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Dimitris Tzouris

The iPad goes to college this fall - CNN.com - 32 views

edition.cnn.com/...index.html

ipad technology education teaching college

shared by Dimitris Tzouris on 13 Aug 10 - Cached
  • The program will be used to determine how effective iPads can be as tools to enhance learning as well as how such mobile devices can be integrated into the workplace.
  • The university has already identified one class where the textbook in ePub format costs $100 less than the dead-tree version.
  • there is potential for cost savings as well
  • ...2 more annotations...
  • With a typical class load of five courses, it could be possible to completely offset the cost of a device like an iPad in textbook savings alone.
  • North Carolina State University Libraries announced this past spring that it acquired 30 iPads to offer students and faculty for four-hour loans as part of the school's Technology Lending Service.
D. S. Koelling

Plagiarizing Yourself - Advice - The Chronicle of Higher Education - 31 views

chronicle.com/...124781

shared by D. S. Koelling on 05 Oct 10 - No Cached
msovoice liked it
  • Her presentation contained a slide that said academic dishonesty included plagiarizing yourself—i.e., taking a paper you had written for one course and turning it in for credit in another course. That, she explained, constituted a dishonest representation of your work for a course. "Unless," one of my colleagues chimed in at that point, "you're an academic, and you're presenting the same idea at a bunch of different conferences. Then it's clearly not dishonest."
  • "Are we allowed to use ideas from our writing exercise to help us write this paper?" she asked. "Of course," I said. "That was the whole point of the writing exercise—to get you a head start in thinking about how you want to approach your paper." "OK," she said. And then after a brief pause: "Because at orientation they told us we weren't allowed to use our own work twice." "Ah," I said. "That doesn't really apply in this case. And anyway, I don't really mind, in this course, if you take a paper that you've written for another course and revise it for an assignment in here. You just have to make sure that what you turn in fulfills my specific assignment. Other professors might feel differently, though. So I would always ask before you tried to do that."
  • So does the injunction against plagiarizing from yourself fall into the category of one of those hypocritical rules that we like to impose on our children: Drinking soda every day would be bad for your health, honey, but it's fine for me? If a categorical difference exists here between what we do and what we forbid our students to do, I confess, I have a hard time seeing it.
  • ...4 more annotations...
  • counterargument
  • So why deprive our students of the opportunity to learn those same lessons, by recycling a particular paper from one course to the next?
  • I can foresee one more objection: What's to prevent a student from recycling the same paper from course to course to course? Students who did so would lose the valuable opportunity to practice their writing—and writing, like any other intellectual or physical skill, requires lots of practice. But—practically speaking—the opportunity to reuse a paper might arise only once or twice in a student's career, thanks to the diversity of our course assignments and disciplines.
  • First, do you see a problem with allowing students to revise a paper or presentation created for one course and turn it in for another one, assuming they can make it fit the assignment for the new course? Does this count as plagiarism? Second, are there any courses or programs that build such a process into the curriculum—requiring or encouraging students to take work from one course and adapt it for another? I encourage readers to offer their ideas. Of course if you have published or presented elsewhere on this subject, you should still go ahead and share your recycled idea. I will leave it up to you to decide whether to feel guilty about that.
anonymous

Autumn Harvest Crafts for Kids: Ideas for Arts & Crafts Activities for Fall Harvest Projects & Decorations for children, teens, and preschoolers - 29 views

www.artistshelpingchildren.org/craftsactivitiesideaskids.html

harvest crafts autumn resources review

shared by anonymous on 05 Oct 10 - No Cached
  • anonymous on 05 Oct 10
     
    a great selection of autumn crafts for the kiddos. 
Jennifer Jensen

Collaborative Pumpkin Project - 65 views

www.theteacherscorner.net/...project-pumpkin

collaboration fall data math Halloween projects pumpkins measurement

shared by Jennifer Jensen on 26 Oct 10 - No Cached
  • Jennifer Jensen on 26 Oct 10
     
    This free project has classrooms using three pumpkins - students will first make estimates and then take various measurements of each pumpkin. They will then count the seeds contained within each pumpkin. All data, other than estimates, will be posted via a GoogleDoc. As pumpkin data begins to be uploaded, classes can begin analyzing the data shared by all.
Bill Genereux

