Skip to main content

Home/ Diigo In Education/ Group items tagged dissemination

Rss Feed Group items tagged

Filter: All | Bookmarks | Topics Simple Middle
Martin Burrett

Disseminating Displays by @mrnickhart - 11 views

ukedchat.com/...inating-displays-by-mrnickhart

displays

shared by Martin Burrett on 20 Sep 16 - No Cached
  • Martin Burrett on 20 Sep 16
     
    Displays can take up vast areas of wall space and many hours of adults' time, therefore teachers and leaders must be sure of the impact that they are having on learning so that what is on display is justified and not simply a waste of time and space.  Put simply, before a display goes up, we must ask: What will this display do to improve outcomes for children?  For this to be answered with any sort of reliability, the question must be framed within a sound knowledge of how children learn and what learning is - a change in long-term memory...
Marc Patton

Teachers Homepage - National Geographic Education - 1 views

education.nationalgeographic.com/education

Teacher_Resources Teaching_Ideas Social_Studies Science

shared by Marc Patton on 27 Jun 12 - No Cached
  • Marc Patton on 27 Jun 12
     
    Since its founding in 1888 "for the increase and diffusion of geographic knowledge," the National Geographic Society has worked to educate audiences about our planet. National Geographic Education is responsible for creating and disseminating educational programs for schools, out-of-school settings, and the home.
Randolph Hollingsworth

Digital Texts and the Future of Education: Why Books? (EDUCAUSE Quarterly) | EDUCAUSE - 55 views

www.educause.edu/...225855

digital education texts ebooks mobile

shared by Randolph Hollingsworth on 14 Apr 11 - No Cached
  • Randolph Hollingsworth on 14 Apr 11
     
    includes study re intro statistics; problems and promises for mobile content delivery as "information dissemination" of a book vs interactive, collaborative work by students around selected texts
Martin Burrett

Book: Just great teaching by @TeacherToolKit via @BloomsburyEd - 5 views

ukedchat.com/...just-great-teaching

shared by Martin Burrett on 23 Sep 19 - No Cached
  • Martin Burrett on 23 Sep 19
     
    "We often talk about the challenges of teacher recruitment and retention, about new initiatives and political landscapes, but day in, day out, teachers and schools are delivering exceptional teaching and most of it is invisible. Ross uncovers, celebrates, analyses and disseminates best practice in teaching. This is supported by case studies and research undertaken by Ross in ten primary and secondary schools across Great Britain, including a pupil referral unit and private, state and grammar schools, as well as explanations from influential educationalists as to why and how these ideas work. Ross explores the issues of marking and assessment, planning, teaching and learning, teacher wellbeing, student mental health, behaviour and exclusions, SEND, curriculum, research-led practice and CPD."
Dr. Sorin Adam Matei

v.0.1 - Bamboo as a Forum - Planning Wiki - Project Bamboo Wiki - 0 views

wiki.projectbamboo.org/...v.0.1+-+Bamboo+as+a+Forum

shared by Dr. Sorin Adam Matei on 19 Mar 09 - Cached
  • The place for people to discover, explore, and connect
    • Dr. Sorin Adam Matei
      Dr. Sorin Adam Matei on 19 Mar 09
       
      Bamboo announces its next move: A forum and a cyberinfrastructure for humanities. Will the forum be a community of practice?
  • interconnecting existing social networking tools
    • Dr. Sorin Adam Matei
      Dr. Sorin Adam Matei on 19 Mar 09
       
      Bamboo in education to create virtual network, piggybacking existing networks? Something like Google Friend Find?
  • body of scholars' stories
    • Dr. Sorin Adam Matei
      Dr. Sorin Adam Matei on 19 Mar 09
       
      What are these stories going to look like? How are they going to be disseminated and packaged? Would forum discussions qualify for "stories"
  • ...1 more annotation...
  • annotated list of tools
    • Dr. Sorin Adam Matei
      Dr. Sorin Adam Matei on 19 Mar 09
       
      Yet another component. Would this be a directory of sources with evaluations attached to them?
Maggie Tsai

