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DIY Animation with GoAnimate | TechTicker - 1 views

techticker.net/...diy-animation-with-goanimate animation tools web apps flash
shared by Ed Webb on 26 Sep 09 - Cached
  • Certainly there is the entertainment element to this service, however I also see a great deal of potential for educational value as well. The Common Craft Show has shown us that hand-drawn explanations – completely devoid of a single on-screen pixel – can be used to effectively explain social media concepts. I think GoAnimate could do much the same.
  • I’m hoping that there will be a way to download the cartoons you create, and/or upload them to your YouTube account – because I prefer to keep all my digital media stored more or less in the same place.
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Leadership Day - The Pace of Change - Practical Theory - 0 views

practicaltheory.org/...index.php
shared by Terry Elliott on 13 Jul 09 - Cached
  • Terry Elliott on 13 Jul 09
     
    So some thoughts on how to affect change in a timely, and yet, deliberate fashion. * Know why you are changing... and know what you are giving up by making this change. Every change creates winners and losers, so be sure to think through what you gain and what you lose (thanks to Neil Postman for that framework.) which leads to... * Always ask "What is the worst consequence of your best idea?" Do it for two reasons - one, because if you can't live with that consequence, don't do what you planned, but two, because the process of thinking this through will help you (and your team) mitigate the problems and you won't be as surprised when the thing you didn't think of comes up. * Research like crazy. Who has tried what you are doing? Who has tried something close to what you're doing? Who is talking about it? Who is writing about it? Who says the idea is already crazy? There aren't many truly new ideas in education, so figure out the history of your idea and learn from who has come before you. * Get lots of opinions - Come up with a smart, sensible, honest way to explain your idea and then listen. Listen a lot. Listen to the folks who don't like the idea, and ask them why. * Be honest - Don't oversell, don't overpromise, and don't pretend that the idea is perfect. * Build consensus - If only a few people are on-board with the idea, it won't work. But consensus doesn't mean taking something from everyone and sticking it onto the original idea until what you have is the worst of committee-based decisions. It means listening for the truths in what other people are telling you and being willing to make substantive change when it makes sense. * Know when to move forward. Don't let ideas die in committee because the team gets hung up on the final 5% of an idea. * Set realistic expectations for initial success, and then set up a plan to get there. If it's a tech idea -- get the tech right. (Nothing worse than getting everyone excited about a n
  • Terry Elliott on 13 Jul 09
     
    So some thoughts on how to affect change in a timely, and yet, deliberate fashion. * Know why you are changing... and know what you are giving up by making this change. Every change creates winners and losers, so be sure to think through what you gain and what you lose (thanks to Neil Postman for that framework.) which leads to... * Always ask "What is the worst consequence of your best idea?" Do it for two reasons - one, because if you can't live with that consequence, don't do what you planned, but two, because the process of thinking this through will help you (and your team) mitigate the problems and you won't be as surprised when the thing you didn't think of comes up. * Research like crazy. Who has tried what you are doing? Who has tried something close to what you're doing? Who is talking about it? Who is writing about it? Who says the idea is already crazy? There aren't many truly new ideas in education, so figure out the history of your idea and learn from who has come before you. * Get lots of opinions - Come up with a smart, sensible, honest way to explain your idea and then listen. Listen a lot. Listen to the folks who don't like the idea, and ask them why. * Be honest - Don't oversell, don't overpromise, and don't pretend that the idea is perfect. * Build consensus - If only a few people are on-board with the idea, it won't work. But consensus doesn't mean taking something from everyone and sticking it onto the original idea until what you have is the worst of committee-based decisions. It means listening for the truths in what other people are telling you and being willing to make substantive change when it makes sense. * Know when to move forward. Don't let ideas die in committee because the team gets hung up on the final 5% of an idea. * Set realistic expectations for initial success, and then set up a plan to get there. If it's a tech idea -- get the tech right. (Nothing worse than getting everyone excited about a n
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News: The New Student Excuse? - Inside Higher Ed - 0 views

www.insidehighered.com/...corrupted cheating excuse dishonesty
shared by Steve Ransom on 06 Jun 09 - Cached
    • Steve Ransom
      Steve Ransom on 06 Jun 09
       
