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Rod White

Teaching and technology ~ presentations and resources for educators - 77 views

www.larkin.net.au/020_technology_howtos.html

shared by Rod White on 02 Dec 09 - Cached
  • During the last six or so years I have created a number of 'how-to' documents and presentations for a variety of web based and related technologies. They are available from the various workshop web pages however I thought it might prove helpful to link to all the documents from a single page. Some of my workshop participants have referred to these documents as 'cheat sheets'.
  • ~ www.larkin.net.au ~ | Welcome | About Me | Technology | History | Galleries | Music | Blog | Presentation and workshop documents During the last six or so years I have created a number of 'how-to' documents and presentations for a variety of web based and related technologies. They are available from the various workshop web pages however I thought it might prove helpful to link to all the documents from a single page. Some of my workshop participants have referred to these documents as 'cheat sheets'. Web 2.0Read~Write Web Overview Information sharing
  • Kathy Favazza on 02 Dec 09
     
    great clearinghouse of tutorials & handouts from presentations on many tools
  • Rod White on 28 Jul 10
     
    online workshops
Lisa C. Hurst

Inside the School Silicon Valley Thinks Will Save Education | WIRED - 9 views

www.wired.com/altschool

shared by Lisa C. Hurst on 05 May 15 - No Cached
  • Lisa C. Hurst on 05 May 15
     
    "AUTHOR: ISSIE LAPOWSKY. ISSIE LAPOWSKY DATE OF PUBLICATION: 05.04.15. 05.04.15 TIME OF PUBLICATION: 7:00 AM. 7:00 AM INSIDE THE SCHOOL SILICON VALLEY THINKS WILL SAVE EDUCATION Click to Open Overlay Gallery Students in the youngest class at the Fort Mason AltSchool help their teacher, Jennifer Aguilar, compile a list of what they know and what they want to know about butterflies. CHRISTIE HEMM KLOK/WIRED SO YOU'RE A parent, thinking about sending your 7-year-old to this rogue startup of a school you heard about from your friend's neighbor's sister. It's prospective parent information day, and you make the trek to San Francisco's South of Market neighborhood. You walk up to the second floor of the school, file into a glass-walled conference room overlooking a classroom, and take a seat alongside dozens of other parents who, like you, feel that public schools-with their endless bubble-filled tests, 38-kid classrooms, and antiquated approach to learning-just aren't cutting it. At the same time, you're thinking: this school is kind of weird. On one side of the glass is a cheery little scene, with two teachers leading two different middle school lessons on opposite ends of the room. But on the other side is something altogether unusual: an airy and open office with vaulted ceilings, sunlight streaming onto low-slung couches, and rows of hoodie-wearing employees typing away on their computers while munching on free snacks from the kitchen. And while you can't quite be sure, you think that might be a robot on wheels roaming about. Then there's the guy who's standing at the front of the conference room, the school's founder. Dressed in the San Francisco standard issue t-shirt and jeans, he's unlike any school administrator you've ever met. But the more he talks about how this school uses technology to enhance and individualize education, the more you start to like what he has to say. And so, if you are truly fed up with the school stat
Roland Gesthuizen

Don't Blame Social Media if Your Teen Is Unsocial. It's Your Fault | Wired Opinion | Wired.com - 33 views

www.wired.com/...ap_thompson-2

socialmedia teenage behaviour wired socialnetworking

shared by Roland Gesthuizen on 31 Dec 13 - No Cached
  • teenagers would love to socialize face-to-face with their friends. But adult society won’t let them. “Teens aren’t addicted to social media. They’re addicted to each other,” Boyd says. “They’re not allowed to hang out the way you and I did, so they’ve moved it online.”
  • today’s teens have neither the time nor the freedom to hang out. So their avid migration to social media is a rational response to a crazy situation. They’d rather socialize F2F, so long as it’s unstructured and away from grown-ups.
  • If you want your kids to learn valuable face-to-face skills, conquer your own irrational fears and give them more freedom. They want the same face-to-face intimacy you grew up with.
  • Roland Gesthuizen on 31 Dec 13
     
    "Are teenagers losing their social skills? Parents and pundits seem to think so. Teens spend so much time online, we're told, that they're no longer able to handle the messy, intimate task of hanging out face-to-face .. Now, I'm not convinced this trend is real."
Michele Brown

