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anonymous

Why Schools Must Move Beyond One-to-One Computing | November Learning - 139 views

novemberlearning.com/...ve-beyond-one-to-one-computing

shared by anonymous on 04 Apr 13 - No Cached
  • I’m concerned that most one-to-one implementation strategies are based on the new tool as the focus of the program. Unless we break out of this limited vision that one-to-one computing is about the device, we are doomed to waste our resources.
    • Michael Stocks
      Michael Stocks on 03 Mar 14
       
      I don't think this idea applies to just 1 to 1 but many other school implementations.
    • DON PASSENANT
      DON PASSENANT on 18 Jul 14
       
      It is not the devices but the inability to create and implement standards that lead to 21st century skills.  Too much buying stuff without expert advice and guidance.
  • Then, teachers are instructed to go! But go where?
    • anonymous
      anonymous on 13 Jul 15
       
      VISION first! You have the device. You know how to access some cool interactive tools. But now what? This is the key!!
  • I believe every student must have 24-7 access to the internet.
  • ...19 more annotations...
  • it is a simplistic and short- sighted phrase that suggests if every student had a device and if every teacher were trained to use these devices, then student learning would rise automatically.
  • Adding a digital device to the classroom without a fundamental change in the culture of teaching and learning will not lead to significant improvement.
  • Let’s drop the phrase “one-to-one” and refer instead to “one-to- world.”
  • The planning considerations now evolve from questions about technical capacity to a vision of limitless opportunities for learning.
  • As soon as you shift from “one- to-one” to “one-to-world,” it changes the focus of staff development from technical training to understanding how to design assignments that are more empowering—and engage students in a learning community with 24-hour support
  • Perhaps the weakest area of the typical one-to-one computing plan is the complete absence of leadership development for the administrative team
  • Craft a clear vision of connecting all students to the world’s learning resources.
  • Model the actions and behaviors they wish to see in their schools.
  • Support the design of an ongoing and embedded staff development program that focuses on pedagogy as much as technology.
  • Move in to the role of systems analyst to ensure that digital literacy is aligned with standards.
  • Ensure that technology is seen not as another initiative, but as integral to curriculum.
  • support risk- taking teachers
  • creating cohorts of teachers across disciplines and grades who are working on innovative concepts
  • Mathtrain.TV.
  • how much responsibility of learning can we shift to our students
  • How can we build capacity for all of our teachers to share best practices with colleagues in their school and around the world?
  • How can we engage parents in new ways?
  • How can we give students authentic work from around the world to prepare each of them to expand their personal boundaries of what they can accomplish?
  • publishing their work to a global audience.
Sonja Phillips

https://plickers.com/ - 127 views

plickers.com

assessment plickers studentresponsesystem

shared by Sonja Phillips on 12 May 14 - No Cached
  • Deborah Baillesderr on 12 May 14
     
    I had to look at some YouTube videos before I really understood how this works. A student response system that you can do without any computers for the students. Love this, I'm trying it this week! Undate: I tried this wonderful student response system this week. It worked great and the kids were into it!
  • Jamie Martin on 11 Nov 14
     
    Instant feedback using your phone/tablet. Students have cards to show their answer (A, B, C, or D). Quick formative assessment data without the need for student devices.
  • Sonja Phillips on 14 Sep 15
     
    Tool to collect real-time formative assessment without the need for student devices; app download to iPad/iPhone - QR code pre-printed; kids hold up the QR code oriented to the multiple choice options - teacher scans room with their device and receives data on device
tanya miller

Teacher Console | Diigo - 185 views

www.diigo.com/...console

shared by tanya miller on 12 Jul 10 - Cached
    • Cheri Krockover
      Cheri Krockover on 16 Feb 11
       
      One class with 2 groups
    • Ben Nason
      Ben Nason on 16 Feb 11
       
      You are given one class. From there you can add as many groups as you want
    • William Giancoli
      William Giancoli on 09 Mar 11
       
      Is anyone else experiencing difficulty adding students and groups?
    • Steve Weller
      Steve Weller on 24 Mar 11
       
      Does anyone know why diigo is listed as a proxi server?
    • mike
      mike on 13 Apr 11
       
      anyone not able to add students with existing email accounts?
    • Carol Lautenbach
      Carol Lautenbach on 02 Aug 11
       
