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Martin Burrett

Executive leadership: you can't be in two places at once! by @MaximJKelly - UKEdChat - 0 views

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    "As a headteacher, I had become quite used to doing things in my own way. Over a number of years I had developed my own style, grown comfortable and confident about my personal convictions and educational philosophy and had found, I thought, an effective way to deliver my kind of leadership and make my school my kind of school."
Cate Tolnai

Overcoming Technology Barriers: How to Innovate Without Extra Money or Support | Edutopia - 5 views

  • Teachers' fear of learning something new is still the main hurdle to technology integration, says Bob Moore, executive director of information technology for the Blue Valley Schools, in Overland Park, Kansas.
  • Creating time and opportunities for teachers to share ideas has led to "a common language about student learning and has accelerated our use of instructional technology," Moore notes. "You can't do that if teachers are working in isolation behind closed doors."
  • GenYES encourages teachers to learn about technology in the context of their own classroom, side-by-side with their students. Professional development that's embedded in the classroom has more staying power than one-shot workshops.
anonymous

The Art of Virtual Leadership - 4 Keys to Leading Remote Workers and Managing Virtual T... - 19 views

  • Many organizations believe that one of the biggest challenges they face when implementing a virtual office is managing mobile or remote workers. It is unfortunate that they let this perception stop them from reaping the many benefits of a more flexible workplace.
  • Remote management is not radically different from managing people on-site. The biggest difference is a shift in management style from "eyeball management" (assuming workers are being productive because you physically see them at their desks working) to managing by results. By learning to mange by results rather than activity, improving communication, and nurturing trust between managers and employees the whole organization benefits. In fact, virtual team managers have reported that their overall management skills increased for both on and off-site workers.
  • MANAGING BY RESULTS, NOT ACTIVITY One of the most common fears that managers and executives have when considering virtual teams is, "How do I know my employees will be working if I'm not there to watch them?" Well the simple answer is that you won't, not every minute. But realistically, you can't be sure they are really working every minute you see them in the office either; it is easy to confuse activity with productivity. A manager's job is to provide specific, measurable, and attainable goals for the remote employee so that he or she knows what must be done and when. These can include reports completed, number of calls made, and number of support issues resolved - or any other appropriate measure of job productivity.It is important that the employee and manager arrive upon a shared definition of the deliverables and timetable together. This ensures that everyone is on the "same page" and prevents miscommunication. It also ensures that the goals and expectations are realistic. A manager's value to an organization is as more of a coach and mentor, not an overseer. This move away from "eyeball management," and the resulting clearer definition of employee job responsibilities, is one of the major contributing factors to the improved productivity normally experienced with virtual teams. Shifting your focus to performance based management will help you build a more productive mobile workforce.
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    Manage by results
atisinger

Effects of Technology on Classrooms and Students - 8 views

  • student satisfaction with the immediate feedback
    • kris james
       
      What is the most cost effective way to provide individualized, immediate feedback? Is it reasonable to do this without paying for subscription services?
  • Teachers talked about motivation from a number of different perspectives. Some mentioned motivation with respect to working in a specific subject area, for example, a greater willingness to write or to work on computational skills. Others spoke in terms of more general motivational effects--
  • When students are using technology as a tool or a support for communicating with others, they are in an active role rather than the passive role of recipient of information transmitted by a teacher, textbook, or broadcast. The student is actively making choices about how to generate, obtain, manipulate, or display information. Technology use allows many more students to be actively thinking about information, making choices, and executing skills than is typical in teacher-led lessons. Moreover, when technology is used as a tool to support students in performing authentic tasks, the students are in the position of defining their goals, making design decisions, and evaluating their progress.
Maureen Greenbaum

Distance-Learning Survey Shows Growing Concern for Student Services - Wired Campus - Th... - 2 views

  • “With the greater focus on distance learning, colleges’ expectations are increasing,” says Christine P. Mullins, executive director of the Instructional Technology Council. “They’re realizing that student services, like library services, student orientation, tutoring, and counseling are needed to provide a well-rounded education.”
  • Sixty four percent of colleges require faculty to take distance-education training programs, and among those that offer training, 59 percent require more than eight hours of it.
  • 79 percent of colleges are creating their own online course content, which requires staff members with experience and knowledge of instructional design. Nineteen percent use content created by textbook publishers, and 2 percent contract or license materials from some other content provider.
Kate Pok

The trouble with Khan Academy - Casting Out Nines - The Chronicle of Higher Education - 2 views

