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.
This item will be referenced in my paper, but is not a part of the 3 item diigo annotated bibliography.
This professional learning community blog discusses how PLC's and Communities of Practice can enable e-Learning community members to engage more with each other, to help define/discuss/debate e-learning theory, pedagogy and practice.
This item will be referenced in my paper, but is not a part of the 3 item diigo annotated bibliography.
This professional learning community blog discusses how PLC's and Communities of Practice can enable e-Learning community members to engage more with each other, to help define/discuss/debate e-learning theory, pedagogy and practice.
I tried mine with a class of 30, and it worked out very well. I chose to prepare the room in a typical Socratic Seminar fashion with chairs aligned in two concentric circles.
We debated whether or not Emperor Qin Shi Huangdi was a successful leader. We also built a discussion off of analyzing Medieval and Renaissance artwork.
Want to save or analyse all the tweets which used a particular hashtag? Enter a hashtag below to get a list of all the tweets which referenced it, to download as a CSV spreadsheet or share with friends or colleagues - great for post-event analysis. No logins or spam tweets involved, promise.
This paper explores the role that notemaking strategies can play as part of an emancipatory pedagogy designed to empower students. We will argue that being taught active notemaking is fundamental in enabling students to use information with confidence and thus that notemaking allows students to gain a voice (Bowl, 2005; Burns et al., 2006) within their own education. Rather than taking a psychological approach to notemaking, we suggest that notemaking allows students to take ownership of ideas and concepts in powerful ways (Gibbs, 1994 cited Burns and Sinfield, 2004), ways that reinforce understanding and build knowledge. These processes and practices can essentially help students to learn what they want to learn - and, pragmatically, to write essays that are adequately researched and correctly referenced (Burns and Sinfield, 2004). The final focus will be on the collaborative development of NoteMaker, a Reusable Learning Object (RLO) designed for use across the university - and across the sector.
assumed they were more developed as writers than they actually were
initially corrected all errors
ttle emphasis to these errors in subsequent interactions
explored whether these were careless errors or whether the students had difficulty with particular aspects of writin
students assumed some responsibility for proofreading
cholarly writing in a thesis involves much more than a set of discrete writing tasks
heightened awareness of individual differences in students as writers
dependent writer
‘writer’s block’ that could be overcome by breaking writing down into subtasks
copious notes
detailed note‐taking limited her interaction
brief summary of the key points on my written response to her drafts
action plan
writing block initially posed a major ethical dilemma for me because the ethical guidelines of authorship restrict the writing that should be undertaken by a superviso
not writing per se that underpinned Denise’s writing block but a lack of knowledge about the content and organization of a particular writing task.
use of technology to produce tracked drafts/version control
resistant writer
acknowledged herself to be a poor write
writing supp
oral and written feedback
email guidance, sessions where writing was modeled and her writing scaffolded, and handouts on writing style.
specialist assistance
r lack of commitment to improving the quality of subsequent drafts
argumentative stance towards writing feedback
my colleague and I decided that we were no longer prepared to supervise Rita.
imited writing progress
, Rita had failed to adequately demonstrate her writing capability as a doctoral candidat
sporadic writer
repeatedly failed to meet negotiated deadlines
supervisor, it was difficult to maintain interest in and respond to Sherry’s work because of the time lag between each piece of writing
enlisted an experienced supervisor to act as my mentor
forewarned
Sherry’s approach to writing was likely to result in a lengthy completion time and she needed to accept the responsibility for managing her writing tasks.
emotional excitement of writing up a thesis and the ensuing motivation
lacked
This trail of documentation
importance of
highlighted student‐centred writing issues
dentified broader issues that also needed to be accommodated in supervision
confidence in writing does not necessarily equate with capability.
uture directions
upport students
ncouraging them to participate in activities designed to support scholarly writing,
Whether the feedback was in the observable effects or from other people, in every case the information received was not advice, nor was the performance evaluated. No one told
me as a performer what to do differently or how "good" or "bad" my results were. (You might think that the reader of my writing was judging my
work, but look at the words used again: She simply played back the effect my writing had on her as a reader.) Nor did any of the three people tell me what to do (which is what many
people erroneously think feedback is—advice). Guidance would be premature; I first need to receive feedback on what I did or didn't do that would warrant such
advice.
