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Paul Bogush

Five Ideas for Making a Purposeful and Professional Digital Footprint - 48 views

theinnovativeeducator.blogspot.com/...for-making-purposeful-and.html

digital footprint social networking digital citizenship

shared by Paul Bogush on 12 May 10 - Cached
  • Paul Bogush on 12 May 10
     
    Five ideas to enable educators to develop and model a purposeful and professional digital footprint.
    1-Model responsible footprinting with your own practices in blogging, commenting, social networking, and picture posting.
    2-If you have established a professional blog, share it widely and proudly such as placing it in your email signature (if your employer will let you) and as Jeff Utecht suggests include your blog url when you comment on others blogs and in other forums. This enables others to see best practices and is a great way to get the conversation started.
    3-Google yourself (aka ego surfing). If you have something posted online that you'd be uncomfortable having a current or future student, parent, colleague, or employer find, delete it (if you can) or request that it be deleted. There are ways an aggressive internet detective can still find this information, but most won't go through the trouble and the mere fact that you deleted it shows some level of responsibility.
    4-If you do have online personal information and/or interests you wouldn't want discovered, use an unidentifiable screen name/avatar. This means you may need to update your screen name/avatar in your existing online presence.
    5-Engage in the conversation and professionally comment, reply, and present online, onsite, and at conferences.
Randolph Hollingsworth

Women's History Sources - Primary Sources in Archives, Historic Sites and Museums, and Libraries - 40 views

womenshistorysources.blogspot.com

history women sources blog

shared by Randolph Hollingsworth on 15 Mar 11 - Cached
  • Randolph Hollingsworth on 15 Mar 11
     
    Women's History Sources is a collaborative blog that serves as a current awareness tool for anyone who is interested in primary sources at archives, historic sites and museums, and libraries. Some of the types of sources that the blog covers: * New exhibits in archives, libraries, and museums * New digital collections (artifacts, diaries, oral histories, photos, etc.) * Featured objects/documents from other blogs and websites * "In the News" - stories that feature original documents or artifacts. * "On this Day" - digital resources that are related to an event on a specific date. * Recent books that include letters, diaries, photographs, etc. Audience 1. Archivists, Librarians, and Museum curators/personnel 2. Historians 3. College students 4. K-12 Teachers 5. General public with an interest in women's history Geographic Coverage Although the initial emphasis has been on women in United States history, the blog will become international in scope as the list of contributors grows. Contributors The blog will include archivists, historians, librarians, and museum professionals. Please contact Ken Middleton (ken.middlet@gmail.com) if you are interested in being a blog contributor.
Bob Rowan

Disney's Planet Challenge - 89 views

disney.go.com/planetchallenge

Disney Science environment contests projects

shared by Bob Rowan on 18 Apr 11 - No Cached
  • Bob Rowan on 18 Apr 11
     
    student projects for grades 3-5 and 6-8; sponsored by Disney
anonymous

Mobile learning's major impact | eSchool News | eSchool News | 2 - 10 views

www.eschoolnews.com/...2

mobile learning stats

shared by anonymous on 10 Sep 14 - No Cached
    • anonymous
      anonymous on 10 Sep 14
       
      About HALF of all students in grades 3-5 have access to a tablet!
  • Eighty percent of students in grades 9-12, 65 percent of those in grades 6-8, 45 percent of grades 3-5 students
  • have access to a smartphone
  • ...5 more annotations...
  • A report released earlier this year confirms the trend, which seems now to be less of a trend and more of a permanent feature in schools.
  • the majority (77 percent) of families have at least one smartphone at home, and 46 percent have at least one tablet.
    • anonymous
      anonymous on 10 Sep 14
       
      Devices are available and accessibility is at hand!
  • School and district administrators say that mobile technology, including tablets (41 percent), one-to-one programs (28 percent), mobile apps (22 percent), and BYOD (22 percent) have had a significant impact on teaching and learning,
  • South Korea trains teachers in digital learning and has broadband connectivity in all of its schools. Additionally, South Korea plans to phase out printed textbooks in the next two years. Turkey has plans to distribute 10 million tablets to students by 2015, and Thailand’s government has similar aims, with plans to supply 13 million mobile devices to students by 2015
Chema Falcó

