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Over-Practicing Makes Perfect | TIME.com - 51 views
Marble Math Offers Some Fun Apps for Math Practice on Android Devices | Android 4 Schools - 19 views
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Vídeos tutoriales de Khanacademy - 49 views
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feet wet, you may want to try some of the videos in the "Algebra I Worked Examples" playlist. Simple Equations Equations 2 Equations 3 Algebra: Linear Equations 4 Algebra: Solving Inequalities Algebra: graphing lines 1
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Hundreds of videos on high school math/science. They also have a YouTube channel. - ...13 more comments...
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The Khan Academy is a not-for-profit 501(c)(3) with the mission of providing a world-class education to anyone, anywhere. They are complementing Salman's ever-growing library with user-paced exercises--developed as an open source project--allowing the Khan Academy to become the free classroom for the World. -
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We are complementing Salman's ever-growing library with user-paced exercises--developed as an open source project--allowing the Khan Academy to become the free classroom for the World. -
"We are complementing Salman's ever-growing library with user-paced exercises--developed as an open source project--allowing the Khan Academy to become the free classroom for the World. " -
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We've got to latch onto this idea and more like it so we don't lose our audience, who IS learning very differently now whether we like it or not!
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Khan Academy is a widely know and used cross-curricular educational video site. While there is some content for younger students, most videos are for older students and adults. http://ictmagic.wikispaces.com/Cross+Curricular -
The Khan Academy is a not-for-profit 501(c)(3) with the mission of providing a world-class education to anyone, anywhere. Despite being the work of one man, Salman Khan, this 2100+ video library is the most-used educational video resource as measured by YouTube video views per day and unique users per month. -
This site has videos and interactive lessons in Math and many other topics, all free -
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Plagiarizing Yourself - Advice - The Chronicle of Higher Education - 31 views
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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."
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"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."
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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.
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counterargument
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So why deprive our students of the opportunity to learn those same lessons, by recycling a particular paper from one course to the next?
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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.
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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.
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Research : For Educators : Promethean. - 39 views
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Dr. Robert Marzano's Evaluation Study on Promethean's ActivClassroom Effect on Student Achievement shows that "Effective teaching practices combined with interactive classroom technologies significantly boosts student academic performance." It was commissioned by Promethean, so take it with a grain of salt, but the actual report looks fairly convincing. I would need somebody with more expertise in statistics to verify the research methods, though. - ...1 more comment...
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You have to assume two things when looking at this research....1. People have had adequate training using the Promethean boards using effective teaching practices, and 2. that the teacher has good teaching practices in place. The other thing to consider, could we get the same or better results using a Document camera, laptop, & LCD projector? I bet we could and it's a lot cheaper solution. -
We call those 'extraneous' variables. Another point to consider is, was it the actual Promethean board? or can we extend these results to include other interactive whiteboards, such as SMART? Just wondering.
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shared by Randolph Hollingsworth on 25 Oct 10
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The Code of Best Practices in Fair Use for Media Literacy Education - 60 views
www.centerforsocialmedia.org/...r-use-media-literacy-education
copyright fair use media educational technology
shared by Randolph Hollingsworth on 25 Oct 10
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when they occur within a restricted-access network, do enjoy certain copyright advantages
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we as a society give limited property rights to creators to encourage them to produce culture; at the same time, we give other creators the chance to use that same copyrighted material, without permission or payment
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Did the unlicensed use "transform" the material taken from the copyrighted work by using it for a different purpose than that of the original, or did it just repeat the work for the same intent and value as the original? • Was the material taken appropriate in kind and amount, considering the nature of the copyrighted work and of the use?
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If the answers to these two questions are "yes," a court is likely to find a use fair
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whether the use will cause excessive economic harm to the copyright owner
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the purpose of copyright—to promote the advancement of knowledge through balancing the rights of owners and users.
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In some cases, this will mean using a clip or excerpt; in other cases, the whole work is needed. Whenever possible, educators should provide proper attribution and model citation practices that are appropriate to the form and context of use.
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educators should provide reasonable protection against third-party access and downloads
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educators using concepts and techniques of media literacy should be free to enable learners to incorporate, modify, and re-present existing media objects in their own classroom work
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Students’ use of copyrighted material should not be a substitute for creative effort
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Students should be able to understand and demonstrate, in a manner appropriate to their developmental level, how their use of a copyrighted work repurposes or transforms the original.
