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Philip Vinogradov

MetaBlast - 8 views

www.metablast.org

Games gamebasedlearning biotechnology simulation

shared by Philip Vinogradov on 20 Apr 12 - No Cached
  • Philip Vinogradov on 20 Apr 12
     
    The last remaining plant cell in existence is dying. An expert team of plant scientists have inexplicably disappeared. Can you rescue the lost team, discover what is killing the plant, and save the world? Meta!Blast is a real-time 3D action-adventure game that puts you in the pilot's seat. Shrink down to microscopic size and explore the vivid, dynamic world of a soybean plant cell spinning out of control. Interact with numerous characters, fight off plant pathogens, and discover how important plants are to the survival of the human race.
Marc Patton

SIAM: Society for Industrial and Applied Mathematics - 0 views

www.siam.org

Teacher_Resources Teaching_Ideas Mathematics

shared by Marc Patton on 28 Jun 12 - Cached
  • Marc Patton on 28 Jun 12
     
    Welcome to SIAM! Applied mathematics, in partnership with computational science, is essential in solving many real-world problems. Our mission is to build cooperation between mathematics and the worlds of science and technology through our publications, research, and community.
beachfives

How Videogames Could Help Train the Next Generation of Robotic Surgeons | WIRED - 28 views

www.wired.com/...robotic-surgery-and-gaming

shared by beachfives on 09 Apr 15 - No Cached
  • beachfives on 09 Apr 15
     
    Doling out death in the virtual world of first-person-shooter games might help the next generation of surgeons save lives in the real world. A new study used simulators to compare the robotic surgery skills of med school residents against college and high school students who spend a lot of their time playing video games -- and the video gamers won.
Marc Safran

Flat Classroom Project - 1 views

www.flatclassroomproject.org

21stcentury 21st 2.0 web2.0 flatclassrom flat_classroom resources tools

shared by Marc Safran on 05 Aug 09 - Cached
  • Marc Safran on 05 Aug 09
     
    The Flat Classroom Project is a global collaborative project that joins together middle and senior high school students. The Project uses Web 2.0 tools to make communication and interaction between students and teachers from all participating classrooms easier. The topics studied and discussed are real-world scenarios based on 'The World is Flat' by Thomas Friedman. One of the main goals of the project is to 'flatten' or lower the classroom walls so that instead of each class working isolated and alone, 2 or more classes are joined virtually to become one large classroom. This is done through the Internet using Web 2.0 tools such as Wikispaces and Ning.
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
dabennett7

Homage or Theft? A Closer Look at the 'Blurred Lines' Verdict - Law Blog - WSJ - 18 views

blogs.wsj.com/...k-at-the-blurred-lines-verdict

shared by dabennett7 on 29 Mar 15 - Cached
  • A federal jury in Los Angeles on Tuesday ordered singers Robin Thicke and Pharrell Williams to pay about $7.4 million to the family of Marvin Gaye, after finding the duo’s 2013 hit song “Blurred Lines” copied parts of Mr. Gaye’s “Got to Give it Up.”
    • dabennett7
      dabennett7 on 29 Mar 15
       
      Attribution and intellectual property are a real concern for everyone. Remixing ideas is not a new practice, but in the 21st century it is easier than ever. How do we help prepare our students for careers in the 21st century?
  • only to compare “Blurred Lines” to the sheet music composition of “Got to Give it Up.” So the jury only heard a stripped down version of Mr. Gaye’s song, with his lyrics over a bass line and keyboards.
    • dabennett7
      dabennett7 on 29 Mar 15
       
      Attribution and intellectual property are a real concern for everyone. Remixing ideas is not a new practice, but in the 21st century it is easier than ever. How do we help prepare our students for careers in the 21st century?
  • substantial copying
    • dabennett7
      dabennett7 on 29 Mar 15
       
      From the arts to science, remixing and building upon the ideas of those who came before you is not new. In fact, it is a necessary practice that feeds the progress of our world.  Now musicians are haunted by this ghost of copyright. How can we develop and model practices for our students that celebrate the history of attribution and the growth of ideas? Can we elevate the student dreaded practices of citation and attribution to an act of reverence and respect?
  • ...3 more annotations...
  • Use extreme caution when referencing your forebears in song (without first getting permission, of course)
    • dabennett7
      dabennett7 on 29 Mar 15
       
