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How To Get Rid of Homework in 11 Steps - Or At the Very Least Limit It | Blogging Throu... - 103 views

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    "I was asked by SImpleK12 to do a webinar on how to get rid of homework and realized as I prepared for that although I have written a lot about the reasons why to get rid of homework or at the very least limit it, I have never written about how I did it in my own classroom.  With the advent of a new year now is the perfect time to get rid of homework or at the very least limit what you assing!"
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Using Groups Effectively: 10 Principles » Edurati Review - 50 views

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    "Conversation is key . Sawyer succinctly explains this principle: "Conversation leads to flow, and flow leads to creativity." When having students work in groups, consider what will spark rich conversation. The original researcher on flow, Mihaly Csikszentmihalyi, found that rich conversation precedes and ignites flow more than any other activity.1 Tasks that require (or force) interaction lead to richer collaborative conceptualization. Set a clear but open-ended goal . Groups produce the richest ideas when they have a goal that will focus their interaction but also has fluid enough boundaries to allow for creativity. This is a challenge we often overlook. As teachers, we often have an idea of what a group's final product should look like (or sound like, or…). If we put students into groups to produce a predetermined outcome, we prevent creative thinking from finding an entry point. Try not announcing time limits. As teachers we often use a time limit as a "motivator" that we hope will keep group work focused. In reality, this may be a major detractor from quality group work. Deadlines, according to Sawyer, tend to impede flow and produce lower quality results. Groups produce their best work in low-pressure situations. Without a need to "keep one eye on the clock," the group's focus can be fully given to the task. Do not appoint a group "leader." In research studies, supervisors, or group leaders, tend to subvert flow unless they participate as an equal, listening and allowing the group's thoughts and decisions to guide the interaction. Keep it small. Groups with the minimum number of members that are needed to accomplish a task are more efficient and effective. Consider weaving together individual and group work. For additive tasks-tasks in whicha group is expectedtoproduce a list, adding one idea to another-research suggests that better results develop
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Looking to the future: M-learning with the iPad - 1 views

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    Might Apple's new iPad gain unprecedented traction in education, or is just another example of the over-hyping of new devices in a time of technological determinism (Postman, 2000)? This paper explores the potential affordances and limitations of the Apple iPad in the wider context of emergent mobile learning theory, and the social and economic drivers that fuel technology development. Against the background of effective teaching and learning, the functionality offered by the iPad, and its potential uses for learning, are discussed. A critical review of the way the iPad may support learning, that draws on learning theory, contemporary articles and e-learning literature, suggests that the device may offer an exciting platform for consuming and creating content in a collaborative, interactive way. However, of greater importance is that effective, evidence-driven, innovative practices, combined with a clear-sighted assessment of the advantages and limitations of any product, should take priority over the device itself.
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How NOT to Set Goals (Why S.M.A.R.T. goals are lame) - YouTube - 86 views

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    Brendon Burchard talks on how "SMART" Goals are limiting. Instead, why not work on D.U.M.B. goals? A different way to view how to grow and work with an abundance vs. a deficit mentality. Question: How do SMART goals in education limit our work, vision, and enthusiasm?
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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.
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There Are No Technology Shortcuts to Good Education « Educational Technology ... - 73 views

  • “At its best, the fascination with ICT as a solution distracts from the real issues. At its worst, ICT is suggested as substitute to solving the real problems, for example, ‘why bother about teachers, when ICT can be the teacher’. This perspective is lethal.”
  • some uses of computers in education can be justified, although with the ever-applicable caution that while technology can augment good schools, it hurts poor schools.
  • Though children are naturally curious, they nevertheless require ongoing guidance and encouragement to persevere in the ascent. Caring supervision from human teachers, parents, and mentors is the only known way of generating motivation for the hours of a school day
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    There are no technology shortcuts to good education. For primary and secondary schools that are underperforming or limited in resources, efforts to improve education should focus almost exclusively on better teachers and stronger administrations. Information technology, if used at all, should be targeted for certain, specific uses or limited to well-funded schools whose fundamentals are not in question.
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Pediatricians Say Limit Tech use to 2 hours daily - 60 views