Fundamentals of Creativity - 10 views

www.ascd.org/...undamentals-of-Creativity.aspx

creativity creatividad

shared by Chema Falcó on 13 Jan 19 - No Cached
  • Chema Falcó on 13 Jan 19
     
    1 Creativity Takes More Than Originality 2 There Are Different Levels of Creativity 3 Context Matters 4 Creativity Comes at a Cost. Creativity requires work, effort, and risk 5 There's a Time and a Place for Creativity
Martin Burrett

Being bored by @sheep2763 - 7 views

ukedchat.com/...being-bored

shared by Martin Burrett on 15 Mar 19 - No Cached
  • Martin Burrett on 15 Mar 19
     
    "I am of an age where if, as a child, you said you were bored the answer was likely to be, "Only boring people are bored," and be left to find something to do. There was always something to do, go outside and throw a tennis ball against a wall, go out on your bike, do some colouring, play with the Lego, do a jigsaw OR if you really got bored do your homework or tidy your bedroom! Nowadays it seems that the majority of children do not often seem to say that they are bored. They don't often have to find their own entertainment, use their imagination or even have several hours at a time that are not pre-filled with activities. Parents (normally) want to do their best for their children. Charlie wants to do football - that's 5:30 on Wednesday, Sammie wants to do ballet - that's 4:00 on Thursday, extra maths, Judo, trampolining, swimming, cubs… the list goes on, frequently only limited by the time to fit the activities for 2/3/4 children into a week."
maruxa77

TIC para innovar: Clase invertida (flipped classroom) ventajas y desventajas - 1 views

www.ticeducacionec.com/...nvertida-flipped-classrom.html

shared by maruxa77 on 18 Dec 17 - No Cached
  • Clase invertida (flipped classroom) ventajas y desventajas   La clase invertida propone que el aprendizaje de los estudiantes se suscite fuera de la clase. Este modelo pedagógico o estrategia didáctica ofrece una forma de aprendizaje semi presencial ya que los estudiantes pueden aprender desde sus casas mediante juegos, presentaciones, videos, podcast, ejercicios en línea, y tanto los docentes como estudiantes interactúan para resolver problemas. Esto denota un consumo menor de tiempo en el aula que se puede ocupar para otras actividades, sin más deseo compartirles las ventajas y desventajas de la Clase invertida: Ventajas: 1.       Adaptabilidad de la clase se adapta al ritmo del estudiante. 2.       Mejora significativamente el ambiente de trabajo en el aula. 3.       Incrementa la atención educativa a cada estudiantes 4.       Empata el estilo de aprendizaje de cada estudiante. 5.       Transforma la clase en un espacio de interactividad 6.       Incluye a todos los miembros de la comunidad educativa en el proceso de aprendizaje. 7.       Promueve la creatividad y el pensamiento crítico. 8.       Facilita la entrega de tareas y su revisión. 9.       Disminuye el riesgo del incumplimiento en clase. 10.   Permite la reusabilidad del material propuesto. 11.   Origina el ahorro de tiempo extra para el profesor. 12.   Promueve la interacción social. 13.   Incentiva a la resolución de problemas en clase. 14.   Mejora la actitud de los estudiantes hacia la materia. 15.   Incrementa el interés el interés y la motivación. 16.   Genera la satisfacción de toda la comunidad educativa al estar inmersos en el proceso. 17.   El feedback se genera de manera inmediata. 18.   Acerca a los estudiantes al conocimiento de manera simple. 19.   Evalúa no solo el resultado, si no, el proceso entero. 20.   Los estudiantes son responsables de su propio aprendizaje. 21.   Permite la regeneración de contenidos las veces necesarias. Desventajas 1.       Se debe estructura el plan en mejora de la metodología. 2.       Se enfoca en los recursos más que en la metodología en sí. 3.       No toma en cuenta la brecha digital existente. 4.       Los vídeos en casa deben ser asistidos por algún representante, demandando tiempo. 5.     &nbs
Scott Kinkoph

