adults and students alike now share a platform for consuming and authoring information like our society has never seen
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in title, tags, annotations or urlDiigo in Education - 108 views
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The Path to Digital Citizenship | Edutopia - 55 views
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So how do we integrate standards and skillsets that prepare our K-12 students for an interconnected, digital world that can often be incendiary and hurtful?
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hey still need to know how to play nicely together, share, not tease or say hurtful things -- and they need to transfer these offline skills to a digital space as well. In short, students must understand that there should be no difference between how they act online and how they act offline.
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we must continue our mission of educating students, not solely on academic merits, but on ethical merits as well. Promote and model good uses of digital spaces in your classroom and school. Building a culture of digital health and wellness across a school district will insure that our students carry out the missions posted on our walls.
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Imagining College Without Grades :: Inside Higher Ed :: Higher Education's Source for N... - 0 views
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A professor who tells his students that “grades are the death of composition.” Another said: “Grades create a facade of coherence.”
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politically impossible
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grades were squelching intellectual curiosity.
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growing use of e-portfolios
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most professors and students are much more likely to complain about grading than to praise its accuracy or value.
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the elimination of grades — if they are replaced with narrative evaluations, rubrics, and clear learning goals — results in more accountability and better ways for a colleges to measure the success not only of students but of its academic programs.
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the idea of consistent and clear grading just doesn’t reflect the mobility of students
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ending grades can mean much more work for both students and faculty members.
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When faculty members are providing written, detailed analyses of multiple course objectives and are also — for majors — relating performance to larger goals for the major, so much more is taking place she said, than in a letter grade.
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the training that colleges provide to professors before they start producing narrative evaluations, and officials of the no-grades colleges all said that training was extensive, and that faculty members needed mentors as they started out.
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they end up favoring the evaluation system
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Digital Natives, Digital Immigrants - 1 views
www.twitchspeed.com/...l%20Immigrants%20-%20Part1.htm
digitalnatives web2.0 pedagogy prensky article pd professionaldevelopment integration
shared by Marc Safran on 30 Jul 09
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Our students have changed radically. Today’s students are no longer the people our educational system was designed to teach.
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The importance of the distinction is this: As Digital Immigrants learn - like all immigrants, some better than others - to adapt to their environment, they always retain, to some degree, their "accent," that is, their foot in the past.
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our Digital Immigrant instructors, who speak an outdated language (that of the pre-digital age), are struggling to teach a population that speaks an entirely new language
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Digital Immigrant teachers assume that learners are the same as they have always been, and that the same methods that worked for the teachers when they were students will work for their students now. But that assumption is no longer valid. Today's learners are different.
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So what should happen? Should the Digital Native students learn the old ways, or should their Digital Immigrant educators learn the new?
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it does mean going faster, less step-by step, more in parallel, with more random access, among other thing
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As educators, we need to be thinking about how to teach both Legacy and Future content in the language of the Digital Natives.
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Adapting materials to the language of Digital Natives has already been done successfully. My own preference for teaching Digital Natives is to invent computer games to do the job, even for the most serious content.
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But while the game was easy for my Digital Native staff to invent, creating the content turned out to be more difficult for the professors, who were used to teaching courses that started with "Lesson 1 – the Interface." We asked them instead to create a series of graded tasks into which the skills to be learned were embedded. The professors had made 5-10 minute movies to illustrate key concepts; we asked them to cut them to under 30 seconds. The professors insisted that the learners to do all the tasks in order; we asked them to allow random access. They wanted a slow academic pace, we wanted speed and urgency (we hired a Hollywood script writer to provide this.) They wanted written instructions; we wanted computer movies. They wanted the traditional pedagogical language of "learning objectives," "mastery", etc. (e.g. "in this exercise you will learn"); our goal was to completely eliminate any language that even smacked of education.
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We need to invent Digital Native methodologies for all subjects, at all levels, using our students to guide us.
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Embracing the Cloud: Caveat Professor - The Digital Campus - The Chronicle of Higher Ed... - 37 views
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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
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Design Thinking in Schools: An Emerging Movement Building Creative Confidence in our Yo... - 46 views
gettingsmart.com/...ding-creative-confidence-youth
creativity designthinking design education innovation
shared by Jennie Snyder on 08 Dec 13
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design thinking is a set of tools, methods, and processes by which we develop new answers for challenges, big and small.
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Through applying design thinking to challenges, we learn to define problems, understand needs and constraints, brainstorm innovative solutions, and seek and incorporate feedback about our ideas in order to continually make them better. The more we apply design thinking to the challenges we see, the deeper we strengthen the belief in our ability to generate creative ideas and make positive change happen in the world.
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If you are interested in finding a program or resources to help integrate design thinking in your school, the directory offers a great set of organizations already listed for inspiration and new connections.
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We are living in an age of increased complexity, and are facing global challenges at an unprecedented scale. The nature of connectivity, interactivity, and information is changing at lightening speed. We need to enable a generation of leaders who believe they can make a difference in the world around them, because we need this generation to build new systems and rebuild declining ones. We need them to be great collaborators, great communicators, and great innovators.
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As we help today’s students build their foundation of core academic knowledge and skills, we also need to look at the ways we are helping our youth build their confidence in their abilities to create.
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Journalism for the 21st Century: Zotero, Diigo and Research - 3 views
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Diigo is good if you want to save websites of interest, and then access them from any computer. It does not provide the automatic bibliography of Zotero, but the user could simply save his bookmarks, return to the sites, hit the Zotero button and the problem is quickly solved. Diigo also features a highlighting tool that allows the user to select text from the site and write comments. If the user is logged in to Diigo and returns to the site, the highlights and comments remain. It it also somewhat useful if you want to find websites related to a certain topic that you are interested in. However, finding academic type articles or journal entires in a person's bookmarks is rare.
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STEM + Art: A Brilliant Combination - Education Week - 44 views
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a compendium of 62 research studies that support the powerful positive academic and social effects of learning in and through the arts
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Neuroscience has also provided an emerging branch of research related to studying the arts. For instance, "Learning Arts and the Brain: The Dana Consortium Report on Arts and Cognition" reinforced the positive impact arts learning has on a young person's ability to retain information.
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Neither the arts nor the sciences have a monopoly on teaching creativity, collaboration, or problem-solving skills.
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Schools must provide opportunities for students to learn across disciplines. No longer can we teach in silos.
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