      My Assistant tried to add a batch of students and nothing showed up in the end. Hmmmm....
    • Susan Gorman
      Susan Gorman on 11 Aug 11
       
      testing
    • Tony Loughland
      Tony Loughland on 09 Sep 11
       
      how do you move bookmarks around between groups?
    • Adrienne Christiansen
      Adrienne Christiansen on 12 Sep 11
       
      I'd like to know how to move bookmarks from my individual Diigo to my course diigo. Help?
    • hieu hieu
      hieu hieu on 30 Oct 11
       
      hieu
    • Gregg Fletcher
      Gregg Fletcher on 07 Jan 12
       
      Can anyone tell me why these sticky notes are on my library screen.  I did not realize this screen was open to the world.
    • bryan pasquale
      bryan pasquale on 11 Jan 12
       
      they were marked as public
    • Sheila Grimm
      Sheila Grimm on 19 Jan 12
       
      Any advice for a brand new user? I am trying to create a group for students who need extra help studying for those high stakes tests.
    • Elizabeth Achor
      Elizabeth Achor on 05 Mar 12
       
      I'm lovin' it!
  • Group Name
    • tamacek
      tamacek on 19 Sep 11
       
      use this one
    • Diane Shryock
      Diane Shryock on 15 Nov 11
       
    • Deb Little
      Deb Little on 27 Jul 12
       
      I am confused.
    • tanya miller
      tanya miller on 11 Dec 12
       
      Can students create groups within the class group that I set up?
  • Options
    • mesturas sanchez canton
      mesturas sanchez canton on 13 Jan 12
       
      Aanimádevos a utilizar os marcadores sociais. é unha boa forma de organizar as nosas preferencias na rede
    • Jennifer Strickland
      Jennifer Strickland on 19 Jan 12
       
      i am trying this out
    • Robert Guihan
      Robert Guihan on 29 Aug 12
       
      I have found this useful. I am mostly a fly on the wall but many members have shared excellent websites and articles.
  • ...3 more annotations...
    • Tara Park
      Tara Park on 17 May 11
       
      This is a test
    • anonymous
      anonymous on 12 Jul 11
       
      this is a test 2
    • Eleanor Cerny
      Eleanor Cerny on 18 Jul 11
       
      tesing.....
    • Kristine Rebstock
      Kristine Rebstock on 12 Sep 11
       
      Test
    • hieu hieu
      hieu hieu on 30 Oct 11
       
      test
    • teacherlisa
      teacherlisa on 13 Nov 11
       
      text
    • Dinah Hunt
      Dinah Hunt on 07 Dec 11
       
      practice test for class demo
    • Sandy M
      Sandy M on 11 Dec 11
       
      test sticky
    • Noe Granado
      Noe Granado on 13 Feb 12
       
      I received the test...
    • Noah Ralston
      Noah Ralston on 20 Feb 12
       
      Did I pass or fail the test?
    • José Serruto
      José Serruto on 24 Feb 12
       
      Very interesting
  • As an educator, your account has been given special privileges to create / manage student accounts and class groups (student email addresses not required.)
  • StudentTestGroup (4 members)
  • Cheri Krockover on 16 Feb 11
     
