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Martin Burrett

Dushare - Real-time P2P file transfers - 24 views

www.dushare.com

file sharing tools file document share

shared by Martin Burrett on 08 Aug 11 - Cached
  • Martin Burrett on 08 Aug 11
     
    An easy way to save and send files online in real time. Upload, share the link, download. That's it. http://ictmagic.wikispaces.com/ICT+&+Web+Tools
Martin Burrett

SoapBox - Transform your lecture in real-time - 9 views

gosoapbox.com

feedback questions lecture cpd audience

shared by Martin Burrett on 09 Oct 11 - No Cached
  • Martin Burrett on 09 Oct 11
     
    This is a superb tool for ensuring that your audience are keeping up with your lecture. The audience can post questions without interrupting and interact in real time in many other ways. Great for CPD trainers and Teachmeets. http://ictmagic.wikispaces.com/ICT+%26+Web+Tools
jodi tompkins

Simple private real-time sharing and collaboration by drop.io - 19 views

drop.io

filesharing web2.0 presentation technology

shared by jodi tompkins on 16 Nov 09 - Cached
  • jodi tompkins on 16 Nov 09
     
    Online shared collaboration space. Can share photos, video, audio, documents, etc. It is private, you have to give out the name of the web address for others to view. You can set it for your guest to have or not have a password in order for them to collectively collaborate on the project. It is in real time.
Roland Gesthuizen

The Great "Respect" Deception | Edutopia - 46 views

www.edutopia.org/...spect-deception-richard-curwin

teaching learning studentwelfare rules behaviour

shared by Roland Gesthuizen on 06 Oct 13 - No Cached
  • Don Doehla on 06 Oct 13
     
    I define a rule as what you enforce every time it's broken. Platitudes cannot be enforced because there is no line to cross, there's nothing predictable for students to understand, and they're too vague to be useful. In essence, these clumps allow teachers to enforce anything whenever they want under any conditions they chose. It's a get into jail free card. Rules aren't reduced by clumping them -- they are only hidden from students. Often, the only way students can find the real lines is by crossing them. This encourages rule breaking rather than stopping it.
  • ...1 more comment...
  • Don Doehla on 06 Oct 13
     
    I define a rule as what you enforce every time it's broken. Platitudes cannot be enforced because there is no line to cross, there's nothing predictable for students to understand, and they're too vague to be useful. In essence, these clumps allow teachers to enforce anything whenever they want under any conditions they chose. It's a get into jail free card. Rules aren't reduced by clumping them -- they are only hidden from students. Often, the only way students can find the real lines is by crossing them. This encourages rule breaking rather than stopping it.
  • Amy McCorkle on 06 Oct 13
     
    I find, however, that if you inundate students with rules and consequences, especially when they are the same rules every time, students view these as your expectations of their behavior. When they believe you expect the worst from them, they will rise to that expectation. Many rules teachers make are actually procedures, as defined by Henry Wong. If we teach procedures instead, and simply reteach the procedure every time it is not followed, they eventually get tired of being retaught the procedure and just do it. I think what some in education forget is that students, no matter what age, expect and deserve respect, too. If we consistently offer respect and dignity, even when we aren't receiving it in return, the rest of the class notices and responds in return. There need to be some rules that are clearly stated with real enforceable consequences. They need to be only a few and very important. Every professional work place has a few. But we also need to send the clear message that school, as preparing them for the workplace that will not have a100 page rule book, is where we are showing them a model of behavior that is *implicitly* expected in every segment of society.
  • Roland Gesthuizen on 15 Oct 13
     
    "Because so many educators have come to believe the myth of "the fewer rules, the better" (which I was taught in my teacher training program), they have developed what I call deception clumps. They throw as many rules as possible into a respectably titled non-communicative clump: "
fishy65

BBC - Radio 4 - So You Want To Be A Scientist? - The Experiments - Homing Snails Experiment - Snail Swapping Instructions - 37 views

www.bbc.co.uk/...snail-swap

bbc radio 4 science experiment snails

shared by fishy65 on 09 Aug 10 - Cached
  • fishy65 on 09 Aug 10
     
    Take part in some real science. The question was asked by a young girl, "Do snails have a homing instinct" and it turns out no one really know. So BBC Radio 4 is asking people to help find out by getting involved and conducting the experiment. What a great opportunity for young science students.
  • fishy65 on 09 Aug 10
     