The National Networker (TNNW) Blog: BEYOND THE CUBICLE - CORPORATE CULTURE: Tweeple, Twibes and Tweets…the culture of virtual communities - 9 views

thenationalnetworker.blogspot.com/...cubicle-corporate-culture.html

twitter texting facebook literacy socialmedia

shared by Michele Brown on 08 Feb 10 - Cached
  • The culture appears to be grounded in not only a need to share, but also a desire to be recognized. Retweets – when someone sends your tweet (message) out to their followers (a term supporting the need for recognition) somehow elevates your status within this community.
  • Social Media as a dominant force for communicating has penetrated every element of society. Can a virtual community possess a culture? Every company and organization possesses a definable culture. Behaviors, decision-making models, intrinsic and extrinsic actions and how people are treated may all play a part in defining it. These elements of culture are measureable and easy to define within a controlled entity. Social media lives and breathes in a virtual reality. It permeates all corners of the world, allows people to communicate across all traditional boundaries and thrives 24 hours/day. So…does it have a definable culture? If you have spent any time on Twitter, you quickly realize thousands of people have a need to respond to the question, “What’s happening?” Twitter has developed it’s own language with tweets, retweets, tweeple, twitpics, twibes, etc. You can follow topics with a hashtag and people with lists. What is most apparent is the need people have to share. The culture appears to be grounded in not only a need to share, but also a desire to be recognized. Retweets – when someone sends your tweet (message) out to their followers (a term supporting the need for recognition) somehow elevates your status within this community. There are etiquette protocols as many people publicly thank you for following them and for retweeting. Retweeting becomes a type
  • As you get deeper into the structure of Twitter, you can join a twibe or tweeple group, which provides inclusion – another indication that the need for recognition is systemic.
  • ...2 more annotations...
  • Social media lives and breathes in a virtual reality. It permeates all corners of the world, allows people to communicate across all traditional boundaries and thrives 24 hours/day. So…does it have a definable culture?
  • The culture appears to be grounded in not only a need to share, but also a desire to be recognized. Retweets – when someone sends your tweet (message) out to their followers (a term supporting the need for recognition) somehow elevates your status within this community.
anonymous

What are the Disadvantages of Online Schooling for Higher Education? - 18 views

study.com/...ling_for_Higher_Education.html

online disadvantages

shared by anonymous on 23 Oct 16 - No Cached
  • anonymous on 23 Oct 16
     
    "hat Are the Disadvantages of Online Schooling for Higher Education? Today, online schooling for higher education is prevalent across many fields. While there are several benefits to online schooling, such as flexibility and convenience, there are also real and perceived disadvantages. Explore some of the potential drawbacks of online learning. View 10 Popular Schools » Online Schooling In 2012, about a quarter of undergraduate college students were enrolled in distance education courses as part -- if not all -- of their studies, according to a 2014 report from the National Center for Education Statistics. That same data found that 29.8% of graduate students in this country are enrolled in some or all distance learning classes as well. A 2013 report from Babson Survey Research Group and Quahog Research Group, LLC, pointed out that approximately 86.5% of higher education institutions offer distance learning classes. Clearly, online schooling is commonplace. Disadvantages: Student Perspective Despite advantages, online schooling is not the right fit for every student. Taking online courses is generally believed to require more self-discipline than completing a degree on campus, a belief that is supported by SCHEV -- the State Council of Higher Education for Virginia. Because online schooling options often allow students to complete much of the coursework at their own pace, students must be motivated to stay on schedule and manage their time accordingly. Other potential disadvantages from a student's viewpoint may include the following: Less Instructional Support Although instructors are available to students via e-mail, telephone, Web discussion boards and other online means, some students may see the lack of face-to-face interaction and one-on-one instruction as a challenge. A lack of communication or miscommunication between instructors and students may frustrate students who are struggling with course materials. That could be exacerbated by the casual nature
Donal O' Mahony

Returning slowly…another thought… | eLearning Island - 14 views

donalomahony.edublogs.org/...turning-slowly-another-thought

Skype Face-time Google video

shared by Donal O' Mahony on 02 Sep 13 - No Cached
  • Donal O' Mahony on 02 Sep 13
     
