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Emmanuel Zilberberg

Numericable dévoile son projet de croissance pour le « nouveau » SFR, High-Te... - 2 views

www.lesechos.fr/...pour-le-nouveau-sfr-657641.php

télécoms SFR

shared by Emmanuel Zilberberg on 18 Mar 14 - No Cached
  •  Environ 20 % des gens vont migrer [du réseau fixe ADSL de SFR vers le câble].
    • Emmanuel Zilberberg
      Emmanuel Zilberberg on 18 Mar 14
       
      Est-ce que ce sera une source d'économie sur la boucle locale ?
  • (il projette une hausse du chiffre d'affaires de 2 % à 5 % par an) et de la rentabilité (40 % de taux de marge consolidé)
    • Emmanuel Zilberberg
      Emmanuel Zilberberg on 18 Mar 14
       
      Tout bénéfice donc mais quel capex pour développer cette croissance ?
  • Non seulement la future entité achètera moins d'ADSL en gros à Orange, mais, en plus, elle va renégocier l'accord conclu entre SFR et Orange pour le codéploiement et le co-investissement dans la fibre optique en zone moyennement dense. Autrement dit, Numericable ne veut plus faire de la fibre là où il y a déjà du câble, et pourrait proposer à Orange de co-investir dans son câble.
    • Emmanuel Zilberberg
      Emmanuel Zilberberg on 18 Mar 14
       
      Ce serait-là que la marge se formerait (OPEX) et que des CAPEX seraient évités ?
  • Emmanuel Zilberberg on 18 Mar 14
     
    "Numericable dévoile son projet de croissance pour le « nouveau » SFR"
Matt Renwick

Common Sense for the Common Core - edu Pulse - 27 views

blogs.scholastic.com/...sense-for-the-common-core.html

commoncore

shared by Matt Renwick on 01 Jan 15 - No Cached
Sheri Edwards liked it
  • literacy achievement gains tend to be fleeting
  • Without administrators who have a solid knowledge of effective literacy instruction
  • two huge obstacles may eventually cause the downfall
  • ...15 more annotations...
  • became necessary when it was blatantly apparent that not all students in U.S schools had equal opportunity to learn
  • standards are necessary but insufficient
  • isolated skills and/or standards
  • depends on teachers and leaders knowing how to expertly implement them
  • proliferating “Common Core-aligned” materials
  • We are a “quick fix” society, and we often reject a commitment to long-term goals and outcomes. 
  • What’s on the test is what gets taught
  • high-stakes testing that accompanies the standards
  • Administrators need to take the lead
  • Become discerning readers and writers.
  • Do more read-alouds of excellent literature.
  • Standards do not transform teaching and learning
  • Organize curriculum through emphasizing big ideas and important concepts.
  • Embed shared experiences in your teaching.
  • a culture of trust, inquiry, coaching, collaboration, celebration of strengths, and, yes, even joy
Maureen Greenbaum

Florida's remedial law leads to decreasing pass rates in math and English | InsideHigherEd - 10 views

www.insidehighered.com/...ng-pass-rates-math-and-english

shared by Maureen Greenbaum on 25 Jun 15 - No Cached
  • There's a little bit of a social stigma. It's easier for students to say they're not good at math. It's much harder to have conversations about having difficulty with writing or reading
    • Maureen Greenbaum
      Maureen Greenbaum on 25 Jun 15
       
      Same a tech ...people (students and others who say I'm not good ...my children...
  • students who failed college-level math or English courses were more likely to put off retaking those courses or not return to college. 
  • these problems can be solved if developmental courses counted toward a student's degree plan. But that solution won't fix everything. 
Steve Kelly

