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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

  • 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 News alert (RSS) Google Alerthttp://www.google.com/alerts Create a Google Alert of keywords associated with selected topic Read News and Newss on that topic that are delivered via email daily Subscribe to appropriate Newss in reader News and News reader (RSS) Google Readerhttp://reader.google.com Search for Newss devoted to chosen topic Subscribe to Newss to keep track of updates Personal News (RSS) Newsgerhttp://www.Newsger.com Create a personal News 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 Newss 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 News, 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 News alert (RSS) Google Alert http://www.google.com/alerts Create a Google Alert of keywords associated with selected topic Read News and Newss on that topic that are delivered via email daily Subscribe to appropriate Newss in reader News and News reader (RSS) Google Reader http://reader.google.com Search for Newss devoted to chosen topic Subscribe to Newss to keep track of updates Personal News (RSS) Newsger http://www.Newsger.com Create a personal News 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 Newss 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 News, 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.
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  • 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 resourcess each week. Follow these resourcess and resources 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 resources 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 resources 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 resourcess. Clicking through daily contributions was relatively quick and efficient.
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    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.
tab_ras

50 Best Education Technology Blogs You Aren't Reading Yet - 173 views

  • Early EFL: Leahn is located in Spain, where she works as a freelance language assistant teacher and as a teacher trainer in workshops for primary and secondary school teachers.
  • Box of Chocolates: Join this EFL teacher from Recife, Brazil, who is very passionate about teaching
  • Neslihan Durmusoglu: This blog reflects on the world of EFL and about being a 21st-century learner and teacher.
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  • Reflections of a Teacher and Learner: David teaches kids at a private college in Turkey and he also is a distance student on the University of Manchester’s MA in EdTech & TESOL programme
  • An A-Z of ELT: This blog is managed by the man who wrote An A-Z of ELT in 2006, Scott Thornbury.
  • Authentic Teaching: This blogger has taught EFL in Brazil, and taught ELT for several years as well. He now is earning an MA in Education in London
  • Jeremy Harmer’s Blog: Jeremy is a writer and teacher/teacher-trainer for English to speakers of other languages, and he Blogs about presentation.
  • Marisa Constantinides — TEFL Matters: This blogger runs CELT Athens, a teacher development center based in Greece.
  • Shaun Wilden’s Blog: Shaun has been involved in English language teaching for almost twenty years. He also maintains several online teaching sites including ihonlinetraining.net.
  • So this is English… This blog is filled with ideas, thoughts, discoveries, feedback and more about the teaching and learning of English.
  • Teaching Village: Barbara is an English teacher currently living in Kitakyushu, Japan, and using Web 2.0 tools and virtual worlds.
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    Technology and teaching - two words that seem to fit together perfectly today for most teachers and learners. So much so that a slew of new blogs have come on board to talk about education technology - or, edTech. This list of the 50 best education technology blogs are not inclusive, as there are so many new blogs available; however, if you look at links provided by many of these blogs to other edTech blogs, you may learn about even more blog that you aren't reading yet.
Randolph Hollingsworth

Women's History Sources - Primary Sources in Archives, Historic Sites and Museums, and Libraries - 40 views

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    Women's History Sources is a collaborative blog that serves as a current awareness tool for anyone who is interested in primary sources at archives, historic sites and museums, and libraries. Some of the types of sources that the blog covers: * New exhibits in archives, libraries, and museums * New digital collections (artifacts, diaries, oral histories, photos, etc.) * Featured objects/documents from other blogs and websites * "In the blog" - stories that feature original documents or artifacts. * "On this Day" - digital blog that are related to an event on a specific date. * Recent books that include letters, diaries, photographs, etc. Audience 1. Archivists, Librarians, and Museum curators/personnel 2. Historians 3. College students 4. K-12 Teachers 5. General public with an interest in women's history Geographic Coverage Although the initial emphasis has been on women in United States history, the blog will become international in scope as the list of contributors grows. Contributors The blog will include archivists, historians, librarians, and museum professionals. Please contact Ken Middleton (ken.middlet@gmail.com) if you are interested in being a blog contributor.
Amy Roediger

