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Lisa C. Hurst

Inside the School Silicon Valley Thinks Will Save Education | WIRED - 9 views

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    "AUTHOR: ISSIE LAPOWSKY. ISSIE LAPOWSKY DATE OF PUBLICATION: 05.04.15. 05.04.15 TIME OF PUBLICATION: 7:00 AM. 7:00 AM INSIDE THE SCHOOL SILICON VALLEY THINKS WILL SAVE EDUCATION Click to Open Overlay Gallery Students in the youngest class at the Fort Mason AltSchool help their teacher, Jennifer Aguilar, compile a list of what they know and what they want to know about butterflies. CHRISTIE HEMM KLOK/WIRED SO YOU'RE A parent, thinking about sending your 7-year-old to this rogue startup of a school you heard about from your friend's neighbor's sister. It's prospective parent information day, and you make the trek to San Francisco's South of Market neighborhood. You walk up to the second floor of the school, file into a glass-walled conference room overlooking a classroom, and take a seat alongside dozens of other parents who, like you, feel that public schools-with their endless bubble-filled tests, 38-kid classrooms, and antiquated approach to learning-just aren't cutting it. At the same time, you're thinking: this school is kind of weird. On one side of the glass is a cheery little scene, with two teachers leading two different middle school lessons on opposite ends of the room. But on the other side is something altogether unusual: an airy and open office with vaulted ceilings, sunlight streaming onto low-slung couches, and rows of hoodie-wearing employees typing away on their computers while munching on free snacks from the kitchen. And while you can't quite be sure, you think that might be a robot on wheels roaming about. Then there's the guy who's standing at the front of the conference room, the school's founder. Dressed in the San Francisco standard issue t-shirt and jeans, he's unlike any school administrator you've ever met. But the more he talks about how this school uses technology to enhance and individualize education, the more you start to like what he has to say. And so, if you are truly fed up with the school stat
Bob Rowan

Twitter Reacts To Massive Quake, Tsunami In Japan - 25 views

  • Twitter users shared the tsunami’s estimated times of arrival on U.S. shores — before an official government tsunami warning
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    worth noting for volume of Twitter posts following 2011 tsunami in Japan, use of Twitter following phone outages, and sharing expected arrival time of waves in US before official government announcements
Jennifer Clark Evans

IP Reports - 50 views

  • copyright
  • also meant to protect the rights of users in order to promote creativity, innovation, and the spread of knowledge
  • not on how much of a piece of copyrighted work that we use, but instead on the ways in which we use it.
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  • fair use requires judgment.
    • Jennifer Clark Evans
       
      which is why it is so crucial to examine in our classrooms-helping our students develop fair judgment when using technoligies.
  • if the user “transforms” the material in some way, repurposing it in a new media composition, for instance, then fair use likely applies.
  • or did it just repeat the work for the same intent and value as the original?
  • Students’ use of copyrighted material should not be a substitute for creative effort.
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    from NCTE's Monthly Intellectual Property Reports, Troy Hicks writes: "In November 2008, educators were introduced to the "Code of Best Practices in Fair Use for Media Literacy Education," and our concept of how to deal with copyright issues in the classroom has, literally, been transformed. As the official policy of NCTE related to fair use in the teaching of English, it is a document worth our attention as students learn to comprehend and compose texts utilizing a variety of forms of media."
onepulledthread

Wellesley College Project on Social Computing: How to E-mail Your Professor - 0 views

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    useful tips for students in e-mailing professors, but also useful for people who for in officies, or for employees to supervisors.
smilex3md

'Watered Down' MOOC Bill Becomes Law In Florida | Inside Higher Ed - 10 views

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    Florida Governor Rick Scott signed a bill into law last week to encourage the state's K-12 and higher education systems to use massive open online courses, or MOOCs. The bill Scott signed allows MOOCs, under certain conditions, to be used to help teach K-12 students in four subjects and also orders Florida education officials to study and set rules that would allow students who have yet to enroll in college to earn transfer credits by taking MOOCs.
MIchael Heneghan

Myths and Opportunities: Technology in the Classroom by Alan November on Vimeo - 68 views

    • MIchael Heneghan
       
      "People learn through conversations"
    • MIchael Heneghan
       
      "Easy to teach teachers to use technology. Difficult to get the teachers to shift control away from themselves to the kids."
    • MIchael Heneghan
       
      "Tech robbed kids of the opportunity to make a contribution to their communities." How can I find a way to help kids contribute, via English class?
    • MIchael Heneghan
       
      "Interdisc. Bauhaus created an amazing flow of ideas." How can we make our classes more interdisc.?
    • MIchael Heneghan
       
