Self-Organised Learning Environments (SOLE)
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Corkboard.me - Shareable sticky notes web-app. - 149 views
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This is a great yet simple tool to use. The chat in real time feature has lots of potential. I've used Wallwisher for this style of communication/collaboration in the past, but CorkboardMe seems a better alternative (although Wallwisher is completely free and allows privacy settings/security measures to be taken without additional cost.)
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NBC News' Education Nation Challenge | visualizing.org - 31 views
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Graduating from high school means better job prospects and higher earning potential for individuals, but what does it mean for the community or country as a whole? In partnership with NBC News' Education Nation, and using data from the Alliance for Excellent Education, Visualizing.org challenges you to visualize the projected benefits and economic ripple effects that would result from improving America's graduation rates.
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Emergent Learning Model « The Heutagogic Archives - 41 views
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The Open Context Model of Learning is a way of thinking about the relationships of learning such that a (teacher) develops both a subject understanding as well as an ability in the (learner) to take forward their learning in that subject.
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What I hoped to do below with the ELM is to show how all learning can be complementary and, given that everyone wants to learn, how we can design learner-responsive resources, institutions and networks.
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What formal learning, or education, has really become specialised in is maintaining itself as a set of institutions and buildings.
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Formal learning is the process of administering and quality assuring the accreditation of learning and the qualifications
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So what ELM aims to do is to replace the notion of learning as being a process of accreditation, that occurs within an institutionally constrained and hierarchical system, with a series of processes that better matches how people actually learn, following interests, collaborating and finding resources.
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we should start with the social processes of everyday life, and design a system that enables learning to naturally emerge
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a) education; is a process organized by institutions who offer qualifications based on set texts to be used by learning groups in classes to meet accreditation criteria. Teachers provide resources and broker these educational processes. b) learning; is a process of problem-solving carried out by people individually or collaboratively by finding resources and discussing the emerging issues with trusted intermediaries.
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Harvard Education Letter - 126 views
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When students know how to ask their own questions, they take greater ownership of their learning, deepen comprehension, and make new connections and discoveries on their own.
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Typically, questions are seen as the province of teachers, who spend years figuring out how to craft questions and fine-tune them to stimulate students’ curiosity or engage them more effectively.
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to introduce students to a new unit, to assess students’ knowledge to see what they need to understand better, and even to conclude a unit to see how students can, with new knowledge, set a fresh learning agenda for themselves. The technique can be used for all ages.
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ask as many questions as you can; do not stop to discuss, judge, or answer any of the questions; write down every question exactly as it was stated; and change any statements into questions.
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Students will be asking all the questions. A teacher’s role is simply to facilitate that process. This is a significant change for students as well.
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shared by anonymous on 04 Sep 11
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Technology in Schools Faces Questions on Value - NYTimes.com - 70 views
www.nytimes.com/...-faces-questions-on-value.html
technology schools change critique measurement effectiveness integration
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Critics counter that, absent clear proof, schools are being motivated by a blind faith in technology and an overemphasis on digital skills — like using PowerPoint and multimedia tools — at the expense of math, reading and writing fundamentals. They say the technology advocates have it backward when they press to upgrade first and ask questions later.
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there is no good way to quantify those achievements — putting them in a tough spot with voters deciding whether to bankroll this approach again
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“We’ve jumped on bandwagons for different eras without knowing fully what we’re doing. This might just be the new bandwagon,” he said. “I hope not.”
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$46.3 million for laptops, classroom projectors, networking gear and other technology for teachers and administrators.
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The high-level analyses that sum up these various studies, not surprisingly, give researchers pause about whether big investments in technology make sense.
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Good teachers, he said, can make good use of computers, while bad teachers won’t, and they and their students could wind up becoming distracted by the technology.
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“Test scores are the same, but look at all the other things students are doing: learning to use the Internet to research, learning to organize their work, learning to use professional writing tools, learning to collaborate with others.”
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The 30 students in the classroom held wireless clickers into which they punched their answers. Seconds later, a pie chart appeared on the screen: 23 percent answered “True,” 70 percent “False,” and 6 percent didn’t know.
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rofessor Cuban at Stanford argues that keeping children engaged requires an environment of constant novelty, which cannot be sustained.
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creating an impetus to rethink education entirely
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But she loves the fact that her two children, a fourth-grader and first-grader, are learning technology, including PowerPoint
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“There is a connection between the physical hand on the paper and the words on the page,” she said. “It’s intimate.”
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Mr. Share bases his buying decisions on two main factors: what his teachers tell him they need, and his experience. For instance, he said he resisted getting the interactive whiteboards sold as Smart Boards until, one day in 2008, he saw a teacher trying to mimic the product with a jury-rigged projector setup. “It was an ‘Aha!’ moment,” he said, leading him to buy Smart Boards, made by a company called Smart Technologies.