    There must be lots of fun and interesting ways to incorporate face-to-face communications with strangers (whether teachers or students) in language learning and beyond. Some thoughts after observing others engage with "Skype, Face-time and Google video "
Annika Russell

Digital-Natives - 2 views

www.nacada.ksu.edu/...Digital-Natives.htm

shared by Annika Russell on 20 Jun 11 - No Cached
  • practice developmental advising if we will not expand our comfort zones? Are we helping students when we force them to meet us
  • One major difference between Natives and Immigrants is the way we process information.
  • 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.
  • ...6 more annotations...
  • 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?
  • 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.
  • Place more importance on how we communicate over what we communicate
  • We can no longer decide for our students, but instead we must decide with them (Prensky, 2005).
  • How do we bridge the gap between Natives and Immigrants? There are strategies we can employ that will help us reach our Native students
  • On the other hand is the Digital Immigrant .
  • Annika Russell on 20 Jun 11
     
    Very good article on Digital Natives in post-secondary settings.
Tony Baldasaro

Education Week: N.H. Seeking to Reinvigorate High Schools - 0 views

www.edweek.org/...05highschool.h28.html

ELO NH education

shared by Tony Baldasaro on 10 Sep 09 - Cached
  • One New Hampshire high school student fell in love with accounting while working at a local business. Another attended the recent Democratic National Convention as a campaign volunteer. And a third, whose relative worked in the state immigration office, researched challenges facing newcomers to the state.
  • One New Hampshire high school student fell in love with accounting while working at a local business. Another attended the recent Democratic National Convention as a campaign volunteer. And a third, whose relative worked in the state immigration office, researched challenges facing newcomers to the state.
  • One New Hampshire high school student fell in love with accounting while working at a local business. Another attended the recent Democratic National Convention as a campaign volunteer. And a third, whose relative worked in the state immigration office, researched challenges facing newcomers to the state.
  • ...8 more annotations...
  • One New Hampshire high school student fell in love with accounting while working at a local business. Another attended the recent Democratic National Convention as a campaign volunteer. And a third, whose relative worked in the state immigration office, researched challenges facing newcomers to the state.
  • To personalize learning for students
  • To personalize learning for students
  • To personalize learning for students
  • To personalize learning for students
  • To personalize learning for students
  • it doesn’t always have to be delivered in the traditional Carnegie [unit] mode of delivery," sai
  • The approach, which goes into effect this school year, moves away from the traditional Carnegie-unit system based on seat time.
  • Tony Baldasaro on 10 Sep 09
     
    One New Hampshire high school student fell in love with accounting while working at a local business. Another attended the recent Democratic National Convention as a campaign volunteer. And a third, whose relative worked in the state immigration office, researched challenges facing newcomers to the state. All earned high school credit for their work outside school, an opportunity available under a burgeoning high school redesign effort in New Hampshire that sets its sights beyond simply stiffening course requirements and graduation standards.
trisha_poole

Using Synchronous Tools to Build Community in the Asynchronous Online Classroom | Faculty Focus - 71 views

www.facultyfocus.com/...-asynchronous-online-classroom

synchronous elearning collaboration digital literacy criticalskills technology fbl flexiblelearning blendedlearning online presence onlineeducation learningdesign

shared by trisha_poole on 12 Aug 11 - No Cached
  • Synchronous tools can help humanize the classroom
  • Setting up open office hours via a synchronous tool allows students to reach out in a specific time window with questions and get a real-time answer.
  • Many synchronous tools allow us to use video or face-to-face chat, allowing the student to see our faces as we speak to them about their direct concern.
  • ...2 more annotations...
  • Both students and instructors are learning while interacting. Communicating in the online classroom is very different than in a traditional face-to-face classroom.
  • Synchronous tools require real-time teamwork
Peter Beens