      "Need authentic conversations locally and around the world"
    • MIchael Heneghan
       
      "this gives students more of a choice to do the kinds of assignments they want to do, as opposed to just the teacher deciding." You would certainly need to check that they were doing challenging, relevant work.
    • MIchael Heneghan
       
      All of these skills mentioned above are exactly what are essential in the 21st century workplace.
    • MIchael Heneghan
       
      Concrete idea for how to answer the above, last question. He used a concrete example from a 3rd grade class: "Have the kids create a podcast every week of what they learned. Have a writer, producer, mixer, etc." Would you do that during class time or outside of classtime?
    • MIchael Heneghan
       
      "Have an official Note Taker each class as well. Have the class as a whole review the notes to see if they are good/correct."
    • MIchael Heneghan
       
      "Another solution: you need to be more reflective on the body of work that you are doing. What have I learned? Where have I been and where am I going?" How do you do this?
    • MIchael Heneghan
       
      "Teach kids really good research skills. Have them look up assignments and related material from other teachers from all over the world." And then do what with them?
    • MIchael Heneghan
       
      "One solution: have an official classroom researcher everyday in your class." The job would be to gather the websites that will be used connected to whatever it is you're studying? Is that right? Need more thought on this.
    • MIchael Heneghan
       
      "Final Myth: Tech will make kids smarter. Actually it's a distraction. Creates more plagiarism and people wanting to get things done. Losing critical thinking." How can we use the enormous resources of the internet and at the same time increase critical thinking?
    • MIchael Heneghan
       
      "Another myth: the internet will give people a range of ideas. The opposite is true. People search out their version of the truth, e.g. Fox News or Huffington Post." I find this to be incredibly true.
    • MIchael Heneghan
       
      "It's a myth that tech will be the great equilizer in society. At least not for now." Why?
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    This was shared previously, but I've added many annotations I think teachers will find interesting.
Jeff Andersen

Colleges Using Athletics to Boost Profile - Athletic Business - 1 views

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    For many students, the college experience includes game days watching athletes wearing the school colors take the field or court. But in today's environment of rising costs, soaring student debt and declining enrollment, college and university leaders are sometimes finding they have to explain the need for what has become an "arms race" among athletic departments. The argument might be made that much of the money that is required to keep college athletic teams going comes from ticket sales and outside sources such as alumni contributions. The other side of that coin is that some of the cost is borne by students, even those with no interest in sports. In the case of private institutions, it is up to school officials to decide whether the expense is worthwhile. The public has an obvious and greater role in the determination of the role and funding of sports in state institutions.
Martin Burrett

Yammer : The Enterprise Social Network - 24 views

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    Closed microblogging program
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    I hope to do a pilot use of Yammer after Easter. It depends on my Uni adopting it officially so that I can set up a student group. I have used Yammer with other staff members: it's easy to use and it's nice to have a channel for quick communication - away from the tsumamis of emails... Yammer could well be to students' liking for that very reason, particularly if their studies are partly or wholly online.
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    Use social networking to organise your school by setting up it's own with this site, which is very similar to Twitter. The free version does have some limitations which means it is not very suitable for students to use, but this communication and collaboration tool would be great for the staff. http://ictmagic.wikispaces.com/ICT+&+Web+Tools
D. S. Koelling

Embracing the Cloud: Caveat Professor - The Digital Campus - The Chronicle of Higher Ed... - 37 views