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“Do we really need technology to learn?” she said. “It’s a very valid time to ask the question, right before this goes on the ballot.”
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Sen. Michael Bennet: Bring Teachers' Pay Into This Century - 37 views
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To get enough of the teachers we need, teaching has to be a great job where talented people are supported and rewarded.
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What is meant by "rewarded?" If this is about merit pay, then it won't work. I already work my butt off. I would like to be able to not have to get part-time jobs (yes, plural) to pay my bills. If I had more time to focus on my classroom, that would be spectacular! As for support, we need a better professional development set up. I spend way too much time sitting in meetings when I could accomplish so much more.
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Notetaking with Zotero - idea first then source - ProfHacker - The Chronicle of Higher ... - 9 views
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Does Easy Do It? Children, Games, and Learning - 29 views
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The kind of product I shall pick on here has the form of a game: the player gets into situations that require an appropriate action in order to get on to the next situation along the road to the final goal. So far, this sounds like "tainment." The "edu" part comes from the fact that the actions are schoolish exercises such as those little addition or multiplication sums that schools are so fond of boring kids with. It is clear enough why people do this. Many who want to control children (for example, the less imaginative members of the teaching profession or parents obsessed with kids' grades) become green with envy when they see the energy children pour into computer games. So they say to themselves, "The kids like to play games, we want them to learn multiplication tables, so everyone will be happy if we make games that teach multiplication." The result is shown in a rash of ads that go like this: "Our Software Is So Much Fun That The Kids Don't Even Know That They Are Learning" or "Our Games Make Math Easy."
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What is worst about school curriculum is the fragmentation of knowledge into little pieces. This is supposed to make learning easy, but often ends up depriving knowledge of personal meaning and making it boring. Ask a few kids: the reason most don't like school is not that the work is too hard, but that it is utterly boring.
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game designers have a better take on the nature of learning than curriculum designers. They have to. Their livelihoods depend on millions of people being prepared to undertake the serious amount of learning needed to master a complex game. If their public failed to learn, they would go out of business. In the case of curriculum designers, the situation is reversed: their business is boosted whenever students fail to learn and schools clamor for a new curriculum!
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watching kids work at mastering games confirms what I know from my own experience: learning is essentially hard; it happens best when one is deeply engaged in hard and challenging activities.
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The preoccupation in America with "Making It Easy" is self-defeating and cause for serious worry about the deterioration of the learning environment.
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I have found that when they get the support and have access to suitable software systems, children's enthusiasm for playing games easily gives rise to an enthusiasm for making them, and this in turn leads to more sophisticated thinking about all aspects of games, including those aspects that we are discussing here. Of course, the games they can make generally lack the polish and the complexity of those made by professional designers. But the idea that children should draw, write stories and play music is not contradicted by the fact that their work is not of professional quality. I would predict that within a decade, making a computer game will be as much a part of children's culture as any of these art forms.
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shared by Steve Ransom on 15 Oct 09
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Teachers Under Fire for Internet Use - TheApple.com - 89 views
theapple.monster.com/...rs-under-fire-for-internet-use
digitalfootprint socialnetworking privacy facebook myspace internetsafety
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Another story of the fringe minority of irresponsible web users. These are the kinds of "scare" stories that our mainstream media love to pick up an run with, making it look like technology is "dangerous" and has not place in education. this is perhaps and better opportunity to instruct learners on becoming more responsible about their "digital footprints."
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shared by Donna Baumbach on 12 Nov 09
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A Better Safety Net: It's time to get smart about online safety - 11/1/2009 - School Li... - 46 views
www.schoollibraryjournal.com/...CA6703696.html
internet_safety cyber_safety digitalcitizenship media_literacy
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Version 3.0’s main components, new media literacy and digital citizenship, are empowering as well as protective.
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www.AllAboutGermany.NET | Moving to Germany | Visiting Germany | Living and W... - 19 views
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I’ve been to parties and social gatherings there many times where one set of people stay at one end of the room and another -- the newcomers -- at the other end.
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Gentrification in Berlin has now started to make itself felt in staunchly working class and immigrant Neukoelln
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t that time I also had the pleasure of viewing a tiny, squalid, almost windowless one roomed apartment that had just become free for letting in Neukoelln. It had until very recently been previously occupied by a mentally disturbed alcoholic whom the police had found dead drunk on the street a few blocks further down. When the police entered his apartment they found a large collection of knives, hammers, baseball bats, knuckle-dusters, axes and other weapons scattered around the flat. When I visited the now empty apartment, these items were all still laid out on the kitchen table awaiting their removal by the police. Apparently the apartment had also by necessity just been fumigated. Needless to say, I declined to take up a rental contract with the agent for that particular property.
