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Mark Gleeson

Free Online Graph Paper / Grid Paper PDFs - 73 views

incompetech.com/graphpaper

graphpaper math

shared by Mark Gleeson on 07 May 12 - Cached
  • Mark Gleeson on 07 May 12
     
    Create a large range of grid papers of different shapes and sizes. Useful for pattern algebra explorations.
Brian Licata

How to Make a Paper Model of the Great Pyramid - 97 views

www.talkingpyramids.com/per-model-of-the-great-pyramid

egypt pyramids

shared by Brian Licata on 17 Nov 11 - Cached
  • Brian Licata on 17 Nov 11
     
    paper pyramids
clconzen

PlagTracker: A Fast And Easy Way To Run Plagiarism Checks On Your Academic Papers - 83 views

www.makeuseof.com/...checks-on-your-academic-papers

edtech

shared by clconzen on 19 Jul 12 - No Cached
  • clconzen on 19 Jul 12
     
    PlagTracker: A Fast And Easy Way To Run Plagiarism Checks On Your Academic Papers http://t.co/DKC0Iqpm #edtech
Thieme Hennis

Reading Comprehension: Paper or Screen? | DMLcentral - 61 views

dmlcentral.net/...-comprehension-paper-or-screen

reading research learning

shared by Thieme Hennis on 01 Mar 14 - No Cached
  • What makes for effective reading, then? Before trying to answer this question, one has to acknowledge that the answer is complicated and depends on individual users' familiarity with the reading tools that they are using and the purpose for which they are reading. With that in mind, these studies suggest at least a few features. Readers should be able to clearly see the text, and the more text that can be placed within their field of vision at a time, the better. They should have a means for accessing their current place within the text, as well as the ability to quickly move through the text to find information. Finally, they should be familiar with the reading technology, so they can ignore it and simply read. 
  • Thieme Hennis on 01 Mar 14
     
    I argue that the differences revealed in these studies are not between paper and screen, as Jabr suggests, or even between print and digital. Rather, these differences in reading comprehension seem to be a product of how readers interface with these print and electronic technologies and the affordances that each provides to these readers. 
donnawesley

MoodleDocs. (2013). Moodle Community Sites Forum. - 9 views

docs.moodle.org/Main_page

PD

shared by donnawesley on 20 Jun 14 - No Cached
  • Managing a Moodle course
  • donnawesley on 20 Jun 14
     
    This item will be referenced in my paper, but is not a part of the 3 item diigo annotated bibliography. Moodle Docs is the documentation for Moodle, written by the Moodle community. It is based on wiki technology and is powered by MediaWiki, the same software that runs Wikipedia. The Moodle LMS will be used in the Professional Development plan that I will be referencing in my paper. This documentation will help support my plan as it moves forward.
donnatmachado

How to Make a 3D Paper Snowflake: 11 steps (with video) - wikiHow - 112 views

www.wikihow.com/Make-a-3D-Paper-Snowflake

Maths teaching resources

shared by donnatmachado on 05 Dec 10 - Cached
  • donnatmachado on 05 Dec 10
     
    How to Make a 3D Paper Snowflake: 11 steps (with video) - wikiHow
Steve Ransom

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!!!"
Roland O'Daniel

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.""
Sandy Munnell

The British Psychological Society - 13 views

bpsoc.publisher.ingentaconnect.com/...art00009

digital natives digital_natives texting textism

shared by Sandy Munnell on 04 Dec 09 - Cached
  • Sandy Munnell on 04 Dec 09
     
    paper and connection to text messaging and literacy: the more textism a child uses, the higher their scores on vocabulary and reading - haven't read the whole paper - one has to pay for it - but if there is merit here this presents a new dynamic educators haven't thought of
trisha_poole

The 2008 Plagiarism Landscape - 62 views

www.plagiarismadvice.org/...briefingpaper

plagiarism teaching&learning learningtools learner development writing resources universityteaching

shared by trisha_poole on 17 Mar 11 - No Cached
  • trisha_poole on 17 Mar 11
     
    This briefing paper will seek to highlight key strategies in developing assessment processes which eradicate opportunities for plagiarism, and encourage tutors to "teach and assess in ways which make plagiarism unthinkable" (MacDonald Ross, 2008). Whilst by no means an exhaustive list, the following areas, identified and volunteered by members of the academic community are key to this approach. The paper will draw on examples of good practice in assessment design in these areas, which enhance student learning and nurture a learning culture in which original thought is rewarded.
Glenda Baker

