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Jonathan Wylie

The Pros and Cons of a Solid State External Hard Drive - 34 views

iosafe.com/...olid-state-external-hard-drive

shared by Jonathan Wylie on 05 Jun 11 - No Cached
  • Jonathan Wylie on 05 Jun 11
     
    Today, they are increasingly more common. ioSafe has two SSD versions in their lineup, and many other manufacturers are beginning to follow suit. So, let's take a look at the advantages and disadvantages of buying one as your next external storage device.
Lauren Rosen

How To Embed Practically Anything On Your Blog or Website - 169 views

mashable.com/...embedly-how-to

BER embed

shared by Lauren Rosen on 06 Jun 11 - No Cached
  • Lauren Rosen on 06 Jun 11
     
    Embedding made easy. You can embed almost anything anywhere just by providing the URL in embedly
D. S. Koelling

Online Courses Should Always Include Proctored Finals, Economist Warns - Wired Campus - The Chronicle of Higher Education - 34 views

chronicle.com/...31287

education students courses online

shared by D. S. Koelling on 11 May 11 - No Cached
  • Online economics students do not absorb much material from homework and chapter tests during the semester—perhaps because they expect to be able to cheat their way through the final exam.
  • she has noticed that her online students perform much worse than their classroom-taught counterparts when they are required to take a proctored, closed-book exam at the end of the semester.
  • Ms. Wachenheim’s findings parallel those of a 2008 study in the Journal of Economic Education. That study found indirect evidence that students cheat on unproctored online tests, because their performance on proctored exams was much more consistent with predictions based on their class ranks and their overall grade-point averages.
  • ...1 more annotation...
  • Those include insisting on a proctored final exam and reminding students of that exam “early, often, and broadly, so students are ever-conscious that they will be responsible for the material in an unaided environment.”
  • Jason Finley on 12 May 11
     
    "In self-paced courses, many students appeared to cram most of the homework and chapter exams into the final week of the semester. Few of them bothered to do the ungraded practice problems offered by the online publisher." First, where is the teaching? It sounds more like a case of poorly designed instruction...or a complete lack of instruction. Of course these students are not learning...they are not being taught. Also, if they are in classes which are actively taught by a teacher, then where are the formative assessments by the instructors? That teacher should know long before the final exam if the students know the material or not. A good teacher and a well developed online course would have a number of ways to determine this which do not allow for "cut and paste" or cheating. Finally, does this department test a student's memorization of material or the mastery of the concepts and and understanding of how to apply those concepts? Perhaps, there is also a need to reevaluate the assessments. Good teaching is good teaching. If a student is not learning the material, who is really to blame?
Benjamin Light

The Costs of Overemphasizing Achievement - 83 views

www.alfiekohn.org/...tcooa.htm

assessment grading achievement education kohn

shared by Benjamin Light on 13 May 11 - Cached
  • First, students tend to lose interest in whatever they’re learning. As motivation to get good grades goes up, motivation to explore ideas tends to go down. Second, students try to avoid challenging tasks whenever possible. More difficult assignments, after all, would be seen as an impediment to getting a top grade. Finally, the quality of students’ thinking is less impressive. One study after another shows that creativity and even long-term recall of facts are adversely affected by the use of traditional grades.
    • Deb White Groebner
      Deb White Groebner on 13 May 11
       
