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Maggie Tsai

The Classroom » Using Diigo for Organizing the Web for your Class - 13 views

theclassroom.ca/...anizing-the-web-for-your-class

diigo education review

shared by Maggie Tsai on 05 Aug 07 - Cached
  • Using Diigo for Organizing the Web for your Class 31 07 2007 A good friend of mine, Randy Lyseng, has been telling people of the tremendous power and educational value that can be gained from social bookmarking in the classroom. His personal favourite is Diigo. My preference is a social bookmarking tool called http://diigo.com. With diigo, you can highlight, add stick notes and make your comments private or public. (Randy Lyseng, Lyseng Tech: Social Bookmarking, November 2006) After listening to Randy praise Diigo at every opportunity, I finally started playing with the site (and corresponding program, more on that in a bit) this summer (I know Randy - I’m slow to catch on…)As I started to play with the system, my mind started reeling with all the possibilities. First off, like any other social bookmarking tool, Diigo allows you to put all your favorites/bookmarks in one “central” location. Students can access them from ANY computer in the world (talk about the new WWW: whatever, whenever, where ever). They just open up your Diigo page, and there are all the links. But that’s just the tip of the iceberg. Diigo’s power lies in it’s group annotations. That’s right, people can now write in the margins of webpages. You can highlight passages of interest, write notes, and even write a blog entry directly from another webpage, quoting passages right from the original text. Sounds great - but to do all that it must be complicated right? Nope. To use these advanced features all you need to do is run the Diigo software. This can either be done using a bookmarklet or by downloading and installing the Diigo toolbar. While both have basically the same features, the toobar is less finicky, and allows you to use contextual menus to access features quickly. I also find the toolbar’s highlighting and sticky notes to be easier to read. Ok fine… I can leave notes on webpages - so what? Here’s an example. I’m thinking about having my 7B’s record radio plays. I’ve looked them up online and found many scripts from all the old classics available. However many also contain the old endorsements from tobacco and other companies. So I go to a play that I’d like to my students to record and highlight the old commercial. If they’re using diigo when they access this page they’ll see the same text highlighted in pink, and when they mouse over the highlighted text they’ll get a hidden message from me - “I’d like you to write a new advertisement for this section. What other advertisement do you think we could write for here? Write an ad for a virtue or trait that you think is important. For example - “Here’s a news flash for every person in Canada. It’s about a sensational, new kind of personality that will make you the envy of all those around you. It’s call trustworthiness. Why with just a pinch of this great product….” They now have a writing assignment to go along with the recording of the radio play. Adding assignments is just one possibility. You can ask questions about the site, or have students carry on conversations about the text. Perhaps about the validity of some information. These notes can be made private (for your eyes only), public, or for a select group of people. You could use the same webpage for multiple classes, and have a different set of sticky notes for each one! Diigo will also create a separate webpage for each group you create, helping you organize your bookmarks/notes further! This technology is useful for any class, but I think is a must have for any group trying to organize something along the lines of the 1 to 1 project. I’m hoping to convince all the core teachers to set up a group page for their classes, and organize their book marks there! I’ve already started one for my 7B Language Arts Class! One of the first questions I was asked when I started looking at this site, and more importantly at the bookmarklets and toolbar was is it secure? Will it bring spyware onto our systems? How about stability? I’ve currently been running the Diigo bookmarklet and toolbar on 3 different browsers, Explorer, Firefox, and Safari (sorry, there’s no Safari toolbar yet), across 4 different computers and 2 different platforms with no problems. I’ve also run every virus and spyware scan I can think of, everything checks out clean. I’ve also done an extensive internet check, and can’t find any major problems reported by anyone else. To my mind it’s an absolutely fantastic tool for use in the classroom. Thanks Diigo! And thanks Randy for pointing me in the right direction!
Clint Heitz

This Is How The Way You Read Impacts Your Memory And Productivity - 17 views

www.fastcompany.com/...s-your-memory-and-productivity

reading digital resources

shared by Clint Heitz on 21 Mar 18 - No Cached
  • Studies have shown that taking notes by longhand will help you remember important meeting points better than tapping notes out on your laptop or smartphone. The reason for that could be that “writing stimulates an area of the brain called the RAS (reticular activating system), which filters and brings clarity to the fore the information we’re focusing on
  • says one explanation for the benefit of reading analog books may come down to something called metacomprehension deficit. “Metacomprehension refers to how well we are ‘in touch with,’ literally speaking, our own comprehension while reading,” says Mangen. “For instance, how much time do you spend reading a text in order to understand it well enough to solve a task afterwards?”
  • “Length does indeed seem to be a central issue, and closely related to length are a number of other dimensions of a text, e.g., structure and layout. Is the content presented in such a way that it is required that you keep in mind several occurrences/text places at the same time?” says Mangen. In other words, she says, complexity and information density may play a role in the importance of the medium providing the text.
  • ...2 more annotations...
  • “It is not–and should not be–a question of either/or, but of using the most appropriate medium in a given situation, and for a given material/content and purpose of reading,”
  • As the study cited above mentions, like other digital readers, you probably think you are absorbing the information better than you actually are, and thus move through the book faster.A simple solution to this is to simply slow down and take more time reading the material, and you might absorb the information just as well as those who naturally take longer to read a paper book.
Charity Fisher