      Do Ivy League students just know how to cheat better?
  • Who are the best customers? "Not to anyone's surprise, but my best clients are from Ivy and top tier schools. I guess the more perfect people think you are, the more likely in life you are to cheat to keep that perception."
    • Steve Ransom
      Steve Ransom on 06 Jun 09
       
      Do Ivy League students just know how to cheat better?
  • Steve Ransom on 06 Jun 09
     
    Corrupted-Files.com offers a service -- recently noted by several academic bloggers who have expressed concern -- that sells students (for only $3.95, soon to go up to $5.95) intentionally corrupted files. Why buy a corrupted file? Here's what the site says: "Step 1: After purchasing a file, rename the file e.g. Mike_Final-Paper. Step 2: E-mail the file to your professor along with your 'here's my assignment' e-mail. Step 3: It will take your professor several hours if not days to notice your file is 'unfortunately' corrupted. Use the time this website just bought you wisely and finish that paper!!!"
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No Limits, Sheryl Nussbaum-Beach - 0 views

www.techlearning.com/8466
shared by Fran Bullington on 15 Jul 09 - No Cached
  • Additional motivation comes from the opportunity for outstanding posters to be inducted into The Scribe Post Hall of Fame wiki.
  • Tony Baldasaro on 15 Jul 09
     
    The speedy evolution of technology over the past 30 years has often outpaced our ability to use it to transform teaching and learning in real and meaningful ways. Much of that time we just tried to keep up, with new technologies often simply bolted onto traditional curriculum practices. However, today, with three decades of digital experience under our belt, the time is ripe to begin instituting true change.
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Weblogg-ed - 2 views

weblogg-ed.com ADVIS Retreat advis web20 BLOGS-RECOMMENDED blogs education teaching
shared by Bob Rowan on 13 Sep 09 - Cached
  • no better place for my children to watch that speech (or any other, for that matter) than in a place where ideas are encouraged, where critical thinking about those ideas is a natural part of the conversation, and where appropriate response and debate can flourish. Where the adults in the room lead my kids to dig deeper, to validate facts, and consider the many levels of context in which every speech and every debate takes place. Where the discussion around it is such that it lays to rest the concern that many seem to have about this particular speech in general, that in some way the President will be able to “indoctrinate” our kids into some socialist mindset. If schools are the fully functioning learning communities that we hope they are, they should be the place where our kids learn to make sense of ideas, not to fear them. That, however, is not the message we are sending.
    • C Clausen
      C Clausen on 13 Sep 09
       
      Isn't it ironic that the very things that we fought for and received via the US Constitution, Civil Rights, etc. are the very things that students are today losing? As an American History teacher I talk about the past, present, and future and show my students how things have/have not changed throughout time. I begin the year by reading the "True Story of the 3 Little Pigs," and talk about J.S. Mill and his challenge to others to question. Is society truly against the educating of its students to have an open-mind, ask questions, and look at many perspectives?
  • In the midst of all of the “uproar” over the President’s planned speech to school kids on Tuesday, I keep thinking about what all of this says about schools, about what they are for, and about the perception that a lot of people in this country have of them.
    • Michelle Ohanian
      Michelle Ohanian on 16 Sep 09
       
      My English Language Learners were very positive about the speech and couldn't understand all the uproar. Aren't we teaching in government funded schools? Well my young adults liked the message of responsibilty. I have also taught the true story of the 3 little pigs but my ELLs weren/t really familiar with the original version. It helped with point of view from the orignal version.
  • thin walls
  • ...1 more annotation...
  • thin walls
  • C Clausen on 13 Sep 09
     
