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C Clausen

bubbl.us | Home - 88 views

www.bubbl.us/edit.php

media technology and teaching technology and education itc brainstorm mindmapping tools webapp web2.0 collaboration mindmap visualization

shared by C Clausen on 11 Feb 10 - Cached
  • C Clausen on 11 Feb 10
     
    Collaborative mind mapping tool which blends the Cognitive Learning Theory and the Constructionist Learning Theory of education
Maria Nuzzo

Tech Tools - 194 views

edtechteacher.org/...tech-tools

technology

shared by Maria Nuzzo on 15 Oct 12 - No Cached
    • mspietrzak
      mspietrzak on 15 Oct 12
       
      I like that the links are broken down by uses and that they are rated with how easy they are to use and usefulness.
  • cool tools
  • promote critical-thinking, creativity, collaboration, and community-mindedness
  • Erica Whittle on 15 Oct 12
     
    This site provides resources using a clickable list that takes you to the sources to best meet you and your students learning goals.
  • Maria Nuzzo on 15 Oct 12
     
    Great site with specific suggestions for technology tools based on objectives.
Steve Gall

Maral.ly - 51 views

mural.ly

lesson presentation sharing collaboration

shared by Steve Gall on 25 Oct 12 - No Cached
  • Martin Burrett on 25 Oct 12
     
    This is an amazing site which allows multiple users to collaborate in real time on a multimedia canvas. You can add documents, embedded websites, audio, video, images and more by uploading them or grabbing them from the web. Then just click and drag your content into place. You can invite others to collaborate on your creation and then share or embed on your site. Creativity never looked so simple. http://ictmagic.wikispaces.com/ICT+%26+Web+Tools
  • Margaret Moore-Taylor on 25 Oct 12
     
    Yes this was recently reviewed in a class for teaching ELL's with technology and we discussed the classroom capabilities (NEIU Chicago). It has a lot of potential and many graphic and style to chose from. On this note it was felt by the reviewers of the tool that it would be best used for older students. To have teacher control, the teacher should start each mural and give the group the link so that the teacher can monitor what is being developed by the students. The teacher should have control over the group and monitor content. I would like to see more suggestions regarding this tool.
  • Steve Gall on 25 Oct 12
     
    Visual project planning
Thieme Hennis

Lifelong Kindergarten :: MIT Media Lab - 4 views

llk.media.mit.edu/projects.php

technology robotics learning mit programming education kids sensors creativity open-source tools toolkit

shared by Thieme Hennis on 19 Feb 13 - Cached
  • Thieme Hennis on 19 Feb 13
     
    "Crickets are small programmable devices that can make things spin, light up, and play music. You can plug lights, motors, and sensors into a Cricket, then write computer programs to tell them how to react and behave. With Crickets, you can create musical sculptures, interactive jewelry, dancing creatures, and other artistic inventions -- and learn important math, science, and engineering ideas in the process. Crickets are based on more than a decade of NSF-funded educational research. Lifelong Kindergarten researchers collaborated with the LEGO company to create the first "programmable bricks," squeezing computational power into LEGO bricks. This research led to the LEGO MindStorms robotics kits, now used by millions of people around the world. While LEGO MindStorms is designed especially for making robots, Crickets are designed especially for making artistic creations. Crickets were refined in collaboration with the Playful Invention and Exploration (PIE) museum network, and are now sold as a product through the Playful Invention Company (PICO)."
Clint Heitz

