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Emily Mann

The Wilderness Downtown - 47 views

www.thewildernessdowntown.com

html5 interactive chrome

shared by Emily Mann on 16 Sep 10 - Cached
  • Emily Mann on 16 Sep 10
     
     Chrome Experiments of fun with html5 are meant to show off the clean and fast beauty of the new code.  Of  course Google wants you to see it in Chrome for full effect, and I would encourage that as Chrome is an easy and responsive browser, you try it out.  The Wilderness Downtown is a great example of an interactive and connected multimedia experience that mashes together Google Maps and Earth with a driving tune to blast you to your past.  Go in and enter your old address and feel the nostalgia of swooping over your childhood home with a soundtrack and pacing just for you. Students are making digital stories.  They may not be writing html5 apps, but they are accessing, or can access, many sources of media to deepen their message.  A showing of a story like what you help create with The Wilderness Downtown experiment can inspire students to consider how they can use everyday tools like Google Earth to connect with an audience. Just go to http://www.thewildernessdowntown.com/ and type in your address. 
Terry Elliott

Leadership Day - The Pace of Change - Practical Theory - 0 views

practicaltheory.org/...index.php

shared by Terry Elliott on 13 Jul 09 - Cached
  • Terry Elliott on 13 Jul 09
     
    So some thoughts on how to affect change in a timely, and yet, deliberate fashion. * Know why you are changing... and know what you are giving up by making this change. Every change creates winners and losers, so be sure to think through what you gain and what you lose (thanks to Neil Postman for that framework.) which leads to... * Always ask "What is the worst consequence of your best idea?" Do it for two reasons - one, because if you can't live with that consequence, don't do what you planned, but two, because the process of thinking this through will help you (and your team) mitigate the problems and you won't be as surprised when the thing you didn't think of comes up. * Research like crazy. Who has tried what you are doing? Who has tried something close to what you're doing? Who is talking about it? Who is writing about it? Who says the idea is already crazy? There aren't many truly new ideas in education, so figure out the history of your idea and learn from who has come before you. * Get lots of opinions - Come up with a smart, sensible, honest way to explain your idea and then listen. Listen a lot. Listen to the folks who don't like the idea, and ask them why. * Be honest - Don't oversell, don't overpromise, and don't pretend that the idea is perfect. * Build consensus - If only a few people are on-board with the idea, it won't work. But consensus doesn't mean taking something from everyone and sticking it onto the original idea until what you have is the worst of committee-based decisions. It means listening for the truths in what other people are telling you and being willing to make substantive change when it makes sense. * Know when to move forward. Don't let ideas die in committee because the team gets hung up on the final 5% of an idea. * Set realistic expectations for initial success, and then set up a plan to get there. If it's a tech idea -- get the tech right. (Nothing worse than getting everyone excited about a n
  • Terry Elliott on 13 Jul 09
     
    So some thoughts on how to affect change in a timely, and yet, deliberate fashion. * Know why you are changing... and know what you are giving up by making this change. Every change creates winners and losers, so be sure to think through what you gain and what you lose (thanks to Neil Postman for that framework.) which leads to... * Always ask "What is the worst consequence of your best idea?" Do it for two reasons - one, because if you can't live with that consequence, don't do what you planned, but two, because the process of thinking this through will help you (and your team) mitigate the problems and you won't be as surprised when the thing you didn't think of comes up. * Research like crazy. Who has tried what you are doing? Who has tried something close to what you're doing? Who is talking about it? Who is writing about it? Who says the idea is already crazy? There aren't many truly new ideas in education, so figure out the history of your idea and learn from who has come before you. * Get lots of opinions - Come up with a smart, sensible, honest way to explain your idea and then listen. Listen a lot. Listen to the folks who don't like the idea, and ask them why. * Be honest - Don't oversell, don't overpromise, and don't pretend that the idea is perfect. * Build consensus - If only a few people are on-board with the idea, it won't work. But consensus doesn't mean taking something from everyone and sticking it onto the original idea until what you have is the worst of committee-based decisions. It means listening for the truths in what other people are telling you and being willing to make substantive change when it makes sense. * Know when to move forward. Don't let ideas die in committee because the team gets hung up on the final 5% of an idea. * Set realistic expectations for initial success, and then set up a plan to get there. If it's a tech idea -- get the tech right. (Nothing worse than getting everyone excited about a n
Susan Manning