      SO true!
    • Terie Engelbrecht
      Terie Engelbrecht on 27 Jun 11
       
      Very true; especially the "avoiding challenging tasks" part.
  • Unhappily, assessment is sometimes driven by entirely different objectives--for example, to motivate students (with grades used as carrots and sticks to coerce them into working harder) or to sort students (the point being not to help everyone learn but to figure out who is better than whom)
  • Standardized tests often have the additional disadvantages of being (a) produced and scored far away from the classroom, (b) multiple choice in design (so students can’t generate answers or explain their thinking), (c) timed (so speed matters more than thoughtfulness) and (d) administered on a one-shot, high-anxiety basis.
  • ...36 more annotations...
  • The test designers will probably toss out an item that most students manage to answer correctly.
  • the evidence suggests that five disturbing consequences are likely to accompany an obsession with standards and achievement:
  • 1. Students come to regard learning as a chore.
  • intrinsic motivation and extrinsic motivation tend to be inversely related: The more people are rewarded for doing something, the more they tend to lose interest in whatever they had to do to get the reward.
  • 2. Students try to avoid challenging tasks.
  • they’re just being rational. They have adapted to an environment where results, not intellectual exploration, are what count. When school systems use traditional grading systems--or, worse, when they add honor rolls and other incentives to enhance the significance of grades--they are unwittingly discouraging students from stretching themselves to see what they’re capable of doing.
  • 3. Students tend to think less deeply.
  • 4. Students may fall apart when they fail.
  • 5. Students value ability more than effort
    • Deb White Groebner
      Deb White Groebner on 13 May 11
       
      This is the reinforcement of a "fixed mindset" (vs. (growth mindset) as described by Carol Dweck.
  • They seem to be fine as long as they are succeeding, but as soon as they hit a bump they may regard themselves as failures and act as though they’re helpless to do anything about it.
  • When the point isn’t to figure things out but to prove how good you are, it’s often hard to cope with being less than good.
  • It may be the systemic demand for high achievement that led him to become debilitated when he failed, even if the failure is only relative.
  • But even when better forms of assessment are used, perceptive observers realize that a student’s score is less important than why she thinks she got that score.
  • just smart
  • luck:
  • tried hard
  • task difficulty
  • It bodes well for the future
  • the punch line: When students are led to focus on how well they are performing in school, they tend to explain their performance not by how hard they tried but by how smart they are.
  • In their study of academically advanced students, for example, the more that teachers emphasized getting good grades, avoiding mistakes and keeping up with everyone else, the more the students tended to attribute poor performance to factors they thought were outside their control, such as a lack of ability.
  • When students are made to think constantly about how well they are doing, they are apt to explain the outcome in terms of who they are rather than how hard they tried.
  • And if children are encouraged to think of themselves as "smart" when they succeed, doing poorly on a subsequent task will bring down their achievement even though it doesn’t have that effect on other kids.
  • The upshot of all this is that beliefs about intelligence and about the causes of one’s own success and failure matter a lot. They often make more of a difference than how confident students are or what they’re truly capable of doing or how they did on last week’s exam. If, like the cheerleaders for tougher standards, we look only at the bottom line, only at the test scores and grades, we’ll end up overlooking the ways that students make sense of those results.
  • the problem with tests is not limited to their content.
  • if too big a deal is made about how students did, thus leading them (and their teachers) to think less about learning and more about test outcomes.
  • As Martin Maehr and Carol Midgley at the University of Michigan have concluded, "An overemphasis on assessment can actually undermine the pursuit of excellence."
  • Only now and then does it make sense for the teacher to help them attend to how successful they’ve been and how they can improve. On those occasions, the assessment can and should be done without the use of traditional grades and standardized tests. But most of the time, students should be immersed in learning.
  • the findings of the Colorado experiment make perfect sense: The more teachers are thinking about test results and "raising the bar," the less well the students actually perform--to say nothing of how their enthusiasm for learning is apt to wane.
  • The underlying problem concerns a fundamental distinction that has been at the center of some work in educational psychology for a couple of decades now. It is the difference between focusing on how well you’re doing something and focusing on what you’re doing.
  • The two orientations aren’t mutually exclusive, of course, but in practice they feel different and lead to different behaviors.
  • But when we get carried away with results, we wind up, paradoxically, with results that are less than ideal.
  • Unfortunately, common sense is in short supply today because assessment has come to dominate the whole educational process. Worse, the purposes and design of the most common forms of assessment--both within classrooms and across schools--often lead to disastrous consequences.
  • grades, which by their very nature undermine learning. The proper occasion for outrage is not that too many students are getting A’s, but that too many students have been led to believe that getting A’s is the point of going to school.
  • research indicates that the use of traditional letter or number grades is reliably associated with three consequences.
  • Iowa and Comprehensive Tests of Basic Skills,
    • Benjamin Light
      Benjamin Light on 19 Nov 12
       