  • My work as chief privacy and security officer at a large public university has, however, given me pause to ask if our posture toward risk prevents us from fully embracing technology at a moment of profound change.
  • Consequently, faculty members are accepting major personal and institutional risk by using such third-party services without any institutional endorsement or support. How we provide those services requires a nuanced view of risk and goes to the heart of our willingness to trust our own faculty and staff members.
  • The technologically savvy among us recognize that hard physical, virtual, and legal boundaries actually demark this world of aggressively competitive commercial entities. Our students, faculty, and staff often do not.
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  • But can we embrace the cloud? Can the faculty member who wears our institution's name in her title and e-mail address, to whom we've entrusted the academic and research mission of the institution, be trusted to reach into the cloud and pluck what she believes is the optimal tool to achieve her pedagogical aims and use it? Unfortunately, no. Many faculty and staff members simply use whatever service they choose, but they often do not have the knowledge or experience needed to evaluate those choices. And those who do try to work through the institution soon find themselves mired in bureaucracy.
  • First we review the company's terms of service. Of course, we also ask the company for any information it can provide on its internal data security and privacy practices. Our purchasing unit rewrites the agreement to include all of the state-required procurement language; we also add our standard contract language on data security. All of this information is fed into some sort of risk assessment of varying degrees of formality, depending on the situation, and, frankly, the urgency. That leads to yet another round of modifications to the agreement, negotiations with the company, and, finally, if successful, circulation for signatures. After which we usually exhume the corpse of the long-deceased faculty member and give him approval to use the service in his class. We go through this process not from misguided love of bureaucracy, but because our institutions know of no other way to manage risk. That is, we have failed to transform ourselves so we can thrive and compete in the 21st century.
  • But our faculty and staff are increasingly voting with their feet—they're more interested in the elegance, portability, and integration of commercial offerings, despite the inability to control how those programs change over time. By insisting on remaining with homegrown solutions, we are failing to fall in lockstep with those we support.
  • Data security? Of course there are plenty of fly-by-night operations with terrible security practices. However, as the infrastructure market has matured (one of the generally unrecognized benefits of cloud services), more and more small companies can provide assurances of data security that would shame many of us even at large research-intensive institutions.
  • If higher education is to break free of the ossified practices of the past, we must find ways to transfer risk acceptance into the faculty domain—that is, to enable faculty to accept risk. Such a transformation is beyond the ability of the IT department alone—it will require our campus officials, faculty senates, registrars, and research and compliance officers working together to deeply understand both the risks and the benefits
Margaret Moore-Taylor

Digital Wish - About Digital Wish - 5 views

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    a website to empower teachers to solve their own technology shortfalls by connecting classrooms with their communities using the Internet. A year later, www.digitalwish.org launched with a simple wish list feature and a few technology products. The need for classroom technology was so great that 1,000 teachers posted wishes in the first month. With such high demand, we began the process of turning Digital Wish into an official nonprofit organization.
Jeff Andersen

Dropbox unveils new product aimed at higher ed | Education Dive - 40 views

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    Dropbox is broadening its sales focus from targeting mostly corporations to trying to attract paid users in higher ed, too. Officials say the intent is for those collaborating on research and potentially sharing high amounts of sensitive data and information to be able to do so in a secure environment that is controlled by the campus CIO. PC World reports the company does not see Dropbox Education as useful for "undergrads who may just need to turn in a paper or two."
Thieme Hennis

MyPISA - Home - 16 views

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    PISA data. Freely available statistics on education Welcome to MyPISA, ACER's official website for the management and implementation of the OECD's Programme for International Student Assessment (PISA). This website consists of publicly accessible web-pages that you see right now, and secure pages designed for the exclusive use of those people directly involved with the implementation of PISA."
Martha Hickson

Pinterest Targets Casual Visitors With New "Pinterest For Teachers" Site, May Add More ... - 71 views

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    Pinterest has launched what may be the first of several official "hubs" featuring content targeting a particular segment of its user base, with today's debut of a new "Pinterest for Teachers" site at pinterest.com/teachers. Obviously timed to coincide with the back-to-school rush and news cycle, the company tells us that the new hub will also serve as something of a test to see if it makes more sense to continue down this path in the future, with more hubs devoted to other interests or groups.
Marge Runkle

Tweetminster: Livewire - 0 views

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    Great to use with students and global connections. You can follow discussions/comments about the UK gov by gov officials. WOW!
Ann Steckel

endofweb / FrontPage - 0 views

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    The scenario: It's 2020 and the world has changed. Some say for the better, for others it is the worst. The internet, the technology that connects us, will be turned off in 60 days. The world leaders, controlled by BIG BUSINESS, have agreed that the internet is making the world worse, and is now too big and too powerful. It must be stopped. The resistance force, always on the move, known as the Wireless Underground will seek to rally others to form their own resistance groups and to eventually form a new www based on connecting rogue sites. Each group will have limited range of access but can extend through connecting with other groups. They say official orders have been given. The Internet is closing down, to be replaced by a single information service called the "Alternet". The underground predict that G8 world leaders will make an the announcement in Feburary 2021, but this could just ne a hoax ... but what if it's true? What will be your story?
Carol Mortensen

Sol - Our Star - 3 views

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    "Our Sun is a Very Special Star! Amongst only the top 10%! The Sun, officially called "Sol" (from the Latin: Sol), a yellow dwarf, G2 Start, is the star at the center of our Solar System. "
Jon Tanner

Pediatricians Say Limit Tech use to 2 hours daily - 60 views

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    What should be common sense is now being officially prescribed by the American Academy of Pediatrics: Limit screen time to two hours a day, and keep cell phones and Internet connections out of bedrooms.
Carla Wimmersberger

