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Randolph Hollingsworth

Critical Play-Artists Rethinking Games - 53 views

www.maryflanagan.com/...inkingGames-WithImages.rtf.pdf

gaming history

shared by Randolph Hollingsworth on 21 Jun 11 - No Cached
  • Randolph Hollingsworth on 21 Jun 11
     
    First published as: Flanagan, Mary. "Creating Critical Play" _Artists Re:Thinking Games._ Eds Ruth Catlow, Marc Garrett, and Corrado Morgana. Liverpool: Liverpool University Press, 2010, 49-53.
Steve Ransom

Look Both Ways Before Crossing Powerpoint - 152 views

www.slideshare.net/...re-crossing-powerpoint-9632569

powerpoint presentation skills gr8

shared by Steve Ransom on 13 Oct 11 - No Cached
  • Steve Ransom on 13 Oct 11
     
    Great and visual slideshare press
  • Kirstie Truluck on 14 Oct 11
     
    Anyone know of a presentation like this aimed at secondary education? As a teacher I think about the same issue - get a point - all the time. Power Point can, unfortunatly, become a useless and boring mess of stolen text and fancy slide transitions. I could see using this in an educational setting even though the aim feels business related.
  • Steve Ransom on 14 Oct 11
     
    Kirstie, you can find many such presentations on Slideshare... just a matter of weeding through them. Here's a lighthearted approach to the many concepts that students might relate to: http://www.microsoft.com/office/powerpoint-slidefest/do-and-dont.aspx
Andrew McCluskey

Occupy Your Brain - 111 views

schoolingtheworld.org/...occupy

education education reform education system schooling pedagogy indigenous indigenous pedagogies knowledge alternative education standardization state standards national standards global standards power authority intellect

shared by Andrew McCluskey on 11 Feb 13 - No Cached
Ant Heald liked it
  • 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.
  • 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.
  • 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.
  • ...26 more annotations...
  • 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. 
  • 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.
  • And yet the idea of centrally-controlled education is as problematic as the idea of centrally-controlled media – and for exactly the same reasons.
  • 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.
  • 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.
  • We would keep our freedom of speech and press, but first we would all be well-schooled by those in power.
  • 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.
  • 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.
  • 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.
  • 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?
  • 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.
  • 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.
  • This is what we spend our childhood in school unlearning. 
  • 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?
  • 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?
  • 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.
  • 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.
  • 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. 
  • 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.
  • 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.
  • 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.
  • 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?
  • 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.
  • 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. 
  • They must occupy their brains.
  • Isn’t it time for us to do the same?
  • 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).
  • 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.
Jim Tiffin Jr

Archived Dynamic Technology Webinars from Key Curriculum associated with CCSS - 5 views

www.keypress.com/x27527.xml

CCSS training archive webinar key curriculum math resources technology dynamic geometry Geometer's Sketchpad TinkerPlots Fathom statistics dynamic technology

shared by Jim Tiffin Jr on 26 Jan 12 - No Cached
  • Jim Tiffin Jr on 26 Jan 12
     
    The list of webinars given by Key Curriculum Press associated with the Common Core State Standards, all archived and ready to access for free.
  • Jim Tiffin Jr on 26 Jan 12
     
    Key Curriculum has just introduced this line of webinars, so as of 01-26-2012 there are no contents to this page. However, three webinars are scheduled to be shown over the next month. I would suspect then that this page will begin filling with content.
david stong

Lever Press Makes Academic Publishing Free | Digital Book World - 32 views

www.digitalbookworld.com/...makes-academic-publishing-free

publishing

shared by david stong on 04 Mar 16 - No Cached
  • david stong on 04 Mar 16
     
    "allows academic authors to publish on an open access digital platform"
Martin Burrett

QB Buzzer - 34 views

ukedchat.com/...qb-buzzer

buzzer

shared by Martin Burrett on 17 Jul 18 - No Cached
  • Martin Burrett on 17 Jul 18
     
    "A simple online group buzzer, where pupils can connect using any web-enabled device to 'raise a virtual hand' to answer quick-fire quiz questions. Connect as many pupils as you wish, see who presses first, while the others are locked out."
Martin Burrett

