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Jim Aird

Feds Call on Universities for Ideas for 'Experimental Sites,' New Learning Technologies -- Campus Technology - 32 views

campustechnology.com/...New-Learning-Technologies.aspx

technology education teaching online online learning

shared by Jim Aird on 15 Jan 14 - No Cached
  • Education, particularly K-12 education, remains relatively untouched by advances in our understanding of how people learn, how to design instruction that incorporates those insights, and the explosion in information technologies such as low-cost smartphones and tablets, cloud computing, broadband networks, speech recognition and speech synthesis, predictive analytics, data mining, machine learning, intelligent tutors, simulations, games, computer-[supported] collaborative work, and many other technologies.
Emmanuel Zilberberg

Comment apprendre à apprendre ? | InternetActu - 5 views

internetactu.blog.lemonde.fr/...comment-apprendre-a-apprendre

shared by Emmanuel Zilberberg on 09 Feb 14 - No Cached
  • Comment apprendre à apprendre ?
    • Emmanuel Zilberberg
      Emmanuel Zilberberg on 09 Feb 14
       
      Qu'est ce que cela change ce mode de commentaire éducation ?
  • François Taddéi
    • Emmanuel Zilberberg
      Emmanuel Zilberberg on 10 Feb 14
       
      citation de Poincaré On résout les problèmes que l'on se pose et non les problèmes qui se posent. Henri Poincaré
    • Emmanuel Zilberberg
      Emmanuel Zilberberg on 10 Feb 14
       
      Les machines un jour pourront résoudre tous les problèmes, mais jamais aucune d'entre elles ne pourra en poser un. Albert Einstein Cité dans apprendre à apprendre, A. Giordan, J. Saltet, p.41, Librio, 2011
jrudd143

Son of Citation Machine - 49 views

shared by jrudd143 on 13 Nov 13 - No Cached
Lanny Hallahan

Cracking the NAZI Enigma Code Machine - YouTube - 16 views

m.youtube.com/watch

Enigma

shared by Lanny Hallahan on 17 Sep 14 - No Cached
  • Lanny Hallahan on 17 Sep 14
     
    Signs and symbols yr 3
Martin Burrett

Division Machine - 96 views

www.amblesideprimary.com/...dividermachine.html

division maths numeracy

shared by Martin Burrett on 26 Sep 11 - Cached
  • Martin Burrett on 26 Sep 11
     
    A simple division practising resource which three levels of difficult. http://ictmagic.wikispaces.com/Maths
Martin Burrett

Totally Mental Maths Machine - 77 views

www.amblesideprimary.com/...mentalmachine2.html

multiplication addition subtraction maths decimals

shared by Martin Burrett on 22 Jul 11 - Cached
  • Martin Burrett on 22 Jul 11
     
    A mental maths quiz which randomises each time with new numbers to keep them on their toes. http://ictmagic.wikispaces.com/Maths
Steve Kelly

What would an exceptional middle and high school computer science curriculum include? - Quora - 48 views

www.quora.com/ter-science-curriculum-include

high school school computer computer science middle school curriculum science coding code programming include

shared by Steve Kelly on 26 Mar 15 - No Cached
  • What would an exceptional middle and high school computer science curriculum include?
  • This isn't a complete answer, but one thing the very first introductory classes should require is that the students turn off all their electronic computers and actually learn to walk through  algorithms with a computer that exists only on paper. (Or, I suppose, a whiteboard or a simulator.) This exercise would give the students a grounding in what is going on inside the computer as a very low level.My first computer programming class in my Freshman year of high school was completely on paper. Although it was done because the school didn't have much money, it turned out to be very beneficial.Another class I had in high school, that wouldn't normally be lumped into a Computer Science curriculum but has been a boon to my career, was good old Typing 101.
  • If you followed the CS Unplugged curriculum your students would know more about CS than most CS grads:http://csunplugged.orgIt's a really great intro to basic computer science concepts and very easy for students to understand.  Best of all you don't even need a computer per student if your school doesn't have the budget,
  • ...6 more annotations...
  • For younger students, I think that the ability to make something professional-looking, like a real grown-up would, is paramount.  Sadly, I think this means that LOGO and BASIC aren't much use any more*.
  • So, we have a few choices.  You can try to write phone apps that look just like real phone apps, design interactive websites that look just like real interactive websites, or do something with embedded systems / robotics.  Avoid the temptation to make these things into group projects; the main thing every student needs to experience is the process of writing code, running it, debugging it, and watching the machine react to every command.
  • It is important to consider what an 11 to 18-year old is familiar with in terms of mathematics and logical thinking. An average 11-year old is probably learning about fractions, simple cartesian geometry, the concept of units, and mathematical expressions. By 15, the average student will be taking algebra, and hopefully will have the all-important concept of variables under his/her belt. So much in CS is dependent on solid understanding that symbols and tokens can represent abstract concepts, values, or algorithms. Without it, it's still possible to teach CS, but it must be done in a very different way (see Scratch).
  • At this point, concepts such as variables, parenthesis matching, and functions (of the mathematical variety) are within easy reach. Concepts like parameter passing, strings and collections, and program flow should be teachable. More advanced concepts such as recursion, references and pointers, certain data structures, and big-O may be very difficult to teach without first going through some more foundational math.
  • I tend to agree strongly with those that believe a foundational education should inspire interest and enforce concepts and critical thinking over teaching any specific language, framework, system, or dogma.
  • The key is that the concepts in CS aren't just there for the hell of it. Everything was motivated by a real problem, and few things are more satisfying than fixing something you really want to work with a cool technique or concept you just learned.
  • Steve Kelly on 26 Mar 15
     