BYOD: Increase Chances for Success! - 44 views

image

started by Scott Kinkoph on 22 Oct 12 no follow-up yet
Rebecca Burdette

Transforming Undergraduate Education in Science, Technology, Engineering and Mathematics (TUES) nsf10544 - 21 views

www.nsf.gov/...nsf10544.htm

NSF TUES grant

shared by Rebecca Burdette on 12 Nov 10 - Cached
  • Type 2 Projects: Total budget may not exceed $600,000 for 2 to 4 years.
    • Rebecca Burdette
      Rebecca Burdette on 12 Nov 10
       
      94 to 108 including 70 to 75 Type 1 awards, 20 to 25 Type 2 awards, 3 to 5 Type 3 awards and 1 to 3 TUES Central Resource Project awards
trisha_poole

A Brief Guide to Learning Faster (and Better) « Scott H Young - 82 views

www.scotthyoung.com/...learn-faster-and-better

learning learningmanagement studyskills study criticalskills critical_thinking

shared by trisha_poole on 13 Jan 11 - No Cached
  • Anything that can be learned falls broadly into two categories: things you need to understand intellectually, and skills you need to be able to perform. Most things you want to learn involve a mix of the two.
  • ee the distinction between skills and concepts, you can devise two separate learning strategies for each.
  • Rule #1: Practice for Skills, Connections for Concepts
  • ...16 more annotations...
  • Rule #2: Concepts before Facts (95% of the time)
  • Patterns make concepts useful, patternless concepts tend to have a very limited use, so they aren’t studied that much.
  • But it needs more time to mature in the back of your head while you do other things. Worse, it utterly fails when put under intense stress or time constraints.
  • Rule #4: Concept Checklists are Useful
  • Then create a second-order list under each of the larger bullet points with sub-concepts.
  • Write out (I suggest on a word document, since it allows multiple levels of bullets) all of the major concepts covered in your course.
  • Heuristics for Learning Better
  • A concept checklist is a good way to handle those scary, “I don’t understand anything!” moments that many learners face. It allows you to dissolve the frightening implications of total ignorance into a step-by-step guide that can allow you to slowly conquer any subject.
  • Tactic #1: The 5-Year Old Method
  • Tactic #2: Metaphors
  • I recommend brainstorming for metaphors. Start with open-ended questions like: This idea reminds me of…? This idea is used in real-life situations, such as…? What phenomenon mimics this idea? If I wanted to tell a story about this idea, it would go like…?
  • Tactic #3: Visceralization
  • combine smell, feeling and motion into an image, not just a picture.
  • Tactic #4: Deep Linking
  • if you know you don’t actually have to deeply learn the material, going deeper into a subject can actually make the original idea easier to understand.
  • How to Learn Faster and Better
  • trisha_poole on 13 Jan 11
     
    1. How to Learn Faster - The basics of learning better 2. How to Learn Anything - Rules of thumb to master hard subjects 3. Tactics for Learning Better - Specific methods to learn faster
meghankelly492

The association of music experience, pattern of practice and performance anxiety with playing-related musculoskeletal problems (PRMP) in children learning instrumental music - Sonia Ranelli, Anne Smith, Leon Straker, 2015 - 0 views

journals.sagepub.com/...0255761415597151

world Music

shared by meghankelly492 on 30 Aug 19 - No Cached
  • Music inexperience, changed pattern of practice and performance anxiety are associated with playing-related problems in child instrumentalists and are therefore important issues for music education.
  • Research on adult musicians has adopted these models and identified individual intrinsic factors such as age and gender, music performance anxiety and enjoyment, extrinsic factors such as music practice habits and type of instrument played and intrinsic–extrinsic interaction factors such as playing posture, technique and student–teacher interaction which influence the development of PRMP.
  • The aim of this study was to describe the music practice of child instrumentalists and determine their associations with playing-related musculoskeletal problems (PRMP), accounting for gender and age
  • ...4 more annotations...
  • Symptoms of performance anxiety are generally categorized into cognitive (e.g. catastrophic thoughts), behavioral (e.g. avoidance of performance/auditions) and physiological (e.g. dry mouth, shaking arms/hands, increased heart rate) (Plaut, 1990; Salmon, 1990).
  • Shoup (1995) reported performance anxiety negatively affected performance in 55% (234/425) junior high and high school instrumentalists.
  • Over a third of students (36%, 263) reported they experienced the feeling of butterflies most times to always when playing in a concert or competition (Table 1).
  • There was a significant association between gender and the experience of butterflies (χ2 = 32.32, df (4), p < .001) with more females reporting the experience of butterflies than males. There was a significant association between age and reported experience of the feeling of butterflies (F = 9.012, df (3), p < .001), with older children reporting the experience of butterflies more than younger children.
meghankelly492

