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Roland Gesthuizen

ReferenceME for iPhone 3GS, iPhone 4, iPhone 4S, iPod touch (3rd generation), iPod touc... - 51 views

itunes.apple.com/...id553222694

iphone ipod appstore reference bibliography citation tool app

shared by Roland Gesthuizen on 16 Sep 12 - No Cached
  • all the references generated can be sent to your essay via email
  • ReferenceME creates Bibliographies, Citations/Footnotes for Harvard, Chicago, Vancouver, MHRA, MLA, Oxford and APA.
  • Roland Gesthuizen on 16 Sep 12
     
    "Better essays, faster! Simply scan the barcode of a book using your mobile phone camera, and ReferenceME will create your bibliography and citations in moments. If there is no barcode you can simply enter the books ISBN or you can enter the details yourself, and turn them into references in any of the major styles used by universities and libraries."
Peter Beens

If Education Was Really About Learning…. - 50 views

venspired.com/?p=1647

education essay issues

shared by Peter Beens on 13 Nov 11 - No Cached
  • Peter Beens on 13 Nov 11
     
    Great essay about what learning should really be like.
Kate Pok

Mac App Store - Essay Grader - 124 views

itunes.apple.com/...id404467835

grading teaching tools edtech essay resources iPad software

shared by Kate Pok on 16 Nov 11 - No Cached
  • Kate Pok on 16 Nov 11
     
    I do actually have this and while there are some things I don't like about it (having to enter each student's email one at a time), I do find the concept interesting...and while this is a bookmark for the iPad, there's also a version for Windows and Mac.
Tracy Tuten

The Irascible Professor on "The SAT that isn't (the death of aptitude.)" - 2 views

irascibleprofessor.com/comments-08-11-12.htm

education essay SAT 2012 esteem objectivism

shared by Tracy Tuten on 13 Aug 12 - Cached
  • It used to be that the SAT was distinguished from its competitor the ACT by the fact that the former was seen as measuring aptitude and being effectively un-coachable, while the latter was a gauge of achievement in learning.
  • At the risk of sounding pejorative, I'd say that I was expecting the test to be a measure of who I was, while some of my fellow students and their parents treated it more as a test of how they could present themselves to admissions officers.  And while I wouldn't suggest that people tend to think of it in these terms, I believe that the latter perception relies on the academically damaging belief that an individual student's capabilities need not matter to what goals he sets for himself.  That perception leads people to believe that there is something inherently unfair about a test that you can't study for.
  • And if after four years of high school they haven't developed much skill for reasoning, that's okay – they can take preparatory courses to learn how to fake it for an exam, and let that be their stepping stone toward academic accomplishment.  As a society that values the promise of formal education more than the satisfaction of actual learning, we have precipitated the death of aptitude.  We are afraid to acknowledge that it exists, because aptitude, whether the product of inborn talent or effective rearing, makes some people better suited than others for certain goals.
  • ...4 more annotations...
  • Lori Gottlieb, writing in The Atlantic last year, claimed that child-rearing in the current generation has been excessively focused on preserving self-esteem.  As an illustration of one symptom of this, Gottlieb quoted clinical psychologist Wendy Mogel as saying that parents are actually relieved to be told that their struggling children are learning disabled, so that today "every child is either learning disabled, gifted, or both – there's no curve left, no average."  To claim a learning disability is the only way to set legitimate lower benchmarks for performance.  Kids are never just bad at anything anymore, because that's seen as being more harmful to self-esteem.
  • But my worries about the individual effects of the death of aptitude are dwarfed by my concern for its effect on the institutions of higher learning that those individuals are entering.  College is not a one-directional relationship of dispensing knowledge to young people.  The entire institution gains or loses value on the basis of what its students put into it.  By telling students with low aptitude and low interest that they can, should, and must strive to accomplish the same things as their higher-achieving peers, I fear that we're saturating higher education with people who subtract value from their institutions by committing minimum effort and lowering whatever curve still exists for the measurement of performance.
  • We all seem to agree that standards for college readiness need to improve, but you'll hear virtually no one asserting that when those standards are not met, the student ought to leave off college altogether, or to defer it until they have acquired, by sheer will or by natural intellectual growth, the aptitude to be successful at the proper level.  Indeed, just as common in criticism of education is the sentiment that we must see to it that more children enter and complete college.  But if those children don't have the aptitude to do so, the goal of improving college curriculum contradicts the goal of college-for-all.
  • We can't keep pretending that there is no such thing as aptitude and that every child has equal cause to vie for the topmost positions of intellectual esteem.  It does a disservice to the student and the school in kind.
  • Tracy Tuten on 13 Aug 12
     
    An essay on what the SAT says about society's view of education, accomplishments, aptitude, and self-esteem. 
Steve Ransom