    Class with 2 groups
  • ...20 more comments...
  • Ben Nason on 16 Feb 11
     
    Class with 2 groups
  • William Giancoli on 09 Mar 11
     
    Class with 2 groups
  • Steve Weller on 24 Mar 11
     
    Class with 2 groups
  • Ms. Dillon on 06 Apr 11
     
    Class with 2 groups
  • mike on 13 Apr 11
     
    Class with 2 groups
  • kris james on 22 Apr 11
     
    Class with 2 groups
  • Carol Lautenbach on 02 Aug 11
     
    Class with 2 groups
  • Susan Gorman on 11 Aug 11
     
    Class with 2 groups
  • Tony Loughland on 09 Sep 11
     
    Class with 2 groups
  • Adrienne Christiansen on 12 Sep 11
     
    Class with 2 groups
  • tamacek on 19 Sep 11
     
    Class with 2 groups
  • hieu hieu on 30 Oct 11
     
    Class with 2 groups
  • Diane Shryock on 15 Nov 11
     
    Class with 2 groups
  • Gregg Fletcher on 07 Jan 12
     
    Class with 2 groups
  • bryan pasquale on 11 Jan 12
     
    Class with 2 groups
  • mesturas sanchez canton on 13 Jan 12
     
    Class with 2 groups
  • Jennifer Strickland on 19 Jan 12
     
    Class with 2 groups
  • Sheila Grimm on 19 Jan 12
     
    Class with 2 groups
  • Elizabeth Achor on 05 Mar 12
     
    Class with 2 groups
  • Deb Little on 27 Jul 12
     
    Class with 2 groups
  • Robert Guihan on 29 Aug 12
     
    Class with 2 groups
  • tanya miller on 11 Dec 12
     
    Class with 2 groups
LaToya Morris

Really NOT that beneficial - 11 views

www.sciencedaily.com/...070811151449.htm

year-round education students school

shared by LaToya Morris on 30 Sep 10 - Cached
  • LaToya Morris on 30 Sep 10
     
    An article posted in Science Daily a few years ago the talks about how studies have shown the year-round students do not learn more than traditional school students. This information comes from test scores in math and science observed and compared over a year by a sociologist at the Ohio State University. They also explain that year-round school does not mean the students are in school more days.
k lieneke

CriticalThinking.org - Teaching Tactics that Encourage Active Learning - 126 views

www.criticalthinking.org/...tactics-encourage-learning.cfm

shared by k lieneke on 29 Nov 10 - Cached
  • Mary Larscheid-Christensen on 29 Nov 10
     
    "Tactics that Encourage Active Learning Use the following tactics during class to ensure that students are actively engaged in thinking about the content. Students should be called on randomly (using the deck of cards method for instance) so that everyone participates. When students do not know when they will be called on they are much more likely to remain alert and engaged in the learning process. Students should be routinely called upon to: Summarize or put into their own words what the teacher or another student has said. Elaborate on what they have said. Relate the issue or content to their own knowledge and experience. Give examples to clarify or support what they have said. Make connections between related concepts. Restate the instructions or assignment in their own words. State the question at issue. Describe to what extent their point of view on the issue is different from or similar to the point of view of the instructor, other students, the author, etc. Take a few minutes to write down any of the above. Write down the most pressing question on their mind at this point. The instructor then uses the above tactics to help students reason through the questions. Discuss any of the above with a partner and then participate in a group discussion facilitated by the instructor."
  • Mary Larscheid-Christensen on 29 Nov 10
     
    powerup21net4s
Barbara Moose

http://www.ascd.org/publications/educational_leadership/mar09/vol66/num06/Plagiarism_in... - 0 views

www.ascd.org/...arism_in_the_Internet_Age.aspx

plagiarism Internet research intellectual_property

shared by Barbara Moose on 25 Mar 09 - Cached
  • Teachers who wish to prevent plagiarism should devote extensive instruction to the component tasks of writing from sources
  • instruction should focus on
  • summarizing sources
  • ...5 more annotations...
  • Instructional materials like these imply that teachers can stop inappropriate use of sources through three strategies: (1) teaching students from early grades the nuts and bolts of crediting all sources they use; (2) designing plagiarism-proof assignments that spell out how works should be cited and that include personal reflection and alternative final projects like creating a brochure; and (3) communicating to students that you're laying down the law on plagiarism ("I'll be on the lookout for this in your papers, you know").
  • Any worthwhile guide to preventing plagiarism should Discuss intellectual property and what it means to "own" a text. Discuss how to evaluate both online and print-based sources (for example, comparing the quality and reliability of a Web site created by an amateur with the reliability of a peer-reviewed scholarly article). Guide students through the hard work of engaging with and understanding their sources, so students don't conclude that creating a technically perfect bibliography is enough. Acknowledge that teaching students how to write from sources involves more than telling students that copying is a crime and handing them a pile of source citation cards.
  • That pedagogy should both teach source-reading skills and take into consideration our increasingly wired world. And it should communicate that plagiarism is wrong in terms of what society values about schools and learning, not just in terms of arbitrary rules.
  • through formal education, people learn skills they can apply elsewhere—but taking shortcuts lessens such learning.
  • communicate why writing is important. Through writing, people learn, communicate with one another, and discover and establish their own authority and identity. Even students who feel comfortable with collaboration and uneasy with individual authorship need to realize that acknowledged collaboration—such as a coauthored article like this one—is very different from unacknowledged use of another person's work.
Marsh Feldman