Music performance skills: A two-pronged approach - facilitating optimal music performance and reducing music performance anxiety - Susanna Cohen, Ehud Bodner, 2019 - 1 views

journals.sagepub.com/...0305735618765349

anxiety Music

shared by meghankelly492 on 21 Aug 19 - No Cached
  • music performance anxiety (MPA)
  • The concept of “flow”, describing the subjective psychological state in which a person is completely immersed and fully concentrated in an activity which is enjoyable and rewarding, is often associated with optimal functioning
  • Anxiety is generally regarded as having an antithetical relationship with flow
  • ...19 more annotations...
  • The clinical implications of this negative association between MPA and flow suggest that a two-pronged approach focusing on facilitating flow and positive functioning as well as reducing pathological MPA may bring about improvements in the performer’s subjective performing experienc
  • Seligman’s (2011) most recent model of well-being, from the field of positive psychology, understands well-being as comprising five elements: Positive emotion, Engagement, Relationships, Meaning and Achievemen
  • There is a substantial body of Music Performance Anxiety (MPA) research providing evidence that MPA is a debilitating phenomenon (Kenny, 2011) which can affect musicians at any stage of their careers, from highly experienced professional performers (Fishbein, Middlestadt, Ottati, Straus, & Ellis, 1988; Kenny, Driscoll, & Ackerman, 2014) through to child beginners
  • Anxiety is often described as having an antithetical relationship to the experience of flow (Csikszentmihalyi, 1975), and it has been suggested that fostering techniques for facilitating flow may provide a powerful tool for reducing MPA and encouraging optimal performance
  • “when performance anxiety was highest, flow was lowest and vice versa … the presence of one minimises the magnitude of the other” (Fullager et al., 2013, p. 251), and a recent study found evidence of a strong, significant negative association between flow and MPA amongst 200 professional orchestral musicians (Cohen & Bodner, 2018), supporting Kirchner et al.’s (2008) earlier findings with music students
  • Investigations of the efficacy of existing methods for treating MPA indicate that Cognitive Behavioural Therapy based interventions are most effective (for an overview, see Burin & Osorio, 2016).
  • However, evidence suggests that pharmacological methods, particularly beta-blockers, are most commonly used, often in the absence of medical supervision (Cohen & Bodner, 2018; Kenny et al., 2014) and that the subject of MPA is still stigmatised, with many musicians and teachers unwilling to talk openly about it
  • Csikszentmihalyi’s nine dimensions of flow as follows
  • Although there was an increase in flow over time, this was not significant, F(1, 20) = 4.27, p > .05, η2 =.18, and there was no evidence of a significant interaction between group and time, F(1, 20) = 0.56, p > .05, η2 = .03, indicating that the hypothesis that there would be an increase in self-reported levels of flow in the intervention group, was not supported.
  • Figure 4. Judge-rated musical performance quality and signs of performance anxiety in the intervention group.
  • These results support the fourth hypothesis that there would be an increase in judge-rated PQ and a decrease in judge-rated SPA.
  • Results showed evidence of a significant negative association between MPA and flow, and three out of the four study hypotheses were supported: the music performance skills intervention was found to be effective in reducing pre-/post-test MPA in the intervention group compared to the wait-list control group; there were significant improvements in positive and negative affect and state anxiety associated with the performance situation in the intervention group; and there were significant improvements in judge-rated PQ and behavioural signs of performance anxiety. However, there was no significant change in pre-/post-test measures of flow. These findings will now be discussed in more detail.
  • This supports the understanding of MPA as a specific type of anxiety, where the performer suffers from MPA without necessarily being generally anxious or impaired in any other areas of his/her life (Clark & Williamon, 2011; Hoffman & Hanrahan, 2011) and corresponds to Kenny’s (2011) description of the first and most mild of three types of MPA (for full coverage of this issue, see Kenny, 2011).
  • Thus, the absence in improvement in levels of flow in the current study could also be due to the low average hours of daily practice reported
  • The increases in participants’ positive affect and decreases in negative affect after the second simulated performance compared to the first indicate that the intervention was effective in facilitating positive emotion, the first component of Seligman’s (2011) PERMA model of well-being
  • Evidence of improvements in judge-rated performance quality indicate that the intervention was also effective in facilitating the fifth (Achievement) component of the PERMA model.
  • “Ironically, it may be that the last people to receive some benefit from the therapeutic value of music may be the musicians themselves” (Brodsky, 1996, p. 95).
  • Hopefully, such an approach will enable developing musicians to acquire the skills necessary to enjoy satisfying, successful and healthy lives as performing musicians, in which the threat of debilitating MPA and the need to recourse to beta-blockers are a thing of the past.
  • Cohen, S., & Bodner, E. (2019). Music performance skills: A two-pronged approach – facilitating optimal music performance and reducing music performance anxiety. Psychology of Music, 47(4), 521–538. https://doi.org/10.1177/0305735618765349
Tonya Thomas