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    What should be common sense is now being officially prescribed by the American Academy of Pediatrics: Limit screen time to two hours a day, and keep cell phones and Internet connections out of bedrooms.
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The sky is now the limit for OneDrive file size - 37 views

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    Microsoft has begun to lift the 2 GB file limit restriction on OneDrive cloud storage accounts.
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Should You Flip Your Classroom? | Edutopia - 207 views

  • different forms of instructional video published online for students
  • primarily by Salman Khan's TED talk
  • obtaining core content prior to coming to class
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  • classroom space was then used for critical thinking and group problem solving.
  • spend more time in the classroom focused on collaboration and higher-order thinking
  • lecture is still a poor mode of information transfer
  • Eric Mazur's talk Confessions of a Converted Lecturer
  • hype
  • Good teaching, regardless of discipline, should always limit passive transfer of knowledge in class, and promote learning environments built on the tenants of inquiry, collaboration and critical thinking
  • pedagogical skills
  • The science teacher in me is deeply committed to the process of inquiry, and arming my students with the skills needed to construct and test their own ideas. The AP teacher in me fears sending my students off to their examination in May having covered only a portion of all the content required
  • inquiry learning cycle.
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    I like this concept - read more. Works against teacher as delivery system to be ignored.
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    At its core, "flipped instruction" refers to moving aspects of teaching out of the classroom and into the homework space. With the advent of new technologies, specifically the ability to record digitally annotated and narrated screencasts, instructional videos have become a common medium in the flipped classroom. Although not limited to videos, a flipped classroom most often harnesses different forms of instructional video published online for students.
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The Code of Best Practices in Fair Use for Media Literacy Education - 60 views

  • when they occur within a restricted-access network, do enjoy certain copyright advantages
  • we as a society give limited property rights to creators to encourage them to produce culture; at the same time, we give other creators the chance to use that same copyrighted material, without permission or payment
  • Did the unlicensed use "transform" the material taken from the copyrighted work by using it for a different purpose than that of the original, or did it just repeat the work for the same intent and value as the original? • Was the material taken appropriate in kind and amount, considering the nature of the copyrighted work and of the use?
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  • If the answers to these two questions are "yes," a court is likely to find a use fair
  • whether the use will cause excessive economic harm to the copyright owner
  • the purpose of copyright—to promote the advancement of knowledge through balancing the rights of owners and users.
  • In some cases, this will mean using a clip or excerpt; in other cases, the whole work is needed. Whenever possible, educators should provide proper attribution and model citation practices that are appropriate to the form and context of use.
  • educators should provide reasonable protection against third-party access and downloads
  • educators using concepts and techniques of media literacy should be free to enable learners to incorporate, modify, and re-present existing media objects in their own classroom work
  • Students’ use of copyrighted material should not be a substitute for creative effort
  • Students should be able to understand and demonstrate, in a manner appropriate to their developmental level, how their use of a copyrighted work repurposes or transforms the original.
  • but cannot rely on fair use when their goal is simply to establish a mood or convey an emotional tone, or when they employ popular songs simply to exploit their appeal and popularity
  • material that is incorporated under fair use should be properly attributed wherever possible
  • attribution, in itself, does not convert an infringing use into a fair one.
  • If student work that incorporates, modifies, and re-presents existing media content meets the transformativeness standard, it can be distributed to wide audiences under the doctrine of fair use.
  • When sharing is confined to a delimited network, such uses are more likely to receive special consideration under the fair use doctrine
  • there are no cut-and-dried rules (such as 10 percent of the work being quoted, or 400 words of text, or two bars of music, or 10 seconds of video).
  • Transformativeness, a key value in fair use law, can involve modifying material or putting material in a new context, or both
  • Copyright Act itself makes it clear that educational uses will often be considered fair because they add important pedagogical value to referenced media objects.
  • If educators or learners want to share their work only with a class (or another defined, closed group) they are in a favorable position
  • if work is going to be shared widely, it is good to be able to rely on transformativeness
  • courts have found that asking permission and then being rejected has actually enhanced fair use claims.
  • We don’t know of any lawsuit actually brought by an American media company against an educator over the use of media in the educational process
  • Lack of clarity reduces learning and limits the ability to use digital tools. Some educators close their classroom doors and hide what they fear is infringement; others hyper-comply with imagined rules that are far stricter than the law requires, limiting the effectiveness of their teaching and their students’ learning.
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    Good place to look for guidelines about use of media
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Hathi Trust Digital Library - Search Home - 27 views