Here's How You Can Save Your Training Job in this Economy - The Rapid eLearning Blog - 0 views

www.articulate.com/...r-training-job-in-this-economy

instructionaldesign stout selfpaced

shared by Susan Manning on 05 Jun 09 - Cached
  • Susan Manning on 05 Jun 09
     
    good example of interactive self-paced
anonymous

Google Moderator This I Believe about Learning - 0 views

moderator.appspot.com

eci831 eci831tools cck09 i3cs21 i3cs21tools google crowdsourcing tools

shared by anonymous on 18 Sep 09 - Cached
  • anonymous on 18 Sep 09
     
    Google Moderator Demonstration: Nine Beliefs about Learning Drawn from Stephanie Pace Marshall's The Power to Transform
Peter Beens

Does Spongebob SquarePants wreck children's ability to concentrate? | Mail Online - 3 views

www.dailymail.co.uk/...drens-ability-concentrate.html

education televisions ability

shared by Peter Beens on 12 Sep 11 - No Cached
  • Peter Beens on 12 Sep 11
     
    Watching fast-paced cartoons harms toddlers' ability to concentrate and solve logic-based puzzles, as well as undermining their short-term memory
Tricia Rodriguez

The Accelerated Modular Learning Project: The Evolution into Web-based Courses - 49 views

frank.mtsu.edu/...rvonholzen1.html

shared by Tricia Rodriguez on 19 Oct 11 - No Cached
    • Tricia Rodriguez
      Tricia Rodriguez on 19 Oct 11
       
      To consider about the students: Time, place and style of learning.
  • Information and knowledge
  • paradigm shift
  • ...29 more annotations...
  • formal kind of learning
  • lifelong learning
  • job, learning from others, learning constantly, learning in any place, and at any time.
    • Tricia Rodriguez
      Tricia Rodriguez on 19 Oct 11
       
      Types of learning: job, from others (group), mobile
  • how to reconfigure courses into modules
  • enhance the learning process
  • ncorporation of multimedia
  • other technologies
  • 1997-98 academic year
    • Tricia Rodriguez
      Tricia Rodriguez on 19 Oct 11
       
      Is the goal to move up this chain or to have a wide variety of types?
  • online, multimedia presentations and interactive exercises with instructors and peers
  • synchronous and asynchronous learning,
    • Tricia Rodriguez
      Tricia Rodriguez on 19 Oct 11
       
      This sound very similar to the CTER program at U of I.
  • attendance by students is not required
  • materials are being developed throughout the semester
  • online testing, various forms of assessment, and groupware discussions.
  • fail a module exam are required to retake the exam
  • two scores are averaged.
  • Students are able to learn at their own pace,
  • progress
  • take the lead
  • help others reinforce what they have learned.
  • enhancing/extending
  • learner-centered environment
  • pace to match individual learning needs and styles
  • Web-presence
  • support new learning environments
  • increasing on/off-campus access to the teaching-learning community
    • Tricia Rodriguez
      Tricia Rodriguez on 19 Oct 11
       