New era of Workplace Learning | Centre for Learning & Performance Technologies - 0 views

c4lpt.co.uk/...new-era

workplace learning centre performance technologies 21stcenturyskills directions continuing education online library resources tools

shared by Tonya Thomas on 25 Sep 12 - No Cached
  • 1 – Encourage and support individuals’ and teams’ self-sufficiency to address their own learning and performance problems.
  • So here are 5 ways that L&D can become involved:
  • 2 – Help develop autonomous workers
  • ...4 more annotations...
  • 3 – Provide performance consulting services, where individuals and teams need help in addressing their own learning and performance problems
  • 4 – Rethink the use of learning tools and system
  • 5 – Help to develop an open, enabling culture for working and learning
  • It is clear that formal training is not going disappear overnight, but it is also becoming apparent that we are at the beginning of a fundamental shift in the way that both learning and working is happening in organisations. This should not be seen as a threat to the L&D profession, but as an opportunity to evolve the profession to take on the new challenges it offers. The first step on the path will be to become immersed in the new social media tools that are underpinning this change. Social Learning is not something you just talk or read about; it’s something you do!
Heather Kaiser

Ohio Resource Center > Literacy K-5 > 3-5 Bookshelf - 37 views

www.ohiorc.org/...default.aspx

common core resource ohio center literacy bookshelf

shared by Heather Kaiser on 22 Aug 12 - No Cached
  • Heather Kaiser on 22 Aug 12
     
    Excellent education resource
Kate Pok

Avoiding the 5 Most Common Mistakes in Using Blogs with Students -- Campus Technology - 15 views

campustechnology.com/...Using-Blogs-with-Students.aspx

teaching

shared by Kate Pok on 08 Nov 11 - Cached
  • Kate Pok on 08 Nov 11
     
    article on blogging
Oscar Tapara

Stocks, Bonds, and Investing: Oh, My! - 30 views

www.ed2go.com/...Lessons.aspx

shared by Oscar Tapara on 11 Jul 13 - No Cached
  • However, that is not the case with ETFs.
    • Oscar Tapara
      Oscar Tapara on 11 Jul 13
       
      ETFs doesn't has fees?, just 1.5 of your investment?
    • Oscar Tapara
      Oscar Tapara on 11 Jul 13
       
      No, just fro .18% NAV. So. you are trading mutual fund for very cheap
  • The good news is your costs.
  • ETFs are created by companies for the specific purpose of low management costs, estimated to be around .18% of your NAV.
  • ...18 more annotations...
  • But Wait! There's More.Again
  • There is yet another advantage ETFs have over mutual funds
  • and that is their tax benefit
  • However, unlike mutual funds, ETFs do not sell stocks to pay for redemptions
  • As people withdraw their money from a mutual fund, the mutual fund must sell securities to cover those redemptions. So, every time the mutual fund sells a stock, you have to pay capital gains tax on it.
  • This being the case, the capital gains that you must pay on an ETF are much less than that of a mutual fund because of the lack of capital gains.
  • Danger, Will Robinson!
  • However, be careful not to confuse
  • an ETF
  • ith an Indexed Mutual Fund
  • Indexed Mutual Funds are mutual funds provided by a mutual fund company
  • But, just like any other mutual fund, you have to pay fees
  • Vanguard will charge you managerial fees to set up and manage the fund.
  • The ETF's Potential Disadvantage
  • they do have a potential drawback
  • What it really depends upon is how much you are going to invest and how frequently you are going to invest.
  • If you're only going to invest $200 a month in an ETF, the $20 commission results in an immediate 10% loss,
  • Just something to think about before you jump into ETFs.
Jim Tiffin Jr