Teachers Testimonials : TTS Online : Free Text to Speech : Read The Words - 83 views

www.readthewords.com/TestTeachers.aspx

exceptional students Language Impaired Learning Disabled in Autistic PDD tools reading aid diversity

shared by Charity Fisher on 28 May 11 - Cached
  • find ReadTheWords.com to be one of the most useful services on the Internet today. Many LD (learning disabled) students struggle with auditory processing.
  • these students are very capable, they tend to favor auditory processing, versus the more common visual processing. It is important that these students learn how their mind works and modify their learning techniques accordingly.
  • 5 students incorporate this service for study of their weekly vocabulary words. We started by making an audio file of the words and definition, and turned it into an mp3 format. The students spent 10 minutes each day on the computer. Each student has averaged a minimum of a full letter grade higher. Two students have received perfect scores for the past 2 weeks.
  • ...12 more annotations...
  • ReadTheWords.com been created to cater to these students.
  • ReadtheWords.com is an AMAZING SERIVCE for young students.
  • ReadTheWords.com allows me to create listening material for some learners that struggle a little bit. It allows my students to read along with the Virtual Avatar Reader. This saves a lot of time so I can focus on certain children without slowing down the rest of the class.
  • We create links to audio files that read our upcoming events, and we use it to help visually impaired patrons read anything - articles, letters they have received, emails that can be copy/pasted from their email account...the possibilities are endless! On a personal level, I have been using ReadTheWords toolbar plug in.
  • service with my university students who are learning English
  • brings the text to life, and stimulates my second language learners in a dynamic way. I would recommend this program to all foreign language teachers,
  • I have been assisting students to create audio files of study review materials. This greatly helps them decode and analyze the material for comprehension. I have seen a great improvement on test scores
  • Students listen to a piece of their own writing, so they can hear if what they wrote sounds correct. It helps students with comprehension, spelling, grammar and structuring sentences.
  • This service is godsend for many students, especially auditory learners. I cannot even begin to imagine how many people this will help in the future. We just received approval to offer this service to our entire school. (Email webmaster@readthewords.com to get a special deal like we did.
    • Charity Fisher
      Charity Fisher on 31 Aug 12
       
      I believe that the audio could act as a reinforcer of the written word as students read. This could be helpful not only with students who are Language Impaired, but also for students who struggle with reading comprehension.
    • Charity Fisher
      Charity Fisher on 08 Oct 12
       
      This website could be benefitical to students who are Hearing Impaired or Learning Disabled in Reading.
    • Charity Fisher
      Charity Fisher on 08 Oct 12
       
      Thsi tool can reinforce the written word and comprehension.
    • Charity Fisher
      Charity Fisher on 31 Aug 12
       
      Something not mentioned by these teachers is the possible benefit to Autistic and Aspergers students. I can this being used as a reward or incentive because the work could be done independently. Since these students generally feel more at ease working independently, it would a motivator to them.
    • Charity Fisher
      Charity Fisher on 31 Aug 12
       
      This could be a great tool for Language Impaired students, but also Learning Disabled in reading as well. The audio would act as a reinforcer of the written material. Even though this is learning or reading comprehension tool, students may see it as a reward thereby motivating them to read more. This could a aid to any teacher attempting to motivate reluctant or struggling readers.
  • Jackie Smith on 28 May 11
     
    readthewords.com for Special Ed, ESOL, Low Level Readers, Writing and More!
  • Charity Fisher on 31 Aug 12
     
    Read The Words could be a beneficial tool to students who are Language Impaired and/or Learning Disabled in Reading. The audio can reinforce the written word and increase comprehension. Also, it could be a valuable tool for autistic students who prefer to work independently. They can use this to aid comprehension and also it could be a reward. This tool could also add interest to text for any student.
Norma Moore

Yabla - Language Immersion - Learn Languages with Authentic Videos - 88 views

www.yabla.com

language learning immersion

shared by Norma Moore on 02 May 12 - Cached
  • Norma Moore on 02 May 12
     
    Language Immersion Through Online Video The revolutionary way to immerse yourself in a foreign language is here! Only Yabla language immersion sites give you authentic television, music videos, drama, interviews, travel, and Yabla exclusive shoots from throughout the world. Our unique player technology is designed with language learners in mind: Slow Play, Integrated Dictionaries, Listening Game, Dual Language Subtitles, and more.
meghankelly492