Wordslide - 91 views

www.wordslide.net

vocabulary words English spanish German French mfl

shared by Martin Burrett on 25 Oct 11 - Cached
  • Martin Burrett on 25 Oct 11
     
    A good MFL spelling game. Find as many French, German, Spanish or English words as you can using the 6 letters you are given. Sign in to track progress or press the 'visit' button to just play the games. http://ictmagic.wikispaces.com/Languages%2C+Culture+%26+International+Projects
Martin Burrett

Giving Feedback Shouldn't be Boring - And it doesn't have to be by @Hubert_AI - 34 views

ukedchat.com/...giving-feedback-boring

feedback assessment

shared by Martin Burrett on 26 May 18 - No Cached
  • Martin Burrett on 26 May 18
     
    "Anyone who's actively been trying to collect feedback on something knows what a struggle it is. You put down the work, figure out questions, deciding appropriate scales, thinking through how to phrase the questions, rephrase them 3 times more, and then, finally, input everything into your favourite survey tool and press send."
Nigel Coutts

Holiday Reading - Christmas 2019 - The Learner's Way - 10 views

thelearnersway.net/...holiday-reading-christmas-2019

holiday reading education teaching resources learning

shared by Nigel Coutts on 23 Dec 18 - No Cached
  • Nigel Coutts on 23 Dec 18
     
    With the Christmas Holiday's finally here this is the perfect opportunity to catch up on some of that reading which has been delayed while more pressing matters are dealt with. Here are the top items on my holiday reading list. With a project underway that explores a conceptual based approach to teaching mathematics there is a bias in that direction. 
meghankelly492

Validation of the Kenny Music Performance Anxiety Inventory (K-MPAI): A cross-cultural confirmation of its factorial structure - Álvaro M. Chang-Arana, Dianna T. Kenny, Andrés A. Burga-León, 2018 - 1 views

journals.sagepub.com/...0305735617717618

world Music

shared by meghankelly492 on 01 Sep 19 - No Cached
  • Barlow (1988, 2000, 2002) argued that panic attacks, which he called “false alarms,” arise in response to stressful life events (such as music performance) in people who experience high levels of general anxiety.
  • Chang-Arana, Á. M., Kenny, D. T., & Burga-León, A. A. (2018). Validation of the Kenny Music Performance Anxiety Inventory (K-MPAI): A cross-cultural confirmation of its factorial structure. Psychology of Music, 46(4), 551–567. https://doi.org/10.1177/0305735617717618
Jeff Andersen

Universal Usability: A universal design approach to web usability - 11 views

universalusability.com/index.html

Online course design

shared by Jeff Andersen on 16 Feb 20 - Cached
  • Jeff Andersen on 16 Feb 20
     
    The Universal Usability site houses an unabridged, online version of Access by Design: A Guide to Universal Usability for Web Designers, by Sarah Horton, published in 2005 by New Riders Press. You'll find the complete text and illustrations from the printed book here under Access by Design Online. The online version also offers links to texts and tutorials that support and expand on the concepts covered in the book. Visit About the site to learn about the purpose and process of posting the book online.
Martin Burrett

Maths Games - from Mangahigh.com - 132 views

www.mangahigh.com

maths game numeracy

shared by Martin Burrett on 27 Jun 11 - Cached
  • Martin Burrett on 27 Jun 11
     
    A fantastic maths games website which has games designed to practise particular skills in maths. There's blasting robots for the boys and picking flowers for the girls. You can play most games by simply scrolling down on the homepage and pressing the game you want and signing up is not necessary to play these games. http://ictmagic.wikispaces.com/Maths
Nigel Coutts