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but cannot rely on fair use when their goal is simply to establish a mood or convey an emotional tone, or when they employ popular songs simply to exploit their appeal and popularity
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material that is incorporated under fair use should be properly attributed wherever possible
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attribution, in itself, does not convert an infringing use into a fair one.
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If student work that incorporates, modifies, and re-presents existing media content meets the transformativeness standard, it can be distributed to wide audiences under the doctrine of fair use.
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When sharing is confined to a delimited network, such uses are more likely to receive special consideration under the fair use doctrine
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there are no cut-and-dried rules (such as 10 percent of the work being quoted, or 400 words of text, or two bars of music, or 10 seconds of video).
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Transformativeness, a key value in fair use law, can involve modifying material or putting material in a new context, or both
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Copyright Act itself makes it clear that educational uses will often be considered fair because they add important pedagogical value to referenced media objects.
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If educators or learners want to share their work only with a class (or another defined, closed group) they are in a favorable position
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if work is going to be shared widely, it is good to be able to rely on transformativeness
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courts have found that asking permission and then being rejected has actually enhanced fair use claims.
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We don’t know of any lawsuit actually brought by an American media company against an educator over the use of media in the educational process
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Lack of clarity reduces learning and limits the ability to use digital tools. Some educators close their classroom doors and hide what they fear is infringement; others hyper-comply with imagined rules that are far stricter than the law requires, limiting the effectiveness of their teaching and their students’ learning.
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Practice Investing, Stock Market Game | UpDown.com - 1 views
Tech Transformation: The SAMR Model - From theory to practice - 25 views
transformingtechnology.blogspot.com/...l-from-theory-to-practice.html
Tech Transformation: The SAMR Model - From theory to practice
shared by Neil Ringrose on 19 Apr 10
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10 Best Practices for using wikis in education « Technology Teacher - 154 views
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Most students have never used a wiki before and will need instructions and practice on how to actually use the software.
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Views: What's High School For? - Inside Higher Ed - 35 views
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In theory, dual enrollment enables high school students to accrue college credits for very little cost and imbues them with a sense of confidence that they can complete college work. If students can succeed in college classes while still in high school, conventional wisdom holds, they will be more likely to matriculate at the postsecondary level.
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In reality, though, dual enrollment may do more harm than good.
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The problem is that high school is not college and completion of a dual enrollment high school class is not always a guarantee that students have learned the material.
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As a result, classes that used to be termed “college-prep” are now seen as college proper.
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In practice, however, courses covered in a high school setting on a high school calendar are often vastly different in practice.
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This is not a criticism of high school teachers. Many are excellent educators and care deeply about students. But they often teach more classes than college faculty do, have myriad extracurricular responsibilities, and lack the requisite training that enables college faculty to introduce best practices in the field. In contrast, college faculty members expect a higher level of work from students, including having them study independently, write in the discipline and be exposed to the latest research. They are less likely to offer extra credit, or evaluate students based on an inflated high school norm.
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High school students, especially sophomores and juniors, are not like college students. A collection of 15-, 16-, and 17-year-olds are normally at a different stage of intellectual and moral development than are college students. Treating a high school student like a college student does not always do them a favor.
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This student, as a sophomore in high school, earned a “C” in a “college” English course, which exempts her from our basic English 111 College Writing class. Even though her ACT score indicates her writing skills are deficient, we are limited in what we can do. Like many students who have already passed a “college” class, she thinks she already has the necessary writing skills to be successful in college. We know she very likely does not. Our willingness to increase student access by accepting transfer credit means that, without taking this student’s credits away, we cannot help her with her writing. Instead, by virtue of an average performance as a high school sophomore, this student will be placed into college classes for which she is unprepared.
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Most colleges willingly accept credits from like institutions because we trust that our courses are equivalent and that our faculty are credentialed. I doubt that same trust applies to high schools. The best service a high school can provide is to prepare students for college, not substitute for it.
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High school dual enrollment programs may not be helping students succeed in college.
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Department of Psychology :: Principles of Learning :: University of Memphis - 62 views
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The single most important variable in promoting long-term retention and transfer is "practice at retrieval"
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-learners generate responses, with minimal retrieval cues, repeatedly, over time.
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without relying on external memory aids.