Edu Leadership:Tech-Rich Learning:The Basics of Blended Instruction - 38 views

www.ascd.org/...cs-of-Blended-Instruction.aspx

classroom blended learning technology blended_learning edtech

shared by Clint Heitz on 23 Nov 15 - No Cached
  • Blended learning, with its mix of technology and traditional face-to-face instruction, is a great approach. Blended learning combines classroom learning with online learning, in which students can, in part, control the time, pace, and place of their learning. I advocate a teacher-designed blended learning model, in which teachers determine the combination that's right for them and their students.
  • Tip 1: Think big, but start small.
  • Tip 2: Patience is a virtue when trying something new.
  • ...17 more annotations...
  • Tip 3: Technology shouldn't be just a frill.
  • Tip 4: Weaving media together makes them stronger.
  • Tip 5: Students need to know where they can get online.
  • Student-centered classrooms are the goal of my teacher-designed blended learning model. Giving students control over the learning process requires that they know how to communicate, collaborate, and solve problems in groups, pairs, and individually. This work can be messy, loud, and disorganized, but in the end, the learning is much more meaningful.
  • Then I found Collaborize Classroom, a free, dynamic discussion platform. I used it to replace many of my pen-and-paper homework assignments with vibrant online debates, discussions, writing assignments, and collaborative group work.
  • Remember that mistakes lead to learning. The best resources I've designed and the most effective strategies I've developed were all born from and refined through mistakes.
  • I anticipated that students might hit some bumps as they navigated their first TED-Ed lesson, so I set up a TodaysMeet back channel so students could ask questions, make comments, and access a support network while going through the online lesson. A back-channel tool makes it possible for people to have a real-time conversation online while a live presentation or real-time discussion is taking place.
  • I asked students to reference specific details to support their assertions, as did one student who commented on the town's poverty by noting that the local doctor often took potatoes as payment for his work. She also showed how the characters nevertheless reflected the country's "cautious optimism" about its future: That same doctor was still able to support himself, she pointed out, and he enjoyed his work. Students posted their responses, complimenting strong points made, asking questions, and offering alternative perspectives.
  • I asked students to analyze examples of strong discussion posts and revise weaker posts. I also realized that I needed to embed directions into our discussion topics to remind students to respond to the questions and engage with their peers. I started requiring them to thoughtfully reply to at least two classmates' posts, in addition to posting their own response to the topic.
  • It's crucial for students to see that the work they do in the online space drives the work they do in the classroom so they recognize the value of the online conversations.
  • For example, during the To Kill a Mockingbird unit, we researched and discussed the death penalty in preparation for writing an argument essay. The students debated online such issues as cost, morality, and racial inequality and then delved into these topics more deeply face-to-face in class.
  • In the classroom, the teacher might give small groups various topics to research. Then he or she could ask students to go online to research and discuss their topic on a shared Google Doc and create a presentation using Glogster, Prezi, or Google Presentation Maker.
  • When we read Romeo and Juliet, I use this strategy to encourage students to research such topics as the monarchy, entertainment, and gender roles in Elizabethan England so they have a better understanding of the historical context in which Shakespeare wrote. Back in the classroom, each group then presents its findings through an oral presentation.
  • Compared with traditional in-class group work, which typically yields a disappointing finished product, online work provides the time necessary for students to complete quality work together.
  • Some teachers think that incorporating online work means they have to be available 24 hours a day. This is not the case. When students are connected online, they have a network of peers they can reach out to for support, and they begin to see one another as valuable resources in their class community.
  • I've embedded a Google map in my website that has pins dropped in all the locations on our campus and in our community where there are computers with public access to the Internet.
  • I even wrote the local computer recycling center to request a computer for my class.
Tony Bollino

Directory of Learning & Performance Tools « Centre for Learning & Performance... - 45 views

c4lpt.co.uk/-of-learning-performance-tools

tools web2.0 learning Resources elearning socialnetworking twitter collaboration blog wiki Images

shared by Tony Bollino on 04 Feb 13 - No Cached
  • Tools for creating, delivering, managing and/or tracking learning and/or providing a formal social learning environment.
  • Tony Bollino on 04 Feb 13
     
    Over 2,000 tools for learning and working in education and the workplace
trisha_poole