  • Let’s start with what Khan Academy is. Khan Academy is a collection of video lectures that give demonstrations of mechanical processes. When it comes to this purpose, KA videos are, on the average, pretty good. Sal Khan is the main reason; he is approachable and has a knack for making mechanical processes seem understandable. Of course, his videos are not perfect. He tends to ramble a lot and get sidetracked; he doesn’t use visuals as effectively as he could; he’s often sloppy and sometimes downright wrong with his math; and he sometimes omits topics from his subjects that really need to be there (LU decomposition in linear algebra, for example). But on balance, KA is a great resource for the niche in which it was designed to work: giving demonstrations of mechanical processes.
  • But let’s also be honest about what Khan Academy is not. Khan Academy is not a substitute for an actual course of study in mathematics. It is not a substitute for a live teacher. And it is not a coherent curriculum of study that engages students at all the cognitive levels at which they need to be engaged. It’s OK that it’s not these things. We don’t walk into a Mexican restaurant and fault it for not serving spaghetti. I don’t fault Khan Academy for not being a complete educational resource, because it wasn’t designed for that purpose. Again, Khan Academy is a great resource for the niche in which it was designed to work. But when you try to extend it out of that niche — as Bill Gates and others would very much like to do — all kinds of things go wrong.
  • When we say that someone has “learned” a subject, we typically mean that they have shown evidence of mastery not only of basic cognitive processes like factual recall and working mechanical exercises but also higher-level tasks like applying concepts to new problems and judging between two equivalent concepts. A student learning calculus, for instance, needs to demonstrate that s/he can do things like take derivatives of polynomials and use the Chain Rule. But if this is all they can demonstrate, then it’s stretching it to say that the student has “learned calculus”, because calculus is a lot more than just executing mechanical processes correctly and quickly. To say that it is not — that knowledge of calculus consists in the ability to perform algorithmic processes quickly and accurately — is to adopt an impoverished definition of the subject that renders a great intellectual pursuit into a collection of party tricks.
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  • Even if the student can solve optimization or related rates problems just like the ones in the book and in the lecture — but doesn’t know how to start if the optimization or related rates problem does not match their template — then the student hasn’t really learned calculus. At that point, those “applied” problems are just more mechanical processes.
  • Khan Academy is great for learning about lots of different subjects. But it’s not really adequate for learning those subjects on a level that really makes a difference in the world. Learning at these levels requires more than watching videos (or lectures) and doing exercises. It takes hard work (by both the learner and the instructor), difficult assignments that get students to work at these higher levels, open channels of communication that do not just go one way, and above all a relationship between learner and instructor that engenders trust.
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    All the reasons I like and don't like Khan Academy videos....
Robert Appino

gladwell dot com - something borrowed - 86 views

  • Under copyright law, what matters is not that you copied someone else's work. What matters is what you copied, and how much you copied. Intellectual-property doctrine isn't a straightforward application of the ethical principle "Thou shalt not steal." At its core is the notion that there are certain situations where you can steal. The protections of copyright, for instance, are time-limited; once something passes into the public domain, anyone can copy it without restriction.
    • Robert Appino
       
      This is the key to copyright according to Gladwell.
  • initial monopoly on your creation because we want to provide economic incentives for people to invent things like cancer drugs. But everyone gets to steal your breast-cancer cure—after a decent interval—because it is also in society's interest to let as many people as possible copy your invention; only then can others learn from it, and build on it, and come up with better and cheaper alternatives. This balance between the protecting and the limiting of intellectual property
  • Constitution: "Congress shall have the power to promote the Progress of Science and useful Arts, by securing for limited"—note that specification, limited—"Times to Authors and Inventors the exclusive Right to their respective Writings and Discoveries."
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  • In ordinary language, to call a copyright a "property" right is a bit misleading, for the property of copyright is an odd kind of property. . . . I understand what I am taking when I take the picnic table you put in your backyard. I am taking a thing, the picnic table, and after I take it, you don't have it. But what am I taking when I take the good idea you had to put a picnic table in the backyard—by, for example, going to Sears, buying a table, and putting it in my backyard? What is the thing that I am taking then? The point is not just about the thingness of picnic tables versus ideas, though that is an important difference. The point instead is that in the ordinary case—indeed, in practically every case except for a narrow range of exceptions—ideas released to the world are free. I don't take anything from you when I copy the way you dress—though I might seem weird if I do it every day. . . . Instead, as Thomas Jefferson said (and this is especially true when I copy the way someone dresses), "He who receives an idea from me, receives instruction himself without lessening mine; as he who lights his taper at mine, receives light without darkening me."
  • arguments that Lessig has with the hard-core proponents of intellectual property are almost all arguments about where and when the line should be drawn between the right to copy and the right to protection from copying, not whether a line should be drawn.
  • when it comes to literature, we have somehow decided that copying is never acceptable.
  • A successful music executive has to understand the distinction between borrowing that is transformative and borrowing that is merely derivative, and that distinction, I realized, was what was missing from the discussion of Bryony Lavery's borrowings.
  • problem with plagiarism. It is not merely extremist. It has also become disconnected from the broader question of what does and does not inhibit creativity.
  • But the truth is that Lavery has every right to create an affair for Agnetha, because Agnetha is not Dorothy Lewis. She is a fictional character, drawn from Lewis's life but endowed with a completely imaginary set of circumstances and actions.
  • dred and seventy-five rather ordinary words could bring the walls tumbling down.
MichaeL Gurr