    Take part in some real science. The question was asked by a young girl, "Do snails have a homing instinct" and it turns out no one really know. So BBC Radio 4 is asking people to help find out by getting involved and conducting the experiment. What a great opportunity for young science students.
Sharin Tebo

Guide: Using the SAMR Model to Guide Learning | That #EdTech Guy's Blog - 74 views

thatedtechguy.wordpress.com/...e-samr-model-to-guide-learning

edtech SAMR technology technology integration

shared by Sharin Tebo on 25 Oct 15 - No Cached
  • The SAMR Model (above) was developed by Dr. Ruben Puentedura. It enables educators to analyse how effective their use of technology is on teaching and learning.
  • – Enhancement (Substitution and Augmentation) – technology is used just to enhance a task
  • – Transformation (Modification and Redefinition) – tasks are designed in a way which would not be possible without the use of technology
  • ...9 more annotations...
  • Substitution – at this stage, technology is simply used as an alternative tool for completing the original task with no real change in the tasks function.
  • Example: instead of writing by hand, learners use an app like Pages to type up a report.
  • Example: once again, if students are creating a document on Pages, using the collaborative tools available on iWork for iCloud, learners can work on a document together. Peers could add feedback comments to the document in real time which could be responded to, which would improve the end product further.
  • Augmentation – here, technology is still used as a direct substitute like above, however it offers improvements in terms of the function of the task.
  • Example: again using Pages, however making use of features like spellchecking function or importing images to enhance the end product.
  • Modification – it is at this point where technology starts to enhance teaching and learning. It requires tasks to be redesigned, in order to make the most of the technology available.
  • it still does not improve the students learning experience.
  • Redefinition– this is the point at which technology really enhances the learning experience for students and has the greatest impact. Through the use of technology, educators are able to design tasks that were previously impossible.
  • Example: like before, learners may be collaborating on a document in Pages. However, this time the end product will be uploaded to a website or perhaps a class blog. Students are usually excited by the prospect of their work being on display in a classroom, so the use of a real audience is huge for them. Furthermore, this builds their literacy skills as they need to consider the audience that they’ll be writing to and adapt their work accordingly. Finally, this opens up the possibility of feedback from this global audience which they can respond to.
  • Sharin Tebo on 25 Oct 15
     
    SAMR Explained with Definitions and Application Examples
Frederick Eberhardt

Powerful Learning: Studies Show Deep Understanding Derives from Collaborative Methods | Edutopia - 85 views

www.edutopia.org/uiry-project-learning-research

Collaborative Learning Powerful Student as Researcher

shared by Frederick Eberhardt on 03 Oct 09 - Cached
  • In essence, students must learn how to learn, while responding to endlessly changing technologies and social, economic, and global conditions.
  • students learn more deeply if they have engaged in activities that require applying classroom-gathered knowledge to real-world problems.
  • developing inquiring minds
  • ...10 more annotations...
  • Studies of problem-based learning suggest that it is comparable, though not always superior, to more traditional instruction in teaching facts and information. However, this approach has been found to be better in supporting flexible problem solving, reasoning skills, and generating accurate hypotheses and coherent explanations.
  • design challenges need to be carefully planned, and they emphasized the importance of dynamic feedback.
  • When students have no prior experience with inquiry learning, they can have difficulty generating meaningful driving questions and logical arguments and may lack background knowledge to make sense of the inquiry.
    • Adrienne Michetti
      Adrienne Michetti on 03 Oct 09
       
      Absolutely true. I discovered this when I used inquiry-based methods with my students in Qatar who were used to rote learning. They truly did not know where to start. They first needed to learn *how* to be inquisitive.
  • Requiring students to track and defend their thinking focused them on learning and connecting concepts in their design work
  • All the research arrives at the same conclusion: There are significant benefits for students who work together on learning activities.
  • groups outperform individuals on learning tasks and that individuals who work in groups do better on later individual assessments.
  • In successful group learning, teachers pay careful attention to the work process and interaction among students.
  • "It is not enough to simply tell students to work together. They must have a reason to take one another's achievement seriously.
  • She and her colleagues developed Complex Instruction, one of the best-known approaches, which uses carefully designed activities requiring diverse talents and interdependence among group members.
    • Adrienne Michetti
      Adrienne Michetti on 03 Oct 09
       