Online Education - Introducing the Microlecture Format - Open Education - 4 views

www.openeducation.net/...ducing-the-microlecture-format

microlecture teaching lectures pedagogy

shared by Marsh Feldman on 10 Mar 09 - Cached
  • in online education “tiny bursts can teach just as well as traditional lectures when paired with assignments and discussions.” The microlecture format begins with a podcast that introduces a few key terms or a critical concept, then immediately turns the learning environment over to the students.
  • “It’s a framework for knowledge excavation,” Penrose tells Shieh. “We’re going to show you where to dig, we’re going to tell you what you need to be looking for, and we’re going to oversee that process.”
  • It clearly will not work for a course that is designed to feature sustained classroom discussions. And while the concept will work well when an instructor wants to introduce smaller chunks of information, it will likely not work very well when the information is more complex.
  • ...2 more annotations...
  • the microlecture format similarly requires teachers to get the key elements across in a very short amount of time. Most importantly, it forces educators to think in a new way.
  • 1. List the key concepts you are trying to convey in the 60-minute lecture. That series of phrases will form the core of your microlecture. 2. Write a 15 to 30-second introduction and conclusion. They will provide context for your key concepts. 3. Record these three elements using a microphone and Web camera. (The college information-technology department can provide advice and facilities.) If you want to produce an audio-only lecture, no Webcam is necessary. The finished product should be 60 seconds to three minutes long. 4. Design an assignment to follow the lecture that will direct students to readings or activities that allow them to explore the key concepts. Combined with a written assignment, that should allow students to learn the material. 5. Upload the video and assignment to your course-management software.
    • Marsh Feldman
      Marsh Feldman on 11 Mar 09
       
      Good luck! Some of my (upper-division college) students don't even read the handouts I give them about assignments. Instead, they come during office hours and ask me to tell them how to do the assignment. When they do read things, like a textbook commonly used in 100-level courses, they misinterpret concepts through their own preconceptions. For example, the textbook says, "In this field there are these eight schools of thought: ...." So one student writes, "All eight schools are good ways to understand. There's no right way." (Even though each school is highly critical of the others.) The rest of the class comments, with things like "Good insight, Oscar." The textbook is about the field, so it doesn't go into any detail about the schools' criticisms ot the others. I can either tell the students or give them additional reading they probably won't do. Unless you can anticipate every student misunderstanding and have time for microlectures on every one of them, I think you'll need to do things the old fashioned way. At least this way you can make a valiant attempt at helping them understand the material correctly.
kathy dounelis

Highly recommend Diigo Educator Account - Classroom 2.0 - 2 views

www.classroom20.com/...group-bookmarking

diigo education review

shared by kathy dounelis on 13 Jan 09 - Cached
  • I tried out Diigo educator and was REALLY impressed. This let me very quickly (and with no email addresses needed) set up accounts for 30 students. I then created a group for all 3 classes to use and added all the students to the group. In this case, since I only have one more day with the kids and am not sure if they'll be using Diigo after this, I just used the 30 accounts for multiple classes, but if this were for my actual students, I would have created an account for each student. Anyway, once all the students were added to the group, I just instructed them to make sure to share every bookmark for this project with the group. All of the students will then be able to view all of the bookmarks. Again, we couldn't install even the diigolet, but saving right from Diigo worked fine for our purposes. They used the same technique of tagging with last name, class hour, and other appropriate tags. I taught both of these methods in a 45 minute class period and the actual explanation of the bookmarking technique took only 7-10 min. of each class period. The kids (7th graders) picked up on it EXTREMELY fast.
  • for long term use and for individual projects I strongly recommend using Diigo educator, especially since I use Diigo so heavily in my personal and professional web research.
  • I highly recommend Diigo Educator to any teacher!
  • ...1 more annotation...
  • then created a group for all 3 classes to use and added all the students to the group. In this case, since I only have
Gregory Louie