      I wonder how the MAP test is set?
  • Rob Reynolds on 14 May 11
     
    The message of Daniel Pinks book "Drive" applies here. Paying someone more, i.e. good grades, does not make them better thinkers, problems solvers, or general more motivated in what they are doing. thanks for sharing.
  • Terie Engelbrecht on 27 Jun 11
     
    Excellent summary!
anonymous

Social Networking as a Tool for Student and Teacher Learning - 52 views

www.districtadministration.com/viewarticle.aspx

networking social DistrictAdministration

shared by anonymous on 19 May 11 - No Cached
  • Online social networking includes much more than Facebook and Twitter. It is any online use of technology to connect people, enable them to collaborate with each other, and form virtual communities, says the Young Adult Library Services Association
  • Among students surveyed in a National School Boards Association study, 96 percent of those with online access reported using social networking, and half said they use it to discuss schoolwork. Despite this prevalence in everyday life, schools have been hesitant to adopt social networking as an education tool. A 2010 study into principals’ attitudes found that “schools are one of the last holdouts,” with many banning the most popular social networking sites for students and sometimes for staff.
  • Survey research confirms, however, that interest in harnessing social networking for educational purposes is high. As reported in School Principals and Social Networking in Education: Practices, Policies and Realities in 2010, a national survey of 1,200 principals, teachers and librarians found that most agreed that social networking sites can help educators share information and resources, create professional learning communities and improve schoolwide communications with students and staff. Those who had used social networks were more positive about potential benefits than those who had not. In an online discussion with 12 of the principals surveyed, most said, “social networking and online collaboration tools would make a substantive change in students’ educational experience.” They said these tools could improve student motivation and engagement, help students develop a more social/collaborative view of learning and create a connection to real-life learning.
  • ...1 more annotation...
  • Most national, state and local policies have not yet addressed social networking specifically; by default, it often falls under existing acceptable use policies (AUPs). While AUPs usually provide clear language on obscenities, profanity and objectionable activities, they also leave out gray areas that could open students to harmful activities while excluding them from certain benefits of social networking. Likewise, boilerplate policies that ban specific applications, such as Twitter, may miss other potential threats while also limiting the ability of students to collaborate across schools, districts, states or countries. The challenge for districts is to write policies that address potentially harmful interactions without eliminating the technology’s beneficial uses.
Keith Rowley

Meditation Research FAQ - 1 views

www.nmr.mgh.harvard.edu/...faq.html

meditation research news

shared by Keith Rowley on 20 Jun 11 - No Cached
  • What I can say is that the MBSR program has been around for 30 years and there have been hundreds of clinical trials indicating that it is effective for reducing stress and many (though not all) clinical symptoms.
  • All the participants in our study went through the Mindfulness Based Stress Reduction course (MBSR) developed at the Center for Mindfulness
  • I can't stop thinking/my mind won't calm down/"Unusual phenomena" bother me when I meditate/I can't meditate—what should I do? OR When I meditate, I experience "unusual phenomena". What is going on? Is this an advanced state?
  • ...2 more annotations...
  • The Buddha compared the mind to the strings of a lute (a guitar-like instrument): the lute can not be played if the strings are too tight or too loose. Similarly when attention is either too tight or too loose, you can't properly meditate. When attention is too loose, the mind wanders and you get lost in thought. Try narrowing your focus in different ways (e.g. just inhales instead of the whole breath, focus on a smaller area around your nose). Some people do a few minutes of yoga or loving kindness (metta) practice at the start of their meditation period to focus the mind, before switching to breath awareness meditation. Some people find focusing on sounds easier than focusing on breathing.
  • The goal is not to try to change anything, but to be aware of the desire to change it and then see if we can just relax and be ok with it even if it doesn't change. Are we trying to quiet the storm, or are we trying to find peace within the storm?
Keith Rowley