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    Digitized collection of materials created through a teaming with Google Books project. You can search full-text or limited version only.
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    Digitized collection of materials created through a teaming with Google Books project. You can search full-text or limited version only.
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How Black Students Tend to Learn Science - The Atlantic - 47 views

  • limits students’ sense of isolation and fosters communal feeling among classmates
  • active learning limits students’ sense of isolation and fosters communal feeling among classmates.
  • active learning limits students’ sense of isolation and fosters communal feeling among classmates
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  • So why are students relegated to lectures when it’s proven that active learning can significantly enhance the educational experience?
    • Matt Renwick
       
      Simple. They don't have instructional beliefs that they all agree upon. These teachers work as independent contractors, and take any criticism of their practice personally. But they forget that it is not about them. It's about the students.
    • Paul Klym
       
      I think that you have forgot to include a lack of professional development (training) to demonstrate successful educational strategies.  Telling someone (a teacher) they must change is just like a lecture.  Showing them how they can change their practice to make a difference is needed as well.
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France invokes EU's article 42.7, but what does it mean? | World news | The Guardian - 16 views

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    The mutual defence clause is in play for the first time, but there are limits to what member states must do to help
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    The mutual defence clause is in play for the first time, but there are limits to what member states must do to help
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World Population | An Interactive Experience - 78 views

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    Our population is expected to grow to over 9 billion by 2050, yet the ability of our environment to provide space, food, and energy are limited. Explore population growth from 1 CE to 2050, see how our numbers impact the environment, and learn about the key advances and events allowing our numbers to grow.
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    Our population is expected to grow to over 9 billion by 2050, yet the ability of our environment to provide space, food, and energy are limited. Explore population growth from 1 CE to 2050, see how our numbers impact the environment, and learn about the key advances and events allowing our numbers to grow.
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    Malthusian theory has been proven wrong time and time again.
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The Practical University - NYTimes.com - 24 views

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    Online classes at universities have strengths and limitations - this essay points to a role that higher education can fill beyond what MOOCs offer.  
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Google minus Google plus | eLearning Island - 36 views

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    My reflections on the Google I/O and Education. this post has got a lot of interest especially in Australia. I make the point..."This is the real work of education - helping people take control of their lives and realising that in these still early days of the online world, we are being pushed and pushed into vistas that may be limited."
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Phil Hansen: Embrace the shake - YouTube - 25 views

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    Embrace your limitations
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Technology - Providing Incredible Opportunities for Students whether we want it to or not - 4 views

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    If you believed the media shock jocks, every kid on the internet is either an idiot or in great peril. But I want to tell a different story starring my daughter, her best friend and a small group of friends ( including my opportunistic son!). This is a completely different story that highlights the amazing opportunities that today's available technology offers our students. It's also a story about how, if given the freedom, children will take what we 'make' them do at school and take it to a whole new level that the limited minds of us teachers don't even plan for. It explains why student led learning can be a success if we don't restrict our students from going beyond our stated objectives. It shows how true engagement doesn't need a teacher or a classroom for children to achieve great things and how technology can allow young students follow their dreams with the restrictions we had in the past.
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MediaShift . How Twitter is Reinventing Collaboration Among Educators | PBS - 85 views

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    "Before the advent of Twitter, most educators I know had limited opportunities to collaborate with colleagues outside their building. Some subscribed to listservs or participated in online forums, but these outlets lacked critical mass; teachers also networked at in-person conferences and training sessions, but these isolated events didn't provide ongoing support. Enter Twitter. I've heard many educators say that Twitter is the most effective way to collaborate and that they've learned more with Twitter than they have from years of formal professional development."
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