Diigo: a match made in SHEEN Sharing heaven? « SHEEN Sharing - 2 views

sheensharing.wordpress.com/...h-made-in-sheen-sharing-heaven

diigo education netvibes edudiigo

shared by Maggie Tsai on 17 Jun 09 - Cached
  • Diigo is like a next generation Delicious: it’s social bookmarking with the ability to also append comments and discussions on resources to the resources links, and to highlight and comment on sections of resources you’ve linked to.  Being a Web2.0 tool, you can then expose these resources, comments, discussions and highlights to other applications using feeds and widgets.  This means that the ECN can use Diigo to share resources and their experiences with them in one common place, but the results of this can be picked up and exposed in any site or repository.
  • instead of saving your favourites or bookmarks in your browser, you save them to your account on the website; this way, it doesn’t matter what computer you are on, you can always access them.  You can import your browser bookmarks
  • Diigo is a next-generation social bookmarking site.  It includes features for sharing and exposing annotations of, discussions around, and highlighted portions from resources, as well as really useful group features, allowing groups with specific interests to discuss and share resources.
  • ...1 more annotation...
  • Diigo and Netvibes We’re trialling using Netvibes as a central gathering and dissemination point for resources shared and recommended via the ECN.  Netvibes lets you put any number of “blocks” or widgets into it so it’s a one-stop-shop with little windows into feeds and pages and tools from other sites. You can put a block in Netvibes from a Diigo group; you’ll see resources shared publicly within that group, along with tags, descriptions, comments, discussions, and highlighted portions of those resources. For each resource you can either view all the Diigo commentary on the resource, or view the resource directly (you can toggle easily between these in Netvibes). You can link straight from that block by tag, by user, by group, and by resource, and go straight into the relevant place in Diigo. You can have a block in Netvibes showing a public group’s  forum discussions. You can have a block in Netvibes showing your resource list slideshow. You can have blocks in Netvibes based on feeds for specific tags, e.g. a block showing everything tagged “employability”.  This means you can have a fairly fine-grained structure within Netvibes, making it easier for visitors to the Netvibes page to find things on the main topics of interest.
Chuck Baker

How the Flipped Classroom Is Radically Transforming Learning - THE DAILY RIFF - Be Smar... - 117 views

www.thedailyriff.com/...-transforming-learning-536.php

education flipped classroom

shared by Chuck Baker on 12 Jan 11 - No Cached
  • students missed our classes and struggled to stay caught up.
  • As we roam around the class, we notice the students developing their own collaborative groups.  Students are helping each other learn instead of relying on the teacher as the sole disseminator of knowledge.
  • One of the greatest benefits of flipping is that overall interaction increases: Teacher to student and student to student.  Since the role of the teacher has changed from presenter of content to learning coach, we spend our time talking to kids
  • ...6 more annotations...
  • The beauty of these mini-lectures is we are delivering "just in time" instruction when the students are ready for learning.
  • Flipping the classroom has transformed our teaching practice.  We no longer stand in front of our students and talk at them for thirty to sixty minutes at a time.  This radical change has allowed us to take on a different role with our students.
  • We think the key is for students to identify learning as their goal, instead of striving for the completion of assignments.  We have purposely tried to make our classes places where students carry out meaningful activities instead of completing busy work.
  • Our goal is for them to be the best learner possible, and to truly understand the content in our classes.  When our students grasp the concept that we are on their side, they respond by doing their best.
  • We both remember sitting in parent conferences for years and parents would often ask us how their son or daughter behaved in class.
  • You see, the question is a non-issue in our classroom.  Since students are coming with the primary focus on learning, the real question is now:  Is your student learning or not?  If they are not learning, what can we do to help them learn?  This is a much more profound question and when we can discuss this with parents, we can really move students into a place which will help them become better learners.
  • Chuck Baker on 12 Jan 11
     
    Highlights of a guest post from two Chemistry teachers writing a book to be released in 2011 about delivering lectures at home and working at school.
Maughn Gregory