Decades of education research support the idea that by teaching less and providing more feedback, we can
produce greater learning (see Bransford, Brown, & Cocking, 2000; Hattie, 2008; Marzano, Pickering, & Pollock, 2001).
remember that feedback does not need to come only from the teacher, or even from people at all. Technology is one powerful
tool—part
of the power of computer-assisted learning is unlimited, timely feedback and opportunities to use it.
learners are often unclear about the specific goal of a task or lesson, so it is crucial to remind them about the goal and the criteria by which they should self-assess
I recommend that all teachers videotape their own classes at least once
a month. It was a transformative experience for me when I did it as a beginning teacher.
research shows that less teaching plus more
feedback is the key to achieving greater learning.
Even if feedback is specific and accurate in the eyes of experts or bystanders, it is not of much value if the user cannot understand it or is overwhelmed by it.
Adjusting our performance depends on not only receiving feedback but also having opportunities to use it.
Clearly, performers can only adjust their performance successfully if the information fed back to them is stable, accurate, and
trustworthy. In education, that means teachers have to be on the same page about what high-quality work is. Teachers need to look at student work together, becoming more
consistent over time and formalizing their judgments in highly descriptive rubrics supported by anchor products and performances.
Score student work in the fall and winter against spring standards, use more pre-and post-assessments to
measure progress toward these standards, and do the item analysis to note what each student needs to work on for better future performance.
Effective supervisors and coaches
work hard to carefully observe and comment on what they observed, based on a clear statement of goals. That's why I always ask when visiting a class, "What
would you like me to look for and perhaps count?"
. Less teaching, more feedback. Less feedback that comes only from you, and more tangible feedback designed into the performance itself.
how we are doing in our efforts to reach a goal.
get another opportunity to receive and learn from the feedback.
computer games
quickly adapt
ack, do you have some ideas about how to improve?" This approach will
build greater autono
ck, do you have some ideas about how to improve?" This approach will
build greater autono
Wiggins
Advice, evaluation, grades-none of these provide the descriptive information that students need to reach their goals. What is true feedback-and how can it improve learning?
Who would dispute the idea that feedback is a good thing? Both common sense and research make it clear: Formative assessment, consisting of lots of feedback and opportunities to use that feedback, enhances performance and achievement.
Yet even John Hattie (2008), whose decades of research revealed that feedback was among the most powerful influences on achievement, acknowledges that he has "struggled to understand the concept" (p. 173). And many writings on the subject don't even attempt to define the term. To improve formative assessment practices among both teachers and assessment designers, we need to look more closely at just what feedback is-and isn't.
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?
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.
People from the commercial sector who believe they have some truth to reveal to the misguided people in higher education see themselves very much in the role of what Saul Bellow terms 'Reality Instructors.' The reality instructor is referenced in the marvellous Herzog, ("Moses was irresistible to a man like Simkin who loved to pity and to poke fun at the same time. He was a Reality-Instructor. Many such. I bring them out") but the character is a constant theme in Bellow's novels. It is usually manifest in a male, street-wise character who delights in teaching the main, intellectual character some truths about the 'real world'. But it's worth pointing out that the main character is aware of this, enjoys it, and that these truths are rarely as valuable and as robust as the reality-instructor believes.
Instead of universities being told how to operate in a tough financial climate, maybe businesses should be coming to them and asking 'you have managed to maintain a viable business and role in society for hundreds of years. You have adapted without completing ruining your entire system, and, ahem, throwing the world into a deep crisis. How do you do it?'
"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.
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.
gets, the more the debate will stir and positive things can come of all this.
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.
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.
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.
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."
Geoffrey H. Fletcher is the editorial director of 1105 Media's Education Group. He can be reached at gfletcher@1105media.com.
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