What would an exceptional middle and high school computer science curriculum include? -... - 48 views

www.quora.com/ter-science-curriculum-include

high school school computer computer science middle school curriculum science coding code programming include

shared by Steve Kelly on 26 Mar 15 - No Cached
  • What would an exceptional middle and high school computer science curriculum include?
  • This isn't a complete answer, but one thing the very first introductory classes should require is that the students turn off all their electronic computers and actually learn to walk through  algorithms with a computer that exists only on paper. (Or, I suppose, a whiteboard or a simulator.) This exercise would give the students a grounding in what is going on inside the computer as a very low level.My first computer programming class in my Freshman year of high school was completely on paper. Although it was done because the school didn't have much money, it turned out to be very beneficial.Another class I had in high school, that wouldn't normally be lumped into a Computer Science curriculum but has been a boon to my career, was good old Typing 101.
  • If you followed the CS Unplugged curriculum your students would know more about CS than most CS grads:http://csunplugged.orgIt's a really great intro to basic computer science concepts and very easy for students to understand.  Best of all you don't even need a computer per student if your school doesn't have the budget,
  • ...6 more annotations...
  • For younger students, I think that the ability to make something professional-looking, like a real grown-up would, is paramount.  Sadly, I think this means that LOGO and BASIC aren't much use any more*.
  • So, we have a few choices.  You can try to write phone apps that look just like real phone apps, design interactive websites that look just like real interactive websites, or do something with embedded systems / robotics.  Avoid the temptation to make these things into group projects; the main thing every student needs to experience is the process of writing code, running it, debugging it, and watching the machine react to every command.
  • It is important to consider what an 11 to 18-year old is familiar with in terms of mathematics and logical thinking. An average 11-year old is probably learning about fractions, simple cartesian geometry, the concept of units, and mathematical expressions. By 15, the average student will be taking algebra, and hopefully will have the all-important concept of variables under his/her belt. So much in CS is dependent on solid understanding that symbols and tokens can represent abstract concepts, values, or algorithms. Without it, it's still possible to teach CS, but it must be done in a very different way (see Scratch).
  • At this point, concepts such as variables, parenthesis matching, and functions (of the mathematical variety) are within easy reach. Concepts like parameter passing, strings and collections, and program flow should be teachable. More advanced concepts such as recursion, references and pointers, certain data structures, and big-O may be very difficult to teach without first going through some more foundational math.
  • I tend to agree strongly with those that believe a foundational education should inspire interest and enforce concepts and critical thinking over teaching any specific language, framework, system, or dogma.
  • The key is that the concepts in CS aren't just there for the hell of it. Everything was motivated by a real problem, and few things are more satisfying than fixing something you really want to work with a cool technique or concept you just learned.
  • Steve Kelly on 26 Mar 15
     
    Great resource for teachers (especially those of us not initially trained in Computer Science) about what should 'count' as Computer Science.  Worth the read!
Julie Golden

Need your help! - 39 views

New Link! Thanks everyone for letting me know Please consider taking my survey. It is anonymous, so I won't be able to send a proper thank you.Please know that I will pay your kindness forward to ...

started by Julie Golden on 20 Aug 15 2 follow-ups, last by Julie Golden on 03 Sep 15
Michèle Drechsler

Socialbookmarking with Diigo and Education. A survey that could interest you. - 77 views

Please note that this survey is usually taken in 20 minutes, but you can save your partial answers with the "Resume later" button: this would ask you a login and password to save your answers. Then...

socialbookmarking Diigo survey research

started by Michèle Drechsler on 08 Jul 09 4 follow-ups, last by Michèle Drechsler on 11 Jul 09
Bill Genereux

Gates' latest mission: fixing America's schools - Business - Bloomberg Businessweek - m... - 65 views

www.msnbc.msn.com/...usiness-bloomberg_businessweek

education leadership billgates edreform testing incentives

shared by Bill Genereux on 18 Jul 10 - Cached
  • small schools are overrepresented among the country's highest achievers
  • were not as prescriptive about how they wanted their money spent.
  • want public education run more like a business
  • ...13 more annotations...
  • what we do know about is management and governance
  • We don't know anything about how to teach
  • Because the smaller a school, the more likely its overall performance can be skewed by a few good or bad students
  • Was Mozart a better musician than Babe Ruth was a hitter?
  • Giving several tests a year can sort out each teacher's contribution
  • if you do raise these issues, it's seen as making excuses or pulling back from commitments
  • The only way to tell a good teacher is to go into their classroom spontaneously
  • tying pay to performance is not at all important in retaining good teachers
  • significant portion of teachers do believe in merit pay
  • states' rights advocates have blocked federal efforts for a national curriculum
  • videotaping math, English, and biology lessons
  • Music instructors questioned the district's decision to evaluate them on their students' grasp of music theory instead of instrumental proficiency
  • Gates is paying $1,500 apiece to more than 600 Hillsborough teachers whose lessons are being videotaped.
Steve Ransom