      From the arts to science, remixing and building upon the ideas of those who came before you is not new. In fact, it is a necessary practice that feeds the progress of our world.  Now musicians are haunted by this ghost of copyright. How can we develop and model practices for our students that celebrate the history of attribution and the growth of ideas? Can we elevate the student dreaded practices of citation and attribution to an act of reverence and respect?
  • It will cause people who want to want to evoke the past to perhaps refrain from doing so
    • dabennett7
      dabennett7 on 29 Mar 15
       
      From the arts to science, remixing and building upon the ideas of those who came before you is not new. In fact, it is a necessary practice that feeds the progress of our world.  Now musicians are haunted by this ghost of copyright. How can we develop and model practices for our students that celebrate the history of attribution and the growth of ideas? Can we elevate the student dreaded practices of citation and attribution to an act of reverence and respect?
  • a step backward
    • dabennett7
      dabennett7 on 29 Mar 15
       
      From the arts to science, remixing and building upon the ideas of those who came before you is not new. In fact, it is a necessary practice that feeds the progress of our world.  Now musicians are haunted by this ghost of copyright. How can we develop and model practices for our students that celebrate the history of attribution and the growth of ideas? Can we elevate the student dreaded practices of citation and attribution to an act of reverence and respect?
Justin Medved

The state of the Digital Union - - 9 views

www.state.gov/...135519.htm

21st_Century_Curriculum

shared by Justin Medved on 27 Jan 10 - Cached
  • This is an important speech on a very important subject. But before I begin, I want to just speak briefly about Haiti, because during the last eight days, the people of Haiti and the people of the world have joined together to deal with a tragedy of staggering proportions. Our hemisphere has seen its share of hardship, but there are few precedents for the situation we’re facing in Port-au-Prince. Communication networks have played a critical role in our response. They were, of course, decimated and in many places totally destroyed. And in the hours after the quake, we worked with partners in the private sector; first, to set up the text “HAITI” campaign so that mobile phone users in the United States could donate to relief efforts via text messages. That initiative has been a showcase for the generosity of the American people, and thus far, it’s raised over $25 million for recovery efforts.
  • Information networks have also played a critical role on the ground. When I was with President Preval in Port-au-Prince on Saturday, one of his top priorities was to try to get communication up and going. The government couldn’t talk to each other, what was left of it, and NGOs, our civilian leadership, our military leadership were severely impacted. The technology community has set up interactive maps to help us identify needs and target resources. And on Monday, a seven-year-old girl and two women were pulled from the rubble of a collapsed supermarket by an American search-and-rescue team after they sent a text message calling for help. Now, these examples are manifestations of a much broader phenomenon.
  • The spread of information networks is forming a new nervous system for our planet. When something happens in Haiti or Hunan, the rest of us learn about it in real time – from real people. And we can respond in real time as well. Americans eager to help in the aftermath of a disaster and the girl trapped in the supermarket are connected in ways that were not even imagined a year ago, even a generation ago. That same principle applies to almost all of humanity today. As we sit here, any of you – or maybe more likely, any of our children – can take out the tools that many carry every day and transmit this discussion to billions across the world.
  • Justin Medved on 27 Jan 10
     
    Recent speech by Hillary Clinton
Jac Londe

The Real Value of Chinese Yuan - 9 views

www.1800what.com/...real-value-of-chinese-yuan-rmb

Yuan money finances corpocratie World corpocracy

shared by Jac Londe on 24 Dec 10 - No Cached
  • The Real Value of Chinese Yuan
  • The romanised symbol is ¥ while in Chinese it is also written with the character 元. As of August 2008, 100 Chinese Yuan (RMB or CNY) equals to 14.5811 USD, 9.71331 EUR, 15.5370 CAD, 16.3896 AUD, 7.59939 GBP or 1,602.14 JPY.
  • Many economists believe that Chinese Yuan has become undervalued in the international currency exchange market. Chinese exports is costing too little in international markets, and imports from abroad is costing the Japanese too much. Chinese Yuan is slowly appreciating against the US Dollar and other major currencies of the world during the past two years.
Marc Patton

Yummy Math | We provide teachers and students with mathematics relevant to our world today … - 118 views

www.yummymath.com

Teaching_Ideas Mathematics

shared by Marc Patton on 18 Jan 12 - No Cached
  • BTerres on 31 Mar 12
     
    A site called Yummy Math. At first glance the two words may seem at odds...unless you're talking about using some food items as manipulatives. Their tagline is "We provide teachers and students with mathematics relevant to our world today …"   As I investigated further, I realized these were a collection of "math stories" that set up a real-world scenario; then they pose questions for the students to ponder and problem-solve. They are timely with current events. Currently, there are math stories on March Madness, Pi Day, Green green Chicago River, and Shamrock Shakes. You can search by month or by math standard. Each math story involves multiple math standards and new stories are regularly added.
  • Marc Patton on 19 Jul 12
     
