In diesem Zusammenhang wäre es auch wichtig, die Ausbildung der Studierenden im Umgang mit den sozialen Medien zu fördern und dies curricular in den Studienablauf einzubinden.
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"Zum Frühstück lese ich die Posts meiner Kollegen" Interview mit Dr. Mareike ... - 0 views
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Sehgewohnheiten, die sich gerade in Richtung „Listen“ verschieben, weil das die häufigste Präsentationsform von Information in den sozialen Medien ist.
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mehr Forschung über unsere gegenwärtige Internetkultur und eine größere Reflektion über unser Tun im Netz notwendig sind.
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Das scheint Wissenschaftler sehr viel weniger umzutreiben als Privatpersonen.
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Außerdem wird viele Wissenschaftler die fehlende Anerkennung davon abhalten, Zeit und Energie in die Veröffentlichung von Blogbeiträgen zu stecken.
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Geisteswissenschaftler eben mit dem fragmentarischen, mit dem Äußern von noch nicht fertigen und mit vielen Fußnoten abgesicherten Meinungen schwer tun
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Hier ist ein Umdenken erforderlich, weg von der Konkurrenz hin zur Zusammenarbeit
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Bei den sozialen Medien stehen wie gesagt Kommunikation, Diskussion und Austausch einerseits, sowie gemeinsame Wissensgenerierung und kollaboratives Arbeiten andererseits im Vordergrund.
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Uncovering Steve Jobs' Presentation Secrets - BusinessWeek - 66 views
www.businessweek.com/...sb2009106_706829_page_2.htm
teaching presentation learning article Steve Jobs
shared by Matthew Leingang on 06 Nov 09
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The Answer Factory: Demand Media and the Fast, Disposable, and Profitable as Hell Media... - 24 views
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Pieces are not dreamed up by trained editors nor commissioned based on submitted questions. Instead they are assigned by an algorithm, which mines nearly a terabyte of search data, Internet traffic patterns, and keyword rates to determine what users want to know and how much advertisers will pay to appear next to the answers.
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To appreciate the impact Demand is poised to have on the Web, imagine a classroom where one kid raises his hand after every question and screams out the answer. He may not be smart or even right, but he makes it difficult to hear anybody else.
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But what Demand has realized is that the Internet gets only half of the simplest economic formula right: It has the supply part down but ignores demand. Give a million monkeys a million WordPress accounts and you still might never get a seven-point tutorial on how to keep wasps away from a swimming pool. Yet that’s what people want to know.
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That’s not to say there isn’t any room for humans in Demand’s process. They just aren’t worth very much. First, a crowdsourced team of freelance “title proofers” turn the algorithm’s often awkward or nonsensical phrases into something people will understand: “How to make a church-pew breakfast nook,” for example, becomes “How to make a breakfast nook out of a church pew.” Approved headlines get fed into a password-protected section of Demand’s Web site called Demand Studios, where any Demand freelancer can see what jobs are available. It’s the online equivalent of day laborers waiting in front of Home Depot. Writers can typically select 10 articles at a time; videographers can hoard 40. Nearly every freelancer scrambles to load their assignment queue with titles they can produce quickly and with the least amount of effort — because pay for individual stories is so lousy, only a high-speed, high-volume approach will work. The average writer earns $15 per article for pieces that top out at a few hundred words, and the average filmmaker about $20 per clip, paid weekly via PayPal. Demand also offers revenue sharing on some articles, though it can take months to reach even $15 in such payments. Other freelancers sign up for the chance to copyedit ($2.50 an article), fact-check ($1 an article), approve the quality of a film (25 to 50 cents a video), transcribe ($1 to $2 per video), or offer up their expertise to be quoted or filmed (free). Title proofers get 8 cents a headline. Coming soon: photographers and photo editors. So far, the company has paid out more than $17 million to Demand Studios workers; if the enterprise reaches Rosenblatt’s goal of producing 1 million pieces of content a month, the payouts could easily hit $200 million a year, less than a third of what The New York Times shells out in wages and benefits to produce its roughly 5,000 articles a month.
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But once it was automated, every algorithm-generated piece of content produced 4.9 times the revenue of the human-created ideas. So Rosenblatt got rid of the editors. Suddenly, profit on each piece was 20 to 25 times what it had been. It turned out that gut instinct and experience were less effective at predicting what readers and viewers wanted — and worse for the company — than a formula.
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Here is the thing that Rosenblatt has since discovered: Online content is not worth very much. This may be a truism, but Rosenblatt has the hard, mathematical proof. It’s right there in black and white, in the Demand Media database — the lifetime value of every story, algorithmically derived, and very, very small. Most media companies are trying hard to increase those numbers, to boost the value of their online content until it matches the amount of money it costs to produce. But Rosenblatt thinks they have it exactly backward. Instead of trying to raise the market value of online content to match the cost of producing it — perhaps an impossible proposition — the secret is to cut costs until they match the market value.
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A New Measure for Classroom Quality - NYTimes.com - 84 views
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Test scores are an inadequate proxy for quality because too many factors outside of the teachers’ control can influence student performance from year to year — or even from classroom to classroom during the same year.
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there’s a far more direct approach: measuring the amount of time a teacher spends delivering relevant instruction — in other words, how much teaching a teacher actually gets done in a school day.