    Great resource for teachers (especially those of us not initially trained in Computer Science) about what should 'count' as Computer Science.  Worth the read!
Sharin Tebo

How Do We Transform Our Schools? - Education Next : Education Next - 26 views

educationnext.org/ow-do-we-transform-our-schools

shared by Sharin Tebo on 07 Feb 15 - No Cached
  • And yet the machines have made hardly any impact.
    • Sharin Tebo
      Sharin Tebo on 07 Feb 15
       
      Why would they? It is PEOPLE, not programs or 'things' that make a difference!
  • An organization’s natural instinct is to cram the innovation into its existing operating model to sustain what it already does. This is the predictable course, the logical course—and the wrong course.
    • Sharin Tebo
      Sharin Tebo on 07 Feb 15
       
      This idea of 'nonconsumption' is exactly what the authors of Blended discuss. This is the opportune moment to disrupt and innovate. 
  • The way to implement an innovation so that it will transform an organization is to implement it disruptively—not by using it to compete against the existing paradigm and serve existing customers, but to let it compete against “non-consumption,” where the alternative is nothing at all.
  • ...2 more annotations...
  • At first glance there appears to be little non-consumption of education in the United States since students are required to receive schooling. Looking deeper, however, reveals many pockets of non-consumption where students would be delighted with computer-based learning rather than the alternative, nothing at all. Take Advanced Placement (AP) courses for starters. According to a 2005 report by the National Center for Education Statistics (NCES), 33 percent of schools nationwide offered no AP classes in 2002–03. Those that do provide AP courses today only offer a fraction of the 34 courses for which AP exams are available, because they lack the resources to hire more AP teachers or there is not enough student demand to justify a dedicated course and teacher.
  • Credit recovery is another big opportunity.
Ricardo Pimenta

Internet Archive: Digital Library of Free Books, Movies, Music & Wayback Machine - 102 views

archive.org

shared by Ricardo Pimenta on 05 Jan 14 - No Cached
  • Jac Londe on 05 Jan 14
     
    One of the best learning tool about everything and media history
Steve Ransom

Digital Age Damaging Learning | Nicholas Carr - 72 views

www.smh.com.au/...-something-20101012-16hhd.html

learning dumb google computer criticalthinking faustianbargain

shared by Steve Ransom on 13 Oct 10 - No Cached
  • excessive use of the internet and other forms of technology diminishes our capacity for deep, meditative thinking, "the brighter the software, the dimmer the user", a counter-revolution may be required.
  • curricula must be developed not only with the potential benefits of technology linked to every learning outcome in mind, but also the costs.
    • Steve Ransom
      Steve Ransom on 13 Oct 10
       
      The Faustian bargain that Postman so often wrote about
  • available where there is clear utility, to remove it when there is not
    • Steve Ransom
      Steve Ransom on 13 Oct 10
       
      And who do we leave this decision up to? The individual? If so, we are in big trouble.
  • ...5 more annotations...
  • we must be mindful of any cost associated with allowing ourselves to devolve to a more machine-like state.
    • Steve Ransom
      Steve Ransom on 13 Oct 10
       