How to fix our schools: A manifesto by Joel Klein, Michelle Rhee and other education le... - 40 views

www.washingtonpost.com/...AR2010100705078.html

education rhee klein superman reform change

shared by Steve Ransom on 08 Oct 10 - No Cached
  • Steve Ransom on 08 Oct 10
     
    We are in trouble if folks like Klein, Rhee, and others dictated this conversation...
Ed Webb

New Study Shows Time Spent Online Important for Teen Development - MacArthur Foundation - 0 views

www.macfound.org/...rtant_for_Teen_Development.htm

shared by Ed Webb on 09 Mar 09 - Cached
  • “Kids learn on the Internet in a self-directed way, by looking around for information they are interested in, or connecting with others who can help them. This is a big departure from how they are asked to learn in most schools, where the teacher is the expert and there is a fixed set of content to master.”
    • Ed Webb
      Ed Webb on 09 Mar 09
       
      Now, if we can just get educational institutions and the relevant standards-setters - governmental and otherwise - to adapt to this stronger model of learning...
  • new challenges in how to manage their visibility and social relationships online
  • Online media, messages, and profiles that young people post can travel beyond expected audiences and are often difficult to eradicate after the fact
  • ...2 more annotations...
  • parents and their children came together around gaming or shared digital media projects, where both kids and adults brought expertise to the table.
  • an effort to inject grounded research into the conversation about the future of learning in a digital world.
Gerald Carey

The Concept of the Ecosystem - 2 views

www.globalchange.umich.edu/...ecosystem.html

defintion ecosystem

shared by Gerald Carey on 09 Oct 08 - Cached
  • An ecosystem consists of the biological community that occurs in some locale, and the physical and chemical factors that make up its non-living or abiotic environment. There are many examples of ecosystems -- a pond, a forest, an estuary, a grassland. The boundaries are not fixed in any objective way, although sometimes they seem obvious, as with the shoreline of a small pond. Usually the boundaries of an ecosystem are chosen for practical reasons having to do with the goals of the particular study.
    • Gerald Carey
      Gerald Carey on 09 Oct 08
       
      Good broad definition of the very nebulous idea. Locale - means a certain place.
  • Gerald Carey on 09 Oct 08
     
    Defintion of an ecosystem
yang hongmei

Futurist: To fix education, think Web 2.0 - CNET News - 0 views

news.cnet.com/2100-1032_3-6140175.html

futurist passion

shared by yang hongmei on 27 Oct 08 - Cached
  • He suggested a "hybrid" learning approach. Schools can teach essential knowledge and critical thinking through somewhat traditional means. But they should complement that teaching with what Seely Brown called "passion-based learning" that focuses on getting students more engaged with topic experts.
    • Tom March
      Tom March on 27 Oct 08
       
      This should be useful way for the less "techy" to accept and accomodate the contribution Web 2 can make.
  • Tom March on 27 Oct 08
     
    Good comments about using Web 2 to connect learners to others (experts) passionate about topics of shared interest.
  • yang hongmei on 24 Nov 08
     
    Good comments about using Web 2 to connect learners to others (experts) passionate about topics of shared interest.
Jac Londe

Canada: Facebook's 4 Big Privacy Fixes PC World - 0 views

www.pcworld.com/...books_4_big_privacy_fixes.html

fb facebook

shared by Jac Londe on 28 Aug 09 - Cached
  • Jac Londe on 28 Aug 09
     
    Canadian courts are pushing Facebook to clarify and enforce privacy issues that we should've demanded earlier -- but we still have a wish list.
Randy Moore

How to Remove Spyware Manually (Windows) - wikiHow - 0 views

www.wikihow.com/Spyware-Manually-%28Windows%29

shared by Randy Moore on 07 Aug 09 - Cached
    • Randy Moore
      Randy Moore on 07 Aug 09
       
      I get requests for fixing infected computers occasionally. I usually recommend reformat and reinstall everything. Going to have to try this to see how it works!
Kay Bradley