Stages of Learning Sport Skills - 38 views

  • Stages of Learning Sport
  • cognitive stage
  • Beginners are not always aware of what they did wrong, nor do they know how to correct errors. They need basic, specific instruction and feedback during this phase.
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  • understands the fundamentals of the skill and is in the process of refining the skill
  • experience fewer errors and can detect some of them on their own
  • more consistent and learners begin to know what is relevant and what is not.
  • point the skill is well learned
  • performs the skill automatically without having to focus on execution
  • few errors and athletes can detect and know how to correct them. They can concentrate more on other aspects of the game.
  • athletes transition from learning the goal of the skill to perfecting it, coaches can diversify instruction and practice conditions.
  • For closed skills, practices should be structured to match the conditions of competition. For open skills, the coach must systematically vary the conditions under which the skill is being learned and performed in preparation for competition. See Training Variation
Jac Londe

17 U.S. Code § 113 - Scope of exclusive rights in pictorial, graphic, and scu... - 10 views

  • U.S. Code › Title 17 › Chapter 1 › § 113 17 U.S. Code § 113 - Scope of exclusive rights in pictorial, graphic, and sculptural works
  • (a) Subject to the provisions of subsections (b) and (c) of this section, the exclusive right to reproduce a copyrighted pictorial, graphic, or sculptural work in copies under section 106 includes the right to reproduce the work in or on any kind of article, whether useful or otherwise.
  • (b) This title does not afford, to the owner of copyright in a work that portrays a useful article as such, any greater or lesser rights with respect to the making, distribution, or display of the useful article so portrayed than those afforded to such works under the law, whether title 17 or the common law or statutes of a State, in effect on December 31, 1977, as held applicable and construed by a court in an action brought under this title.
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  • (c) In the case of a work lawfully reproduced in useful articles that have been offered for sale or other distribution to the public, copyright does not include any right to prevent the making, distribution, or display of pictures or photographs of such articles in connection with advertisements or commentaries related to the distribution or display of such articles, or in connection with news reports.
  • (d) (1) In a case in which— (A) a work of visual art has been incorporated in or made part of a building in such a way that removing the work from the building will cause the destruction, distortion, mutilation, or other modification of the work as described in section 106A (a)(3), and
  • (B) the author consented to the installation of the work in the building either before the effective date set forth in section 610(a) of the Visual Artists Rights Act of 1990, or in a written instrument executed on or after such effective date that is signed by the owner of the building and the author and that specifies that installation of the work may subject the work to destruction, distortion, mutilation, or other modification, by reason of its removal,
  • then the rights conferred by paragraphs (2) and (3) of section 106A (a) shall not apply.
  • (2) If the owner of a building wishes to remove a work of visual art which is a part of such building and which can be removed from the building without the destruction, distortion, mutilation, or other modification of the work as described in section 106A (a)(3), the author’s rights under paragraphs (2) and (3) of section 106A (a) shall apply unless—
  • (A) the owner has made a diligent, good faith attempt without success to notify the author of the owner’s intended action affecting the work of visual art, or (B) the owner did provide such notice in writing and the person so notified failed, within 90 days after receiving such notice, either to remove the work or to pay for its removal.
  • For purposes of subparagraph (A), an owner shall be presumed to have made a diligent, good faith attempt to send notice if the owner sent such notice by registered mail to the author at the most recent address of the author that was recorded with the Register of Copyrights pursuant to paragraph (3). If the work is removed at the expense of the author, title to that copy of the work shall be deemed to be in the author.
  • (3) The Register of Copyrights shall establish a system of records whereby any author of a work of visual art that has been incorporated in or made part of a building, may record his or her identity and address with the Copyright Office. The Register shall also establish procedures under which any such author may update the information so recorded, and procedures under which owners of buildings may record with the Copyright Office evidence of their efforts to comply with this subsection.
Rafael Morales_Gamboa

Technology Will Not Replace Teachers | LinkedIn - 40 views

  • it is no substitute for experienced human decision-making and intervention in complex, dynamic, high-stakes situations
    • Rafael Morales_Gamboa
       
      But, how many of this situations occur every day, week, month, year in a teacher's practice?
  • Few would argue that without Captain Sully Sullenberger, a former fighter pilot with nearly 30 years of commercial aviation experience, there would have been no miracle on the Hudson
    • Rafael Morales_Gamboa
       