ISTE | Coaching White Paper - 56 views

www.iste.org/...coaching-white-paper.aspx

Coaching NETS

shared by Glenda Baker on 13 Jul 11 - No Cached
  • Glenda Baker on 13 Jul 11
     
    White paper on effectiveness of using a coaching model to support teachers to integrate tech in learning environments
Florence Dujardin

E-learning in India: the role of national culture and strategic implications - 0 views

www.emeraldinsight.com/journals.htm

E-learning multicultural education india culture

shared by Florence Dujardin on 23 Jun 11 - No Cached
  • Florence Dujardin on 23 Jun 11
     
    Purpose - The primary purpose of this research paper is to understand the role of national cultural dimensions on e-learning practices in India. India is considered a major player in the world economy today. US multinationals are significantly increasing their presence in India and understanding cultural preferences will help global companies transition better. Design/methodology/approach - This conceptual paper uses the national cultural dimensions of the global leadership and organizational behavior effectiveness project, which is identified as the most topical theoretical framework on culture. The national cultural scores are used to develop hypotheses for specific cultural dimensions. Examples from the literature are also used to strengthen the proposed hypotheses. Findings - This research proposes that national cultural dimensions of power distance, uncertainty avoidance, in-group collectivism, and future-orientation influence e-learning practices. This study distinguishes between synchronous and asynchronous methods of e-learning and the role of culture on the same. Future research can definitely empirically test the hypotheses proposed. Practical implications - This study provides strategic implications for multinationals with a guide sheet identifying the role of the various cultural dimensions on e-learning. The suggested strategies can be implemented by multinationals in other countries with similar national cultural dimensions also. Originality/value - This research also proposes a theoretical e-learning model identifying the impact of national cultural dimensions on e-learning practices. This research also provides practitioners a strategic implications model that could be implemented for e-learning initiatives in multinationals.
Martin Burrett

Paper Critters - 83 views

www.papercritters.com/pc.php

paper 3d interactive toy design craft art

shared by Martin Burrett on 28 Jun 11 - Cached
  • Martin Burrett on 28 Jun 11
     
    Design your own 3D 'Paper Critter' to share or print as a 3D net to glue together. Great for maths and D&T. http://ictmagic.wikispaces.com/ICT+&+Web+Tools
Steve Ransom

Revisiting Extra Credit Policies | Faculty Focus - 3 views

www.facultyfocus.com/...visiting-extra-credit-policies

exam test extracredit highered evaluation grades

shared by Steve Ransom on 20 Jul 11 - No Cached
  • ere’s how it works. The instructor attaches a blank piece of paper to the back of every exam. Students may write on that sheet any exam questions they couldn’t answer or weren’t sure they answered correctly. Students then take this piece of paper with them and look up the correct answers. They can use any resource at their disposal short of asking the instructor. At the start of the next class session, they turn in their set of corrected answers which the instructor re-attaches to their original exam. Both sets of answers are graded. If students missed the question on the exam but answered it correctly on the attached sheet, half the credit lost for the wrong answer is recovered.
  • Steve Ransom on 20 Jul 11
     
    The blank paper idea is very interesting. I don't give that many exams of this type, but if I did, I'd seriously consider this strategy.
Tim Cooper

Walker & Flower | Paper Mechatronics - 34 views

papermechatronics.net/...walker-flower

paper mechatronics IBdesign

shared by Tim Cooper on 09 Feb 16 - No Cached
  • Tim Cooper on 09 Feb 16
     
    amazing design ideas here. Paper contraptions with huge artisitic and engineering educational links.
Martin Burrett

Origami and STEM by @HowToStem - 14 views

ukedchat.com/...origami-stem

origami STEM

shared by Martin Burrett on 01 Mar 19 - No Cached
  • Martin Burrett on 01 Mar 19
     
    "There's something about origami that really seems to capture children's imagination. In most of the classes that I have taught over the years, there has been at least one child with a real passion for origami. Many a show-and-tell has been dominated by incredible paper-folding creations, from water bombs to paper dragons. Think back to your own school days; which of these origami classics do you remember creating?"
Clint Heitz