The Elusive Big Idea - NYTimes.com - 51 views

www.nytimes.com/...the-elusive-big-idea.html

GablerNeal education ed_methods technology media corporate philosophy

shared by Maughn Gregory on 22 Aug 11 - No Cached
  • If our ideas seem smaller nowadays, it’s not because we are dumber than our forebears but because we just don’t care as much about ideas as they did. In effect, we are living in an increasingly post-idea world — a world in which big, thought-provoking ideas that can’t instantly be monetized are of so little intrinsic value that fewer people are generating them and fewer outlets are disseminating them, the Internet notwithstanding. Bold ideas are almost passé.
  • we live in a post-Enlightenment age in which rationality, science, evidence, logical argument and debate have lost the battle in many sectors, and perhaps even in society generally, to superstition, faith, opinion and orthodoxy. While we continue to make giant technological advances, we may be the first generation to have turned back the epochal clock — to have gone backward intellectually from advanced modes of thinking into old modes of belief.
  • Post-Enlightenment refers to a style of thinking that no longer deploys the techniques of rational thought. Post-idea refers to thinking that is no longer done, regardless of the style.
  • ...10 more annotations...
  • In the past, we collected information not simply to know things. That was only the beginning. We also collected information to convert it into something larger than facts and ultimately more useful — into ideas that made sense of the information. We sought not just to apprehend the world but to truly comprehend it, which is the primary function of ideas. Great ideas explain the world and one another to us.
  • These ideas enabled us to get our minds around our existence and attempt to answer the big, daunting questions of our lives.
  • But if information was once grist for ideas, over the last decade it has become competition for them.
  • In effect, we are living within the nimbus of an informational Gresham’s law in which trivial information pushes out significant information, but it is also an ideational Gresham’s law in which information, trivial or not, pushes out ideas.
  • We prefer knowing to thinking because knowing has more immediate value. It keeps us in the loop
  • For one thing, social networking sites are the primary form of communication among young people, and they are supplanting print, which is where ideas have typically gestated. For another, social networking sites engender habits of mind that are inimical to the kind of deliberate discourse that gives rise to ideas.
  • Indeed, the gab of social networking tends to shrink one’s universe to oneself and one’s friends, while thoughts organized in words, whether online or on the page, enlarge one’s focus.
  • But because they are scientists and empiricists rather than generalists in the humanities, the place from which ideas were customarily popularized, they suffer a double whammy: not only the whammy against ideas generally but the whammy against science, which is typically regarded in the media as mystifying at best, incomprehensible at worst. A generation ago, these men would have made their way into popular magazines and onto television screens.
  • there is a vast difference between profit-making inventions and intellectually challenging thoughts.
  • There won’t be anything we won’t know. But there will be no one thinking about it.
Maureen Greenbaum

L3D Philosophy - 36 views

l3d.cs.colorado.edu/philosophy.html

technology Education

shared by Maureen Greenbaum on 17 Jun 13 - Cached
  • uture is not out there to be "discovered": It has to be invented and designed.
  • Learning is a process of knowledge construction, not of knowledge recording or absorption. Learning is knowledge-dependent; people use their existing knowledge to construct new knowledge. Learning is highly tuned to the situation in which it takes place. Learning needs to account for distributed cognition requiring knowledge in the head to combined with knowledge in the world. Learning is affected as much by motivational issues as by cognitive issues.
  • previous notions of a divided lifetime-education followed by work-are no longer tenable.
  • ...18 more annotations...
  • Professional activity has become so knowledge-intensive and fluid in content that learning has become an integral and inseparable part of "adult" work activities.
  • require educational tools and environments whose primary aim is to help cultivate the desire to learn and create, and not to simply communicate subject matter divorced from meaningful and personalized activity.
  • current uses of technology in education: it is used as an add-on to existing practices rather than a catalyst for fundamentally rethinking what education should be about in the next century
  • information technologies have been used to mechanize old ways of doing business‹rather than fundamentally rethinking the underlying work processes and promoting new ways to create artifacts and knowledge.
  • important challenge is that the ?ld basic skillsº such as reading, writing, and arithmetic, once acquired, were relevant for the duration of a human life; modern ?asic skillsº (tied to rapidly changing technologies) will change over time.
  • We need computational environments to support "new" frameworks for education such as lifelong learning, integration of working and learning, learning on demand, authentic problems, self-directed learning, information contextualized to the task at hand, (intrinsic) motivation, collaborative learning, and organizational learning.
  • Instructionist approaches are not changed by the fact that information is disseminated by an intelligent tutoring system.
  • Lifelong learning is a continuous engagement in acquiring and applying knowledge and skills in the context of authentic, self-directed problems.
  • ubstantial empirical evidence that the chief impediments to learning are not cognitive. It is not that students cannot learn; it is that they are not well motivated to learn.
  • Most of what any individual "knows" today is not in her or his head, but is out in the world (e.g., in other human heads or embedded in media).
  • technology should provide ways to "say the 'right' thing at the 'right' time in the 'right' way
  • challenge of whether we can create learning environments in which learners work hard, not because they have to, but because they want to. We need to alter the perception that serious learning has to be unpleasant rather than personally meaningful, empowering, engaging, and even fun.
  • making information relevant to the task at hand, providing challenges matched to current skills, creating communities (among peers, over the net), and providing access to real practitioners and experts.
  • What "basic skills" are required in a world in which occupational knowledge and skills become obsolete in years rather than decades?
  • reduce the gap between school and workplace learning
  • How can schools (which currently rely on closed-book exams, the solving of given problems, and so forth) be changed so that learners are prepared to function in environments requiring collaboration, creativity, problem framing, and distributed cognition?
  • problem solving in the real world includes problem framing calls into question the practice of asking students to solve mostly given problems.
  • teachers should see themselves not as truth-tellers and oracles, but as coaches, facilitators, learners, and mentors engaging with learners
Margaret FalerSweany