Education Week Teacher: Teaching Secrets: Communicating With Parents - 1 views

www.edweek.org/...tillery.html

teachers tips communication parents

shared by Peter Beens on 23 Jun 11 - No Cached
  • Peter Beens on 23 Jun 11
     
    Teaching Secrets: Communicating With Parents By Gail Tillery Premium article access courtesy of TeacherMagazine.org. You will face many challenging tasks as a new teacher. Dealing with parents is probably among the most intimidating, especially if you are young and in your first career. While communicating with parents can be tricky, a little preparation will help you to treat parents as partners and to be calmer when problems arise. Here's the first rule to live by: Your students' parents are not your enemies. Ultimately, they want the same thing you want, which is the best for their children. By maintaining respectful and productive communication, you can work together to help students succeed. Second, whenever problems arise, remember that parents are probably just as nervous about contacting you as you are about returning the contact-and maybe more so. I'll confess: Even after 26 years of teaching, I still get a little frisson of fear in my belly when I see an e-mail or hear a voicemail from a parent. But I have seen time and again that parents are often more nervous than the teacher is-especially if their child doesn't want them to contact the teacher. Indeed, some parents may even fear that if they raise concerns, their child will face some kind of retaliation. Remember that parents' tones or words may reflect such fears. In your response, try to establish that everyone involved wants to help the child. Here are some practical tips for communicating effectively with parents: Contact every parent at the beginning of the year. Do some "recon." Telephone calls are best for this initial contact, since they are more personal than e-mail. Ask the parent to tell you about his or her child's strengths, weaknesses, likes, dislikes, etc. Make sure to ask, "What is the best thing I can do to help your child succeed?" Remember to take notes! Once you've gathered the information you need, set a boundary with parents by saying, "Well, Ms. Smith, I have 25 more parent
Clint Heitz

Edu Leadership:Tech-Rich Learning:The Basics of Blended Instruction - 38 views

www.ascd.org/...cs-of-Blended-Instruction.aspx

classroom blended learning technology blended_learning edtech

shared by Clint Heitz on 23 Nov 15 - No Cached
  • Blended learning, with its mix of technology and traditional face-to-face instruction, is a great approach. Blended learning combines classroom learning with online learning, in which students can, in part, control the time, pace, and place of their learning. I advocate a teacher-designed blended learning model, in which teachers determine the combination that's right for them and their students.
  • Tip 1: Think big, but start small.
  • Tip 2: Patience is a virtue when trying something new.
  • ...17 more annotations...
  • Tip 3: Technology shouldn't be just a frill.
  • Tip 4: Weaving media together makes them stronger.
  • Tip 5: Students need to know where they can get online.
  • Student-centered classrooms are the goal of my teacher-designed blended learning model. Giving students control over the learning process requires that they know how to communicate, collaborate, and solve problems in groups, pairs, and individually. This work can be messy, loud, and disorganized, but in the end, the learning is much more meaningful.
  • Then I found Collaborize Classroom, a free, dynamic discussion platform. I used it to replace many of my pen-and-paper homework assignments with vibrant online debates, discussions, writing assignments, and collaborative group work.
  • Remember that mistakes lead to learning. The best resources I've designed and the most effective strategies I've developed were all born from and refined through mistakes.
  • I anticipated that students might hit some bumps as they navigated their first TED-Ed lesson, so I set up a TodaysMeet back channel so students could ask questions, make comments, and access a support network while going through the online lesson. A back-channel tool makes it possible for people to have a real-time conversation online while a live presentation or real-time discussion is taking place.
  • I asked students to reference specific details to support their assertions, as did one student who commented on the town's poverty by noting that the local doctor often took potatoes as payment for his work. She also showed how the characters nevertheless reflected the country's "cautious optimism" about its future: That same doctor was still able to support himself, she pointed out, and he enjoyed his work. Students posted their responses, complimenting strong points made, asking questions, and offering alternative perspectives.
  • I asked students to analyze examples of strong discussion posts and revise weaker posts. I also realized that I needed to embed directions into our discussion topics to remind students to respond to the questions and engage with their peers. I started requiring them to thoughtfully reply to at least two classmates' posts, in addition to posting their own response to the topic.
  • It's crucial for students to see that the work they do in the online space drives the work they do in the classroom so they recognize the value of the online conversations.
  • For example, during the To Kill a Mockingbird unit, we researched and discussed the death penalty in preparation for writing an argument essay. The students debated online such issues as cost, morality, and racial inequality and then delved into these topics more deeply face-to-face in class.
  • In the classroom, the teacher might give small groups various topics to research. Then he or she could ask students to go online to research and discuss their topic on a shared Google Doc and create a presentation using Glogster, Prezi, or Google Presentation Maker.
  • When we read Romeo and Juliet, I use this strategy to encourage students to research such topics as the monarchy, entertainment, and gender roles in Elizabethan England so they have a better understanding of the historical context in which Shakespeare wrote. Back in the classroom, each group then presents its findings through an oral presentation.
  • Compared with traditional in-class group work, which typically yields a disappointing finished product, online work provides the time necessary for students to complete quality work together.
  • Some teachers think that incorporating online work means they have to be available 24 hours a day. This is not the case. When students are connected online, they have a network of peers they can reach out to for support, and they begin to see one another as valuable resources in their class community.
  • I've embedded a Google map in my website that has pins dropped in all the locations on our campus and in our community where there are computers with public access to the Internet.
  • I even wrote the local computer recycling center to request a computer for my class.
Steven Szalaj