(PDF) A Systematic Review of Treatments for Music Performance Anxiety - 2 views

www.researchgate.net/..._for_Music_Performance_Anxiety

world Music

shared by meghankelly492 on 15 Sep 19 - No Cached
  • Four other studies (three of which are dissertations) assessed behavioral treatments forMPA on music students. Grishman (1989) and Mansberger (1988) used standard musclerelaxation techniques, Wardle (1969) compared insight/relaxation and systematic desensi-tisation techniques, and Deen (1999) used awareness and breathing techniques
  • A systematic review of all available treatment studies for music performance anxiety was undertaken.
  • reported that 24% of musicians frequently suffered stage fright, defined in this study as themost severe form of MPA, 13% experienced acute anxiety and 17% experienceddepression.
  • ...24 more annotations...
  • 59% of musicians in symphony orchestras reported performance anxiety severe enough toimpair their professional and/or personal functioning.
  • A recent study indicated that MPA is not limited to orchestralmusicians, showing that opera chorus artists are also prone to high levels of performanceanxiety
  • However, since not allperformers suffer the same degree of MPA, or indeed report the same levels of occupationalstress, individual differences in a range of psychological characteristics are likely to accountfor variations in the degree to which musicians experience symptoms
  • A large number of treatment modalities (e.g., behavioral, cognitive, pharmacological andcomplementary) has been developed for music performance anxiety (MPA)
  • However, areview of this literature indicates that the field is still in its infancy with respect to theconceptual and theoretical formulations of the nature of MPA and its empiricalinvestigation.
  • Anxiety may be triggered by conscious,rational concerns or by cues that trigger, unconsciously, earlier anxiety producingexperiences or somatic sensations.
  • These findings suggest that multi-modal interventions are needed toaddress the multiple difficulties experienced by test anxious individuals.
  • with some focusing on behavioral change, some on cognitivechange, others on reduction of physiological symptoms through the use of pharmacotherapy,and some on idiosyncratic formulations
  • For drug studies, the keywords were beta-blocker [Beta blockers block the effect ofadrenaline (the hormone norepinephrine) on the body’s beta receptors. This slows downthe nerve impulses that travel through the heart. As a result, the resting heart rate is lower,the heart does not have to work as hard and requires less blood and oxygen
  • Brodsky (1996) and Nube´(1991) were most useful.
  • The interventionsassessed included systematic desensitization, progressive muscle relaxation, awareness andbreathing and behavioural rehearsal
  • In summary, behavioral treatments do appear to be at least minimally effective in thetreatment of MPA, although the heterogeneity of the treatment approaches employedmakes it difficult to isolate consistent evidence for the superiority of any one type ofbehavioral intervention
  • Two studies (see Tables II and IV) assessed the therapeutic effect of cognitive techniquesalone on MPA.
  • A dissertation by Patston (1996) reported a comparison of cognitive (e.g.positive self-talk, etc.) and physiological strategies in the treatment of MPA. No significantimprovements on vocal and visual manifestations of performance anxiety were found foreither treatment or control groups. However, the sample consisted of only 17 operastudents who were not specifically selected on the basis of their MPA severity, and theintervention was conducted by the author, a singer and teacher, who had no training inpsychology.
  • Three studies (see Table III) assessed the therapeutic effect of cognitive-behavioralstrategies on MPA. Harris (1987), Roland (1993), and Kendrick et al. (1982) all reportedthat standard CBT techniques were effective in the treatment of MPA in studentsspecifically selected for study because of the severity of their MPA.
  • Harris (1987) and Roland(1993) reported that CBT led to reductions in state anxiety as measured by the STAI,although Kendrick et al. (1982) failed to find a significant difference between treatment andcontrol groups on this measure.
  • The evidence for improvements in MPA following CBT is quite consistent, althoughfurther studies with larger samples are needed to confirm this evidence.
  • Beta-blockers have become increasingly popular among performers in recent years. Forexample, Lockwood (1989), in a survey of 2,122 orchestral musicians, found that 27% usedpropranolol to manage their anxiety prior to a performance; 19% of this group used thedrug on a daily basis.
  • Nube´ (1991) identified nine studies examining the effects of various beta-blockers(Atenolol, Metopolol, Nadolol, Oxprenolol, Propranolol, Pindolol) on MPA.
  • The findings regarding the effects of beta blockers on otheroutcome measures were less conclusive.
  • A rigorous definition of MPA is needed to advance treatment. However, defining MPA as asocial anxiety (social phobia) using criteria set out in DSM-IV-TR (APA, 2000) as theinclusion criteria may be too restrictive, particularly if the musician presenting for treatmentexperiences MPA as a focal anxiety (ie does not meet other criteria for social anxiety).
  • Few ofthe intervention studies reviewed acknowledged that performers need a certain amount ofarousal or anxiety to maximise their performance.
  • None of the studies could be pooled in a meta-analysis primarily because too fewprovided sufficient data to calculate effect sizes, use of diverse subject groups andtreatments, duration and intensity of treatment, and use of disparate outcome measures
  • In conclusion, the literature on treatment approaches for MPA is fragmented, incon-sistent, and methodologically weak. These limitations make it difficult to reach any firmconclusions about the effectiveness of the various treatment approaches reviewed. Forsignificant progress to be made, future research will require a clear definition of MPA,consistency and strength in methodology, and the development of robust and appropriateoutcome measures.
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