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Assessment - Technology for Learning - 9 views

sites.google.com/...assessment

shared by David Longman on 15 Feb 12 - No Cached

- David Longman on 15 Feb 12
  
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This activity encouraged the learners to be self critical of their work as well as to be proud of their achievements.  By then getting them to formalise this in writing lead to a clarity in individual progress, including an understanding of the learning process itself.
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- David Longman on 15 Feb 12
  
  Again, good comment but needed an example - perhaps a quote from a student to support the point?
  
  <div class="cArrow"> </div><div class="cContentInner">Again, good comment but needed an example - perhaps a quote from a student to support the point?</div>
  
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CER Rubric - 69 views

shared by Heather Reliford on 03 Dec 13 - No Cached

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Podcast: Mobile and Learning with Dr. Michael Truong - 18 views

bettereducators.com Mobile learning comprehension

shared by Eric Robertson on 19 Feb 13 - No Cached

Eric Robertson on 19 Feb 13

Host Eric Robertson's conversation with Michael Truong, Associate Director of UC Merced's Center for Research on Teaching Excellence looks at technology innovations at the UC system's newest campus as an indicator for what is happening nationally. After covering topics ranging from the role of Learning Management Systems to trends in student technology purchases, their conversation focuses on UC Merced's Mobile App Learning Lounge, a resource designed to help students and faculty explore the possibilities of teaching and learning using mobile applications. Truong argues that mobile tools are dramatically enhancing assessment, communication between students and faculty, collaboration activities, and even access to and time spent with learning materials. The conversation concludes with a fascinating discussion about the challenges of teaching in an age of technology driven distraction. Referencing thinkers like Michael Wesch, Sherry Terkle and Nicholas Carr, Robertson and Truong explore how faculty can help students develop critical thinking skills in a "search culture" by moving beyond consuming knowledge to curating and producing it.

<div class="cArrow"> </div><div class="cContentInner">Host Eric Robertson's conversation with Michael Truong, Associate Director of UC Merced's Center for Research on Teaching Excellence looks at technology innovations at the UC system's newest campus as an indicator for what is happening nationally. After covering topics ranging from the role of Learning Management Systems to trends in student technology purchases, their conversation focuses on UC Merced's Mobile App Learning Lounge, a resource designed to help students and faculty explore the possibilities of teaching and learning using mobile applications. Truong argues that mobile tools are dramatically enhancing assessment, communication between students and faculty, collaboration activities, and even access to and time spent with learning materials. The conversation concludes with a fascinating discussion about the challenges of teaching in an age of technology driven distraction. Referencing thinkers like Michael Wesch, Sherry Terkle and Nicholas Carr, Robertson and Truong explore how faculty can help students develop critical thinking skills in a "search culture" by moving beyond consuming knowledge to curating and producing it.</div>

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We Choose the Moon - 52 views

www.wechoosethemoon.org science astronomy moon activity education flash awe

shared by Dimitris Tzouris on 27 Jan 11 - Cached

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Amazing Space - 5 views

amazing-space.stsci.edu Teacher_Resources Science

shared by Marc Patton on 23 Sep 09 - Cached

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Occupy Your Brain - 111 views