With Tech Taking Over in Schools, Worries Rise - NYTimes.com - 43 views

www.nytimes.com/...r-in-schools-worries-rise.html

privacy educational technology data mining

shared by Margaret FalerSweany on 16 Sep 14 - No Cached
  • Technology companies are collecting a vast amount of data about students, touching every corner of their educational lives — with few controls on how those details are used.
  • growing parental concern that sensitive information about children — like data about learning disabilities, disciplinary problems or family trauma — might be disseminated and disclosed, potentially hampering college or career prospects.
  • implications beyond education.
  • Margaret FalerSweany on 16 Sep 14
     
    Discusses laws proposed in 16 states "prohibiting educational sites, apps and cloud services used by schools from selling or disclosing personal information about students from kindergarten through high school; from using the children's data to market to them; and from compiling dossiers on them."
Caroline Kuhn

From Internet to Gutenberg 1996 - 30 views

www.umbertoeco.com/...nternet-to-gutenberg-1996.html

Gutenberg Humberto Ecco

shared by Caroline Kuhn on 10 Jun 15 - Cached
  • remember books. Books challenge and improve memory
  • (The book will kill the cathedral, alphabet will kill images).
  • During the sixties, Marshall McLuhan wrote his The Gutenberg Galaxy, where he announced that the linear way of thinking instaured by the invention of the press, was on the verge of being substituted by a more global way of perceiving and understanding through the TV images or other kinds of electronic device
  • ...8 more annotations...
  • the computer has become, first of all, an alphabetic instrument
  • These same teen-agers, if by chance they want to program their own home computer, must know, or learn, logical procedures and algorithms, and must type words and numbers on a keyboard, at a great speed. In this sense one can say that the computer made us to return to a Gutenberg Galaxy.
  • Today the concept of literacy comprises many media. An enlightened policy of literacy must take into account the possibilities of all of these media. Educational preoccupation must be extended to the whole of media.
  • Images have, so to speak, a sort of Platonic power: they transform individuals into general idea
  • who will receive pre-fabricated images and therefore prefabricated definitions of the world, without any power to critically choose the kind of information they receive, and those who know how to deal with the computer, who will be able to select and to elaborate information.
  • This will re-establish the cultural division which existed at the time of Claude Frollo, between those who were able to read manuscripts, and therefore to critically deal with religious, scientifical or philosophical matters, and those who were only educated by the images of the cathedral, selected and produced by their masters, the literate few.
  • With a hypertext, instead, I can navigate through the whole encyclopedia. I can connect an event registered at the beginning with a series of similar events disseminated all along the text, I can compare the beginning with the end, I can ask for the list of all the words beginning by A, I can ask for all the cases in which the name of Napoleon is linked with the one of Kant, I can compare the dates of their birth and death - in short, I can do my job in few seconds or few minutes.
  • Even if it were true that today visual communication overwhelms written communication, the problem is not to oppose written to visual communication. The problem is how to improve both.
  • Caroline Kuhn on 10 Jun 15
     
    Or the Elements of Euclid.
1 - 12 of 12
Showing 20▼ items per page