Students tap into technology - Pittsburgh Tribune-Review - 1 views

www.pittsburghlive.com/...s_612698.html

shared by Gregory Louie on 23 Feb 09 - Cached
  • use their laptops to read "Don Quixote" and Dante's "Divine Comedy" on the Internet
  • Technology is the wave of the future
  • a computer program
  • ...7 more annotations...
  • "Most jobs require computers," noted Brittnee Stephen, 16, as she assembled a slideshow on her HP Mini laptop. "It's good that we're learning it now."
    • Ed Webb
      Ed Webb on 23 Feb 09
       
      The technology is still very visible, if students are talking in terms of 'computers' rather than the skills involved. We don't talk about 'paper' but writing, critical reading etc. Yet here the platform itself is emphasized. Early days, I guess.
  • has just begun incorporating technology
    • Ed Webb
      Ed Webb on 23 Feb 09
       
      Uh, no. They have been using 'technology' forever, in the form of, say, books.
  • students seem far more interested in learning via interactive technology than they had been with a chalkboard and an overhead projector
    • Ed Webb
      Ed Webb on 23 Feb 09
       
      Well, the problem here is that some of that can be ascribed to novelty. Once every class uses 'interactive technology' (yuk) then how much difference will there be? The tools are great. All tools can be useful. But focus on the pedagogy, people!
    • Scott Merrick
      Scott Merrick on 25 Feb 09
       
      I'm for focusing on understanding. I love the word "pedagogy" because most lay people don't really know what it entails--theory (which can be anything institutional or community deems effective or correct), practice (which, as we know, can be summed up with the phrase "mileage will vary"), and some third thing which if I could come up with it I'd have the magic 3 elements in an effective argument. I think effective tools used effectively by effective teachers (there! 3 uses of one adjective!) will remain effective as long as they are used to promote understanding. No argument here, Ed, just sayin'...
    • Ed Webb
      Ed Webb on 26 Feb 09
       
      Perhaps the magic third thing would be 'attitude' or 'state of mind'? Alternatively, perhaps another of those non-transparent terms, 'praxis'. The point I was trying to make, of course, was that it ain't what you use, it's the way that you use it.
  • "I think the kids that have turned school off because it's boring to them will come here and see something familiar,"
    • Ed Webb
      Ed Webb on 23 Feb 09
       
      Boring and familiar seem to me to be closely related, not opposites. I suspect that often when students say their learning environment is 'boring' they mean 'challenging'.
  • Educational technology does not come cheaply
    • Ed Webb
      Ed Webb on 23 Feb 09
       
      The cost of books is astronomical!
  • "Learning is changing,"
    • Ed Webb
      Ed Webb on 23 Feb 09
       
      Was it EVER the case that we could "just deliver a lecture and expect all the kids to get it"?
    • Gregory Louie
      Gregory Louie on 26 Feb 09
       
      Computer technology in my classroom has revolutionized my teaching of biology. Instead of static images on a printed page, or talk and chalk, my students can manipulate 3-D images of DNA, RNA and proteins. These have even been embedded in a research-based learning progression that leads the students to a robust understanding of the foundational elements of molecular literacy. 1. Atoms and molecules are constantly in motion. (A visualization is not possible on a 2-3 printed page.) 2. All atoms and molecules have a 3-D structure that determines how they interact with other particles. 3. Charges and other intermolecular forces play a role in atomic and molecular interactions. My students can see these for themselves, change the number of particles in a box, or the distribution of charge on a large particle or the temperature of the box and other thought experiments which they can follow in real-time. There is no way, I could do that without the computer!
Maggie Tsai

Beyond School: From Red Pen to Invisible Ink: Assessing Student Blogs with Diigo Groups - 6 views

burell.blogspot.com/...o-invisible-ink-assessing.html

education

shared by Maggie Tsai on 05 Aug 07 - Cached
  • Somehow find a way to use Diigo to assess student web-log writing without defacing the students' "intellectual property" and turning writing into "schooliness."
  • My students have joined the Group. Now when they go to their web-logs, after logging in to their Diigo account and setting "Show Annotations > Show Group Annotations" on their Diigo toolbar, they will see the highlights of specific passages from their writing that I have left (and I can start students doing this too, it occurs to me in a very attractive flash), and my annotations will pop up on their screen when they hover their mouse over the highlights.Also good, our Diigo Groups Bookmarks page records all highlights and annotations I have made on one page. Students can use that to see all feedback I have given to specific strengths and weaknesses on all students writings.And since they're using anagrams instead of first-name usernames on their blogs, there's less of a chance of any embarrassment resulting from this "public feedback"--with "invisible ink."
heather r