    Education Speech
  • Michelle Ohanian on 16 Sep 09
     
    Education Speech
  • Bob Rowan on 09 Mar 11
     
    Will Richardson is Mr. Utopian Education to a lot of people. Even if you don't agree with everything he says, most folks agree that he offers thought-provoking topics.
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Kindle Experiment Falls Flat at Princeton | Open Culture - 53 views

www.openculture.com/...nts_pan_kindle_experiment.html web2.0 instruction technology
shared by Roland O'Daniel on 24 Feb 10 - Cached
fcsdjc liked it
  • Last fall, Princeton launched a small experiment, replacing traditional textbooks with the Kindle DX, Amazon’s large e-book reader
  • Last fall, Princeton launched a small experiment, replacing traditional textbooks with the Kindle DX, Amazon’s large e-book reader
  • Tom Corbett on 24 Feb 10
     
    Keep in mind that this experiment was focused on "classroom use" of Kindles, not necessarily "library use." Libraries have never supplied the resources used directly in the classroom for literature study (students don't markup library books!). At Cushing Academy, we are using Kindles to support recreational and personal interest reading rather than directly supporting the curriculum. In that role, they have worked very well.
  • ...1 more comment...
  • Dimitris Tzouris on 25 Feb 10
     
    Yes, this seems to be the case. Ebook readers would most definitely work in a library environment, just like plain books.
  • Tom Corbett on 26 Feb 10
     
    Well, maybe not just like plain old books. Ebooks have many nice advantages for libraries, such as 24/7 access, always pristine and readable copies for the user, built-in dictionary (which our students tell us they really like) and, for the library itself, very efficient use of space and staff time.
  • Roland O'Daniel on 16 Mar 10
     
    "Last fall, Princeton launched a small experiment, replacing traditional textbooks with the Kindle DX, Amazon's large e-book reader. Almost from the beginning, the 50 students participating in the pilot program expressed dissatisfaction with the devices. Yesterday, a university report offered some more definitive findings. On the upside, students using the Kindle DX ended up using far less paper. (Paper consumption was generally reduced by 54%.) On the downside, students complained that the Kindle was fundamentally "ill-suited for class readings.""
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Educational Leadership:Reading to Learn:Can't Get Kids to Read? Make It Social - 45 views

www.ascd.org/...Read%C2%A2_Make_It_Social.aspx diigo reading socialbookmarking
shared by Noelle Kreider on 22 Mar 10 - Cached
  • "How can we possibly teach reading when our kids just won't read?"
  • classrooms are one of the only text-driven environments that our students experience. Beyond school, U.S. students spend most of their time with media consuming digital information from televisions, radios, and computers. Much of this electronic information is visual or is processed passively, in small bites.
  • So how can you drag the wayward brains in your classroom back to deeper reading? Begin by recognizing that today's students are driven by opportunities to interact with one another. Conversations—whether they are started on Facebook, through text messages, or in the hallways—play a central role in adolescents' lives. Understanding that participation is a priority, the best teachers create social reading experiences and blur lines between fun and work.
  • ...4 more annotations...
  • One great tool for creating social reading experiences is Diigo
  • Social bookmarking applications like Diigo help my classes explore interesting texts and get students reading actively. As students highlight parts of the text they find compelling and add comments in onscreen threaded discussions, they challenge the thinking of their peers and even of the author.
  • To structure substantial conversations instead of reactive chatter, I defined five specific roles (listed in the Shared Annotation Roles section of the Digitally Speaking site referenced above) for students working in shared annotation groups.
  • Tools such as Diigo are fundamentally changing the reading experience—and effective teachers must adapt to keep their students engaged.
  • Noelle Kreider on 22 Mar 10
     
    article about using Diigo to engage students in reading
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Students Retain Information in Print-Like Formats Better - Wired Campus - The Chronicle... - 28 views

chronicle.com/...22088 chronicle education research reading student
shared by Dimitris Tzouris on 01 Apr 10 - Cached
  • It is harder to keep track of where information is located within an online document versus the more-apparent page markers in a print-style text
  • But the scrolling interface of online documents had little impact on the students in the study with high working-memory capacity, or a good ability to process and retrieve information.
  • More study is needed on the impact that scrolling has on learning, he said, especially given the prevalence of online tools in the classroom and in distance learning.
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Education Week: Does NCLB Promote Monolingualism? - 5 views

www.edweek.org/...25salomone_ep.h29.html education reform standards language NCLB
shared by Deb White Groebner on 28 Mar 10 - Cached
  • Deb White Groebner on 28 Mar 10
     