Digital Age Damaging Learning | Nicholas Carr - 72 views

www.smh.com.au/...-something-20101012-16hhd.html

learning dumb google computer criticalthinking faustianbargain

shared by Steve Ransom on 13 Oct 10 - No Cached
  • excessive use of the internet and other forms of technology diminishes our capacity for deep, meditative thinking, "the brighter the software, the dimmer the user", a counter-revolution may be required.
  • curricula must be developed not only with the potential benefits of technology linked to every learning outcome in mind, but also the costs.
    • Steve Ransom
      Steve Ransom on 13 Oct 10
       
      The Faustian bargain that Postman so often wrote about
  • available where there is clear utility, to remove it when there is not
    • Steve Ransom
      Steve Ransom on 13 Oct 10
       
      And who do we leave this decision up to? The individual? If so, we are in big trouble.
  • ...5 more annotations...
  • we must be mindful of any cost associated with allowing ourselves to devolve to a more machine-like state.
    • Steve Ransom
      Steve Ransom on 13 Oct 10
       
      NO ONE is striving for this. Just the opposite.
  • Of greatest importance, however, is the status of our thinking, understanding how we think and the effect new technologies have on our cognitive processes. This debate extends beyond the neuroscience to questions relating to what is worth knowing and what mental functions are worth preserving at their present level of development
  • As a senior high school teacher, one of my greatest bugbears is the reluctance of students to reflect on the information they have collected and plan their essays. Rather, some expect to Google their entire essay, often skipping from one hyperlink to the next until they find something that appears to be relevant, then pasting it into their essay, frequently oblivious to academic honesty and coherence of argument. The ability to discern reliability of sources is also severely lacking
    • Steve Ransom
      Steve Ransom on 13 Oct 10
       
      This is a by-product of failing to address and teach good research methods in a digital world and assigning work that can simply be cut and pasted. We must move beyond "reporting" in a digital, information-rich, and connected world.
  • A primary role of educators is to foster qualities that are distinctly human: our ability to reflect, reason and imagine
    • Steve Ransom
      Steve Ransom on 13 Oct 10
       
      Exactly... and this must happen, regardless of the types of information that we have access to. To say that technology impedes this is laughable.
  • In the curricula of tomorrow this may entail identifying topics and tasks that begin with an instruction to turn all electronic devices off.
    • Steve Ransom
      Steve Ransom on 13 Oct 10
       
      No- it should begin with teachers establishing and negotiating meaningful, interesting, and powerful learning opportunities with access to all available tools. The computer as a learning tool is meant to extend physical human capabilities, not weaken them. It is the low-level, rote tasks that we require that weaken them. It's time to recognize this and wake up. Blaming the technology does little more than preserve the status quo.
Ryan Folmer

The New York Times Kind of Misinterprets a Study About Tests and Learning - 64 views

www.good.is/...study-about-tests-and-learning

news

shared by Ryan Folmer on 23 Jan 11 - No Cached
  • Ryan Folmer on 23 Jan 11
     
    But, before the multiple choice, standardized testing crowd starts thumping their chests, it's important to note the kind of test the researchers administered. After reading the passage, students "wrote what they remembered in a free-form essay for 10 minutes. Then they reread the passage and took another retrieval practice test." So, to decipher the wonkitude, the students read a passage, wrote a reflection essay, reread the passage a second time, and then wrote another reflection essay.That's a far cry from bubbling in the letter "C" on a scantron form.
  • Ryan Folmer on 23 Jan 11
     
    A new study claims testing helps kids get smarter-except, the tests that make a difference aren't the ones you think.
dawnprovost

The World Trade Center: Statistics and History - 8 views

www.skyscraper.org/...t_wtc.htm

Building Design Essay

shared by dawnprovost on 22 Jan 18 - Cached
    • dawnprovost
      dawnprovost on 22 Jan 18
       
      Good information for the background paragraph of the essay.
    • dawnprovost
      dawnprovost on 22 Jan 18
       
      Use for background paragraph of essay.
  • Faced with the difficulties of building to unprecedented heights, the engineers employed an innovative structural model: a rigid "hollow tube" of closely spaced steel columns with floor trusses extended across to a central core. The columns, finished with a silver-colored aluminum alloy, were 18 3/4" wide and set only 22" apart, making the towers appear from afar to have no windows at all.
  • dawnprovost on 22 Jan 18
     
    MLA Citation: In-text Citation: Summary: Evaluation: Reflection:
Adrienne Schroeder

iEARN - Leyes de la Vida - 11 views

collaborate.iearn.org/...about

shared by Adrienne Schroeder on 17 Jan 13 - No Cached
  • Adrienne Schroeder on 17 Jan 13
     
    Submitted essays on life topics in target language
Steven Szalaj

The Practical University - NYTimes.com - 24 views

www.nytimes.com/...-The-Practical-University.html

college education technical practical knowledge

shared by Steven Szalaj on 05 Apr 13 - No Cached
  • Steven Szalaj on 05 Apr 13
     
    Online classes at universities have strengths and limitations - this essay points to a role that higher education can fill beyond what MOOCs offer.  
Christopher Carlson