Teaching With the Brain in Mind - Teaching to the Brain - 1 views

teachingthebrain.ning.com

teaching education educationreform brain learning

shared by Bill Genereux on 12 Feb 09 - Cached
    • Bill Genereux
      Bill Genereux on 12 Feb 09
       
      We started this Ning after a Kansas Science Teachers conference last fall, but all are welcome to join in the discussion.
Ed Webb

More Recent Random Thoughts and Ideas » Blog Archive » International Admissions Fall - Inside Higher Ed - 0 views

maghrebs.ipower.com/random-thoughts

shared by Ed Webb on 06 Sep 09 - Cached
  • The biggest discrepency is between applications and offers to scholars from the Middle East and Turkey.  In 2008/09, applications were up by 22%, but admissions only by 10%.
    • Ed Webb
      Ed Webb on 06 Sep 09
       
      Striking, and concerning.
Greg Brandenburg

The Zoloft Dispensation | LeadershipJournal.net - 0 views

www.christianitytoday.com/...7.42.html

mental disorders zoloft pshchiatric psychology depression psychotic

shared by Greg Brandenburg on 21 Sep 09 - Cached
  • Greg Brandenburg on 21 Sep 09
     
    School administrators should have a plan for dealing with students struggling with mental disorders. This is from the perspective of a church minister.
Lauren Mitchell

Thoreau's Walking - 2 - 0 views

thoreau.eserver.org/walking2.html

shared by Lauren Mitchell on 22 Jul 09 - Cached
  • "A white man bathing by the side of a Tahitian was like a plant bleached by the gardener's art compared with a fine, dark green one growing vigorously in the open fields."
    • Lauren Mitchell
      Lauren Mitchell on 22 Jul 09
       
      Do you think Thoreau would get one of those spray tans?
  • Life consists with Wildness. The most alive is the wildest. Not yet subdued to man, its presence refreshes him.
  • Hope and the future for me are not in lawns and cultivated fields, not in towns and cities, but in the impervious and quaking swamps.
  • ...7 more annotations...
  • omitting other flower plots and borders, transplanted spruce and trim box, even gravelled walks
  • In Literature, it is only the wild that attracts us. Dullness is but another name for tameness. It is the uncivilized free and wild thinking in Hamlet and the Iliad, in all the scriptures and mythologies, not learned in the Schools, that delights us. As the wild duck is more swift and beautiful than the tame, so is the wild-the mallard-thought, which, 'mid falling dews wings its way above the fens. A truly good book is something as natural, and as unexpectedly and unaccountably fair and perfect, as a wild flower discovered on the prairies of the west, or in the jungles of the east.
  • I confess that I am partial to these wild fancies, which transcend the order of time and development. They are the sublimest recreation of the intellect.
  • all good things are wild and free
  • The seeds of instinct are preserved under the thick hides of cattle and horses, like seeds in the bowels of the earth, an indefinite period.
  • I rejoice that horses and steers have to be broken before they can be made the slaves of men, and that men themselves have some wild oats still left to sow before they become submissive members of society.
  • strange and whimsical as it may seem, that I finally and inevitably settle south-west, toward some particular wood or meadow or deserted pasture or hill in that direction. My needle is slow to settle — varies a few degrees, and does not always point due south-west, it is true, and it has good authority for this variation, but it always settles between west and south-south-west. The future lies that way to me, and the earth seems more unexhausted and richer on that side. The outline which would bound my walks, would  be, not a circle, but a
Joanne Ivarson

Virtual Field Trips | SimpleK12 - 26 views

www.simplek12.com/virtualfieldtrips

shared by Joanne Ivarson on 09 Sep 09 - Cached
  • Cindy Sheets on 04 Feb 11
     
    Simplek12's long list of virtual field trips
  • ...1 more comment...
  • Holly Barlaam on 17 Apr 11
     
    A large collection of links to virtual "field trips". Not sure they all technically fall under the "field trip" classification, but it is a good collection of sites nonetheless. Covers all subject areas, but here are some examples for science: biomes, biomes of North America, clouds, constellations, Mars, microbe zoo, and many more.
  • meldar on 22 Feb 12
     
    Pretty good listing of virtual field trips put together by subject area.
  • Joanne Ivarson on 15 Mar 12
     