Mindfulness practice leads to increases in regional brain gray matter density - 1 views

www.nmr.mgh.harvard.edu/...st_change_gray_matter_2011.pdf

meditation psychology health images infographics school research news

shared by Keith Rowley on 20 Jun 11 - No Cached
  • Keith Rowley on 20 Jun 11
     
    Sara Lazar's report on the brain scan research they've done on meditators.
Keith Rowley

Brief meditative exercise helps cognition - 5 views

www.sciencedaily.com/...100414184220.htm

meditation cognition exercise brain mindfulness psychology spirituality personal news

shared by Keith Rowley on 20 Jun 11 - Cached
  • "Simply stated, the profound improvements that we found after just 4 days of meditation training- are really surprising," Zeidan noted. "It goes to show that the mind is, in fact, easily changeable and highly influenced, especially by meditation."
  • The meditation training involved in the study was an abbreviated "mindfulness" training regime modeled on basic "Shamatha skills" from a Buddhist meditation tradition
  • "Findings like these suggest that meditation's benefits may not require extensive training to be realized, and that meditation's first benefits may be associated with increasing the ability to sustain attention,"
  • ...5 more annotations...
  • seems to be strong evidence for the idea that we may be able to modify our own minds to improve our cognitive processing -- most importantly in the ability to sustain attention and vigilance -- within a week's time."
  • Both groups also improved following the meditation and reading experiences in measures of mood, but only the group that received the meditation training improved significantly in the cognitive measures. The meditation group scored consistently higher averages than the reading/listening group on all the cognitive tests and as much as ten times better on one challenging test that involved sustaining the ability to focus, while holding other information in mind. "The meditation group did especially better on all the cognitive tests that were timed," Zeidan noted. "In tasks where participants had to process information under time constraints causing stress, the group briefly trained in mindfulness performed significantly better."
  • participants were instructed to relax, with their eyes closed, and to simply focus on the flow of their breath occurring at the tip of their nose. If a random thought arose, they were told to passively notice and acknowledge the thought and to simply let 'it' go, by bringing the attention back to the sensations of the breath."
  • "The simple process of focusing on the breath in a relaxed manner, in a way that teaches you to regulate your emotions by raising one's awareness of mental processes as they're happening is like working out a bicep, but you are doing it to your brain. Mindfulness meditation teaches you to release sensory events that would easily distract, whether it is your own thoughts or an external noise, in an emotion-regulating fashion.
  • "This kind of training seems to prepare the mind for activity, but it's not necessarily permanent," Zeidan cautions. "This doesn't mean that you meditate for four days and you're done -- you need to keep practicing."
Keith Rowley

Harvard Working Knowledge: Why Leaders Lose Their Way - Bill George - 1 views

www.billgeorge.org/...dge-why-leaders-lose-their-way

leadership meditation work career business

shared by Keith Rowley on 20 Jun 11 - No Cached
  • Leaders who lose their way are not bad people; rather, they lose their moral bearings
  • we all have the capacity for actions we deeply regret unless we stay grounded.
  • Self-reflection: a path to leadership development
  • ...16 more annotations...
  • narcissistic wounds from childhood.
    • Keith Rowley
      Keith Rowley on 20 Jun 11
       
      Their "crucibles." Or, as Eckhard Tolle calls it, "pain bodies".
  • What's the purpose of my leadership?
  • Why do I want to lead?
  • Often they reject the honest critic who speaks truth to power.
  • these problems are neither their fault nor their responsibility. Or they look for scapegoats to blame for their problems. Using their power, charisma, and communications skills, they force people to accept these distortions, causing entire organizations to lose touch with reality. At this stage leaders are vulnerable to making big mistakes, such as violating the law or putting their organizations' existence at risk. Their distortions convince them they are doing nothing wrong, or they rationalize that their deviations are acceptable to achieve a greater good.
    • Keith Rowley
      Keith Rowley on 20 Jun 11
       