      And here is where you can see that this was written in 1998 :)
Cath Horan

RBA: Speech-The Economic Outlook - 8 views

www.rba.gov.au/...sp-gov-260314.html

outlook

shared by Cath Horan on 26 Mar 14 - No Cached
  • world economy has continued its expansion
  • 2014 economic global growth is thought likely by major forecasters to be a bit higher than in 2013
  • growth is coming from the advanced countries
  • ...16 more annotations...
  • United States continues its recovery led by private demand and over the second half of last year the economy expanded at an annualised rate of just over 3 per cent.
  • The euro area has resumed growth, albeit in a somewhat hesitant fashion and with noticeable differences in performance by country.
  • A few emerging economies have lately come under pressure,
  • In fact were the Bank of Japan (BoJ) to step up its current program of quantitative and qualitative easing, it would soon be adding more cash to the global financial system, in absolute terms, than the Federal Reserve.
  • China's economy grew close to, and in fact a little faster than, the government's target last year. Strong and about equal contributions to growth were made by household consumption and investment. Consumer price inflation continues to be stable.
  • Recent indicators have shown possible signs of slower growth in the early part of 2014: growth of industrial production slowed; retail sales and passenger vehicle sales moderated; and fixed asse
  • Australia certainly weathered the financial crisis well, and with a real GDP some 13 per cent larger than it was at the beginning of 2009, compares well with many other advanced countries. It is the case, though, that growth while positive, has been running at a pace a bit below its trend pace for about 18 months now. The rate of unemployment has increased by something like a percentage point over the same period.
  • strong conditions in the natural resources sector.
  • n the rest of the economy, households have spent most of the past five years behaving more conservatively, or rather more normally, than they did over a long period up to the mid 2000s when they had been in a very expansive mood. Both consumption and residential construction have been soft for a while.
  • esources sector's capital spending continues to fall, it
  • It is unlikely, though, that a pick-up in resources exports, as important as that will be, will be enough to keep overall growth on the right trac
  • Recent data shows stronger household consumption over the summer. The latest surve
  • bundant signs of confidence in the housing market
  • Measures of business confidence have improved over the past six months. Businesses seem, so far, to be taking a cautious approach to investment,
  • is important to stress that this outlook is, obviously, a balance between the large negative force of declining mining investment and, working the other way, the likely pick up in some other areas of demand helped by very low interest rates, improved confidence and so on, as well as higher resource shipments. The lower exchange rate since last April and the improved economic conditions overseas also help.
  • On inflation, our view is that it will be a little higher than we thought three months ago
Brianna Crowley

See Why This Teacher is Replacing Bellringer Tasks with Meditation in His Classroom | Change Education on GOOD - 72 views

www.good.is/...th-meditation-in-his-classroom

resources

shared by Brianna Crowley on 04 Mar 14 - No Cached
  • Brianna Crowley on 04 Mar 14
     
    Maybe the bellringers aren't what our students need in the fast-paced day!
ZeroDivide .

Nova Fabric of the cosmos The illusion of time full video - YouTube - 48 views

www.youtube.com/watch

Time

shared by ZeroDivide . on 03 Aug 14 - No Cached
  • The Evolution of Time and the Carnot Cycle at the Edge of the Universe
  • ZeroDivide . on 03 Aug 14
     
    We are all time travelers... drifting through time at a steady pace, one moment at a time. In what direction are we moving through time? Or does time move through us? How many dimensions of time are there? Though slightly allegorical, three-dimensional time offers physics new parameters, accounting for conventional and exotic physical phenomena, while maintaining the conservation of energy and symmetry groups found in physical law.  I began playing with the idea that all of physics could be reduced to just interactions between spatial and temporal coordinates. I wondered if inertia and momentum might be composed strictly of temporal components. This would require extra time dimensions. Could inertia or momentum be used as indicators of multi-dimensional time? What about charge, spin, and other properties of matter? Answers to some of these questions appeared to reside in neutrino research, specifically neutrino flavor oscillation.  The universality between Thermodynamics and Temporal Mechanics can reduce the fundamental forces of nature into a single expression, a new equivalence principle, which can be used as the generator for the evolution of time. Once Quantum Mechanics is seen through the lens of three-dimensional time, the EPR paradox looses its mystique. The speed of light may be restricted to a set speed limit within each individual frame of reference, however, frames of reference can undergo periods-of-time at varying rates of the passage-of-time. If the positive side of absolute zero is a state of condensed matter, what is on the negative side of absolute zero? Uncondensed matter?  The anti-matter aspect of the Dirac equations may have been misinterpreted. The convention is to assume that "matter" is composed of "particles" distinctly different from "antimatter" composed of "antiparticles". The assumption of one time dimension locks in this interpretation of the Dirac Equations. However, the uniform production of particles and antipa
Ian Woods

