Learning Never Stops: Tweetping - See Twitter activity in real time - 1 views
Can a Burst of UV Bust Hospital-Borne Infections? | Observations, Scientific American B... - 5 views
Testing My Twins - NYTimes.com - 46 views
Ethnotelling for User-generated Experiences - 30 views
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This paper focuses on storytelling as a research tool for social sciences, especially for cultural anthropology. After a short review of the main methodological tools traditionally used in ethnography, with particular regard to observation and interview, we focus on collecting and crafting stories (ethnotelling) as suitable tools for conveying the relational nature of fieldwork. Drawing on the works of Orr, Chipchase, Marradi and Adwan/Bar-on, we show how stories â collected, mediated or made up â are valuable tools for representing experiences and identities. As a result, we suggest a different approach to user-experience design, based on the creation of "thick" environments enabling a whole range of possibilities, where users can imagine or live their own user-generated experiences.
School Library Monthly - Student Inquiry and Web 2.0 - 54 views
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"The Stripling Inquiry Model has six phases; however, it's not a linear process but rather a recursive one in which the learner might revisit a previous stage to ask additional questions or organize information, as the need arises. Each phase involves critical thinking skills that empower young people to learn on their own and develop the thinking skills to be independent, lifelong learners. The phases are as follows: Connect: observe, experience, connect a subject to self and previous knowledge Wonder: predict, develop questions and hypotheses Investigate: find and evaluate information to answer questions, test hypotheses Construct: draw conclusions, arrive at new understandings Express: apply understandings to a new context, share learning with others Reflect: examine one's own learning and ask new questions (Stripling 2003, 8). Technology and, in particular, Web 2.0 tools and services can be used throughout the inquiry process to support the appropriate thinking skills. The key is to focus on student learning, not the Web 2.0 technology. The focus is on the phase(s) of inquiry at which students are concentrating and deciding which technology tool can best support the thinking processes and instructional strategies of that phase of inquiry. This increases the effectiveness of both the learning experience and the use of technology. An outline of the inquiry phases aligned with Web 2.0 technology tools and instructional strategies can be seen in Figure 2."
8 Observations on flipping the classroom - Articles - Educational Technology ... - 128 views
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Flipping is not for everyone. There is not one right way to teach. There is not even one way to flip your classroom.
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The videos are a very basic part of the class. It is not the entire story
Geotagging by football jersey! | eLearning Island - 2 views
Risk of extreme climate change accelerating | Global Climate Change Information - 29 views
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“Recent observations confirm that, given high rates of observed emissions, the worst-case IPCC scenario trajectories (or even worse) are being realized. For many key parameters, the climate system is already moving beyond the patterns of natural variability within which our society and economy have developed and thrived.
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(http://climatecongress.ku.dk/newsroom/congress_key_messages/)
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worst case scenario of the IPCC-2007 (AR4) is defined as “scenario A1F1″
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Teaching and Learning: Using iPads in the Classroom | Edutopia - 158 views
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Most students today would be classified as bodily-kinesthetic learners.
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Why? What has changed and if this is true, what are the implications in the classroom when most teachers are visual/auditory learners?
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I would agree - making this assumption leads to other assumptions that have no scientific basis. It's a reaction to a supposed change in student learning behaviors. But it is the kind of statement that let's technology advocates jump on the bandwagon and sell their technology.
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An app called Field Notes LT not only allows students to take copious notes of their observations, it attaches the date, time, GPS location and photographs of what is observed. These notes can be instantly shared, collaborated, and published in the field.
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Perhaps a better question is what would I do with them that I could not do with other tools that are available and cheaper?
Through the Keyhole: Observations on the Ravi Trial | text2cloud - 1 views
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martphone and the webcam have made it possible for all manner of sexual activity to be recorded and distributed for all the world to see free of charge. This is one way to explain why none of the people who read Ravi’s original tweet, none of the young women crowded around Wei’s computer to see what Clementi and his guest were up to, and none of the people who received Ravi’s invitation to view Clementi’s next liaison bestirred themselves to stay his hand. As Cicco testified, they “really didn’t think that it was that big of a deal.”
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The trial in the cyberspying case at Rutgers is now underway. There is so much here for students and teachers at all levels to consider about ethics, privacy, and the digital life sentence for the accused in the Age of the Google Search. I don't think even our most technologically adept students quite realize that what they text and tweet is there forever.
iNaturalist.org · A Community for Naturalists - 107 views
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A superb science site, perfect for a nature project. View and upload geo-tagged photos of animals and plants as you find them in your surroundings. http://ictmagic.wikispaces.com/Science
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Record your nature findings on an interactive map or explore others observations. Learn some facts about nature and wildlife in the resources section.
Returning slowly…another thought… | eLearning Island - 14 views
UKEd Mag: February - Issue 02 | UKEdChat.com - Supporting the #UKEdChat Education Commu... - 5 views
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Tom Bigglestone, who explores the benefits of Philosophy for Children (P4C). Chris Healey, who write about homework in the digital Age. John Pearce, advocates that teachers pledge a pedagogical oath. James Abela gives us a global perspective, writing about his experience in Thailand. Andy Knill waves the flag for the SOLO Taxonomy. UKEdChat Exclusive feature asked teachers what jobs they do if quit the profession. Martin Burrett tells of various highlights observed at BETT this year. Sharon Jones debates how debating can benefit pupils. David Moody shares some Stickmen without Arms! Tina Watson explains how she supports pupils to fill the blank pages. Leon Cych gives tips on how to produce professional video and audio with pupils. We review the book "The Philosophy Shop", edited by Peter Worley.
It's the End of an Era - Enter the Knowledgeable Networker - Forbes - 26 views
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Knowledgeable networkers are very good at what they do, and at the same time, do not pretend to know it all. They consider the entire puzzle, not just their own area of expertise. They’re integrative thinkers with broad interests and connections. They see how puzzle pieces fit together without needing to know everything about each piece
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They have instant access to multiple knowledge workers via a phone call, email, Twitter post, or LinkedIn InMail. They can bring experts and expertise into a team, a department, or organization to fulfill a specific need or help seize an opportunity.
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The knowledgeable networker can also seek out, find, assimilate, and translate useful information into workable solutions.
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