      But, how many of such miracles are required every day? In the UK, for example, giving birth is attended by a nurse in the patient's room, but specialized surgeons and rooms are there in case they are needed. Why wouldn't that apply to teachers?
  • But the highly complex and nuanced demands of teaching cannot be met by computers executing repetitive tasks or simple transactions -- or even sophisticated algorithms. People learn in different ways, at different rates, and numerous variables can affect their progression on any given day -- including those in the social and emotional realm.
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  • The best teachers harness this energy and use it as rocket fuel for learning
    • Rafael Morales_Gamboa
       
      You are right. Best teachers do it, and they cannot be replaced. What percentage of all teachers are we talking about?
Randolph Hollingsworth

Executive Summary of Serious Games: Improving Public Policy Through Game-based Learning... - 17 views

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    Ben Sawyer is the cofounder of Digitalmill, where he is in charge of strategy, technology, and business development. Located in Portland, Maine, Digitalmill is a technology development firm with clients worldwide. It has worked on a wide variety of projects dealing with interactive game development, including support for The Sloan Foundation's Virtual U game project. The company has produced two books on game development, numerous articles about developing games, and several market research reports on the gaming industry. Currently Digitalmill is working on Virtual U 2.0, and consulting on other projects that integrate gaming, education, and training. Sawyer has authored or co-authored more than 10 computer trade books as well as numerous articles on a wide range of technology areas including e-commerce, interactive game development, software marketing, and computer graphics. Publications include The Ultimate Game Developer's Sourcebook, published in 1996 by Coriolis Group Books. To find out more about the author, please visit: www.dmill.com Contact the author: bsawyer@dmill.com
Jessica Hallonqvist

Obama Islamic State speech (text, video) - POLITICO Staff - POLITICO.com - 8 views

Kenuvis Romero

Public Photograpy Is Not a Crime - 0 views

  • it is not a criminal offence for individuals to photograph or film police officers as they go about their duties, and that police officers are not allowed to confiscate a person’s camera or recording equipment (including phones), force them to delete images, or otherwise prevent them from taking photographs or filming in public places.
  • Subject to certain very limited constraints, it is not a crime in Canada for anyone to do any of the following things, and it is a violation of their Charter rights to prevent anyone from doing so: photographing or filming in any public place, or in any private place to which the public is admitted, and publishing those pictures and films, taking pictures of or filming in any government site other than “restricted access areas”* photographing or filming police officers in public, as long as the photographer/filmmaker does not obstruct or interfere with the execution of police duties. While everyone has a reasonable expectation of privacy in certain circumstances, police officers have no reasonable expectation of privacy as they go about their duties.
Karen Field

Ch. 2, The Scarlet Letter, Nathaniel Hawthorne, 1850 - 0 views

  • The grass-plot before the jail, in Prison Lane, on a certain summer morning, not less than two centuries ago, was occupied by a pretty large number of the inhabitants of Boston; all with their eyes intently fastened on the iron-clamped oaken door. Amongst any other population, or at a later period in the history of New England, the grim rigidity that petrified the bearded physiognomies of these good people would have augured some awful business in hand. It could have betokened nothing short of the anticipated execution of some noted culprit, on whom the sentence of a legal tribunal had but confirmed the verdict of public sentiment. But, in that early severity of the Puritan character, an inference of this kind could not so indubitably be drawn. It might be that a sluggish bond-servant, or an undutiful child, whom his parents had given over to the civil authority, was to be corrected at the whipping-post. It might be, that an Antinomian, a Quaker, or other heterodox religionist, was to be scourged out of the town, or an idle or vagrant Indian, whom the white man's fire-water had made riotous about the streets, was to be driven with stripes into the shadow of the forest. It might be, too, that a witch, like old Mistress Hibbins, the bitter-tempered widow of the magistrate, was to die upon the gallows.
    • Karen Field
       
      This iron-clamped oaken door is a parallel to the harshness of the Puritans.
Heather Ciccone

Educational technology - Wikipedia, the free encyclopedia - 37 views

  • Connectivism Connectivism is "a learning theory for the digital age," and has been developed by George Siemens and Stephen Downes based on their analysis of the limitations of behaviourism, cognitivism and constructivism to explain the effect technology has had on how we live, how we communicate, and how we learn. Donald G. Perrin, Executive Editor of the International Journal of Instructional Technology and Distance Learning says the theory "combines relevant elements of many learning theories, social structures, and technology to create a powerful theoretical construct for learning in the digital age."
Michele Amato

The History Place - A New Nation - 53 views

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    The final timeline of the New Nation-The United States of America.
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