    We provide teachers and students with mathematics relevant to our world today
Della Gordon

argumentintherealworld - home - 25 views

argumentintherealworld.wikispaces.com

digital media literacy infographic argumentation

shared by Della Gordon on 09 Nov 16 - No Cached
  • Della Gordon on 09 Nov 16
     
    Resources for Argument in the Real World Kristen Hawley Turner and Troy Hicks Published by Heinemann, November 2016 Welcome to the companion wiki for our upcoming Heinemann book, Argument in the Real World. You will find here links to resources that are mentioned in the book, as well as additional tools to help you and your students develop their argument skills. We also hope that you will connect with us on Twitter @teachKHT and @hickstro). ~ Kristen and Troy Chapter 1: The Nature of Argument in a Digital World Chapter 2: Analyzing Arguments that are Born Digital Chapter 3: The Moves of Argument in Web-based Text Chapter 4: The Moves of Argument in Infographics Chapter 5: The Moves of Argument in Video Chapter 6: The Moves of Argument in Social Media Chapter 7: Coaching Students' Work with Digital Arguments
Ed Webb

Please Sir, how do you re-tweet? - Twitter to be taught in UK primary schools - 2 views

uk.techcrunch.com/...e-taught-in-uk-primary-schools

twitter technology literacy education UK socialmedia

shared by Ed Webb on 25 Mar 09 - Cached
  • The British government is proposing that Twitter is to be taught in primary (elementary) schools as part of a wider push to make online communication and social media a permanent part of the UK’s education system. And that’s not all. Kids will be taught blogging, podcasting and how to use Wikipedia alongside Maths, English and Science.
  • Traditional education in areas like phonics, the chronology of history and mental arithmetic remain but modern media and web-based skills and environmental education now feature.
  • The skills that let kids use Internet technologies effectively also work in the real world: being able to evaluate resources critically, communicating well, being careful with strangers and your personal information, conducting yourself in a manner appropriate to your environment. Those things are, and should be, taught in schools. It’s also a good idea to teach kids how to use computers, including web browsers etc, and how those real-world skills translate online.
  • ...8 more annotations...
  • I think teaching kids HOW TO use Wikipedia is a step forward from ordering them NOT TO use it, as they presently do in many North American classrooms.
  • Open Source software is the future and therefore we need to concentrate on the wheels and not the vehicle!
  • Core skills is very important. Anyone and everyone can learn Photoshop & Word Processing at any stage of their life, but if core skills are missed from an early age, then evidence has shown that there has always been less chance that the missing knowledge could be learnt at a later stage in life.
  • Schools shouldn’t be about teaching content, but about learning to learn, getting the kind of critical skills that can be used in all kinds of contexts, and generating motivation for lifelong learning. Finnish schools are rated the best in the world according to the OECD/PISA ratings, and they have totally de-emphasised the role of content in the curriculum. Twitter could indeed help in the process as it helps children to learn to write in a precise, concise style - absolutely nothing wrong with that from a pedagogical point of view. Encouraging children to write is never a bad thing, no matter what the platform.
  • Front end stuff shouldn’t be taught. If anything it should be the back end gubbins that should be taught, databases and coding.
  • So what’s more important, to me at least, is not to know all kinds of useless facts, but to know the general info and to know how to think and how to search for information. In other words, I think children should get lessons in thinking and in information retrieval. Yes, they should still be taught about history, etc. Yes, it’s important they learn stuff that they could need ‘on the spot’ - like calculating skills. However, we can go a little bit easier on drilling the information in - by the time they’re 25, augmented reality will be a fact and not even a luxury.
  • Schools should focus more on teaching kids on how to think creatively so they can create innovative products like twitter rather then teaching on how to use it….
  • Schools should focus more on teaching kids on how to think creatively so they can create innovative products like twitter rather then teaching on how to use it….
  • Ed Webb on 25 Mar 09
     
    The British government is proposing that Twitter is to be taught in primary (elementary) schools as part of a wider push to make online communication and social media a permanent part of the UK's education system. And that's not all. Kids will be taught blogging, podcasting and how to use Wikipedia alongside Maths, English and Science.
Josh Flores