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can understand some of the points he makes about the superficiality of the hipsters with their “Starbucks standards and expectations” and how they just want to party for a few years before moving on again somewhere else. But I don’t entirely agree with his point of view. Berlin needs newcomers, it needs new creativity and new enterprise. It can’t afford to stagnate and just remain a working class city in a city with little for the working class to do anymore. I find this hostility towards “Aerzte, Architekten und Anwaelte” rather parochial and narrow-minded. Why be against these people? Because they are doing well for themselves? What are they supposed to do? Sweep the streets or draw Stuetze (unemployment benefit)?
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funny rant, critical of the newcomers and their standardized Latte Macchiato attitudes. The video was also featured on Dutch TV recently.
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The Creativity Killer: Group Discussions - David Sherwin - Life - The Atlantic - 76 views
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Yes, group activity can provide the impetus for better framing of problems, which can lead to original solutions. But creativity is the "end result of many forms of intelligence coming together, and intelligence born out of collaboration and out of networks," to quote one of my co-workers, Robert Fabricant. When we collaborate with different kinds of thinkers, sometimes from different cultures and backgrounds, we individually struggle with ingrained behaviors that reduce our likelihood of manifesting creativity.
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Instead of holding an hour-long meeting with a facilitator at the whiteboard, pen poised to capture ideas called out, what would happen if every person in the room were provided five minutes to generate ideas individually?
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When we lose track of time in group discussion, we are often crafting an enjoyable group experience at the cost of surfacing everyone's unique perspectives and voices. We risk filling the time with consensus, rather than exploring divergent, multi-disciplinary viewpoints. It is in the friction between these views that we explore new patterns of thought.
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this kind of teamwork requires knowing when not to work in teams. This sounds obvious, but we constantly struggle with the belief that we must be inclusive to succeed. When to diverge and when to converge: that is the question.
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A useful tool to combat open-ended group dialogue is "timeboxing," the use of short, structured sprints to reach stated goals for individuals or teams.
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shared by audrey wei on 29 Mar 11
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Free Online Learning at GCFLearnFree.org - 93 views
www.gcflearnfree.org/topics
resources office_2007_training advanced_business business_curriculum business_department
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Adobe Museum of Digital Media - 106 views
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A-B-C Atoms (physical) Bits (Virtual) C (craft) Craft? The New Craft: Virtual and Physical blended together. The tools and the media are converging. This site puts you on a high hill giving you a much better viewpoint of the horizon. A new view showing how technology and design are beginning to work together in today's world: A-B-C Enjoy.
America Magazine - How to Build a Better Student - 70 views
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Buncholinks | A better way to share a bunch of links - 54 views
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A nice simple way to share multiple links as one bunched url. No sign in required, although you can sign up to an account to customise your links. http://ictmagic.wikispaces.com/ICT+&+Web+Tools
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Direct Object Pronouns: Part Three - 0 views
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When a sentence has two verbs, the first verb is conjugated and the second verb remains in the infinitive form.
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In sentences with two verbs, there are two options regarding the placement of the direct object pronoun.
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These same rules apply for questions and negative statements. ¿Lo debemos comprar? ¿Debemos comprarlo? Should we buy it? Juan no lo necesita lavar. Juan no necesita lavarlo. John doesn't need to wash it.
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Do you get it? Test yourself here: http://www.studyspanish.com/practice/dopro3.htm
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Indirect Object Pronouns: Part Three - 0 views
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When a sentence has two verbs, the first verb is conjugated and the second verb remains in the infinitive form.
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In sentences with two verbs, there are two options regarding the placement of the indirect object pronoun.
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Your success in being able to recognize these groups is largely dependent upon having learned previous material -- namely verb conjugation.
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You need to be able to quickly recognize a conjugated verb and an infinitive. You need to automatically recognize "necesito comprar" as "I need to buy."
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If you can do that, it is just one small step to recognize "te necesito comprar" as "I need to buy for you." From there, the final step is easy: "Te necesito comprar un regalo."
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How quickly are you able to recognize and produce conjugations of key verbs? Most students are not as confident with conjugation as they should be when they start studying object pronouns. No wonder it does not come easy! Want to fix this? Visit this link to practice conjugating common irregular verbs in the present tense. If you like it, keep practicing all the other tenses you need to know!
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http://conjuguemos.com/home/docs/nologin/spanish_verbs_verbs_6.html This link also includes regular verbs, FYI. Follow the link and click START to begin!
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