Your Phone vs. Your Heart - NYTimes.com - 3 views

www.nytimes.com/...your-phone-vs-your-heart.html

Brain Heart Emotions Research digital

shared by Steven Szalaj on 24 Mar 13 - No Cached
  • Steven Szalaj on 24 Mar 13
     
    How our face-to-face time creates in us the ability to sympathize and grow our relationships, and how not being "present" with those whom we are physically present is a detriment.
Nigel Coutts

Valuing and responding to resistance to change - The Learner's Way - 28 views

thelearnersway.net/...onding-to-resistance-to-change

resistance change learner education collaboration

shared by Nigel Coutts on 18 Sep 16 - No Cached
  • Nigel Coutts on 18 Sep 16
     
    Change is something that we fear or embrace. It is widely considered as the one constant in our lives. For education at present we face a deluge of reports that the pace of change shall only accelerate and its scale become more absolute. No wonder then that many teachers feel now is a good time for a move out of the profession. For others the changing face of education is seen as bringing exciting new possibilities wrapped in engaging challenges. Regardless of how reliable predictions for change may prove to be it is worth considering how individuals and groups respond to it.
Randolph Hollingsworth

ASU - Service Learning USL210 - 5 views

servicelearning.asu.edu/...11

shared by Randolph Hollingsworth on 07 Sep 12 - No Cached
  • Randolph Hollingsworth on 07 Sep 12
     
    COURSE OBJECTIVES: This is a graded internship that allows you to integrate your own coursework with a hands-on service learning experience. The central objective of this course is to provide students with community experiences and reflection opportunities that examine community needs, the importance of civic engagement, and social justice issues affecting ethnic minorities and marginalized populations in contemporary American society. Students dedicate 70 hours at a pre-approved site (including Title I K-12 schools, youth programs, health services, social services, environmental programs, government agencies, etc.) directly serving a population in need or supporting activities that contribute to the greater good of our community. A weekly seminar, course readings, discussions, and reflection assignments facilitate critical thinking and a deeper understanding of cultural diversity, citizenship, and how to contribute to positive social change in our community. The course is also designed to provide "real-world" experiences that exercise academic skills and knowledge applicable to each student‟s program of study and career exploration. STUDENT LEARNING OBJECTIVES: Student will be introduced to essential skills associated with their baccalaureate studies to actively serve the local community. While completing this in-depth study of cultural diversity, citizenship and social justice issues facing our community, students will gain an understanding of the value of Social Embeddedness and the importance of incorporating civic engagement into their collegiate careers, as they strive to become civically engaged students. Students will be introduced to inequalities, discrimination, and other community issues facing ethnic minorities and marginalized populations, as well as the correlation with greater societal issues. INTERNSHIP RESPONSIBILITIES:  Service hours - 70 hours of community outreach (spread throughout the semester in which you are enrolled in the course)
Nigel Coutts

Maintaining a focus on concrete representations of mathematical concepts during remote learning. - The Learner's Way - 5 views

thelearnersway.net/...oncepts-during-remote-learning

mathematics learning education thinking

shared by Nigel Coutts on 24 Aug 21 - No Cached
  • Nigel Coutts on 24 Aug 21
     
    In times when we taught face-to-face, some of these challenges would be overcome through the use of concrete materials, at least with younger students. Unfortunately, it is common for the use of concrete materials to decline as students grow older. Fortunately, this pattern, and the prejudiced beliefs on which it is founded, are today being questioned.
Karen Balnis