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Thirty years ago two studies measured the amount of time teachers spent presenting instruction that matched the prescribed curriculum, at a level students could understand based on previous instruction. The studies found that some teachers were able to deliver as much as 14 more weeks a year of relevant instruction than their less efficient peers.
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There was no secret to their success: the efficient teachers hewed closely to the curriculum, maintained strict discipline and minimized non-instructional activities, like conducting unessential classroom business when they should have been focused on the curriculum.
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A focus on relevant instructional time also implies several further reforms: Lengthening the school day, week and year; adopting a near-zero-tolerance policy for disruptive behavior, which classroom cameras would help police; increasing efforts to reduce tardiness and absenteeism; and providing as much supplementary and remedial tutoring (the most effective instructional model known) as possible.
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ADD / ADHD and School: Helping Children with ADHD Succeed at School - 2 views
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Kids with attention deficit disorder respond best to specific goals and daily positive reinforcement—as well as worthwhile rewards. Yes, you may have to hang a carrot on a stick to get your child to behave better in class. Create a plan that incorporates small rewards for small victories and larger rewards for bigger accomplishments.
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Alternate seated activities with those that allow the child to move his or her body around the room. Whenever possible, incorporate physical movement into lessons.
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Write important information down where the child can easily read and reference it. Remind the student where the information can be found. Divide big assignments into smaller ones, and allow children frequent breaks.
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Develop a “secret language” with the child with ADD/ADHD. You can use discreet gestures or words you have previously agreed upon to let the child know they are interrupting. Praise the child for interruption-free conversations.
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consequences immediately following misbehavior. Be specific in your explanation, making sure the child knows how they misbehaved.
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Recognize good behavior out loud. Be specific in your praise, making sure the child knows what they did right.
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Allow the child breaks as often as every ten to twenty minutes. Teach a better understanding of the passage of time: use an analog clock and timers to monitor homework efficiency.
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Provide a stress ball, small toy, or other object for the child to squeeze or play with discreetly at his or her seat.
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Read to children. Read with children. Make reading cozy, quality time with you. Make predictions or “bets.” Constantly ask the child what they think might happen next. Model prediction: “The girl in the story seems pretty brave—I bet she’s going to try to save her family.” Act out the story. Let the child choose his or her character and assign you one, too. Use funny voices and costumes to bring it to life.
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If you understand how your child with ADD/ADHD learns best, you can create enjoyable lessons that pack an informational punch.
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Establish a homework folder for finished homework. Check and help the child organize his or her belongings on a daily basis, including his or her backpack, folders, and even pockets. If possible, keep an extra set of textbooks and other materials at home. Help the child learn to make and use checklists, crossing items off as they are accomplished. Help organize loose papers by color coding folders and showing the child how to hole-punch and file appropriately.
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Neurological deficits, not unwillingness, keep kids with attention deficit disorder from learning in traditional ways.
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If you can work with and support your child’s teacher, you can directly affect the experience of your child with ADD/ADHD in the classroom.
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Indirect Object Pronouns - 1 views
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The indirect object answers the question "To whom?" or "For whom?" the action of the verb is performed
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To identify the indirect object use our two guidelines: The IO tells us where the DO is going. The IO answers the question "to whom?" or "for whom" the action of the verb is performed.
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me (me) te (you-familiar) le (him, her, you-formal) nos (us) os (you-all-familiar) les (them, you-all-formal)
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The IO pronouns le and les present a special problem because they are ambiguous. That is, they can stand for different things. leto (for) him to (for) herto (for) you-formal lesto (for) them to (for) you-all-formal
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Since le and les can mean more than one thing, a prepositional phrase is often added to remove the ambiguity
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Why Curiosity Enhances Learning | Edutopia - 40 views
www.edutopia.org/...nces-learning-marianne-stenger
thinking curiosity learning edutopia literacy inquiry
shared by Sharin Tebo on 11 Jan 15
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It's no secret that curiosity makes learning more effective and enjoyable. Curious students not only ask questions, but also actively seek out the answers.
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While it might be no big surprise that we're more likely to remember what we've learned when the subject matter intrigues us, it turns out that curiosity also helps us learn information we don't consider all that interesting or important. The researchers found that, once the subjects' curiosity had been piqued by the right question, they were better at learning and remembering completely unrelated information
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if a student struggles with math, personalizing math problems to match their specific interests rather than using generic textbook questions could help them better remember how to go about solving similar math problems in the future.
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there is no such thing as a dumb question, because as cognitive scientist Daniel Willingham notes in his book Why Don't Students Like School?, it's the question that stimulates curiosity -- being told the answer quells curiosity before it can even get going.
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Pixar's secret for giving feedback | LEADx - 39 views
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Ideas - The Learner's Way - 53 views
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Ask any teacher what they wish they had more of and the most common answer is likely to be time. Schools are inherently busy places and there is always much to be done. We all want to meet the needs of every student, add value to their education with breadth and depth, ensure adequate coverage of the curriculum and include aspects of play and discovery. Add up all that is done in a day over and above face-to-face teaching and you can only wonder at how we manage to fit it all into the time we have. So is there an answer to this dilemma, is there a secret method to finding more time in our schedules to achieve all that we want to?