What I like is that Diggo not only lets you easily save items, it lets you highlight the "good parts" so that when you go back to the article you can easily find them. That turned out to be a real asset when I was working on my part of the JACC Norcal keynote a couple weeks ago.It's been a real pressure cooker of a semester, so I had very little time to put my JACC presentation together. However, I'd been bookmarking, highlighting and saving relevant blog posts and articles into my JACC list on Diigo (yes, you can categorize what you save) for weeks. So when I finally sat down to create a presentation, I had everything I needed at my fingertips. I was able to put it all together in a day. (By the way, you can view that presentation, Journalism in the Starbucks Era, on SlideShare, another great online tool.)But after downloading a Diigo update this morning, I realized I'm just scratching the surface of what you can do with Diigo. For example, my previous blog post on Greenspan's sudden epiphany...well, I posted it direct from Diigo while reading and bookmarking the article. Pretty cool, huh?When I ran through Diigo's "how-to" overview this morning, I found several other things I didn't know. In addition to using the one-click "Send to Blog" feature, you can also use Diigo's "send" feature to:send annotated and highlighted pages by emailpost to other websites such as twitter, facebook, delicious, etc.Cool! I'm using it for a tweet next.
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McCunications: The power of Diigo - 0 views
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But what really caught my attention was the idea of using Diigo as a hub for group research projects. You can set up a group Diigo account to share bookmarks, and make it public, private or semi-private. This has real potential for students working on group projects, especially since Diigo's "sticky note" feature also lets you add comments to the material you save, in addition to highlighting key passages.OK, I'm sold! I'm going to start demo-ing Diigo for my students.
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The Future of Learning Institutions in a Digital Age - The MIT Press - 1 views
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e-Portfolios: An overview : JISC - 69 views
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But most importantly we are interesed in e-portfolios because there is emerging, often powerful evidence from practitioners and learners of how e-portfolios can promote more profound forms of learning, as well their further potential in supporting for example transition between institutions and stages of education, and in supporting professional development and applications for professional accreditation.
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An e-portfolio is a purposeful aggregation of digital items - ideas, evidence, reflections, feedback etc. which 'presents' a selected audience with evidence of a person's learning and/or ability
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Behind any product, or presentation, lie rich and complex processes of planning, synthesising, sharing, discussing, reflecting, giving, receifing and responding to feedback.
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Descriptions of e-portfolio processes also tend to include the concepts of learners drawing from both informal and and formal learning activities to create their e-portfolios
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Responding to Student Writing (audio style) - ProfHacker - The Chronicle of Higher Educ... - 54 views
chronicle.com/...22770
audio feedback audio feedback media web2.0 pedagogy evaluation teaching grading
shared by Kelvin Thompson on 13 May 10
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I like this idea and had been thinking of doing this for my online classes. I would also love research that backs this up- if there is any. Another thing I was thinking of doing: using an Avatar review assignment directions. I find that most of my online students miss items in their assignments. They do not read the same on a computer as they do from a book and I think they miss a lot. Anyone have information on that?
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Department of Psychology :: Principles of Learning :: University of Memphis - 62 views
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The single most important variable in promoting long-term retention and transfer is "practice at retrieval"
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practice at retrieval has been shown to be more effective than merely spending more time studying the material without actively engaging in memory retrieval.
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By doing so repeatedly, especially in varied contexts, the learner strengthens access to this information,
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two different effects. One is the "testing effect," in which intervening tests improves learning of concepts that are retrieved from memory
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when intervening tests are spaced, two tests were more effective than a single test in improving long-term retention of material.
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Compared to a cued-recall or recognition intervening test, a free-recall test produced better performance on a final test, regardless of the format of the final test.
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Align lectures, assignments and tests, so that important information will have to be remembered at different times
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Have students retrieve this information in multiple ways by either varying the questions or context in which it is assessed:
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During lectures, ask students questions to elicit responses that reflect understanding of previously introduced course material.
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This serves the dual purpose of probing students' knowledge, so that misconceptions can be directly and immediately addressed in the lecture.
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Chapter summaries, for instance, may include study questions that ask students to recall major points or conclusions to be drawn from the reading.
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School of Education at Johns Hopkins University-How Teacher Thinking Shapes Education - 80 views
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f they are unaware of their beliefs, values, and metaphors about learning, teaching, and the nature of knowledge itself
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Only by including the internal processes through which those externals are filtered will we gain a more complete perspective
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Education Article :: Top 12 Ways to Enjoy Your Teaching Job - 137 views
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Education Article :: Top 12 Ways to Enjoy Your Teaching Job http://bit.ly/mdzDfX via TeachHub Check out the "Live and Learn Like a Kid" section at the end of the article. It highlights some aspects of authentic learning and teaching in the classroom.
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The Costs of Overemphasizing Achievement - 83 views
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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.
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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)
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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.
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the evidence suggests that five disturbing consequences are likely to accompany an obsession with standards and achievement:
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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As Martin Maehr and Carol Midgley at the University of Michigan have concluded, "An overemphasis on assessment can actually undermine the pursuit of excellence."
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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.
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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.
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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.
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The two orientations aren’t mutually exclusive, of course, but in practice they feel different and lead to different behaviors.
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But when we get carried away with results, we wind up, paradoxically, with results that are less than ideal.
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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.
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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.
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research indicates that the use of traditional letter or number grades is reliably associated with three consequences.