    Virtual field trips
Mallory Bau

Food Safety's Dirty Little Secret - US News and World Report - 16 views

www.usnews.com/...fetys-dirty-little-secret.html

shared by Mallory Bau on 09 Mar 10 - No Cached
  • Yet the FDA in particular has long been starved of funding and understaffed.
  • Congress is under pressure to take up major food-safety legislation this fall that would offer sweeping proposals for regulatory change.
Dimitris Tzouris

Diagnosing the Tablet Fever in Higher Education - 17 views

chronicle.com/...20888

chronicle news apple ipad technology education

shared by Dimitris Tzouris on 28 Jan 10 - Cached
  • So it's worth taking a careful look at whether the company will once again create a new category of device that make waves in education -- as it did with personal computers, digital music players, and smartphones -- or whether the iPad and other tabletss might be doomed to remain a niche offering.
  • Mr. Jobs did mention iTunesU twice when listing the kinds of content that could be viewed on the iPad, referring to the company's partnership with many colleges to offer them free space for multimedia content like lecture recordings. But he otherwise focused on consumer uses -- watching movies, viewing photos, sending e-mail messages, and reading novels published by five trade publishers mentioned at the event. That does not mean that the company won't later promote the iPad's use on campuses, though, since it waited until after iPods and iPhones were established before beginning to work more heavily with colleges to promote those in education.
  • the biggest impact of the iPad would be in the textbook market.
  • ...5 more annotations...
  • only 2 percent of students said they bought an e-textbook this past fall semester.
  • The City University of New York, for instance, is looking closely at encouraging e-textbooks as part of an effort to lower student costs. "At end of the day, it's how do you drive savings for our students, who are feeling a great economic impact," said Brian Cohen, CUNY's chief information officer.
  • If students do buy them and begin to carry them around campus, they could be a more powerful educational tool than laptop computers.
  • Jim Groom, an instructional technologist at the University of Mary Washington, expressed weariness with all the hype around the Apple announcement. He said he is concerned about Apple's policies of requiring all applications to be approved by the company before being allowed in its store, just as it does with the iPhone. And he said that Apple's strategy is to make the Web more commercial, rather than an open frontier. "It offers a real threat to the Web," he said.
  • He also pointed out that several PC manufacturers have sold tablet computers before, which have been tried enthusiastically in classrooms. Their promise is that they make it easy for professors to walk around classrooms while holding the computer, while allowing them to wirelessly project information to a screen at the front of the room. But despite initial hype, very few PC tablets are being used in college classrooms, he said. Now that Apple's long-awaited secret is out, the harder questions might be whether the iPad is the long-awaited education computer.
Anthony Santagato

The Female Factor - In Germany, a Tradition Falls, and Women Rise - Series - NYTimes.com - 20 views

www.nytimes.com/...18iht-women.html

econmic forces and education

shared by Anthony Santagato on 19 Jan 10 - Cached
  • Ten years into the 21st century, most schools in Germany still end at lunchtime, a tradition that dates back nearly 250 years. That has powerfully sustained the housewife/mother image of German lore and was long credited with producing well-bred, well-read burghers.
    • Anthony Santagato
      Anthony Santagato on 19 Jan 10
       
      It's amazing on how much we don't know. I had no idea Germany had a half day school system. I would love to hear what all interested parties think about this traditional system comapared to a full school day? It must be positive socially and economically since Germany has the highest GDP in Europe
  • “The 21st century belongs to women.”
    • Anthony Santagato
      Anthony Santagato on 19 Jan 10
       
      Belongs to woman and what about the children? They should analyze how this all day system impacts youth and society before they throw away this more humane system
  • “The 21st century belongs to women.”
  • Anthony Santagato on 19 Jan 10
     
    Germany moving away from traditional 1/2 day schooling in response to economic demands that require relieving woman of homebound childcare duties
Steve Ransom

Subject Matters: Why students fall behind on history - CNN.com - 66 views

www.cnn.com/...index.html

history testing standardizedtesting curriculum compacting trivia

shared by Steve Ransom on 20 Jan 11 - No Cached
  • Steve Ransom on 20 Jan 11
     
    Great article that paints our current educational direction toward trivia vs. deep understanding
Javier E