What makes an interactive whiteboard interactive? - Doug Johnson's Blue Skunk Blog - 25 views

doug-johnson.squarespace.com/...ve-whiteboard-interactive.html

instruction blog BlueSkunk IWB interactive discussion best practices teaching strategy DougJohnson technology

shared by Jim Tiffin Jr on 19 Sep 11 - No Cached
  • But many advocates of this technology (myself included), see IWBs as genuine means of bringing more interactivity, more student-focus into classrooms of traditional teachers
  • What we don't want to forget is that someone who is coaching a teacher is not really looking for "good technology use" but for just good educational practices. Having an IWB is not going to change a lecturer into something else.
  • Any item in the Instruction domain can be enhanced using an IWB.
  • ...3 more annotations...
  • just because a teacher has an IWB doesn't mean it has to be used every minute of the day. And yes, a teacher can create truly interactive lessons without using any technology whatsoever.
  • use the SmartNotebook software that works with the hardware to organize materials, to find and share lessons, and to seamlessly blend multimedia into lessons.
  • While popular (2007, 2010, interactive white boards (IWBs) are controversial even (or especially) among technology enthusiasts. The major complaint is that the use of these devices reinforces the "sage on the stage" teaching methodology. "The IWB is little more than a fancy overhead projector and its touch sensitive screen is only used to save the teacher a couple steps back to the computer to change a slide."
  • Jim Tiffin Jr on 19 Sep 11
     
    Blog post that articulates some of the best practices for incorporating an interactive white board (IWB), like a SMART Board, into your classroom in meaningful and instructionally sound ways.
mingyzhang

The 5 Keys to Educational Technology -- THE Journal - 166 views

thejournal.com/...to-educational-technology.aspx

keys educational edtech education technology

shared by mingyzhang on 23 Apr 12 - No Cached
    • mingyzhang
      mingyzhang on 23 Apr 12
       
      This is one of the keys to successful application of ed tech.
  • 3. Facilitate the application of senses, memory, and cognition. It is in this component of my definition where I stepped the farthest away from the majority of existing definitions of the field.
  • What is educational technology? What are its purposes and goals, and how can it best be implemented? Hap Aziz, director of the School of Technology and Design at Rasmussen College, explores what he terms the "five key components" to approaching educational technology.
  • ...2 more annotations...
  • Educational technology has a multi-faceted nature comprising a cyclical process, an arsenal of tools (both physical and conceptual), and a multiple-node relationship between learners and facilitators of instruction, as well as between learners themselves.
  • 4. Enhance teaching practices. Learning in our formalized education context does not exist in a vacuum; that is, we do not simply provide learners with access to information and resources with the expectation that they will learn through discovery.
khirnhup yeo

Diigo now less useful - 142 views

There is a neat solution to the caching problem and it can be found at http://groups.diigo.com/group/Diigo_HQ/content/almost-perfect-solution-to-caching-problem-icyte-1889535 .

Diigo

started by khirnhup yeo on 06 Sep 10 11 follow-ups, last by khirnhup yeo on 13 Sep 10
Dave Lewis

Part 1: Flipping The Classroom? … 12 Resources To Keep You On Your Feet | 21 st Century Educational Technology and Learning - 228 views

21centuryedtech.wordpress.com/...urces-to-keep-you-on-your-feet

shared by Dave Lewis on 06 Dec 11 - No Cached
    • Dave Lewis
      Dave Lewis on 06 Dec 11
       
      Thus far approx 18 of 27 students in math 7 have used Khan, 10 /18 have rated it between 3 or 4, 4 have rated is a 5, 4 have rated it as a 2 or less
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