Looking at Student Work - 1 views

www.lasw.org/

assessment

shared by heather r on 02 Mar 09 - Cached
  • heather r on 02 Mar 09
     
    Educators looking together at student work using structures and guidelines ("protocols") for reflecting on important questions about teaching and learning."> This is a cached version of http://www.lasw.org/. Diigo.com has no relation to the site.x
    #
Maggie Tsai

Q&A: What if I wish to keep my own bookmarks (public) and friends list from my students? - 26 views

While student accounts that you have created automatically become your friends to facility easier communication with your students, few educators have suggested that they would prefer to keep their...

q&a student account

started by Maggie Tsai on 01 Oct 08 no follow-up yet
Tony Baldasaro

When did teachers start to fear technology? | SeacoastOnline.com - 0 views

www.seacoastonline.com/...20090823-OPINION-908230317

technology teachers fear

shared by Tony Baldasaro on 23 Aug 09 - Cached
  • My students are more involved with technology than ever before. They have taken the lead in mass networking and graphic design
  • They block network programs such as Facebook because of a fear of what might be abused. They block all Web-based e-mail systems that in all reality should help the majority of students. They also reject the use of iPods and cell phones because they believe the use of these new technologies would reduce a student's capacity to learn
    • Tony Baldasaro
      Tony Baldasaro on 23 Aug 09
       
      The opposite is true, these technologies increase a student's capacity to learn.
  • no one is going to stop the use of these technologies.
  • ...3 more annotations...
  • The second thing it published was pornography.
    • Tony Baldasaro
      Tony Baldasaro on 23 Aug 09
       
      I wish this comment wasn't here, it cheapens his argument.
  • Facebook technology should be used in our classrooms to communicate with classrooms around the world to show the concept all students are in the process of attaining their dreams.
  • Today it is the other way around.
  • Tony Baldasaro on 23 Aug 09
     
    Since I've been teaching for more than three decades I remember a time when technology was accepted by all teachers. In fact, I remember a time when my administration gave me my first Apple computer to use. My students were all huddled around me as I investigated new learning tools. The graphics were terrible but it was like magic to my students.
Kathleen N

TabUp - Keep Tabs. - 1 views

www.tabup.com/Default.aspx

teachers students startpage widgets classroom web2.0

shared by Kathleen N on 05 Aug 09 - Cached
  • Kathleen N on 05 Aug 09
     
    This is a fantastic start page option for teachers and students. It has everything teachers want (widgets, privacy controls, booksmarks, calendar, RSS, mini blog(journal), notes, to-do, video, and more). The file upload is a big bonus. Students and teachers can personalize the designs and add/share tabs. You can make each tab public or private and grant specific privileges for the tools (widgets).invitIe students individually or bulk upload from a file.
Kimberly LaPrairie

YOUniversityTV: Tutorial - 0 views

www.youniversitytv.com

college university virtual_fieldtrips virtual_tour Student resources tools

shared by Kimberly LaPrairie on 22 Aug 09 - Cached
  • Kimberly LaPrairie on 22 Aug 09
     
    Video tours of college campuses aren't a new phenomenon; many universities have provided video tours and information about their campuses to prospective students for years. But Boynton Beach, Fla., startup YOUniversity LLC is hoping to draw users to its sites by offering prospective college students an unbiased, third-party source of information about hundreds of schools in an interactive, social environment. "Most of our employees are recent grads, who are best able to share their campus experiences with others getting ready to go to college," said co-founder Ron Reis, who launched the company in January 2008. The 17-person staff has three full-time camera crews that travel around the country, shooting high-definition footage of college campuses and the surrounding area. They've already taped more than 400 top schools throughout the country and have interviewed administrators, faculty, and students about their campus experience. "They've done a really good job, and they seem to have found a niche market that people really need," said Gordon Chavis, associate vice president for undergraduate admissions at the University of Central Florida
Virginia Meadow