One of the most profound changes that occurs when modern schooling is introduced into traditional societies around the world is a radical shift in the locus of power and control over learning from children, families, and communities to ever more centralized systems of authority.
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Once learning is institutionalized under a central authority, both freedom for the individual and respect for the local are radically curtailed.  The child in a classroom generally finds herself in a situation where she may not move, speak, laugh, sing, eat, drink, read, think her own thoughts, or even  use the toilet without explicit permission from an authority figure.
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In what should be considered a chilling development, there are murmurings of the idea of creating global standards for education – in other words, the creation of a single centralized authority dictating what every child on the planet must learn.
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In “developed” societies, we are so accustomed to centralized control over learning that it has become functionally invisible to us, and most people accept it as natural, inevitable, and consistent with the principles of freedom and democracy.   We assume that this central authority, because it is associated with something that seems like an unequivocal good – “education” – must itself be fundamentally good, a sort of benevolent dictatorship of the intellect. 
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We endorse strict legal codes which render this process compulsory, and in a truly Orwellian twist, many of us now view it as a fundamental human right to be legally compelled to learn what a higher authority tells us to learn.
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And yet the idea of centrally-controlled education is as problematic as the idea of centrally-controlled media – and for exactly the same reasons.
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The First Amendment of the U.S. Constitution was designed to protect all forms of communication, information-sharing, knowledge, opinion and belief – what the Supreme Court has termed “the sphere of intellect and spirit” – from government control.
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by the mid-19th century, with Indians still to conquer and waves of immigrants to assimilate, the temptation to find a way to manage the minds of an increasingly diverse and independent-minded population became too great to resist, and the idea of the Common School was born.
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We would keep our freedom of speech and press, but first we would all be well-schooled by those in power.
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A deeply democratic idea — the free and equal education of every child — was wedded to a deeply anti-democratic idea — that this education would be controlled from the top down by state-appointed educrats.
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The fundamental point of the Occupy Wall Street movement is that the apparatus of democratic government has been completely bought and paid for by a tiny number of grotesquely wealthy individuals, corporations, and lobbying groups.  Our votes no longer matter.  Our wishes no longer count.  Our power as citizens has been sold to the highest bidder.
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Our kids are so drowned in disconnected information that it becomes quite random what they do and don’t remember, and they’re so overburdened with endless homework and tests that they have little time or energy to pay attention to what’s happening in the world around them.
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If in ten years we can create Wikipedia out of thin air, what could we create if we trusted our children, our teachers, our parents, our neighbors, to generate community learning webs that are open, alive, and responsive to individual needs and aspirations?  What could we create if instead of trying to “scale up” every innovation into a monolithic bureaucracy we “scaled down” to allow local and individual control, freedom, experimentation, and diversity?
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The most academically “gifted” students excel at obedience, instinctively shaping their thinking to the prescribed curriculum and unconsciously framing out of their awareness ideas that won’t earn the praise of their superiors.  Those who resist sitting still for this process are marginalized, labeled as less intelligent or even as mildly brain-damaged, and, increasingly, drugged into compliance.
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the very root, the very essence, of any theory of democratic liberty is a basic trust in the fundamental intelligence of the ordinary person.   Democracy rests on the premise that the ordinary person — the waitress, the carpenter, the shopkeeper — is competent to make her own judgments about matters of domestic policy, international affairs, taxes, justice, peace, and war, and that the government must abide by the decisions of ordinary people, not vice versa.  Of course that’s not the way our system really works, and never has been.   But most of us recall at some deep level of our beings that any vision of a just world relies on this fundamental respect for the common sense of the ordinary human being.
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This is what we spend our childhood in school unlearning. 
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If before we reach the age of majority we must submit our brains for twelve years of evaluation and control by government experts, are we then truly free to exercise our vote according to the dictates of our own common sense and conscience?  Do we even know what our own common sense is anymore?
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We live in a country where a serious candidate for the Presidency is unaware that China has nuclear weapons, where half the population does not understand that Saddam Hussein had nothing to do with 9/11, where nobody pays attention as Congress dismantles the securities regulations that limit the power of the banks, where 45% of American high school students graduate without knowing that the First Amendment of the Constitution guarantees freedom of the press.   At what point do we begin to ask ourselves if we are trying to control quality in the wrong way?
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Human beings, collaborating with one another in voluntary relationships, communicating and checking and counter-checking and elaborating and expanding on one another’s knowledge and intelligence, have created a collective public resource more vast and more alive than anything that has ever existed on the planet.
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But this is not a paeon to technology; this is about what human intelligence is capable of when people are free to interact in open, horizontal, non-hierarchical networks of communication and collaboration.
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Positive social change has occurred not through top-down, hierarchically controlled organizations, but through what the Berkana Institute calls “emergence,” where people begin networking and forming voluntary communities of practice. When the goal is to maximize the functioning of human intelligence, you need to activate the unique skills, talents, and knowledge bases of diverse individuals, not put everybody through a uniform mill to produce uniform results. 
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You need a non-punitive structure that encourages collaboration rather than competition, risk-taking rather than mistake-avoidance, and innovation rather than repetition of known quantities.
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if we really want to return power to the 99% in a lasting, stable, sustainable way, we need to begin the work of creating open, egalitarian, horizontal networks of learning in our communities.
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They are taught to focus on competing with each other and gaming the system rather than on gaining a deep understanding of the way power flows through their world.
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And what could we create, what ecological problems could we solve, what despair might we alleviate, if instead of imposing our rigid curriculum and the destructive economy it serves on the entire world, we embraced as part of our vast collective intelligence the wisdom and knowledge of the world’s thousands of sustainable indigenous cultures?
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They knew this about their situation: nobody was on their side.  Certainly not the moneyed classes and the economic system, and not the government, either.  So if they were going to change anything, it had to come out of themselves.
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As our climate heats up, as mountaintops are removed from Orissa to West Virginia, as the oceans fill with plastic and soils become too contaminated to grow food, as the economy crumbles and children go hungry and the 0.001% grows so concentrated, so powerful, so wealthy that democracy becomes impossible, it’s time to ask ourselves; who’s educating us?  To what end?  The Adivasis are occupying their forests and mountains as our children are occupying our cities and parks.  But they understand that the first thing they must take back is their common sense. 
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They must occupy their brains.
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Isn’t it time for us to do the same?
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Andrew McCluskey on 11 Feb 13