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practice at retrieval has been shown to be more effective than merely spending more time studying the material without actively engaging in memory retrieval.
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By doing so repeatedly, especially in varied contexts, the learner strengthens access to this information,
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given minimal cues
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two different effects. One is the "testing effect," in which intervening tests improves learning of concepts that are retrieved from memory
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when intervening tests are spaced, two tests were more effective than a single test in improving long-term retention of material.
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Compared to a cued-recall or recognition intervening test, a free-recall test produced better performance on a final test, regardless of the format of the final test.
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Educational Applications
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Align lectures, assignments and tests, so that important information will have to be remembered at different times
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Have students retrieve this information in multiple ways by either varying the questions or context in which it is assessed:
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During lectures, ask students questions to elicit responses that reflect understanding of previously introduced course material.
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This serves the dual purpose of probing students' knowledge, so that misconceptions can be directly and immediately addressed in the lecture.
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On homework assignments, have students retrieve key information from lectures and readings.
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Chapter summaries, for instance, may include study questions that ask students to recall major points or conclusions to be drawn from the reading.
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Encourage group studying in which students actively discuss course topics
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test questions offer another opportunity for "practice at retrieval,"
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Ideally tests should be cumulative and test items should probe for understanding of the material.
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shared by pjt111 taylor on 25 Jan 11
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Probe-Create Change-Reflect: A spin-off blog - 9 views
pcrcr.wordpress.com/...2%80%94reflect-a-spin-off-blog
blog critical thinking creative reflective practice
shared by pjt111 taylor on 25 Jan 11
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A blog related to my work helping mid-career or career-changing students to "develop reflective practice as we change our schools, workplaces, and lives." (Shameless plug)
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Microsoft - Partners in Learning Toolkit - 106 views
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The Innovative Schools Toolkit is an accessible and practical guide for you and your school community to begin the journey of innovation. It is intended to be a starting point rather than a complete solution and it offers a process that can be customized based on your unique needs. -
"The Innovative Schools Toolkit is an accessible and practical guide for you and your school community to begin the journey of innovation. It is intended to be a starting point rather than a complete solution and it offers a process that can be customized based on your unique needs."
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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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Digital-Natives - 2 views
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practice developmental advising if we will not expand our comfort zones? Are we helping students when we force them to meet us
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One major difference between Natives and Immigrants is the way we process information.
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Our students look to us to incorporate these new technologies into our advising practice. Students increasingly want to contact us via email, text messaging, and instant messaging rather than meet with us in our offices.
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We must remember that students feel that a digital meeting is just as real as an office meeting, and they take away the same meaning and feeling as from an office meeting. If we only offer services in ways in which we are comfortable, then students may never feel that we are meeting them at their level. How can we practice developmental advising if we will not expand our comfort zones? Are we helping students when we force them to meet us in the same manner?
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We should be willing to laugh at our “accents” and move on. Listen to what students tell us about how technology can be beneficial to how we conduct our lives, work with them, and value their knowledge.
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Place more importance on how we communicate over what we communicate
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We can no longer decide for our students, but instead we must decide with them (Prensky, 2005).
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How do we bridge the gap between Natives and Immigrants? There are strategies we can employ that will help us reach our Native students
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On the other hand is the Digital Immigrant .
Best Practices | Center for Social Media - 87 views
www.centerforsocialmedia.org/...best-practices
copyright fairuse socialmedia bestpractices media practices resources
shared by Bill Selak on 05 Apr 11
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GRE Test Practice Questions - Help your GRE Exam Score with free GRE Test Preparation - 44 views
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How Black Students Tend to Learn Science - The Atlantic - 47 views
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limits students’ sense of isolation and fosters communal feeling among classmates
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active learning limits students’ sense of isolation and fosters communal feeling among classmates.
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active learning limits students’ sense of isolation and fosters communal feeling among classmates
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So why are students relegated to lectures when it’s proven that active learning can significantly enhance the educational experience?
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Simple. They don't have instructional beliefs that they all agree upon. These teachers work as independent contractors, and take any criticism of their practice personally. But they forget that it is not about them. It's about the students. -
I think that you have forgot to include a lack of professional development (training) to demonstrate successful educational strategies. Telling someone (a teacher) they must change is just like a lecture. Showing them how they can change their practice to make a difference is needed as well.
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