The Innovative Educator: Developing an Authentic ePortfolio - 139 views

theinnovativeeducator.blogspot.com/...ping-authentic-eportfolio.html

real world stigma resources review tools

shared by Josh Flores on 05 May 11 - No Cached
    • Josh Flores
      Josh Flores on 06 May 11
       
      DANG!
  • real world
  • School shouldn’t be preparing you for more school. Should be preparing students for the world,
Jac Londe

World Debt Clocks - 85 views

www.usdebtclock.org/world-debt-clock.html

world debt clock dette

shared by Jac Londe on 08 Nov 12 - No Cached
  • Jac Londe on 08 Nov 12
     
    If we want to teach something meaningful, we must use the real facts and let the students decide what to do with those disturbing facts on our nations and their responsabilities. After all, it is their future ...
  • Carol LaVallee on 08 Nov 12
     
    As a social science teacher I am always verifying the validity of website. This "World Debt Clocks" seems to be fake. No where can you find where this website gets their information. Also, If you do a WHOISIT domain search you learn the information is "hidden". If you search the address, you come up with a fraudulent online bank. Be careful using this one.
Martin Burrett

Worldometers - real time world statistics - 125 views

www.worldometers.info

statistics world data environment population

shared by Martin Burrett on 14 May 12 - Cached
  • Martin Burrett on 14 May 12
     
    An interesting and shocking site which shows live statistics for world population, economics, the environment, and many more. Useful resource for sparking debates. http://ictmagic.wikispaces.com/PSHE%2C+RE%2C+Citizenship%2C+Geography+%26+Environmental
deb loftsgard

Gold Standard PBL: Essential Project Design Elements | Blog | Project Based Learning | BIE - 76 views

bie.org/...ential_project_design_elements

shared by deb loftsgard on 17 Jun 15 - No Cached
  • Sustained
    • deb loftsgard
      deb loftsgard on 17 Jun 15
       
      Level 3  research using I can statements as the funnel toward the driving question
  • students ask questions,
    • deb loftsgard
      deb loftsgard on 17 Jun 15
       
      Creation of Need to Know questions - level 2 knowledge
  • Authenticity
  • ...14 more annotations...
  • solve problems like those faced by people in the world outside of school (
  • eal-world processes, tasks and tools, and performance standards,
  • address a need in their school or community
  • own concerns, interests, cultures,
  • Student Voice & Choice
  • Students can have input and (some) control over many aspects of a project, from the questions they generate, to the resources they will use to find answers to their questions, to the tasks and roles they will take on as team members, to the products they will create
  • Reflection
  • We do not learn from experience. We learn from reflecting on experience.
  • Critique & Revision
  • ddition to peers and teachers, outside adults and experts can also contribute to the critique process, bringing an authentic, real-world point of view.
  • product” can be a tangible thing, or it can be a presentation of a solution to a problem or answer to a driving question.
  • resent or display their work to an audience beyond the classroom, the performance bar raises, since no one wants to look bad in public
  • aking student work public is an effective way to communicate with parents, community members, and the wider world about what PBL is and what it does for students.
  • people need to be able to think critically and solve problems,
Michael Sheehan

Learning Never Stops: Graphing Stories - Using videos to apply math concepts - 83 views

seekoutlearning.blogspot.com/...ies-using-videos-to-apply.html

learning graphing stories videos math concepts

shared by Michael Sheehan on 28 Feb 13 - No Cached
  • Michael Sheehan on 28 Feb 13
     
    Use these real world videos to learn math concepts
Donal O' Mahony

Google minus Google plus | eLearning Island - 36 views

donalomahony.edublogs.org/...google-minus-google-plus

google elearning

shared by Donal O' Mahony on 20 May 13 - No Cached
  • Donal O' Mahony on 20 May 13
     
    My reflections on the Google I/O and Education. this post has got a lot of interest especially in Australia. I make the point..."This is the real work of education - helping people take control of their lives and realising that in these still early days of the online world, we are being pushed and pushed into vistas that may be limited."
Marc Patton

10 Video Games To Get Started With Game-Based Learning - 91 views

www.teachthought.com/...arted-with-game-based-learning

Teaching_Ideas Social_Studies Language_Arts Science STEM

shared by Marc Patton on 31 Dec 12 - No Cached
  • Marc Patton on 31 Dec 12
     
    Games offer rewards, challenges and victories that students may not find in the real world, according to researcher Jane McGonigal
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