      George W Bush!
  • Values-centered leadership
  • Leaders can avoid these pitfalls by devoting themselves to personal development that cultivates their inner compass, or True North.
  • reframing their leadership from being heroes to beingservants of the people they lead.
    • Keith Rowley
      Keith Rowley on 20 Jun 11
       
      Values-centerd leaders are "Go-Givers"
  • Leaders can avoid these pitfalls by devoting themselves to personal development that cultivates their inner compass, or True North. This requires reframing their leadership from being heroes to beingservants of the people they lead.
  • discipline
    • Keith Rowley
      Keith Rowley on 20 Jun 11
       
      Meditation is a good discipline to practice.
  • meditation
  • A system to support values-centered leadership The reality is that people cannot stay grounded by themselves. Leaders depend on people closest to them to stay centered. They should seek out people who influence them in profound ways and stay connected to them. Often their spouse or partner knows them best.
  • rue North Groups
    • Keith Rowley
      Keith Rowley on 20 Jun 11
       
      What is this???
  • Spouses and partners can't carry this entire burden though. We need mentors
  • heir choices don't matter, as long as they relieve stress and enable them to think clearly about work and personal issues.
  • Surround yourselves with people who will be honest with you about how you really are and what you are becoming, and then make them promise to not hold back… from telling you the truth."
  • Keith Rowley on 20 Jun 11
     
    Values-centered leadership. Bill George is great!
Keith Rowley

Mindfulness meditation benefits and changes brain structures in 8 weeks - 2 views

www.naturalnews.com/031228_meditation_brain.html

meditation health psychology news

shared by Keith Rowley on 20 Jun 11 - No Cached
  • In a study published in the January 30 edition of Psychiatry Research: Neuroimaging, Massachusetts General Hospital (MGH) researchers concluded that an eight week mindful meditation practice produced measurable changes in participants' brain regions associated with memory, sense of self, empathy and stress. This is the first study to document meditation-produced changes in the brain's grey matter over time.
  • Previous research has documented structural differences between the brains of experienced mediation practitioners and individuals with no history of meditation. These brain changes included thickening of the cerebral cortex in areas associated with the integration of emotions and attention. However, earlier studies were unable to document that those brain differences were actually caused by meditation.
  • mindfulness meditation (which focuses on nonjudgmental awareness of sensations, feelings and state of mind)
  • ...4 more annotations...
  • significant improvements in the meditators' stress levels compared with pre-participation responses -- and reductions in stress also were correlated with decreased grey-matter density in the amygdala, part of the brain which is known to play an important role in anxiety and stress.
  • ncreased grey-matter density in the hippocampus (an area of the brain known to be important for learning and memory) and in structures associated with self-awareness, compassion and introspection.
  • guided meditation
  • http://www.nmr.mgh.harvard.edu/~lazar/
rief61

There's Something in the Air: Podcasting in Education (EDUCAUSE Review) | EDUCAUSE - 1 views

www.educause.edu/...158014

Podcasting

shared by rief61 on 18 Jul 11 - Cached
  • magine a busy commuting student preparing both emotionally and intellectually for class by listening to a podcast on the drive to school, then reinforcing the day’s learning by listening to another podcast, or perhaps the same podcast, on the drive back home.
    • rief61
      rief61 on 18 Jul 11
       
      Can I use video camera to capture in class reading? What kind of parental permission is needed?
  • native expressiveness,
  • s there a noncommercial alternative to Podshow, Odeo, or other such services? Yes: “Ourmedia: The Global Home for Grassroots Media” (http://www.ourmedia.org/).
  • ...4 more annotations...
  • Apple’s iTunes version 4.9, which incorporates an extensive podcast directory-and-subscription service into the structure of the iTunes Music Store.
  • Why is Apple’s embrace of podcasting troubling to educators? Because this easy-to-use audio-content manager just happens to sit inside a store that sells music.
    • rief61
      rief61 on 18 Jul 11
       
      So what...kids don't buy music anyway.
  • Listening is an activity. No good audience is passive.
    • rief61
      rief61 on 18 Jul 11
       