AJET 26(3) Drexler (2010) - The networked student model for construction of personal learning environments: Balancing teacher control and student autonomy - 77 views

www.ascilite.org.au/...drexler.html

shared by Ian Woods on 26 Sep 10 - Cached
  • Web application(networked studentcomponent) Tool usedin test case Student activitylevel of structure Social bookmarking (RSS) Delicioushttp://delicious.com/ Set up the account Subscribe to each others accounts Bookmark and read 10 reliable websites that reflect the content of chosen topic Add and read at least 3 additional sites each week. News and blog alert (RSS) Google Alerthttp://www.google.com/alerts Create a Google Alert of keywords associated with selected topic Read news and blogs on that topic that are delivered via email daily Subscribe to appropriate blogs in reader News and blog reader (RSS) Google Readerhttp://reader.google.com Search for blogs devoted to chosen topic Subscribe to blogs to keep track of updates Personal blog (RSS) Bloggerhttp://www.blogger.com Create a personal blog Post a personal reflection each day of the content found and experiences related to the use of personal learning environment Students subscribe to each others blogs in reader Internet search (information management, contacts, and synchronous communication) Google Scholarhttp://scholar.google.com/ Conduct searches in Google Scholar and library databases for scholarly works. Bookmark appropriate sites Consider making contact with expert for video conference Podcasts (RSS) iTunesUhttp://www.apple.com/itunes/whatson/itunesu.html Search iTunesU for podcasts related to topic Subscribe to at least 2 podcasts if possible Video conferencing (contacts and synchronous communication) Skypehttp://www.skype.com Identify at least one subject matter expert to invite to Skype with the class. Content gathering/ digital notebook Evernotehttp://evernote.com/ Set up account Use Evernote to take notes on all content collected via other tools Content synthesis Wikispaceshttp://www.wikispaces.com Post final project on personal page of class wiki The process and tools are overwhelming to students if presented all at once. As with any instructional design, the teacher determines the pace at which the students best assimilate each new learning tool. For this particular project, a new tool was introduced each day over two weeks. Once the construction process was complete, there were a number of personal web page aggregators that could have been selected to bring everything together in one place. Options at the time included iGoogle, PageFlakes, NetVibes, and Symbaloo. These sites offer a means to compile or pull together content from a variety of web applications. A web widget or gadget is a bit of code that is executed within the personal web page to pull up external content from other sites. The students in this case designed the personal web page using the gadgets needed in the format that best met their learning goals. Figure 3 is an instructor example of a personal webpage that includes the reader, email, personal blog, note taking program, and social bookmarks on one page. The personal learning environment can take the place of a traditional textbook, though does not preclude the student from using a textbook or accessing one or more numerous open source texts that may be available for the research topic. The goal is to access content from many sources to effectively meet the learning objectives. The next challenge is to determine whether those objectives have been met. Figure 3: Personal web page compiles learning tools
  • Table 2: Personal learning environment toolset Web application (networked student component) Tool used in test case Student activity level of structure Social bookmarking (RSS) Delicious http://delicious.com/ Set up the account Subscribe to each others accounts Bookmark and read 10 reliable websites that reflect the content of chosen topic Add and read at least 3 additional sites each week. News and blog alert (RSS) Google Alert http://www.google.com/alerts Create a Google Alert of keywords associated with selected topic Read news and blogs on that topic that are delivered via email daily Subscribe to appropriate blogs in reader News and blog reader (RSS) Google Reader http://reader.google.com Search for blogs devoted to chosen topic Subscribe to blogs to keep track of updates Personal blog (RSS) Blogger http://www.blogger.com Create a personal blog Post a personal reflection each day of the content found and experiences related to the use of personal learning environment Students subscribe to each others blogs in reader Internet search (information management, contacts, and synchronous communication) Google Scholar http://scholar.google.com/ Conduct searches in Google Scholar and library databases for scholarly works. Bookmark appropriate sites Consider making contact with expert for video conference Podcasts (RSS) iTunesU http://www.apple.com/itunes/ whatson/itunesu.html Search iTunesU for podcasts related to topic Subscribe to at least 2 podcasts if possible Video conferencing (contacts and synchronous communication) Skype http://www.skype.com Identify at least one subject matter expert to invite to Skype with the class. Content gathering/ digital notebook Evernote http://evernote.com/ Set up account Use Evernote to take notes on all content collected via other tools Content synthesis Wikispaces http://www.wikispaces.com Post final project on personal page of class wiki The process and tools are overwhelming to students if presented all at once. As with any instructional design, the teacher determines the pace at which the students best assimilate each new learning tool. For this particular project, a new tool was introduced each day over two weeks. Once the construction process was complete, there were a number of personal web page aggregators that could have been selected to bring everything together in one place. Options at the time included iGoogle, PageFlakes, NetVibes, and Symbaloo. These sites offer a means to compile or pull together content from a variety of web applications. A web widget or gadget is a bit of code that is executed within the personal web page to pull up external content from other sites. The students in this case designed the personal web page using the gadgets needed in the format that best met their learning goals. Figure 3 is an instructor example of a personal webpage that includes the reader, email, personal blog, note taking program, and social bookmarks on one page.
  • The personal learning environment can take the place of a traditional textbook, though does not preclude the student from using a textbook or accessing one or more numerous open source texts that may be available for the research topic. The goal is to access content from many sources to effectively meet the learning objectives. The next challenge is to determine whether those objectives have been met.
  • ...1 more annotation...
  • AssessmentThere were four components of the assessment process for this test case of the Networked Student Model: (1) Ongoing performance assessment in the form of weekly assignments to facilitate the construction and maintenance of the personal learning environment, (2) rubric-based assessment of the personal learning environment at the end of the project, (3) written essay, and (4) multimedia synthesis of topic content. Points were earned for meeting the following requirements: Identify ten reliable resources and post to social bookmarking account. At least three new resources should be added each week. Subscribe and respond to at least 3 new blogs each week. Follow these blogs and news alerts using the reader. Subscribe to and listen to at least two podcasts (if available). Respectfully contact and request a video conference from a subject matter expert recognised in the field. Maintain daily notes and highlight resources as needed in digital notebook. Post at least a one-paragraph reflection in personal blog each day. At the end of the project, the personal learning environment was assessed with a rubric that encompassed each of the items listed above. The student's ability to synthesise the research was further evaluated with a reflective essay. Writing shapes thinking (Langer & Applebee, 1987), and the essay requirement was one more avenue through which the students demonstrated higher order learning. The personal blog provided an opportunity for regular reflection during the course of the project. The essay was the culmination of the reflections along with a thoughtful synthesis of the learning experience. Students were instructed to articulate what was learned about the selected topic and why others should care or be concerned. The essay provided an overview of everything learned about the contemporary issue. It was well organised, detailed, and long enough to serve as a resource for others who wished to learn from the work. As part of a final exam, the students were required to access the final projects of their classmates and reflect on what they learned from this exposure. The purpose of this activity was to give the students an additional opportunity to share and learn from each other. Creativity is considered a key 21st century skill (Partnership for 21st Century Skills, 2009). A number of emerging web applications support the academic creative process. Students in this project used web tools to combine text, video, audio, and photographs to teach the research topics to others. The final multimedia project was posted or embedded on the student's personal wiki page. Analysis and assessment of student work was facilitated by the very technologies in use by the students. In order to follow their progress, the teacher simply subscribed to student social bookmarking accounts, readers, and blogs. Clicking through daily contributions was relatively quick and efficient.
  • Carole Redline on 27 Sep 10
     