BBC News - The distraction society - 83 views

news.bbc.co.uk/...8603346.stm

distrations technology

shared by Kay Bradley on 09 Jan 11 - Cached
  • Kay Bradley on 09 Jan 11
     
    How much we're distracted: now there's an app to help us (and our students) stay on task!
  • Kay Bradley on 09 Jan 11
     
    Ongoing problem with techno distraction, productivity and learning. This is now being solved with some pretty cool techno fixes, such as AntiSocial (http://anti-social.cc/) and SelfControl (http://www.macupdate.com/app/mac/31289/selfcontrol#ratings). Both apps do the same thing. Here's the AntoSocial blurb: "Anti-Social is . . . a productivity application for Macs that turns off the social parts of the internet. When Anti-Social is running, you're locked away from distracting social media sites, including Facebook, Twitter and other sites you specify. With Anti-Social, you'll be amazed how much you get done when you turn off your friends."
Suzanne Nelson

Being Nice: Not Just for Secretaries and Custodians Anymore « classroom2point0 - 45 views

classroom2point0.wordpress.com/...etaries-and-custodians-anymore

shared by Suzanne Nelson on 23 Jan 11 - No Cached
  • The first thing you should know about running a 2.0 classroom is that the tech guys and gals in your district are indispensable.  They are the ones who fix computer glitches, solve network access issues, wire your projector, undo incomprehensible damage to operating systems, and control access to various websites.  Unfortunately, in my experience these individuals are unappreciated.  For your sake and the sake of your students, don’t make the mistake of taking these important people for granted.  Here are some simple guidelines to keep in mind to foster healthy relationships with your techies.
Mukhbir Singh

YackPack - Simply Connected - 47 views

yackpack.com

shared by Mukhbir Singh on 22 Feb 11 - Cached
    • Mukhbir Singh
      Mukhbir Singh on 22 Feb 11
       
      An interesting tool if it works
  • Wayne Holly on 23 Feb 11
     
    According to YackPack, they are experiencing technical difficulties that will not be fixed. Because of the problems, the application is essentially closed to new users.
Bob Rowan

Steve Hargadon: Thoughts on Social Networking in Education - 46 views

www.stevehargadon.com/...s-on-social-networking-in.html

social networking education classroom20

shared by Bob Rowan on 02 Mar 11 - Cached
  • the act of blogging, and becoming a part of the blogging conversation, were important for teacher professional growth
  • blog "to the empty room" for 9 months
  • It would take away the personal benefit of the journeys that they had been on to get where they were
  • ...8 more annotations...
  • "I don't know anyone here."
  • threaded discussion forum
  • On a blog, the main author is on a pedestal, and blogs tend to favor posts which reflect the self-importance of the blogger or comments which tend toward extremism
  • What makes social networking for professional development so powerfu
  • not geographically or physically bounded
  • takes place 24X7
  • llows for asynchronous contribution
  • contribution by those who would never previously have written an article for a journal or made a formal presentation
  • Bob Rowan on 02 Mar 11
     
    Comments on the founding of Classroom 2.0 and how teachers who were not previously participating in online social networking were more comfortable using the Classroom 2.0 site than maintaining and otherwise participating in blogs
  • Bob Calder on 03 Mar 11
     
    NSDL recently underwent a reorganization into discipline subsections with intense work by degree candidates. One of them from WCU was denied credit for work and publication because there were no page numbers. The head of the project called her advisor and fixed the problem, but they rethought the model and added separate online journals for contributors. At this point, the chemistry portal is a model of how the whole thing should turn out. http://chemdl.org It has moodle modules, a textbook, lessons, virtual labs. I will link to a google spreadsheet with all URIs in a few days. Right now my kids are putting it together. ;-) Bob
webExplorations