Another Look at the Weaknesses of Online Learning - Innovations - The Chronicle of Higher Education - 86 views

chronicle.com/...29888

shared by Karen Balnis on 28 Jul 11 - No Cached
  • have been lucky enough to have taught the full range of our freshman / sophmore undergraduate offerings as both an onsite and online instructor. While I have thoroughly enjoyed both formats - and very much so - I must admit that my experiences online have been *much* more positive than onsite instruction. Let me try and elucidate:1. While in the onsite classroom you have the opportunity to think on your feet and challenge and be experiential on your feet to reactions to the students who speak, in the online classroom, you are able to meet *every* class member and challenge their minds and ideas. The students who would normally be lost in a classroom of 35-40 are met and developed each day or week at their level and pushed to consider ideas they might not have considered. 2. I am able to reach the entire class through multimedia exhibits in each of the weekly units - journal articles, non-copyrighted film clips (and many from our university's purchased collection under an agreement for both onsite classroom and online classroom use), photography, art, patents, etc, that the students would not see - or would otherwise ignore - in an onsite classroom. We incorporate this information into our discussions and make it part of the larger whole of history.3. Each student and I - on the phone during office hours or in e-mail - discuss the creation of their term papers - and discuss midterm and final "anxiety" issues - and as they are used to the online format, and regular communication with me through the discussion boards, they respond much more readily than onsite students, whom I have found I have to pressure to talk to me. 4. I am able to accommodate students from around the country - and around the world. I have had enrolled in my class students from Japan, Indonesia, India, England - and many other countries. As a result, I have set up a *very* specific Skype address *only* for use of my students. They are required to set up the time and day with me ahead of time and I need to approve that request, but for them (and for some of my students scattered all over the state and US), the face time is invaluable in helping them feel "connected" - and I am more than happy to offer it. 5. As the software upgrades, the possibilities of what I can offer become more and more amazing, and the ease of use for both me - and for the students -  becomes astronomically better. Many have never known the software, so they don't notice it - but those who have taken online courses before cheer it on. Software does not achieve backwards. As very few of these issues are met by the onsite classroom, I am leaning more and more toward the online classroom as the better mode of instruction. Yes, there are times I *really* miss the onsite opportunities, but then I think of the above distinctions and realize that yes, I am where I should be, and virtually *ALL* the students are getting far more for their money than they would get in an onsite classroom. This is the wave of the future, and it holds such amazing promise. Already I think we are seeing clear and fruitful results, and if academics receive effective - and continuing - instruction and support from the very beginning, I cannot imagine why one would ever go back. The only reason I can think of *not* doing this is if the instructor has his or her *own* fear of computers. Beyond that - please, please jump on the bandwagon, swallow your fears, and learn how to do this with vigor. I don't think you will ever be sorry.PhD2BinUS
  • have been lucky enough to have taught the full range of our freshman / sophmore undergraduate offerings as both an onsite and online instructor. While I have thoroughly enjoyed both formats - and very much so - I must admit that my experiences online have been *much* more positive than onsite instruction. Let me try and elucidate:
  • While I have thoroughly enjoyed both formats - and very much so - I must admit that my experiences online have been *much* more positive than onsite instruction. Let me try and elucidate:
  • S B on 29 Jul 11
     
    I am a graduate student at Sam Houston State University and before I started grad school I never had taken an online course before. My opinion then was that online courses were a joke and you couldn't learn from taking a course online. Now my opinion has done a complete 180. The teachers post numerous youtube videos and other helpful tools for each assignment so that anyone can successfully complete the assignment no matter what their technology skill level is. I do not see much difference between online and face-to-face now because of the way the instructors teach the courses.
David Hurst

Free Online Grammar Check, Plagiarism, Spelling, and More | PaperRater - 210 views

www.paperrater.com

Writing grammar education plagiarism

shared by David Hurst on 21 Jan 11 - Cached
  • Wayne Holly on 21 Jan 11
     
    PaperRater.com analyzes documents immediately, 24/7, in real-time. We provide in depth analysis to help the student improve grammar and writing. Some of our features include:Plagiarism DetectionAuto GraderSpelling and Grammar CheckStyle and Word Choice AnalysisReadability StatisticsTitle ValidationVocabulary Builder tool
  • Kate Pok on 15 Dec 11
     