    Scholarly and important but also practical. Scroll down for an incredible chart of ideas that challenges older students to take charge of their own learning.
Martha Hickson

15 Habits For Learning In The 21st Century | Edudemic - 14 views

edudemic.com/...currency-of-learning

skills 21st_century

shared by Martha Hickson on 26 Jun 12 - No Cached
  • Martha Hickson on 26 Jun 12
     
    while learning will likely always have as its foundation the ability to read, write, and think, in the fast-paced, information-rich, socialized digital world of 2012, new currencies are emerging for learners to master-new skills, concepts, and thinking habits that are crucial to a consistent ability to absorb, process, and redistribute data and original thinking as a global citizen
Linda Lyster

Concept to Classroom: Course Menu - 80 views

www.thirteen.org/...index.html

pbl projects assessment professionaldevelopment teaching resources inquiry constructivism multipleintelligences

shared by Linda Lyster on 03 Dec 10 - Cached
Susan Payne liked it
  • Linda Lyster on 03 Dec 10
     
    FREE, self-paced workshops covering a wide variety of hot topics in education including assessment, multiple intelligences, constructivism, inquiry-based learning, and cooperative learning.
Nigel Coutts

Overwhelmed by the constant pace of change - The Learner's Way - 15 views

thelearnersway.net/...by-the-constant-pace-of-change

constant change learner teaching learning

shared by Nigel Coutts on 01 Jul 18 - No Cached
  • Nigel Coutts on 01 Jul 18
     
    Teaching is undoubtedly a busy profession and one where the end of the to do list seems to be forever located in a galaxy far far away. There is always more to be done and as each item on the list is ticked off, three, four or more seem to have appeared. If we ever do get close to the end, we find ourselves reflecting on what we have achieved and the many ways in which it might be improved. 
Martin Burrett

Ready To Learn - 4 views

ukedchat.com/...ready-to-learn

learning

shared by Martin Burrett on 11 Mar 19 - No Cached
  • Martin Burrett on 11 Mar 19
     
    "We've all been there… you are excited. You have the perfect lesson planned. You have been laminating and cutting out for half the night and your plan has just the right balance of pace, content and skills to move your pupils on. But as the pupils arrive, something is… off. Our pupils bring more baggage with them into the classroom than just a satchel. Whether it is issues within the previous lesson, or problems the pupils bring with them from home, how can we mitigate the negative impact on learning and ensure that pupils are ready to learn?"
Martin Burrett

Nearpod - 16 views

ukedchat.com/...nearpod

display edtech presentation iOS Android

shared by Martin Burrett on 14 Mar 18 - No Cached
  • Martin Burrett on 14 Mar 18
     
    "A wonderful resource which for educators to present lesson slides and resources to a class on their own Apple/Android devices. The teacher can set the pace and chooses when the slides move on. This tool allows you to show images, text and set tests/quizzes in real time and collects the data."
Nigel Coutts

Educating for the Unknown - The Learner's Way - 31 views

thelearnersway.net/...educating-for-the-unknown

learner unknown education technology collaboration teaching

shared by Nigel Coutts on 07 Aug 16 - No Cached
  • Nigel Coutts on 07 Aug 16
     
    What will tomorrow bring? What will life be like in 2028 as our youngest students of today exit school? What occupations will they enter and what challenges will they face? These are not new questions but with the rate of change in society and the pace at which technology evolves they are questions without clear answers. How then do schools prepare students for this uncertain tomorrow? What shall we teach our children today such that are well prepared for the challenges and opportunities of their tomorrow?
Nigel Coutts

Teaching in the 21st Century - The Learner's Way - 46 views

thelearnersway.net/...teaching-in-the-21st-century

education teaching learning

shared by Nigel Coutts on 19 Mar 17 - No Cached
bertafe liked it
  • Nigel Coutts on 19 Mar 17
     
    The consistent message is that we are preparing our students for success in a world very different to that which was the norm only a short time ago. The implications of this change are immense and require a shift in our thinking about what matters most in our classrooms. Such is the pace of change that within any school there will be multiple generations who normalise different perspective on technology and its place in their lives. What becomes clear that the skills we most need within our schools at every level are those which are critical for individuals to be empowered, self-navigating learners. But what does this mean in practical terms?
Randy Yerrick

Sal Khan: Let's teach for mastery -- not test scores | TED Talk | TED.com - 12 views

www.ted.com/...ch_for_mastery_not_test_scores

LAI532F16

shared by Randy Yerrick on 26 Sep 16 - No Cached
  • Randy Yerrick on 26 Sep 16
     
    Sal Khan shares his plan to turn struggling students into scholars by helping them master concepts at their own pace.
Martin Burrett

Top tips for re-engaging disengaged students - 33 views

ukedchat.com/...session-142

UKEdChat discussion re-engaging

shared by Martin Burrett on 13 Dec 17 - No Cached
  • Martin Burrett on 13 Dec 17
     
    "Ideas for re-engaging students who seemed disengaged acknowledged that disengagement is a mutli-dimensional construct and that it does not simply refer to behavioural engagement, but emotional / relational engagement (including relationship with peers, staff and home) and psychological and cognitive engagement (how challenging and relevant the content of the lesson is). Therefore, suggestions to improve engagement ranged from using music or movement at the start of the lesson to set a tone / pace and expected participation, to demonstrating your own enthusiasm or passion as a teacher, showing them ' you are there for them not the job…knowing them as a person" (@TheBenHornbury)"
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