    By requiring all students to demonstrate what they have "learned" in multiple subject areas through standardized tests written in English, and by reducing resources for helping students become multilingual, the U.S. continues to build a wall between our nation and the global community.
  • Deb White Groebner on 28 Mar 10
     
    For our children's sake, we can't keep promoting the illusion that Americans are so superior to the rest of the world that we can or should insist that our way (language, culture, politics) is the best or only way. Within the context of our current standardized testing culture, common standards reinforce the fallacy that all children *should* learn (and are able to learn) the same things - and to the same level of performance - at a particular age.
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SchoolTube - Gotta Keep Reading - Ocoee Middle School - 31 views

got.im/SHr reading video ocoee middle school
shared by Joanna Gerakios on 10 May 10 - Cached
  • Joanna Gerakios on 10 May 10
     
    Great video to share the love of reading!
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Stay Organized on the Internet with Diigo: Access Your Bookmarks, Notes & Info. Anywher... - 84 views

www.associatedcontent.com/...ized_on_the_internet_with.html
shared by Suzanne Nelson on 12 Jan 11 - No Cached
  • The internet is host to a ton of great information. The challenging part is keeping all the information you need organized and accessible wherever you go. This is where Diigo comes in.
  • Suzanne Nelson on 12 Jan 11
     
    Great Overview on What Diigo Is and Best Diigo Tools
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Doctoral degrees: The disposable academic | The Economist - 27 views

www.economist.com/17723223 phd academia university education doctoral degrees
shared by sha towers on 31 Dec 10 - No Cached
  • There is an oversupply of PhDs. Although a doctorate is designed as training for a job in academia, the number of PhD positions is unrelated to the number of job openings. Meanwhile, business leaders complain about shortages of high-level skills, suggesting PhDs are not teaching the right things. The fiercest critics compare research doctorates to Ponzi or pyramid schemes.
  • A graduate assistant at Yale might earn $20,000 a year for nine months of teaching. The average pay of full professors in America was $109,000 in 2009
  • America produced more than 100,000 doctoral degrees between 2005 and 2009. In the same period there were just 16,000 new professorships.
  • ...12 more annotations...
  • PhD students and contract staff known as “postdocs”, described by one student as “the ugly underbelly of academia”, do much of the research these days.
  • In some areas five years as a postdoc is now a prerequisite for landing a secure full-time job.
  • About one-third of Austria’s PhD graduates take jobs unrelated to their degrees. In Germany 13% of all PhD graduates end up in lowly occupations. In the Netherlands the proportion is 21%.
  • In America only 57% of doctoral students will have a PhD ten years after their first date of enrolment. In the humanities, where most students pay for their own PhDs, the figure is 49%.
  • in 1966 only 23% of science and engineering PhDs in America were awarded to students born outside the country. By 2006 that proportion had increased to 48%. Foreign students tend to tolerate poorer working conditions, and the supply of cheap, brilliant, foreign labour also keeps wages down.
  • The earnings premium for a PhD is 26%. But the premium for a master’s degree, which can be accomplished in as little as one year, is almost as high, at 23%
  • PhDs in maths and computing, social sciences and languages earn no more than those with master’s degrees
  • the skills learned in the course of a PhD can be readily acquired through much shorter courses.
  • In one study of British PhD graduates, about a third admitted that they were doing their doctorate partly to go on being a student, or put off job hunting.
  • The more bright students stay at universities, the better it is for academics. Postgraduate students bring in grants and beef up their supervisors’ publication records.
  • Writing lab reports, giving academic presentations and conducting six-month literature reviews can be surprisingly unhelpful in a world where technical knowledge has to be assimilated quickly and presented simply to a wide audience.
  • Many of those who embark on a PhD are the smartest in their class and will have been the best at everything they have done. They will have amassed awards and prizes. As this year’s new crop of graduate students bounce into their research, few will be willing to accept that the system they are entering could be designed for the benefit of others, that even hard work and brilliance may well not be enough to succeed, and that they would be better off doing something else.
  • sha towers on 13 Apr 11
     