Microsoft Word - 121192.doc - 121192.pdf - 76 views

www.aabri.com/...121192.pdf

shared by Christopher Carlson on 09 Apr 13 - No Cached
  • Not only do they cheat, but they justify their behavior as business as usual’
    • Christopher Carlson
      Christopher Carlson on 09 Apr 13
       
      More discussion on ethics is needed as technology is used to assess student learning. I believe the use of the letter grade system exacerbated the problem.
  • However, ‘academics who once praised the Internet for giving students more access to information are now worried it is providing students with easy access to pre-written essays
    • Christopher Carlson
      Christopher Carlson on 09 Apr 13
       
      Parts of an essay can be quoted in a Google search in order to trace "cut & paste" plagiarism.
  • However, where calculators make it easy for students and adults to make quick calculations, they are ‘becoming a mental crutch for students, rather than a tool that promotes higher order learning’
  • ...1 more annotation...
  • survey
    • Christopher Carlson
      Christopher Carlson on 09 Apr 13
       
      It can be difficult to have complete faith in surveys but most true cases of cheating go unnoticed.
Steven Szalaj

No Learning Without Feeling - NYTimes.com - 67 views

www.nytimes.com/...-learning-without-feeling.html

education emotion feeling Common Core Standards

shared by Steven Szalaj on 10 Jun 13 - No Cached
  • Steven Szalaj on 10 Jun 13
     
    An essay on an effect of Common Core Standards on the selection of literature to be studied, particularly in middle school
Amy Roediger

Computer-Based Assessment: "Intermediate Constraint" Questions and Tasks for Technology... - 3 views

pages.uoregon.edu/...taxonomy.html

assessment education resources

shared by Amy Roediger on 16 Apr 13 - No Cached
  • Amy Roediger on 16 Apr 13
     
    This website introduces a taxonomy or categorization of 28 innovative item types useful in computer-based assessment. The taxonomy describes "intermediate constraint" items. These item types have responses that fall somewhere between fully constrained responses (i.e., the conventional multiple-choice question) and fully constructed responses (i.e., the traditional essay).
Roland Gesthuizen

Why Rubrics Fail as a Means of Measuring Documentation Quality | I'd Rather Be Writing - 3 views

idratherbewriting.com/...s-a-means-of-measuring-quality

rubric measuring writing assessment education blog

shared by Roland Gesthuizen on 12 Feb 13 - No Cached
  • Almost nothing can be broken down into a list of parts that, when properly assembled and in the right balance, create a perfect whole.
  • if we want to measure effectiveness of something, it should be measured against its goal
  • that’s the direction any rubric should go — toward the user’s perspective, not evaluated from an internal perspective
  • Roland Gesthuizen on 12 Feb 13
     
    "One of my issues with using rubrics to assess anything - documentation, essays, support sites - is that, at least for me, judgment is not so mechanical. Almost nothing can be broken down into a list of parts that, when properly assembled and in the right balance, create a perfect whole. "
Steven Szalaj

What changed my mind about the Fourth of July - chicagotribune.com - 25 views

www.chicagotribune.com/...reedom-20130704,0,153971.story

Education Journalism freedom American

shared by Steven Szalaj on 04 Jul 13 - No Cached
  • Steven Szalaj on 04 Jul 13
     
    An essay on freedom in America, and particularly in journalism and education
Mariusz Leś

The Nerdy Teacher: What Makes Project Based Learning Effective? #Edchat #EngChat - 132 views

www.thenerdyteacher.com/...es-project-based-learning.html

Edchat Twitter learning project

shared by Mariusz Leś on 28 Nov 11 - No Cached
  • Mariusz Leś on 28 Nov 11
     
    1. OWNERSHIP is key. For this project, the students were not listening to me on why Twain was or was not a racist, they were showing me and the rest of class what they thought. They were invested in winning their argument. They knew that their work was going to determine if he was guilty or not. Although I gave the assignment, the students were in charge the rest of the way. It was their project and they wanted to do it win. When students feel they own what they are doing, they will work harder. When the audience is larger, they want to impress everyone. These are not crazy ideas, they are the results of owning the work they are doing. OWNERSHIP is a major factor in the value of PBL. 2. CREATIVITY is the another major part of the PBL and is closely linked with OWNERSHIP. Students were allowed to be creative in their work as a lawyer or witness. Witnesses needed to stay within character, but could add their own elements on the witness stand. Allowing the students to create gives them a bigger sense of OWNERSHIP. 3. Another part of the PBL is the COLLABORATION. Students were working with each other trying to decide the best plan of attack. Witnesses would meet with their lawyers and discuss how the questions they were going to ask and how they should dress. The Jury worked on group projects researching the previous public opinions on Twain and his writing. Students were sharing ideas freely with one another. I had three sections of American Lit at the time, so I had three trails running. Lawyers would help others in the other classes and trash talk the opposing lawyers as well. It was all in good fun, but the collaboration had students working hard with one another to accomplish this goal. 4. Depending on how you set up your project, CRITICAL THINKING, is also an important part of PBL. With my Twain Trail, students needed to think about both sides of the argument. Students needed to prepare their witnesses for potential cross-examination questions. They needed to
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