College Freshmen Stress Levels High, Survey Finds - NYTimes.com - 13 views

www.nytimes.com/...27colleges.html

shared by Javier E on 27 Jan 11 - No Cached
  • In the survey, “The American Freshman: National Norms Fall 2010,” involving more than 200,000 incoming full-time students at four-year colleges, the percentage of students rating themselves as “below average” in emotional health rose. Meanwhile, the percentage of students who said their emotional health was above average fell to 52 percent. It was 64 percent in 1985.
  • “More students are arriving on campus with problems, needing support, and today’s economic factors are putting a lot of extra stress on college students, as they look at their loans and wonder if there will be a career waiting for them on the other side.”
  • “Students know their generation is likely to be less successful than their parents’, so they feel more pressure to succeed than in the past,” said Jason Ebbeling, director of residential education at Southern Oregon University. “These days, students worry that even with a college degree they won’t find a job that pays more than minimum wage, so even at 15 or 16 they’re thinking they’ll need to get into an M.B.A. program or Ph.D. program.”
  • ...2 more annotations...
  • For many young people, serious stress starts before college. The share of students who said on the survey that they had been frequently overwhelmed by all they had to do during their senior year of high school rose to 29 percent from 27 percent last year.
  • The gender gap on that question was even larger than on emotional health, with 18 percent of the men saying they had been frequently overwhelmed, compared with 39 percent of the women.
Stacey Kertsman

Spotlight Again Falls on Web Tools and Change - NYTimes.com - 52 views

www.nytimes.com/...30shane.html

technology internet wireless my children Africa

shared by Stacey Kertsman on 02 Feb 11 - No Cached
  • Stacey Kertsman on 02 Feb 11
     
    This is the main point of the article!
D. S. Koelling

Embracing the Cloud: Caveat Professor - The Digital Campus - The Chronicle of Higher Education - 37 views

chronicle.com/...127384

education students cloud computing security data

shared by D. S. Koelling on 13 May 11 - No Cached
  • My work as chief privacy and security officer at a large public university has, however, given me pause to ask if our posture toward risk prevents us from fully embracing technology at a moment of profound change.
  • Consequently, faculty members are accepting major personal and institutional risk by using such third-party services without any institutional endorsement or support. How we provide those services requires a nuanced view of risk and goes to the heart of our willingness to trust our own faculty and staff members.
  • The technologically savvy among us recognize that hard physical, virtual, and legal boundaries actually demark this world of aggressively competitive commercial entities. Our students, faculty, and staff often do not.
  • ...5 more annotations...
  • But can we embrace the cloud? Can the faculty member who wears our institution's name in her title and e-mail address, to whom we've entrusted the academic and research mission of the institution, be trusted to reach into the cloud and pluck what she believes is the optimal tool to achieve her pedagogical aims and use it? Unfortunately, no. Many faculty and staff members simply use whatever service they choose, but they often do not have the knowledge or experience needed to evaluate those choices. And those who do try to work through the institution soon find themselves mired in bureaucracy.
  • First we review the company's terms of service. Of course, we also ask the company for any information it can provide on its internal data security and privacy practices. Our purchasing unit rewrites the agreement to include all of the state-required procurement language; we also add our standard contract language on data security. All of this information is fed into some sort of risk assessment of varying degrees of formality, depending on the situation, and, frankly, the urgency. That leads to yet another round of modifications to the agreement, negotiations with the company, and, finally, if successful, circulation for signatures. After which we usually exhume the corpse of the long-deceased faculty member and give him approval to use the service in his class. We go through this process not from misguided love of bureaucracy, but because our institutions know of no other way to manage risk. That is, we have failed to transform ourselves so we can thrive and compete in the 21st century.
  • But our faculty and staff are increasingly voting with their feet—they're more interested in the elegance, portability, and integration of commercial offerings, despite the inability to control how those programs change over time. By insisting on remaining with homegrown solutions, we are failing to fall in lockstep with those we support.
  • Data security? Of course there are plenty of fly-by-night operations with terrible security practices. However, as the infrastructure market has matured (one of the generally unrecognized benefits of cloud services), more and more small companies can provide assurances of data security that would shame many of us even at large research-intensive institutions.
  • If higher education is to break free of the ossified practices of the past, we must find ways to transfer risk acceptance into the faculty domain—that is, to enable faculty to accept risk. Such a transformation is beyond the ability of the IT department alone—it will require our campus officials, faculty senates, registrars, and research and compliance officers working together to deeply understand both the risks and the benefits
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!
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