'Prod' in Productivity - 2 views

writeordie.com

productivity writing iOS app

shared by Dimitris Tzouris on 28 Jun 12 - No Cached

World Sunlight Map - 5 views

www.die.net/earth

map earth mashup light science

shared by Dimitris Tzouris on 27 Aug 12 - Cached

Your Favorite: 100 Best-Ever Teen Novels - 92 views

www.scoop.it/license-to-lit

scoop.it! books literature license to read english reading tweets #worstbookever

shared by Enid Baines on 28 Jul 12 - No Cached

Author Responds to Student Begging for Summary of Required Read
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I love that teachers and writers admit to not reading books that were assigned. I wouldn't have read "The Scarlet Letter" either if I wasn't the one who had to assign it.
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Guessing Game: ‘The Lord of the Rings’ as Written by Other Famous Authors - Flavorwire
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...7 more annotations...
Some writers have distinct stylistic fingerprints. Student writers, not so much.
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"Frodo Baggins looked at the ring. The ring was round. It was a good ring. The hole at the heart of the ring was also round. The hole was clean and pure. ... The earth moved."
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Kids Hate Classic Books Through Hilarious Tweets at #worstbookever « PWxyz
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The old man and the sea, #worstbookever uuuggghhhh
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heart of darkness please die #worstbookever#whatsisgoingon?
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thank god for sparknotes #readingthecrucible#worstbookever
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endless editing. Anyone who writes a lot understands this
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Creativity is rejected: Teachers and bosses don't value out-of-the-box thinking. - 47 views

www.slate.com/...e_out_of_the_box_thinking.html

creativity thinking innovation

shared by Jennie Snyder on 08 Dec 13 - No Cached

This is the thing about creativity that is rarely acknowledged: Most people don’t actually like it. Studies confirm what many creative people have suspected all along: People are biased against creative thinking, despite all of their insistence otherwise.
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Staw says most people are risk-averse. He refers to them as satisfiers.
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Satisfiers avoid stirring things up, even if it means forsaking the truth or rejecting a good idea.
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...8 more annotations...
Uncertainty is an inherent part of new ideas, and it’s also something that most people would do almost anything to avoid. People’s partiality toward certainty biases them against creative ideas and can interfere with their ability to even recognize creative ideas.
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Unfortunately, the place where our first creative ideas go to die is the place that should be most open to them—school. Studies show that teachers overwhelmingly discriminate against creative students, favoring their satisfier classmates who more readily follow directions and do what they’re told.
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It’s ironic that even as children are taught the accomplishments of the world’s most innovative minds, their own creativity is being squelched.
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All of this negativity isn’t easy to digest, and social rejection can be painful in some of the same ways physical pain hurts. But there is a glimmer of hope in all of this rejection. A Cornell study makes the case that social rejection is not actually bad for the creative process—and can even facilitate it.
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Truly creative ideas take a very long time to be accepted. The better the idea, the longer it might take.
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Most people agree that what distinguishes those who become famously creative is their resilience. While creativity at times is very rewarding, it is not about happiness. Staw says a successful creative person is someone “who can survive conformity pressures and be impervious to social pressure.”
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To live creatively is a choice.
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You have to let go of satisfying people, often even yourself.
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Jennie Snyder on 08 Dec 13

We say we like creativity, but we really don't. Thoughtful post on the resistance to creative thinking.

<div class="cArrow"> </div><div class="cContentInner">We say we like creativity, but we really don't. Thoughtful post on the resistance to creative thinking. </div>

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