Learning. Your time starts… now! | Betchablog - 47 views

  • If you accept that Learning is a Conversation, and that some of the most powerful learning can take place in the process of conversing and exchanging ideas with others, then setting up ways to have as many of these conversations as possible seems like an obvious thing to do.
  • It might be easy to think that the people on the stage at conferences have the knowledge and that if we simply listen to them we will get wisdom, but the truth is that sometimes it just doesn't work like that, and even if it does, most of those ideas gather far more momentum once we start to internalise them through further conversation with others. Ideas beget ideas, one thing leads to another, and you often find some of the best, most useful ideas come to you not from what was said by a speaker, but from things that came to to you as a result of further conversation about what was said.  (by the way, the same logic applies in classrooms too!)
  • If we limit our notion of learning to the "official" channel - the teacher, the textbook, the syllabus - we miss so much. Yes, learning happens at school, but what about outside school? Yes, learning happens in the classroom, but what about outside the classroom? Yes, learning happens in the act of "being taught", but what about when we are not "being taught"?
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  • Our schools system implies that when we ring the bell to signal the start of a class, we are really saying that the learning starts... wait for it... now!  And at the end of the lesson we ring it again to say the learning now stops. Ok, school's over, you can all stop learning now. Until tomorrow.
  • if we acknowledge that creativity in education is important, then how can we teach kids to be creative if we continue to focus on just regurgitating standard answers to standard questions, year after year. Because if it's only about learning pre-defined content then you don't need creativity, and you don't need conversation. Learning in messy and there is no point extending our thinking into new and creative areas if we aren't committed to that notion, because that just muddies up all those nice clean facts we have to remember.
  • Papert said that the one really valuable skill for a 21st century learner is that of being able to "learn to learn"... To be able not just to know the answers to what you were taught in school, but to know how to find the answers to those things you were not taught in school.
  • So how do virtual communities fit into this? They are an obvious and convenient way of extending conversations with other likeminded people, no matter where (or when) in the world they might be.
  • Unfor
  • If you accept that Learning is a Conversation , and that some of the most powerful learning can take place in the process of conversing and exchanging ideas with others, then setting up ways to have as many of these conversations as possible seems like an obvious thing to do.
  • If we limit our notion of learning to the "official" channel - the teacher, the textbook, the syllabus - we miss so much. Yes, learning happens at school, but what about outside school? Yes, learning happens in the classroom, but what about outside the classroom? Yes, learning happens in the act of "being taught", but what about when we are not "being taught"?  Our schools system implies that when we ring the bell to signal the start of a class, we are really saying that the learning starts... wait for it... now!   And at the end of the lesson we ring it again to say the learning now stops. Ok, school's over, you can all stop learning now. Until tomorrow.
  •  if we acknowledge that creativity in education is important, then how can we teach kids to be creative if we continue to focus on just regurgitating standard answers to standard questions, year after year. Because if it's only about learning pre-defined content then you don't need creativity, and you don't need conversation. Learning in messy and there is no point extending our thinking into new and creative areas if we aren't committed to that notion, because that just muddies up all those nice clean facts we have to remember.
Kim Drain

Stanford Copyright & Fair Use - Welcome to the Public Domain - 106 views

  • The public owns these works, not an individual author or artist. Anyone can use a public domain work without obtaining permission, but no one can ever own it.
  • Copyright has expired for all works published in the United States before 1923.
  • For works published after 1977, if the work was written by a single author, the copyright will not expire until 70 years after the author’s death. If a work was written by several authors and published after 1977, it will not expire until 70 years after the last surviving author dies.
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  • Thousands of works published in the United States before 1964 fell into the public domain because the copyright was not renewed in time under the law in effect then.
  • Copyright law does not protect ideas; it only protects the particular way an idea is expressed.
  • Sometimes an author deliberately chooses not to protect a work and dedicates the work to the public. This type of dedication is rare, and unless there is express authorization placing the work in the public domain, do not assume that the work is free to use.
  • Copyright law does not protect the titles of books or movies, nor does it protect short phrases such as, “Make my day.” Copyright protection also doesn’t cover facts, ideas, or theories.
  • Creative Commons, a nonprofit organization designed to foster the public domain, helps copyright owners dedicate their works to the public domain.
  • Works published in the U.S. before 1923 In the
  • In the U.S., any work created by a federal government employee or officer is in the public domain, provided that the work was created in that person’s official capacity.
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    This chapter of Stanford's Copyright and Fair Use Overview defines public domain and explains the main ways in which works become public domain. "Dear Rich" letters provide scenarios to illustrate many of these.
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