      Interesting... worth checking out.
  • They require changes in curriculum, instruction, and assessment practices -- changes that are often new for teachers and students.
  • Adrienne Michetti on 03 Oct 09
     
    A scholarly article with tremendous real-world practical implications and suggestions. Love this.
  • Adrienne Michetti on 03 Oct 09
     
    A scholarly article with tremendous real-world practical implications and suggestions. Love this.
  • Frederick Eberhardt on 06 Oct 11
     
    Vocational Education meets Research in the dynamic classroom of Linda Darling-Hammond, 2008. The students are doing the research, teaching and learning. They control their own destiny and they are taking the world by storm! They are not waiting to be taught, they are teaching each other and themselves as teams of researchers. Darling-Hammond, L. (2008). Powerful learning: what we know about teaching for understanding. San Francisco, CA: Jossey-Bass.
Marc Patton

RSS Feed Widget - 31 views

rssfeedwidget.com

Online_Learning_Environments Teaching_Tools

shared by Marc Patton on 08 Oct 12 - No Cached
  • Marc Patton on 08 Oct 12
     
    As its name suggests, RSS Feed Widget is a handy widget to help you embed and display your favorite RSS, just specify the URL of RSS feed, click the "Create Widget" button, it can immediately generate a short code for you, copy and paste this code to your web page or blog, it will bring your favorite real-time content to you.
Michele Brown

Education | Project Noah - 3 views

www.projectnoah.org/education

science ecology

shared by Michele Brown on 09 Nov 12 - No Cached
  • Michele Brown on 09 Nov 12
     
    Project Noah was created to provide people of all ages with a simple, easy-to-use way to share their experiences with wildlife. By encouraging your students to share their observations and contribute to Project Noah missions, you not only help students to reconnect with nature, you provide them with real opportunities to make a difference.
Steve Gall

CanvasDropr™ | Beta - 4 views

www.canvasdropr.com/default.aspx

sharing collaboration

shared by Steve Gall on 09 Nov 12 - No Cached
  • Steve Gall on 09 Nov 12
     
    "For more efficient projects, teams and meetings. Collaborate directly in your browser. Supports 20+ filetypes. Draw, annotate and edit with partners, co-workers or friends. All changes happen real-time on all screens. "
Martin Burrett

Soundslice - 84 views

www.soundslice.com

guitar music learning video music theory

shared by Martin Burrett on 27 Nov 12 - No Cached
  • Martin Burrett on 27 Nov 12
     
    An interest music project where users upload videos of guitars being played and you can view the notes and chords being played on a timeline in real time. http://ictmagic.wikispaces.com/Music%2C+Sound+%26+Podcasts
Adrienne Schroeder

Digital Storytelling - 0 views

www.cyberbee.com/storytelling_sites.html

education digitalstorytelling resources tools

shared by Adrienne Schroeder on 17 Jan 13 - Cached
  • Adrienne Schroeder on 17 Jan 13
     
    Contains resources to real uses of digital storytelling plus tutorials on how to get started
Thieme Hennis

Design lessons for programmers, curated by top designers | Hack Design - 2 views

hackdesign.org

design open-education oer-initiative oer webdesign learning education programming entrepreneurship

shared by Thieme Hennis on 17 Jan 13 - No Cached
  • Christian King on 17 Jan 13
     
    A free design course to encourage programmers/hackers into developing solid design skills, but most of the content is relevant to anyone wanting to improve their design skills (covers design in general including industrial design, web design, UX, etc). Some excellent resources are already available.
  • Thieme Hennis on 01 Apr 13
     
    "An easy to follow design course for hackers who do amazing things. Receive a design lesson in your inbox each week, hand crafted by a design pro. Learn at your own pace, and apply it to your real life work - no fake projects here."
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."
Martin Burrett

Nitro Type | Competitive Typing Game - 112 views

www.nitrotype.com

typing keyboard games

shared by Martin Burrett on 20 Dec 12 - No Cached
  • Martin Burrett on 20 Dec 12
     
    This is a fast, action packed typing game where you can race your car against other typists in real time online. Use your WPM to increase your MPH! Earn cash to buy upgrades. http://ictmagic.wikispaces.com/ICT+%26+Web+Tools
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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