    article from the Economist "The Disposable Academic: Why doing a PhD is often a waste of time
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classroom2point0 - 60 views

classroom2point0.wordpress.com
shared by Suzanne Nelson on 09 Jan 11 - No Cached
  • The biggest advantage bubbl.us has over other mind-mapping software is that you do not have to have an account to create and print a mind-map (also known as a concept map).  This means students can get online, map the concept they have been assigned, and print it out for you to grade. 
  • TIPS FOR YOU As you have your students work with bubbl, here are some tips to keep in mind. “FIT” centers the mind-map in the middle of the screen (useful for panicked students who think their whole project has been deleted) if students move a “parent” bubble, all the “child” bubbles will follow along
  • But I knew that bubbl was truly useful when one of my students reported she had used it to help her decide which college to attend.
  • ...1 more annotation...
  • How to Turn Pen Notations into Objects in ActivStudio In a previous post, I mentioned that ActivStudio (Promethean Software) does not allow pen and highlighter notations to be treated as objects. If you ever find it absolutely necessary to turn a pen notation into an object, you can do it using the following steps.
  • Suzanne Nelson on 16 Jan 11
     
    Why bubbl.us Works & Tips for Use
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Tips & Tricks for Teaching Online - 74 views

www.itdl.org/...article04.htm
shared by Dodie Ballard on 17 Jan 11 - Cached
    • Dodie Ballard
      Dodie Ballard on 17 Jan 11
       
      This is much like the student lounge forum that can be created using Moodle, if that is your LMS system.
    • Dodie Ballard
      Dodie Ballard on 17 Jan 11
       
      The other important aspect is to keep the number of windows that have to open to a minimum. If too many windows or links to resources are spread throughout the site, students get confused and frustrated quite easily.
  • Dodie Ballard on 17 Jan 11
     
    How to teach like a pro...
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Mind-Mapping Tools: bubbl.us « classroom2point0 - 88 views

classroom2point0.wordpress.com/...mind-mapping-tools-bubbl-us
shared by Suzanne Nelson on 17 Jan 11 - No Cached
  • OPTIONAL SIGN-UP The biggest advantage bubbl.us has over other mind-mapping software is that you do not have to have an account to create and print a mind-map (also known as a concept map). 
  • TIPS FOR YOU As you have your students work with bubbl, here are some tips to keep in mind.
  • Suzanne Nelson on 17 Jan 11
     
    How & Why to use Bubbl.us for mind-mapping in the classroom
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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.
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Why Undergrads Aren't Writing Enough - Brainstorm - The Chronicle of Higher Education - 49 views

chronicle.com/...31800 writing composition higher education
shared by Patrick Higgins on 04 Feb 11 - No Cached
  • When it comes to writing-heavy courses, students don’t want to take them and teachers don’t want to teach them. When it comes to writing assignments in non-writing-oriented courses, students don’t like them to run too long and neither do teachers. Writing is just too much work for both sides. For every upper-division class in the humanities, 25 pages of finished out-of-class writing is a proper minimum. But for most students, that sounds like a daunting total—and an unjust one. For teachers handling three or more classes with 25 or more students, grading all those pages conscientiously (which means giving substantive feedback) keeps them up all night three weeks every semester. For those lucky teachers on a 2-2 load with 25 students or less per course, they feel the publish-or-perish mandate and all those pages of student prose turn into a road block.
    • Patrick Higgins
      Patrick Higgins on 08 Feb 11
       
      This is an interesting section.  My feeling is that there has to be a way to increase what's viewed as "writing."  Does writing have to live solely in the 20+ page paper?  Can not the cumulative total of writing be considered?  
  • When it comes to writing-heavy courses, students don’t want to take them and teachers don’t want to teach them.
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