Carol Black, creator of the documentary, "Schooling the World" discusses the conflicting ideas of centralized control of education and standardization against the so-called freedom to think independently--"what the Supreme Court has termed 'the sphere of intellect and spirit" (Black, 2012). Root questions: "who's educating us? to what end?" (Black, 2012).

<div class="cArrow"> </div><div class="cContentInner">Carol Black, creator of the documentary, "Schooling the World" discusses the conflicting ideas of centralized control of education and standardization against the so-called freedom to think independently--"what the Supreme Court has termed 'the sphere of intellect and spirit" (Black, 2012). Root questions: "who's educating us? to what end?" (Black, 2012).</div>

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Andrew McCluskey on 11 Feb 13

This is a must read. Carol Black echoes here many of the ideas of Paulo Freire, John Taylor Gatto and the like.

<div class="cArrow"> </div><div class="cContentInner">This is a must read. Carol Black echoes here many of the ideas of Paulo Freire, John Taylor Gatto and the like.</div>

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Actively Learn - 38 views

www.activelylearn.com

shared by susan gehrke on 05 Oct 13 - No Cached

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24 Educational iPad Apps for Kids in Reading & Writing « Imagination Soup | F... - 172 views

imaginationsoup.net/...-apps-for-kids-reading-writing ipad writing reading literacy numeracy imagination

shared by Roland Gesthuizen on 12 May 12 - No Cached

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Speak Pre-Reading - Lit Groups - 142 views

sites.google.com/...speak-pre-reading

shared by Matthew Bucci on 31 Jan 11 - No Cached

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Woodland, J. (2011) Psychology for the classroom: E-Learning. Oxon: Routledge - 4 views

www.routledge.com/...9780415590938 psychology e-learning book

shared by tecno teach on 12 Jan 13 - No Cached

- tecno teach on 12 Jan 13
  
  Chapter 4 - Pedagogy Motivation through the possible 'white heat of technology' - the newness. * Emotional engagement *Immediacy * Action Engagement * Cognitive Engagement - see the Hierarchy of Engagement on page 75. * Creative and Critical Thinking - Bono's Six Thinking Hats and Technology * Using VLEs * Social Interaction - Oliver and McLaughlin (1996) proposed five levels of teacher-learner interaction: social, procedural, expository, explanatory and cognitive. * Engagement * Assessment
  