Disrupting College - 3 views

www.americanprogress.org/...disrupting_college.html

education ctl

shared by webExplorations on 25 Mar 11 - No Cached
  • Using online learning in a new business model focused exclusively on teaching and learning, not research—and focused on highly structured programs targeted at preparation for careers—has meanwhile given several organizations a significant cost advantage and allowed them to grow rapidly.
  • Using online learning in a new business model focused exclusively on teaching and learning, not research—and focused on highly structured programs targeted at preparation for careers—has meanwhile given several organizations a significant cost advantage and allowed them to grow rapidly.
  • Using online learning in a new business model focused exclusively on teaching and learning, not research—and focused on highly structured programs targeted at preparation for careers—has meanwhile given several organizations a significant cost advantage and allowed them to grow rapidly.
  • ...1 more annotation...
  • Recommendations for existing institutions of higher education also emerge from an understanding of disruptive innovation. These colleges and universities should: Apply the correct business model for the task. These institutions have conflated value propositions and business models, which creates significant, unsustainable overhead costs. Drive the disruptive innovation. Some institutions have this opportunity, but to do so, they need to set up an autonomous business model unencumbered by their existing processes and priorities. They can leverage their existing fixed resources in this autonomous model to give themselves a cost advantage over what to this point have been the low-cost disruptive innovators. Develop a strategy of focus. The historical strategy of trying to be great at everything and mimic institutions such as Harvard is not a viable strategy going forward. Frame online learning as a sustaining innovation. Institutions can use this new technology to disrupt the existing classroom model to extend convenience to many more students as well as provide a better learning experience.
  • webExplorations on 25 Mar 11
     
    An article showing how online learning is a disruptive technology. Shining [the challenges of today's higher ed] through the lens of these theories on innovation will provide some insights into how we can move forward and a language that allows people to come together to frame these challenges in ways that will create a much higher chance of success. This report assumes that everyone is adept at online learning. This is not the case and students will have to be trained on how to be effective online learners. Courses will also have to address multiple learning styles and not just the read/write that most online courses currently are programmed for. Despite this missing piece, this is a very important article that focuses on some very key issues of our current higher ed system. The recommendations at the end of the article for policy makers are very apt. Highly recommended reading!
  • Jason Finley on 26 Mar 11
     
    Are high schools preparing students for success in college and careers when what we do is so very different from what they will experience when they leave our little boxes?
Jeff Suarez Grant

Judith Scott-Clayton: The Dark Side of Choice in Higher Education - NYTimes.com - 0 views

economix.blogs.nytimes.com/...-of-choice-in-higher-education

technology education article news

shared by Jeff Suarez Grant on 25 Mar 11 - No Cached
  • Innovative technology and marketing strategies might be able to nudge students toward better decisions without limiting their freedom to choose. For example, it would be much easier for students to identify and compare relevant courses if academic catalogs were less like phone books and more like, say, Netflix. Then students could interactively search and browse on dimensions like course subject, timing, difficulty, prerequisites, major requirements or instructor ratings. Over time, students could be offered personalized suggestions based on their previous choices. New students could even be offered the equivalent of a prix fixe menu, offering a limited selection of prepackaged pathways while still allowing students to choose à la carte.
Benjamin Light

The Costs of Overemphasizing Achievement - 83 views

www.alfiekohn.org/...tcooa.htm

assessment grading achievement education kohn

shared by Benjamin Light on 13 May 11 - Cached
  • First, students tend to lose interest in whatever they’re learning. As motivation to get good grades goes up, motivation to explore ideas tends to go down. Second, students try to avoid challenging tasks whenever possible. More difficult assignments, after all, would be seen as an impediment to getting a top grade. Finally, the quality of students’ thinking is less impressive. One study after another shows that creativity and even long-term recall of facts are adversely affected by the use of traditional grades.
    • Deb White Groebner
      Deb White Groebner on 13 May 11
       
      SO true!
    • Terie Engelbrecht
      Terie Engelbrecht on 27 Jun 11
       
      Very true; especially the "avoiding challenging tasks" part.
  • Unhappily, assessment is sometimes driven by entirely different objectives--for example, to motivate students (with grades used as carrots and sticks to coerce them into working harder) or to sort students (the point being not to help everyone learn but to figure out who is better than whom)
  • Standardized tests often have the additional disadvantages of being (a) produced and scored far away from the classroom, (b) multiple choice in design (so students can’t generate answers or explain their thinking), (c) timed (so speed matters more than thoughtfulness) and (d) administered on a one-shot, high-anxiety basis.
  • ...36 more annotations...
  • The test designers will probably toss out an item that most students manage to answer correctly.
  • the evidence suggests that five disturbing consequences are likely to accompany an obsession with standards and achievement:
  • 1. Students come to regard learning as a chore.
  • intrinsic motivation and extrinsic motivation tend to be inversely related: The more people are rewarded for doing something, the more they tend to lose interest in whatever they had to do to get the reward.
  • 2. Students try to avoid challenging tasks.
  • they’re just being rational. They have adapted to an environment where results, not intellectual exploration, are what count. When school systems use traditional grading systems--or, worse, when they add honor rolls and other incentives to enhance the significance of grades--they are unwittingly discouraging students from stretching themselves to see what they’re capable of doing.
  • 3. Students tend to think less deeply.
  • 4. Students may fall apart when they fail.
  • 5. Students value ability more than effort
    • Deb White Groebner
      Deb White Groebner on 13 May 11
       