Encouraging Persistence - The Learner's Way - 5 views

thelearnersway.net/...encouraging-persistence

persistence determination attention

shared by Nigel Coutts on 09 Nov 20 - No Cached
  • Nigel Coutts on 09 Nov 20
     
    "Nothing in this world can take the place of persistence. Talent will not; nothing is more common than unsuccessful men with talent. Genius will not; unrewarded genius is almost a proverb. Education will not; the world is full of educated derelicts. Persistence and determination alone are omnipotent. The slogan Press On! has solved and always will solve the problems of the human race." ― Calvin Coolidge Growing up, I had a copy of this quote on my wall. It is one of those things that stuck with me over the years. For a long time I might not have truly appreciated its wisdom. Now as a teacher in times of volatility, uncertainty, complexity and ambiguity, its significance seems to have grown. When we can instantaneous consumers of the all of the worlds information, as we access anything and everything at the speed of light, how do we learn the value of persistence?
Wooje Choi

Everyone's a Teacher, Everyone's a Learner - 48 views

georgecouros.ca/...3341

shared by Wooje Choi on 10 Oct 12 - No Cached
  • 1.  Learning is, and should be, much more participatory than ever.   2.  We truly can learn from anyone, anywhere, anytime, including the “experts” and “amateurs” in any given field.  We need to take advantage 3.  We are truly at this “printing press” time in history for not only schools and learning, but for our world.  It is amazing and honestly, sometimes overwhelming, but we really have to accept and embrace it.
ICTCC JS

Internet Archive: Wayback Machine - 9 views

archive.org/web.php

archive Internet history wayback web

shared by ICTCC JS on 09 Oct 12 - No Cached
  • Browse through over 150 billion web pages archived from 1996 to a few months ago. To start surfing the Wayback, type in the web address of a site or page where you would like to start, and press enter. Then select from the archived dates available. The resulting pages point to other archived pages at as close a date as possible. Keyword searching is not currently supported.
  • ICTCC JS on 20 May 13
     
    type in an internet address, and explore its evolution! You can go way back! Check out your school site, local business, etc
Doug Henry

Tips for Teaching What You Don't Know - Harvard University Press Blog - 4 views

harvardpress.typepad.com/...what-you-dont-know-huston.html

Teaching Course Unfamiliar

shared by Doug Henry on 25 Sep 12 - No Cached
  • Doug Henry on 25 Sep 12
     
    Faculty often have to teach courses in areas that they don't know very well. Therese Huston shares some strategies for teaching new material.
Jennie Snyder

Elizabeth English: Why So Many Schools Remain Penitentiaries of Boredom - 80 views

www.huffingtonpost.com/...y-schools-remai_b_2412120.html

schools reform learning education

shared by Jennie Snyder on 20 Jan 13 - No Cached
  • Instead, educators must become designers of doing.
  • eaching is a highly skilled craft, requiring not only explicit objectives, but a beautifully designed and irresistible learning experience that asks students think critically, solve a problem, create a product.
  • Educational leaders have to have the courage to reinvent our schools for real this time. And our teachers must be teachers of children as well as teachers of their subject area. This means possessing pedagogical knowledge -- the tools in the tool belt to design a lesson for the students of the present and the problems of the future.
  • ...2 more annotations...
  • Our schools and teaching have to be worthy of a student's attention.
  • And here's where our schools become relevant once more: in teaching our children to evaluate and use that information in ways that are important and meaningful and to satisfy their fundamental human desire to construct solutions for the world full of engaging and pressing problems they will inherit.
Randolph Hollingsworth

NCES report: Students in 4 out of 5 high schools take college courses :: National Alliance of Concurrent Enrollment Partnerships (NACEP) - 0 views

nacep.org/...press-release-new-NCES-report

college report dual credit dual enrollment concurrent enrollment

shared by Randolph Hollingsworth on 15 May 13 - No Cached
  • Randolph Hollingsworth on 15 May 13
     
    National Center for Education Statistics (NCES) in U.S. DoE report on 2010-11 school year - estimated increase to 82% of all high schools offering college credit opportunities - most of which (77%) are offered on their high school campus in a "career center." A companion report on postsecondary providers of dual enrollment courses will be released in March. Full report available at http://nces.ed.gov/pubs2013/2013001.pdf
ann distasio

Salem Press - 20 views

health.salempress.com

shared by ann distasio on 22 Apr 13 - Cached
    • ann distasio
      ann distasio on 22 Apr 13
       
      view from home
  • ann distasio on 22 Apr 13
     
    Remote Access Login
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