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Iowa and Comprehensive Tests of Basic Skills,
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The Cambridge Handbook of Multimedia Learning - Academic and Professional Books - Cambr... - 61 views
Education Article :: 50 Ways to Use Twitter in the Classroom - 4 views
www.teachhub.com/...462
pln twitter classroom technology collaboration csusm jccs ed422 teaching education
shared by jeffery heil on 03 Aug 11
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Days Like This… | alytapp - 132 views
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Instead of scribbling marks in the margins of printed papers, I opened each student’s paper in Google Docs, highlighted text and inserted comments to clarify my thoughts, and then turned on the screen recorder (Jing) to record my voice as I scrolled through the paper and pointed to items with my mouse. Right after recording, I uploaded the finished recording to Jing’s companion hosting site, and then I simply copied and pasted the link to the recording directly into the Google Doc.
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After about four minutes, they began the next task, copying and pasting my reflection questions into the bottom of their docs, and then responding to those prompts as they reflected on their work and my feedback.
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As I watched them, I couldn’t help but remember the way that I used to provide feedback. Students would receive their graded papers, flip past the comments I had scribbled in the margin, glance at the final grade, and then forget all about it.
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I always knew there was more I wanted to convey to them about their writing, about how they had or had not created meaning for the reader.
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It took me about 10 minutes per paper, times 68 papers, so the last week and a half have been intense. If you’re doing the math, that’s over 11 hours of paper grading. If I am going to put in that kind of time for grading, I must see my students growing as writers. Period.
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I liked knowing that my essay got individual attention, individual feedback, and I feel like you cared about what I wrote.
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A small number of students (actually, fewer than 5) said that they didn’t feel that the verbal comments were all that helpful.
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Writing is personal, and feedback can feel like an attack.
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NAEP Gets It One-Third Right -- THE Journal - 15 views
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9 Gail Desler California I look forward to following this discussion! Currently many school districts have the same keyboarding + MS Office requirement for tech proficiency shared above by Interested Parent. I think to continue with that model well into the 21st century is really the train wreck waiting to happen. I've read through the NAEP draft. as well as some of their referenced documents from ISTE, http://www.21stcenturyskills.org/ DOT , and the http://www.ncte.org/positions/statements/2 DOT 1stcentdefinition and am hopeful that the NAEP framework will promote the integration of technology literacy across the curriculum. Thanks for starting the conversation.
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Wed, Sep 9, 2009 Dick Schutz http://ssrn.com/author=1199505 The framework defines technology as "any modification of the natural or designed world done to fulfill human needs or desires." I can't think of any human action that wouldn't fall under that definition The definition of technological literacy is "the capacity to use, understand, and evaluate technology as well as to apply concepts and processes to solve problems and reach one’s goals. It encompasses the three areas of Technology and Society, Design and Systems, and Information and Communications Technology." That's pretty much universal expertise. This is to be measured with a 50 minute test starting at Grade 4. The specs for the tests at Grades 8 and 12 merely get more detailed and more abstract. By the time this gets run through the Item Response Theory wringer we'll have results that are sensitive to racial/SES differences but not to instructional differences. I'll look forward to your forthcoming explanations of how this came to happen.
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The problem? Namely, this: With no established federal definition of technological literacy, most states have chosen to follow the National Educational Technology Standards (NETS) established by the International Society for Technology in Education (ISTE), and to create their curricula and assessments accordingly.
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gical literacy that is very different from anything any state or No Child Left Behind (NCLB) envisioned. From the draft document: "In recent decades the meaning of technological literacy has taken on three quite different… forms in the United States. These are the science, technology, and society approach, the technology education approach, and the information and communications technology approach. In recognition of the importance, educational value, and interdependence of these three approaches, this framework includes all three under its broad definition of technological literacy."
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Geoffrey H. Fletcher is the editorial director of 1105 Media's Education Group. He can be reached at gfletcher@1105media.com. Comments
Bit.ly - oneforty - 63 views
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www.AllAboutGermany.NET | Moving to Germany | Visiting Germany | Living and W... - 19 views
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I’ve been to parties and social gatherings there many times where one set of people stay at one end of the room and another -- the newcomers -- at the other end.
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Gentrification in Berlin has now started to make itself felt in staunchly working class and immigrant Neukoelln
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t that time I also had the pleasure of viewing a tiny, squalid, almost windowless one roomed apartment that had just become free for letting in Neukoelln. It had until very recently been previously occupied by a mentally disturbed alcoholic whom the police had found dead drunk on the street a few blocks further down. When the police entered his apartment they found a large collection of knives, hammers, baseball bats, knuckle-dusters, axes and other weapons scattered around the flat. When I visited the now empty apartment, these items were all still laid out on the kitchen table awaiting their removal by the police. Apparently the apartment had also by necessity just been fumigated. Needless to say, I declined to take up a rental contract with the agent for that particular property.
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can understand some of the points he makes about the superficiality of the hipsters with their “Starbucks standards and expectations” and how they just want to party for a few years before moving on again somewhere else. But I don’t entirely agree with his point of view. Berlin needs newcomers, it needs new creativity and new enterprise. It can’t afford to stagnate and just remain a working class city in a city with little for the working class to do anymore. I find this hostility towards “Aerzte, Architekten und Anwaelte” rather parochial and narrow-minded. Why be against these people? Because they are doing well for themselves? What are they supposed to do? Sweep the streets or draw Stuetze (unemployment benefit)?
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funny rant, critical of the newcomers and their standardized Latte Macchiato attitudes. The video was also featured on Dutch TV recently.
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Education News : Professional Development Articles :: 100+ Google Tricks for Teachers - 114 views
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Convert units. Whether you want to convert currency, American and metric units, or any other unit, try typing in the known unit and the unknown unit to find your answer (like "how many teaspoons in a tablespoon" or "10 US dollars in Euros").
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Search within a specific website. If you know you want to look up Babe Ruth in Wikipedia, type in "site:wikipedia.org Babe Ruth" to go directly to the Wikipedia page about Babe Ruth. It works for any site, not just Wikipedia.
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