Using Synchronous Tools to Build Community in the Asynchronous Online Classroom | Facul... - 71 views

www.facultyfocus.com/...-asynchronous-online-classroom

synchronous elearning collaboration digital literacy criticalskills technology fbl flexiblelearning blendedlearning online presence onlineeducation learningdesign

shared by trisha_poole on 12 Aug 11 - No Cached
  • Synchronous tools can help humanize the classroom
  • Setting up open office hours via a synchronous tool allows students to reach out in a specific time window with questions and get a real-time answer.
  • Many synchronous tools allow us to use video or face-to-face chat, allowing the student to see our faces as we speak to them about their direct concern.
  • ...2 more annotations...
  • Both students and instructors are learning while interacting. Communicating in the online classroom is very different than in a traditional face-to-face classroom.
  • Synchronous tools require real-time teamwork
Maureen Greenbaum

L3D Philosophy - 36 views

l3d.cs.colorado.edu/philosophy.html

technology Education

shared by Maureen Greenbaum on 17 Jun 13 - Cached
  • uture is not out there to be "discovered": It has to be invented and designed.
  • Learning is a process of knowledge construction, not of knowledge recording or absorption. Learning is knowledge-dependent; people use their existing knowledge to construct new knowledge. Learning is highly tuned to the situation in which it takes place. Learning needs to account for distributed cognition requiring knowledge in the head to combined with knowledge in the world. Learning is affected as much by motivational issues as by cognitive issues.
  • previous notions of a divided lifetime-education followed by work-are no longer tenable.
  • ...18 more annotations...
  • Professional activity has become so knowledge-intensive and fluid in content that learning has become an integral and inseparable part of "adult" work activities.
  • require educational tools and environments whose primary aim is to help cultivate the desire to learn and create, and not to simply communicate subject matter divorced from meaningful and personalized activity.
  • current uses of technology in education: it is used as an add-on to existing practices rather than a catalyst for fundamentally rethinking what education should be about in the next century
  • information technologies have been used to mechanize old ways of doing business‹rather than fundamentally rethinking the underlying work processes and promoting new ways to create artifacts and knowledge.
  • important challenge is that the ?ld basic skillsº such as reading, writing, and arithmetic, once acquired, were relevant for the duration of a human life; modern ?asic skillsº (tied to rapidly changing technologies) will change over time.
  • We need computational environments to support "new" frameworks for education such as lifelong learning, integration of working and learning, learning on demand, authentic problems, self-directed learning, information contextualized to the task at hand, (intrinsic) motivation, collaborative learning, and organizational learning.
  • Instructionist approaches are not changed by the fact that information is disseminated by an intelligent tutoring system.
  • Lifelong learning is a continuous engagement in acquiring and applying knowledge and skills in the context of authentic, self-directed problems.
  • ubstantial empirical evidence that the chief impediments to learning are not cognitive. It is not that students cannot learn; it is that they are not well motivated to learn.
  • Most of what any individual "knows" today is not in her or his head, but is out in the world (e.g., in other human heads or embedded in media).
  • technology should provide ways to "say the 'right' thing at the 'right' time in the 'right' way
  • challenge of whether we can create learning environments in which learners work hard, not because they have to, but because they want to. We need to alter the perception that serious learning has to be unpleasant rather than personally meaningful, empowering, engaging, and even fun.
  • making information relevant to the task at hand, providing challenges matched to current skills, creating communities (among peers, over the net), and providing access to real practitioners and experts.
  • What "basic skills" are required in a world in which occupational knowledge and skills become obsolete in years rather than decades?
  • reduce the gap between school and workplace learning
  • How can schools (which currently rely on closed-book exams, the solving of given problems, and so forth) be changed so that learners are prepared to function in environments requiring collaboration, creativity, problem framing, and distributed cognition?
  • problem solving in the real world includes problem framing calls into question the practice of asking students to solve mostly given problems.
  • teachers should see themselves not as truth-tellers and oracles, but as coaches, facilitators, learners, and mentors engaging with learners
Randolph Hollingsworth

Student Contracts for Digital Projects - 115 views

chronicle.com/...23011

guidelines collaboration team-based learning technology capstone project-based learning

shared by Randolph Hollingsworth on 25 Aug 11 - No Cached
  • Randolph Hollingsworth on 25 Aug 11
     