      In class, students must learn to listen. Podcasts can be repeated.
  • Done well, podcasting can reveal to students, faculty, staff, communities—even the world—the essential humanity at the heart of higher education. Among the impressive facilities and intricate processes, colleges and universities are essentially collections of human beings who seek to share the fruits of their labors with the world that helps support them. If this position seems extreme or sentimental, consider Todd Cochrane’s assertion: “Podcasting represents a new way for individuals to communicate about the things they love. They can actually broadcast content that comes from their hearts.”10 If a mass-market text on podcasting begins by stressing the affective dimension of this new medium, educators would do well to think about how they might harness that energy in their teaching and learning practices.
Martin Burrett

Math - Addition Practice - 65 views

www.abcya.com/addition.htm

addition maths

shared by Martin Burrett on 06 Aug 11 - Cached
  • Martin Burrett on 06 Aug 11
     
    A nice flash based addition game for younger learners. Answer the questions from the three possible answers given.
Maureen Greenbaum

Five Things Students Say They Want From Education| The Committed Sardine - 88 views

www.fluency21.com/blogpost.cfm

education

shared by Maureen Greenbaum on 23 Aug 11 - No Cached
  • 1. Real-world application and relevancy
  • 3. Innovation
  • 5. Interactive technology
  • ...8 more annotations...
  • 4. Teacher mentors
  • 2. Choice
  • make the class a welcoming place instead of a dreaded one.
  • more time to reflect on what they learn
  • The teachers [who] are still using overhead projectors should be run out of town!
  • more practical, hands-on experience and not just lectures and homework
  • where they can experiment, discuss, and reflect on what they observed, and then redo the activity.
  • teacher who engages them in learning rather than constantly ‘telling’ them what they should learn, and a curriculum that explains the ‘what’ and ‘why’ and connects it to their lives.”
Liz Peters

MLA Book Citation - 83 views

www.youtube.com/watch

MLA citation video practice

shared by Liz Peters on 26 Sep 11 - No Cached
  • Liz Peters on 26 Sep 11
     
    Video on how to create an MLA citation
Martin Burrett

Schools | Practical Action - 53 views

practicalaction.org/education

environment eco citizenship PSHE global news climate change current affairs

shared by Martin Burrett on 25 Sep 11 - No Cached
  • Martin Burrett on 25 Sep 11
     
    A great site with information, images, posters and other resources for a huge variety of citizenship and environmental issues. A great place to find lesson inspriation and getting your students involved in world issues. http://ictmagic.wikispaces.com/PSHE%2C+RE%2C+Citizenship%2C+Geography+%26+Environmental
Jackie Cope

Differentiated Instruction with UDL | National Center on Accessible Instructional Materials - 92 views

aim.cast.org/...differentiated_instruction_udl

shared by Jackie Cope on 24 Sep 11 - No Cached
    • Jackie Cope
      Jackie Cope on 24 Sep 11
       
      How does UDL work with standardized testing?
  • To begin, we recommend that teachers have a basic understanding of UDL and a commitment to make the curriculum and learning accessible for all learners
  • The process includes four steps, based upon the principles and concepts of UDL, proven professional development strategies, and effective teaching practices; (a) Set Goals, (b) Analyze Status, (c) Apply UDL, and (d) Teach the UDL Lesson.
  • ...5 more annotations...
  • Set Goals
  • Analyze the Current Status
  • Apply UDL to the Lesson/Unit.
  • Teach the UDL Lesson/Unit,
  • When teaching and evaluating students work, also evaluate and revise the lesson/unit to assure student access and success.
Wayne Holly

Priv3: Practical Third-Party Privacy - 34 views

priv3.icsi.berkeley.edu

firefox plugin privacy

shared by Wayne Holly on 28 Sep 11 - No Cached
  • Wayne Holly on 28 Sep 11
     
    "The Priv3 Firefox extension lets you remain logged in to the social networking sites you use and still browse the web, knowing that those third-party sites only learn where you go on the web when you want them to. All this happens transparently, without the need to maintain any filters. Priv3 is free to use for anyone. "
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