  <div class="cArrow"> </div><div class="cContentInner">Chapter 4 - Pedagogy Motivation through the possible 'white heat of technology' - the newness. * Emotional engagement *Immediacy * Action Engagement * Cognitive Engagement - see the Hierarchy of Engagement on page 75. * Creative and Critical Thinking - Bono's Six Thinking Hats and Technology * Using VLEs * Social Interaction - Oliver and McLaughlin (1996) proposed five levels of teacher-learner interaction: social, procedural, expository, explanatory and cognitive. * Engagement * Assessment</div>
  
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- tecno teach on 12 Jan 13
  
  Chapter 2 - Theory: * Piaget's stages of cognitive development and technologies. * Skiiner's programmed learning theory - technology programmes that are task analysis, sequencing of learning and presentation of concepts through step by step positive reinforcement. * Wenger Communities of Practice * Gilly Salmon (2005) five-step model of levels of maturity in online environments: access and motivation/ online socialisation/ information exchange/ knowledge construction/ learner development. * GBL and Avatars discussed.
  
  <div class="cArrow"> </div><div class="cContentInner">Chapter 2 - Theory: * Piaget's stages of cognitive development and technologies. * Skiiner's programmed learning theory - technology programmes that are task analysis, sequencing of learning and presentation of concepts through step by step positive reinforcement. * Wenger Communities of Practice * Gilly Salmon (2005) five-step model of levels of maturity in online environments: access and motivation/ online socialisation/ information exchange/ knowledge construction/ learner development. * GBL and Avatars discussed.</div>
  
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- tecno teach on 12 Jan 13
  
  Those against technology - Tanya Byron stating they technology is affecting children's minds.
  
  <div class="cArrow"> </div><div class="cContentInner">Those against technology - Tanya Byron stating they technology is affecting children's minds.</div>
  
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- tecno teach on 12 Jan 13
  
  Changing attitudes whilst online - different identities - different ways some converse.
  
  <div class="cArrow"> </div><div class="cContentInner">Changing attitudes whilst online - different identities - different ways some converse.</div>
  
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- tecno teach on 12 Jan 13
  
  * Motivation of learning - attention, confidence, satisfaction, appreciation and relevance
  
  <div class="cArrow"> </div><div class="cContentInner">* Motivation of learning - attention, confidence, satisfaction, appreciation and relevance</div>
  
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- tecno teach on 12 Jan 13
  
  Key aspects of book of relevance: * explains e-Learning - cybergogy (online pedagogy) * 3 modes of learning - expository, active and interactive * synchronous and asynchronous learning alongside cognitive and social natures of learning
  
  <div class="cArrow"> </div><div class="cContentInner">Key aspects of book of relevance: * explains e-Learning - cybergogy (online pedagogy) * 3 modes of learning - expository, active and interactive * synchronous and asynchronous learning alongside cognitive and social natures of learning </div>
  
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grounding in both theory and pedagogical application
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current research,
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...5 more annotations...
s illustrative case studies
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cybergogy
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behaviourism, cognitivism and constructivism in the context of e-learning.
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social networking;
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cybergogy and new learning domains
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Three Elements of Great Communication, According to Aristotle - Scott Edinger - Harvard... - 99 views

blogs.hbr.org/...t_communication_according.html

shared by Maria Nuzzo on 19 Jan 13 - No Cached

Kelly Dau liked it

Three Elements of Great Communication, According to Aristotle by Scott Edinger  |   9:00 AM January 17, 2013 Comments (78)         In my nearly 20 years of work in organization development, I've never heard anyone say that a leader communicated too much or too well. On the contrary, the most common improvement suggestion I've seen offered up on the thousands of 360 evaluations I've reviewed over the years is that it would be better if the subject in question learned to communicate more effectively. What makes someone a good communicator? There's no mystery here, not since Aristotle identified the three critical elements — ethos, pathos, and logos. — thousands of years ago. Ethos is essentially your credibility — that is, the reason people should believe what you're saying. In writing this blog I made an effort to demonstrate my ethos in the introduction, and here I'll just add that I have a degree in communication studies (emphasis in rhetoric for those who want the details) for good measure. In some cases, ethos comes merely from your rank within an organization. More commonly, though, today's leaders build ethos most
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Jennie Snyder on 19 Jan 13

Three aspects of communication as outlined by Aristotle.