    Jeffrey McClurken's contribution to CHE's ProfHacker series; great collaborative learning tool
Roland Gesthuizen

Skype's New Education Platform Connects Classrooms Around the Globe - Education - GOOD - 171 views

www.good.is/...ts-classrooms-around-the-globe

education collaboration technology Skype blog videocasting web2.0

shared by Roland Gesthuizen on 12 Apr 11 - No Cached
  • Roland Gesthuizen on 12 Apr 11
     
    Good news for teachers looking to collaborate with their colleagues in other parts of the world. Skype has a new free service just for educators called Skype in the classroom, "a free global community created in response to, and in consultation with, the growing number of teachers" using the tool to help students learn.
anonymous

The Australian Curriculum v4.1 Information and Communication Technology (ICT) capabilit... - 0 views

www.australiancurriculum.edu.au/...Continuum

shared by anonymous on 24 Mar 13 - No Cached
  • apply practices that comply with legal obligations regarding the ownership and use of digital products resources
  • identify and value the rights to identity, privacy and emotional safety for themselves and others when using ICT and apply generally accepted social protocols when using ICT to collaborate with local and global communities
  • select and use ICT to articulate ideas and concepts, and plan the development of complex solutions
  • ...3 more annotations...
  • design and modify simple digital solutions, or multimodal creative outputs or data transformations for particular audiences and purposes following recognised conventions
  • use appropriate ICT to collaboratively generate ideas and develop plans
  • select and use a range of ICT tools efficiently and safely to share and exchange information, and to collaboratively and purposefully construct knowledge
Annette P

Web 2.0 Tools « - 8 views

ols.syr.edu/...web-2-0-tools

shared by Annette P on 25 Apr 13 - No Cached
  • Blogging the Learning Process Just as blogs can help foster conversation among students and faculty, instructors are discovering that they can also serve a more personal role, as a tool of reflection and self-appraisal. “The blog’s biggest strength is in the development and authentication of the student voice in learning,” notes Ruth Reynard, associate professor of education and the director of the Center for Instructional Technology at Trevecca Nazarene University (TN). Reynard uses blogs as a way to get students to reflect on their coursework–essentially by keeping an online journal in which they track their learning. As opposed to a traditional journal that is read only by the instructor, student
  • When used as a tool for reflection, blogs allow students to write at length about their own experiences as learners, and to read and comment on the insights posted on their classmates’ blogs. This type of public, shared self-reflection is difficult to achieve in other forms of collaborative online writing, such as discussion boards. “If the
  • Reynard has also found that blogs are a great tool for helping her graduate students learn to write academically. She requires her graduate students to embed hyperlinks to online sources that are influencing their thinking in their reflective blog posts.
  • Annette P on 25 Apr 13
     
    useful info for blogging and reflective thinking
tapiatanova

A Social Network Can Be a Learning Network - The Digital Campus - The Chronicle of High... - 98 views

chronicle.com/...129609

social network sociallearning Social Media learning education millenials socialnetworking socialbookmarking pln ple optometry

shared by tapiatanova on 08 Nov 11 - No Cached
Kate Pok liked it
  • Sharing student work on a course blog is an example of what Randall Bass and Heidi Elmendorf, of Georgetown University, call "social pedagogies." They define these as "design approaches for teaching and learning that engage students with what we might call an 'authentic audience' (other than the teacher), where the representation of knowledge for an audience is absolutely central to the construction of knowledge in a course."
    • trisha_poole
      trisha_poole on 08 Nov 11
       
      Very important - social pedagogies for authentic tasks - a key for integrating SNTs in the classroom.
    • Daniel Spielmann
      Daniel Spielmann on 09 Nov 11
       
      Agreed, for connectivism see also www.connectivism.ca
  • External audiences certainly motivate students to do their best work. But students can also serve as their own authentic audience when asked to create meaningful work to share with one another.
    • Daniel Spielmann
      Daniel Spielmann on 09 Nov 11
       