      NO ONE is striving for this. Just the opposite.
  • Of greatest importance, however, is the status of our thinking, understanding how we think and the effect new technologies have on our cognitive processes. This debate extends beyond the neuroscience to questions relating to what is worth knowing and what mental functions are worth preserving at their present level of development
  • As a senior high school teacher, one of my greatest bugbears is the reluctance of students to reflect on the information they have collected and plan their essays. Rather, some expect to Google their entire essay, often skipping from one hyperlink to the next until they find something that appears to be relevant, then pasting it into their essay, frequently oblivious to academic honesty and coherence of argument. The ability to discern reliability of sources is also severely lacking
    • Steve Ransom
      Steve Ransom on 13 Oct 10
       
      This is a by-product of failing to address and teach good research methods in a digital world and assigning work that can simply be cut and pasted. We must move beyond "reporting" in a digital, information-rich, and connected world.
  • A primary role of educators is to foster qualities that are distinctly human: our ability to reflect, reason and imagine
    • Steve Ransom
      Steve Ransom on 13 Oct 10
       
      Exactly... and this must happen, regardless of the types of information that we have access to. To say that technology impedes this is laughable.
  • In the curricula of tomorrow this may entail identifying topics and tasks that begin with an instruction to turn all electronic devices off.
    • Steve Ransom
      Steve Ransom on 13 Oct 10
       
      No- it should begin with teachers establishing and negotiating meaningful, interesting, and powerful learning opportunities with access to all available tools. The computer as a learning tool is meant to extend physical human capabilities, not weaken them. It is the low-level, rote tasks that we require that weaken them. It's time to recognize this and wake up. Blaming the technology does little more than preserve the status quo.
Ed Webb

Google to reincarnate digital books as paperbacks by AP: Yahoo! Tech - 1 views

tech.yahoo.com/...us_tec_google_book_publishing

media google ebooks Sony kindle books paper deadmedia

shared by Ed Webb on 18 Sep 09 - Cached
  • As part of a deal announced Thursday, Google is opening up part of its index to the maker of a high-speed publishing machine that can manufacture a paperback-bound book of about 300 pages in under five minutes. The new service is an acknowledgment by the Internet search leader that not everyone wants their books served up on a computer or an electronic reader like those made by Amazon.com Inc. and Sony Inc.
Gary Cordray

Passages for Rhetorical Analysis - New York City - F. Scott Fitzgerald - The Great Gatsby - 0 views

grammar.about.com/...NYCpassfitz1.htm

shared by Gary Cordray on 16 Sep 09 - Cached
    • Gary Cordray
      Gary Cordray on 16 Sep 09
       
      Whats up with the cover?
  • the constant flicker of men and women and machines
    • Gary Cordray
      Gary Cordray on 16 Sep 09
       
      The use of polysyndeton and the connotation of the world flicker gives the reader the sense that the people and things surrounding him are merely illusions, almost temporary.
    • Gary Cordray
      Gary Cordray on 16 Sep 09
       
      Again, the polysyndeton gives the piece a stream-of-consciousness feel to it. Like Fitzgerald might have had experiencing this for himself.
  • ...1 more annotation...
    • Gary Cordray
      Gary Cordray on 16 Sep 09
       
      Why not use your first name?
Dominic Salvucci

Latest Songs From MP3 & Music Blogs / The Hype Machine - 0 views

hypem.com

music mp3 audio web2.0 open source openmusic opensource

shared by Dominic Salvucci on 14 Sep 09 - Cached
  • Dominic Salvucci on 14 Sep 09
     
    Free open source music
Daryl Bambic

Son of Citation Machine - 32 views

citationmachine.net

shared by Daryl Bambic on 02 Feb 10 - Cached
  • Kate Gay on 26 Aug 10
     
    Citation creator
Mary Beth Messner

Grading essays: Humans vs. machine - USATODAY.com - 28 views

www.usatoday.com/...-automated-grading-essay_N.htm

Computer Grading Essays Writing English

shared by Mary Beth Messner on 22 Feb 11 - No Cached
  • The testing service compared the results of E-Rater evaluations of students' papers to human grading, and to students' scores on the SAT writing test and the essay portion of the SAT writing test (which is graded by humans). ETS found very high correlations between the E-Rater grades and the SAT grades and, generally, to the human grades of the placement test.
  • In fact, Ramineni said, one of the problems that surfaced in the review was that some humans doing the evaluation were not scoring students' essays on some prompts in consistent ways, based on the rubric used by NJIT.
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