Frames - Animation and Digital Storytelling Software | Tech4Learning - 6 views

www.tech4learning.com/frames

shared by Virginia Meadow on 12 Sep 09 - Cached
  • Introducing Frames 4! Frames is educational software for stop-motion animation, claymation, and digital storytelling. Creating illustrated animations, movies and digital stories engages students in the curriculum, encourages problem-solving, promotes creativity, and helps students develop 21st-century communication skills. Students can use Frames to create movies, animated GIF files, and Flash animations to share with the world.
  • dents more than creating clay animation. With Frames as the foundation in the Clay Animation Kit, this motivating process transforms your classroom into an active learning
  • Clay Animation Nothing engages stu
  • ...2 more annotations...
  • Communicating visually is an essential 21st-century skill. With Frames integrated drawing tools, students can illustrate their own animated diagrams, graphs, procedures, and more, helping them understand concepts that are difficult to explain using text alone. (L
  • ents more than creating clay animation! Use Frames to transform your classroom into an active learning environment and begin having your student develop exciting cross-curricular group projects that incorporate writing and technology skills. (Learn More)
  • Virginia Meadow on 14 Sep 09
     
    Frames is educational software for stop-motion animation, claymation, and digital storytelling. Frames helps students develop 21st-century communication skills.
Rich Robles

News: The 'Prior Learning' Edge - Inside Higher Ed - 15 views

www.insidehighered.com/...prior

learning education prior learning resources news

shared by Rich Robles on 01 Mar 10 - Cached
Julia Kubacki liked it
  • An examination of the educational records of more than 62,000 adult undergraduates at 48 colleges finds that students who had sought and been awarded academic credit by their institutions for "prior learning" earned in the military, corporate training and other non-classroom settings were more than twice as likely to graduate, and to persist even if they did not graduate, than were their peers who had not earned such credit.
  • “CAEL’s research confirms that prior-learning assessment can help adults move faster toward their associate’s and baccalaureate degrees. We need to see more institutions offering this option and more adults participating in it.”
  • The concept of "prior learning assessment" is decades old, and it has grown to include multiple types of mechanisms for measuring knowledge and skills that students have accumulated through various types of formal and less formal formats, such corporate training, work experience, and independent study. The most common types of assessments include standardized exams developed by the College Board (the College Level Examination Program exams and Advanced Placement exams), the American Council of Education's guides for recognizing credit for instructional programs offered in the military and by employers, and institutional reviews of individualized student portfolios.
  • ...2 more annotations...
  • credit awarded through prior learning assessments offers an opportunity to entice adults back to college with the prospect that they can build on learning they've already gained and reduce both the time and money they might have to expend to earn a credential.
  • "Do PLA students have higher graduation rates because PLA enhances the self-esteem and motivation of students by showing them that they have already mastered college-level learning? Is it also because PLA students already possess characteristics that are associated with better academic outcomes? What institutional policies are influencing whether and how students are using (or not using) PLA, and whether or not this helps them achieve a shorter time to degree?"
Peter Beens

Free Technology for Teachers: 15 Tools To Help Students Get Organized - 94 views

www.freetech4teachers.com/...ols-to-help-students-with.html

organization students RTM blog

shared by Peter Beens on 30 Dec 09 - No Cached
  • Peter Beens on 30 Dec 09
     
    After the holiday vacation some students will return to school determined to get organized and improve their grades. The following fifteen resources could help those students get a handle on managing their assignment due dates.
Maggie Tsai

Project: Getting started with Diigo social bookmarking - a checklist | ESCalate - 65 views

escalate.ac.uk/6764

diigo review education

shared by Maggie Tsai on 08 Mar 10 - Cached
  • 1. Request an educator's upgrade for Diigo; this will allow you to create private student groups that cannot be found by public search engines2. Use Diigo to invite students to join the group; follow up with emails as necessary 3. Refer students to online videos on social bookmarking, to make sure that students understand what social bookmarking involves.4. Seed the group with some example texts, including comments and annotations, so that students understand your expectations.5. Ask students to practice, to find out what issues they might have.6. Give feedback on early attempts, to reassure students they are on the right tracks.
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