Study Finds Difference In Recollection From Screen Reading Vs. Paper Reading | HuffPost - 25 views

www.huffingtonpost.com/...-difference-in_b_10210036.html

reading digital resources news

shared by Clint Heitz on 20 Mar 18 - No Cached
  • The study followed people who used computer screens for learning versus paper reading to learn, and found that while screen learning helped solidify the details of the learning, paper reading helped readers better understand abstract concepts.
  • Better put, concrete memory from reading involves the who and when, whereas abstract concepts tend to lean towards where and why.
  • The results showed that abstract thinking was impacted by computer screens but concrete memory was not.
  • ...2 more annotations...
  • The basic gist that we can take from it is that when learning something, it may be in your best interests to digest the information from multiple media forms. For example, if you want to recall the dates of certain events, a computer screen may help you better remember them when studying. However, if you want to recall why such an event occurred or where, paper may be your best bet.
  • The next time you go to study something, consider this twofold approach. Perhaps read up on the topics online and then print out the cliff notes. Next, study those as well. See if this helps you store all of the abstract and concrete information better.
Martin Burrett

University education makes students more agreeable, conscientiousness - 4 views

ukedchat.com/...uni-edu-agreeable

research university

shared by Martin Burrett on 12 Mar 18 - No Cached
  • Martin Burrett on 12 Mar 18
     
    "A recent study published in Oxford Economic Papers indicates that university education has a dramatically positive effect on the development of non-cognitive skills like conscientiousness, extraversion and agreeableness, in addition to the expected intellectual benefits. The paper also shows that the impact of education on these skills is even more dramatic for students from lower socioeconomic backgrounds."
Clint Heitz

Do we read differently on paper than on a screen? - 9 views

phys.org/...-differently-paper-screen.html

reading digital resources

shared by Clint Heitz on 21 Mar 18 - No Cached
  • In total, there are more than 180 researchers from 33 different countries participating in the COST-initiated research network E-READ, reading in an age of digital transformation. This network examines the effects and consequences of digital developments in terms of reading.
  • It is not a case of "one size fits all," but patterns are beginning to emerge from empirical research into the subject. The length of the text seems to be the most critical factor. If the text is long, needs to be read carefully and perhaps involves making notes, then studies show that many people, including young people such as students, still often prefer a printed book, even if it is available as both an e-book and in electronic formats with options for making notes, enabling the user to search for and highlight the text digitally. This is not the case when it comes to shorter texts.
  • When reading long, linear, continuous texts over multiple pages that require a certain amount of concentration, referred to as "Deep Reading," the reader often experiences better concentration and a greater overview when reading from a printed medium compared to a screen. When we are reading from a screen, only one section can be seen at a time and the available reading surface area is limited. If you read a printed medium such as a book, several text areas are available simultaneously and it feels easier to form an overview and make notes in the margins.
  • ...5 more annotations...
  • However, an interesting finding in some of the empirical studies is that we tend to overestimate our own reading comprehension when we read on screen compared to on paper.
  • it has been found that we tend to read faster on screen and consequently understand less compared to when reading from paper. This is a very new research topic and there are studies that have not found any differences in this area.
  • such findings do highlight something very important, namely that we may have a different mental attitude to what we read on a screen. This has very significant implications, including in the context of education.
  • For example, reading literature has proven to have a stimulating effect on the imagination and encourage the development of empathy. Reading has an effect on our ability to concentrate and for abstract thinking. We want to discover if such processes are influenced by the reading medium.
  • There is a need for more empirical research on reading comprehension in terms of screen reading and also on the subjective reading experience.
Gareth Jones