      The last sentence is especially important in institutional contexts where the staff voices their distrust against "open scholarship" (Weller 2011), web 2.0 and/or open education. Where "privacy" is deemed the most important thing in dealing with new technologies, advocates of an external audience have to be prepared for certain questions.
    • tapiatanova
      tapiatanova on 03 Jan 14
       
      yes! nothing but barriers! However, it is unclear if the worries about pravacy are in regards to students or is it instructors who fear teaching in the open. everyone cites FERPA and protection of student identities, but I have yet to hear any student refusing to work in the open...
  • Students most likely won't find this difficult. After all, you're asking them to surf the Web and tag pages they like. That's something they do via Facebook every day. By having them share course-related content with their peers in the class, however, you'll tap into their desires to be part of your course's learning community. And you might be surprised by the resources they find and share.
  • ...9 more annotations...
  • back-channel conversations
  • While keynote speakers and session leaders are speaking, audience members are sharing highlights, asking questions, and conversing with colleagues on Twitter
    • trisha_poole
      trisha_poole on 08 Nov 11
       
      An effective use of Twitter that can be translated to classrooms.
    • Daniel Spielmann
      Daniel Spielmann on 09 Nov 11
       
      All classrooms?
    • John Dorn
      John Dorn on 09 Nov 11
       
      classrooms where students are motivated to learn. Will this work in a HS classroom where kids just view their phones as a means to check up on people? Maybe if they can see "cool" class could be if they were responsible for the freedoms that would be needed to use twitter or other similar sites.
  • Ask your students to create accounts on Twitter or some other back-channel tool and share ideas that occur to them in your course. You might give them specific assignments, as does the University of Connecticut's Margaret Rubega, who asks students in her ornithology class to tweet about birds they see. During a face-to-face class session, you could have students discuss their reading in small groups and share observations on the back channel. Or you could simply ask them to post a single question about the week's reading they would like to discuss.
  • A back channel provides students a way to stay connected to the course and their fellow students. Students are often able to integrate back channels into their daily lives, checking for and sending updates on their smartphones, for instance. That helps the class become more of a community and gives students another way to learn from each other.
  • Deep learning is hard work, and students need to be well motivated in order to pursue it. Extrinsic factors like grades aren't sufficient—they motivate competitive students toward strategic learning and risk-averse students to surface learning.
  • Social pedagogies provide a way to tap into a set of intrinsic motivations that we often overlook: people's desire to be part of a community and to share what they know with that community.
  • Online, social pedagogies can play an important role in creating such a community. These are strong motivators, and we can make use of them in the courses we teach.
  • The papers they wrote for my course weren't just academic exercises; they were authentic expressions of learning, open to the world as part of their "digital footprints."
    • Daniel Spielmann
      Daniel Spielmann on 09 Nov 11
       
      Yes, but what is the relation between such writing and ("proper"?) academic writing?
  • Collaborative documents need not be text-based works. Sarah C. Stiles, a sociologist at Georgetown, has had her students create collaborative timelines showing the activities of characters in a text, using a presentation tool called Prezi.com. I used that tool to have my cryptography students create a map of the debate over security and privacy. They worked in small groups to brainstorm arguments, and contributed those arguments to a shared debate map synchronously during class.
  • Daniel Spielmann on 09 Nov 11
     
    A great blog post on social pedagogies and how they can be incorporated in university/college classes. A good understanding of creating authentic learning experiences through social media.
  • John Dorn on 09 Nov 11
     
    A great blog post on social pedagogies and how they can be incorporated in university/college classes. A good understanding of creating authentic learning experiences through social media.
  • tapiatanova on 03 Jan 14
     
    A great blog post on social pedagogies and how they can be incorporated in university/college classes. A good understanding of creating authentic learning experiences through social media.
Michelle Lynn

Best Practices - 2 views

www.amphi.com/...bestpract.htm

shared by Michelle Lynn on 06 Nov 08 - Cached
  • the first great thing about Diigo is that your bookmarks follow you wherever you go.  When you bookmark a site using your Diigo account, you can have access to it at work, home, the computer lab or library.  The other great thing is that once you bookmark it, you can share your book mark links with students and colleagues and they can all have access to your sites.   
    • Amy Cordova
      Amy Cordova on 17 Nov 08
       