      This is the reinforcement of a "fixed mindset" (vs. (growth mindset) as described by Carol Dweck.
  • They seem to be fine as long as they are succeeding, but as soon as they hit a bump they may regard themselves as failures and act as though they’re helpless to do anything about it.
  • When the point isn’t to figure things out but to prove how good you are, it’s often hard to cope with being less than good.
  • It may be the systemic demand for high achievement that led him to become debilitated when he failed, even if the failure is only relative.
  • But even when better forms of assessment are used, perceptive observers realize that a student’s score is less important than why she thinks she got that score.
  • just smart
  • luck:
  • tried hard
  • task difficulty
  • It bodes well for the future
  • the punch line: When students are led to focus on how well they are performing in school, they tend to explain their performance not by how hard they tried but by how smart they are.
  • In their study of academically advanced students, for example, the more that teachers emphasized getting good grades, avoiding mistakes and keeping up with everyone else, the more the students tended to attribute poor performance to factors they thought were outside their control, such as a lack of ability.
  • When students are made to think constantly about how well they are doing, they are apt to explain the outcome in terms of who they are rather than how hard they tried.
  • And if children are encouraged to think of themselves as "smart" when they succeed, doing poorly on a subsequent task will bring down their achievement even though it doesn’t have that effect on other kids.
  • The upshot of all this is that beliefs about intelligence and about the causes of one’s own success and failure matter a lot. They often make more of a difference than how confident students are or what they’re truly capable of doing or how they did on last week’s exam. If, like the cheerleaders for tougher standards, we look only at the bottom line, only at the test scores and grades, we’ll end up overlooking the ways that students make sense of those results.
  • the problem with tests is not limited to their content.
  • if too big a deal is made about how students did, thus leading them (and their teachers) to think less about learning and more about test outcomes.
  • As Martin Maehr and Carol Midgley at the University of Michigan have concluded, "An overemphasis on assessment can actually undermine the pursuit of excellence."
  • Only now and then does it make sense for the teacher to help them attend to how successful they’ve been and how they can improve. On those occasions, the assessment can and should be done without the use of traditional grades and standardized tests. But most of the time, students should be immersed in learning.
  • the findings of the Colorado experiment make perfect sense: The more teachers are thinking about test results and "raising the bar," the less well the students actually perform--to say nothing of how their enthusiasm for learning is apt to wane.
  • The underlying problem concerns a fundamental distinction that has been at the center of some work in educational psychology for a couple of decades now. It is the difference between focusing on how well you’re doing something and focusing on what you’re doing.
  • The two orientations aren’t mutually exclusive, of course, but in practice they feel different and lead to different behaviors.
  • But when we get carried away with results, we wind up, paradoxically, with results that are less than ideal.
  • Unfortunately, common sense is in short supply today because assessment has come to dominate the whole educational process. Worse, the purposes and design of the most common forms of assessment--both within classrooms and across schools--often lead to disastrous consequences.
  • grades, which by their very nature undermine learning. The proper occasion for outrage is not that too many students are getting A’s, but that too many students have been led to believe that getting A’s is the point of going to school.
  • research indicates that the use of traditional letter or number grades is reliably associated with three consequences.
  • Iowa and Comprehensive Tests of Basic Skills,
    • Benjamin Light
      Benjamin Light on 19 Nov 12
       
      I wonder how the MAP test is set?
  • Rob Reynolds on 14 May 11
     
    The message of Daniel Pinks book "Drive" applies here. Paying someone more, i.e. good grades, does not make them better thinkers, problems solvers, or general more motivated in what they are doing. thanks for sharing.
  • Terie Engelbrecht on 27 Jun 11
     
    Excellent summary!
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