Looking in the Wrong Places | Edge.org - 5 views

www.edge.org/...er-looking-in-the-wrong-places

NaturalScience senseperception paradigm

shared by Gareth Jones on 19 May 18 - No Cached
  • We should be very careful in thinking about whether we’re working on the right problems. If we don’t, that ties into the problem that we don’t have experimental evidence that could move us forward. We're trying to develop theories that we use to find out which are good experiments to make, and these are the experiments that we build.   We build particle detectors and try to find dark matter; we build larger colliders in the hope of producing new particles; we shoot satellites into orbit and try to look back into the early universe, and we do that because we hope there’s something new to find there. We think there is because we have some idea from the theories that we’ve been working on that this would be something good to probe. If we are working with the wrong theories, we are making the wrong extrapolations, we have the wrong expectations, we make the wrong experiments, and then we don’t get any new data. We have no guidance to develop these theories. So, it’s a chicken and egg problem. We have to break the cycle. I don’t have a miracle cure to these problems. These are hard problems. It’s not clear what a good theory is to develop. I’m not any wiser than all the other 20,000 people in the field.
  • I’m still asking myself the same question that I asked myself ten years ago: "What is going on in my community?" I work in the foundations of physics, and I see a lot of strange things happening there. When I look at the papers that are being published, many of them seem to be produced simply because papers have to be produced. They don’t move us forward in any significant way. I get the impression that people are working on them not so much because it’s what they’re interested in but because they have to produce outcomes in a short amount of time. They sit on short-term positions and have short-term contracts, and papers must be produced.
  • The field that I mostly work in is the foundations of physics, which is, roughly speaking, composed of cosmology, the foundations of quantum mechanics, high-energy particle physics, and quantum gravity. It’s a peculiar field because there hasn’t been new data for almost four decades, since we established the Standard Model of particle physics. There has been, of course, the Higgs particle that was discovered at the LHC in 2012, and there have been some additions to the Standard Model, but there has not been a great new paradigm change, as Kuhn would have put it. We’re still using the same techniques, and we’re still working with the same theories as we did in the 1970s.
  • ...10 more annotations...
  • That makes this field of science rather peculiar and probably explains why there hasn’t been much progress. But it’s not like we don’t have any questions that need to be answered. There are a lot of questions that have been around for decades. For example, what is dark energy? What is dark matter? What are the masses of the Standard Model particles? And what’s up with the foundation of quantum mechanics? Is a theory that's fundamentally not deterministic, where we cannot predict outcomes, the last word that we have, or is there something more to it? Is there maybe another underlying structure to reality?
  • but we haven't reached the fundamental level. Maybe we will never reach it. Certainly, the theories that we have right now are not all there is. The question is, of course, if we don’t have any guidance by experiment, how do we make progress? And are we doing the right thing?
  • We’ve reached this point where we have to carefully rethink if the criteria that we’re using to select our theories are promising at all. If one looks at the history of this field in the foundations of physics, progress has usually been made by looking at questions that, at least in hindsight, were well posed, where there was an actual mathematical contradiction. For example, special relativity is incompatible with Newtonian gravity. If you try to resolve this incompatibility, you get general relativity.
  • There are various similar examples where such breakthroughs have happened because there was a real problem. There was an inconsistency and people had to resolve it. It had nothing to do with beauty. Maybe beauty was, in some cases, the personal motivation of the people to work on it. There’s certainly some truth to this, but I don’t think it’s good to turn this story around and say that if we only pay attention to this motivation that comes from ideals of beauty it will lead to progress.
  • If we are working with the wrong theories, we are making the wrong extrapolations, we have the wrong expectations, we make the wrong experiments, and then we don’t get any new data. We have no guidance to develop these theories. So, it’s a chicken and egg problem. We have to break the cycle. I don’t have a miracle cure to these problems. These are hard problems. It’s not clear what a good theory is to develop. I’m not any wiser than all the other 20,000 people in the field.
  • The way that research is funded in foundations of physics and in many other fields just puts a lot of things at a disadvantage that are not pursued anymore. Typically, everything that takes longer than three years to complete, no one will start it because they can’t afford it. They can literally not afford it.
  • Who makes the decisions about the funding? Superficially, people say that it's a funding agency, so it’s the university who get to hire people. But that puts the blame on the wrong party. In the end it’s the community itself who makes the decisions. What do the funding agencies do if they get a proposal? They send it to reviewers. And who are the reviewers? They're people from the same community. If you look at how hiring decisions are being made, there’s some committee and they are people from the same community. They have some advisory boards or something, which contains people from the same community.
  • Even if that wasn’t so, what the people in these committees would be doing is looking at easy measures for scientific success. Presently, the most popular of these measures are the number of publications and the number of citations. And maybe also whether the person has published in high-impact journals. So, these are the typical measures that are presently being used. But what do they measure? They primarily measure popularity. They indicate whether somebody’s research is well received by a lot of people in the same community. And that’s why once a research area grows beyond a certain critical mass, you have sufficiently many people who tell each other that what they’re doing is the good thing to do. They review each other’s papers and say that that’s great and it's what we should continue to do. It’s a problem in all communities that grow beyond a certain size.
  • I later came to the United States and then Canada, and that gave me the opportunity to learn a lot about quantum gravity. I also figured out that much of what goes on in quantum gravity is very detached from reality. It’s pretty much only mathematics. Yes, the mathematics is there, but I still don’t know if it’s the mathematics that describes reality.
  • That’s the very reason why we don’t normally think of gravity as a weak force. It’s the only force that is left over on long distances, and the reason for this is that it adds up. It gets stronger the more mass you pile up. More precisely, we should say that the reason we find it so hard to measure quantum gravitational effects is that we either have a particle that has very pronounced quantum properties, like, say, a single electron or something like that, but then it’s so light that we cannot measure the gravitational field. Or we have some object that is so heavy that we can measure the gravitational field, but then it doesn’t have quantum properties. Okay, so that’s the actual problem.
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