    A free plagiarism and writing checker
  • David Hurst on 21 Sep 14
     
    Free (up to 6 pages of text) online grammar/spellcheck/etc. Based on a couple sample essays I uploaded, its advice is pretty spot on. Especially nice for online students who can't be in face-to-face workshops.
Jac Londe

Electricity FERC - 10 views

www.eia.doe.gov/...ferc.html

FERC ORO NERC

shared by Jac Londe on 02 Oct 10 - No Cached
  • Regulatory Changes by the Federal Energy Regulatory Commission
  • FERC Orders 888 and 889
  • On April 24, 1996, FERC issued Orders 888 and 889, which encourage wholesale competition.  The primary objective of these orders is the elimination of monopoly power over the transmission of electricity.  To achieve this objective, FERC requires all public utilities that own, control, or operate facilities used for transmitting electric energy in interstate commerce to: file open access nondiscriminatory transmission tariffs containing minimum terms and conditions, take transmission service (including ancillary services) for their own new wholesale sales and purchases of electricity under open access tariffs, develop and maintain a same-time information system that will give existing and potential  users the same access to transmission information that the public utility enjoys, and separate the transmission from generating and marketing functions and communications.
  • ...1 more annotation...
  • Recovery of stranded costs is perhaps the most contentious issue confronting regulators in promoting competition.  Stranded costs (or assets) are costs that have been prudently incurred by utilities to serve their customers but cannot be recovered if the consumers choose other electricity suppliers. One study has estimated current stranded assets at $88 billion, and estimates of projected stranded costs range from $10 billion to $500 billion. In its Order 888, FERC reaffirmed "that the recovery of legitimate, prudent and verifiable stranded costs should be allowed." FERC's directive is grounded in the belief that the recovery of stranded costs "is critical to the successful transition of the electricity industry to a competitive, open-access environment." For this purpose, direct assignment of costs to departing customers was selected as the appropriate method for recovery of stranded costs.
Roland Gesthuizen

The Flipped Classroom: Getting Started » Copy / Paste by Peter Pappas - 29 views

www.peterpappas.com/...classroom-getting-started.html

flipclass classroom SlideShare

shared by Roland Gesthuizen on 01 Jul 12 - No Cached
  • While some may think flipping is all about watching videos, it's really about creating more time for in-class student collaboration, inquiry, and interaction. It's also is a powerful catalyst for transforming the teacher from content transmission to instructional designer and changing students from passive consumers of information into active learners taking a more collaborative and self-directed role in their learning.
  • Roland Gesthuizen on 01 Jul 12
     
    "I recently gave a webinar on getting started with the flipped classroom .. I address the opportunities and challenges, introduce some fundamentals and offer suggestions for getting started in a feasible way. I suspect that before long, flipping will no longer be as a fad, but simply another way point in the transition to learning environments that blend the best of face-to-face and online learning"
Blue Lan

Anki - friendly, intelligent flashcards - 92 views

ankisrs.net

anki

shared by Blue Lan on 02 Jul 12 - Cached
  • Anki Anki is a program which makes remembering things easy. Because it is a lot more efficient than traditional study methods, you can either greatly decrease your time spent studying, or greatly increase the amount you learn. Anyone who needs to remember things in their daily life can benefit from Anki. Since it is content-agnostic and supports images, audio, videos and scientific markup (via LaTeX), the possibilities are endless. For example: learning a language studying for medical and law exams memorizing people's names and faces brushing up on geography
    • Blue Lan
      Blue Lan on 02 Jul 12
       
      anki is a kind of flash card
  • Blue Lan on 02 Jul 12
     
    Anki is a program which makes remembering things easy. Because it is a lot more efficient than traditional study methods, you can either greatly decrease your time spent studying, or greatly increase the amount you learn. Anyone who needs to remember things in their daily life can benefit from Anki. Since it is content-agnostic and supports images, audio, videos and scientific markup (via LaTeX), the possibilities are endless. For example: learning a language studying for medical and law exams memorizing people's names and faces brushing up on geography mastering long poems even practicing guitar chords!
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