<div class="cArrow"> </div><div class="cContentInner">Three aspects of communication as outlined by Aristotle.</div>

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Vyew - 57 views

vyew.com/s collaboration meeting video conference VoIP webinars chat

shared by Martin Burrett on 03 Aug 11 - No Cached

Carol Mortensen on 03 Aug 11

"Vyew allows you to meet and share content in real-time or anytime. Upload images, files, documents and videos into a room. Users can access and contribute at anytime. Why use Vyew? It's easy - no installations. It's compatible - PC, Mac, Linux, powerpoints, documents, images, videos, mp3's, flash files. It's FREE! - Our free version is free forever. Unlimited use with up to 10 people. What's the catch? It's ad supported. Conferencing features - whiteboarding, video conferencing, screen sharing, Voice-over-IP. Collaboration features - continuous rooms are always saved and always-on. Contextual discussion forums, voice-notes, track and log activity. Take A Tour Sign Up Free Log In Join a Meeting Learn More: FAQs Product Pricing Product Comparison Chart Complete Feature List Enterprise Appliance What people are saying I've used other prohibitively expensive online meeting software and this beats their pants off in ease of use/price/features. -Joel, Vyew Customer Recent News/Articles New changes to Vyew (Aug 1, 2011) New changes to Vyew (May 10, 2011) Crafting a Clear Message (online presentations) Vyew featured in Google Chrome's Web Store Better (Online) Presentations in 5 Steps Vyew 4 - Open to the Public Vyew 4.0 Interface Overview "

<div class="cArrow"> </div><div class="cContentInner">"Vyew allows you to meet and share content in real-time or anytime. Upload images, files, documents and videos into a room. Users can access and contribute at anytime. Why use Vyew? It's easy - no installations. It's compatible - PC, Mac, Linux, powerpoints, documents, images, videos, mp3's, flash files. It's FREE! - Our free version is free forever. Unlimited use with up to 10 people. What's the catch? It's ad supported. Conferencing features - whiteboarding, video conferencing, screen sharing, Voice-over-IP. Collaboration features - continuous rooms are always saved and always-on. Contextual discussion forums, voice-notes, track and log activity. Take A Tour Sign Up Free Log In Join a Meeting Learn More: FAQs Product Pricing Product Comparison Chart Complete Feature List Enterprise Appliance What people are saying I've used other prohibitively expensive online meeting software and this beats their pants off in ease of use/price/features. -Joel, Vyew Customer Recent News/Articles New changes to Vyew (Aug 1, 2011) New changes to Vyew (May 10, 2011) Crafting a Clear Message (online presentations) Vyew featured in Google Chrome's Web Store Better (Online) Presentations in 5 Steps Vyew 4 - Open to the Public Vyew 4.0 Interface Overview "</div>

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Kevin Kaeser on 04 Aug 11

real time visual collaboration

<div class="cArrow"> </div><div class="cContentInner">real time visual collaboration</div>

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Martin Burrett on 04 Aug 11

A great site for collaborating online. Work on documents together in real time, video chat and share your screen with others are just a few features that make this a great site for tutoring, meetings and webinars. http://ictmagic.wikispaces.com/ICT+&+Web+Tools

<div class="cArrow"> </div><div class="cContentInner">A great site for collaborating online. Work on documents together in real time, video chat and share your screen with others are just a few features that make this a great site for tutoring, meetings and webinars. <a href="http://ictmagic.wikispaces.com/ICT+&+Web+Tools" rel="nofollow" target="_blank">http://ictmagic.wikispaces.com/ICT+&+Web+Tools</a></div>

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