      This would be the first reason to use Diigo in the classroom
  • The next big plus to Diigo is that you get to “tag” the sites you want to bookmark.  A tag is the classification system you determine so you can organize your bookmarks and find the link the next time you need it; this is known as a folksonomy. 
  • On the sticky note the teacher could ask questions and Diigo allows people to comment and reply to the questions on the sticky note.  Students could also add sticky notes for other students to comment on as well.  Another way to use the highlighting tool is that students could go through an article and highlight all of the vocabulary that they didn’t know and learn what it means prior to reading the article.  Or students could put sticky notes about questions they have when reading the text. 
    • yang hongmei
      yang hongmei on 23 Nov 08
       
      在便条中,教师可以提出问题,其他人可以通过便条回复.学生通读全文,高亮显示他们不懂的内容,在正式阅读前把它们学会.学生还可以在阅读时就他们不懂的部分添加便条提问.对教师而言,利用diigo获取学生在阅读时的所想也是很重要的.
  • ...1 more annotation...
  • But, now let’s get to the “social” part of social bookmarking.  Let’s say you find a really awesome site for your unit on Greek Mythology, and you tag it on Diigo.  You see when you look at your bookmark list that 72 other people have tagged that exact same site.  You can see the lists of the other people who have tagged that site, and you might discover a 6th grade teacher in Wisconsin who has an amazing list of Greek mythology sites that you didn’t even know about.  Now you have taken advantage of the social part of the bookmarking process by adding some of those bookmarks to your list. 
  • Maggie Tsai on 06 Nov 08
     
    Diigo - 21st Century Tool for Research, Reading and Collaboration
  • ...1 more comment...
  • Kristen Rush on 10 Nov 08
     
    Why Diigo?
  • Amy Cordova on 17 Nov 08
     
    Diigo - 21st Century Tool for Research, Reading and Collaboration
  • yang hongmei on 23 Nov 08
     
    diigo的应用文章 great
susan millican

KATE - Resources - 123 views

kate.murraystate.edu/tutorials

wiki web2.0 collaboration tools education school technology resources

shared by susan millican on 18 Feb 11 - No Cached
  • Gerald Carey on 18 Feb 11
     
    Lots of technology tutorials
  • susan millican on 23 Feb 11
     
    KATE, the Kentucky Academy of Technology Education, collects the most innovative and successful technology practices in K-12 education and makes them available to the teachers and students of Kentucky -- the United States -- and the world.
Deborah Baillesderr

CAST: Center for Applied Special Technology - 117 views

www.cast.org

udl education technology teaching learning cast

shared by Deborah Baillesderr on 15 Mar 11 - Cached
  • Denise Whiteman on 15 Mar 11
     
    WOW! Free tools related to literacy skills. The book builder tool has a section which reads a story (here's a link for "A Tortoise and a Hare") - They offer professional development and multimedia learning tools. ....."A Tortoise and a Hare" - just this one book offers an amazing variety of learning tools including: activating background knowledge, self assessment and reflection, collaboration and communication, action and expression, coping skills and strategies, challenge and support, recruiting interest, goal-centered learning, and designing flexible curriculum. Each of these skills has a specific activity within the story to address it (almost every page has a different one!). Every page also has a question to think about and respond to. At the end it discusses the moral in another activity and the story itself offers extension activities for follow-up. The story is read by a young girl, but there is also a text reader built in, a glossary, and word-by-word English/Spanish translations.
  • ...1 more comment...
  • msovoice on 16 Mar 11
     
    This is great. Good for educators, parents, and students. The book builder thing is cool!
  • Mark Trerotola on 22 May 12
     
    An educational research & development organization that works to expand learning opportunities for all individuals through Universal Design for Learning.
  • Marc Patton on 02 Mar 13
     
    CAST is an educational research & development organization that works to expand learning opportunities for all individuals through Universal Design for Learning.
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