Reading Strategies for 'Informational Text' - NYTimes.com - 172 views

  • Four Corners and Anticipation Guides:Both of these techniques “activate schema” by asking students to react in some way to a series of controversial statements about a topic they are about to study. In Four Corners, students move around the room to show their degree of agreement or disagreement with various statements — about, for instance, the health risks of tanning, or the purpose of college, or dystopian teen literature. An anticipation guide does the same thing, though generally students simply react in writing to a list of statements on a handout. In this warm-up to a lesson on some of the controversies currently raging over school reform, students can use the statements we provide in either of these ways.
  • Gallery Walks:A rich way to build background on a topic at the beginning of a unit (or showcase learning at the end), Gallery Walks for this purpose are usually teacher-created collections of images, articles, maps, quotations, graphs and other written and visual texts that can immerse students in information about a broad subject. Students circulate through the gallery, reading, writing and talking about what they see.
  • Graphic Organizers:
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  • Making Text-to-Text/Text-to-Self/Text-to-World connectionsCharting Debatable IssuesListing Facts/Questions/ResponsesIdentifying Cause and EffectSupporting Opinions With FactsTracking The Five W’s and an HIdentifying Multiple Points of ViewIdentifying a Problem and SolutionComparing With a Venn Diagram
  • The One-Pager:Almost any student can find a “way in” with this strategy, which involves reacting to a text by creating one page that shows an illustration, question and quote that sum up some key aspect of what a student learned.
  • “Popcorn Reads”:Invite students to choose significant words, phrases or whole sentences from a text or texts to read aloud in random fashion, without explanation. Though this may sound pointless until you try it, it is an excellent way for students to “hear” some of the high points or themes of a text emerge, and has the added benefit of being an activity any reader can participate in easily.
  • Illustrations:Have students create illustrations for texts they’re reading, either in the margins as they go along, or after they’ve finished. The point of the exercise is not, of course, to create beautiful drawings, but to help them understand and retain the information they learn.
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    Update | Feb. 2012: We'll be exploring the new Common Core State Standards, and how teaching with The Times can address them, through a series of blog posts. You can find them all here, tagged "the NYT and the CCSS."
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    A good list of reading strategies for informational text from the New York Times.
Sarah Horrigan

Phil's JISC CETIS blog» blog Archive » Repositories and the Open Web - 9 views

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    On the 19 April, in London CETIS are holding a meeting in London on Repositories and the Open Web. The theme of the meeting is how repositories and social sharing / web 2.0 web sites compare as hosts for learning materials: how well does each facilitate the tasks of resource discovery and resource management; what approaches to resource description do the different approaches take; and are there any lessons that users of one approach can draw from the other?
Rod White

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

  • 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
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    great clearinghouse of tutorials & handouts from presentations on many tools
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    online workshops
James Shockley

Web 2.0 Smack Down - 149 views

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    Digital Edition mag Top Stories Benjamin Franklin: An Extraordinary United States Global Change Research National World War II Museum Mayan Math Activity Product Review: StudySync FORUMS How did you choose an SIS? Are schools ready for open source? Can you Google-proof a question using Bloom's Taxonomy? Does online training work? top tech resources LCD or DLP? More.. Subscribe| Customer Service|Contact Us|About Us|eresourcesletters|Advertising New Articles From the Classroom Leadership Professional Development Tech/Media Coordinators Tech Talk Studies in Ed Tech Ideas and Opinions How To EdTech Ticker TL Advisor resources Leader of the Year Awards of Excellence Portraits of Learning Other Contests Upcoming Webinars Data Management Security eLearning Copyright Funding Mobile & Wireless Assessment & Testing Curriculum resources & Trends Products Features Editor's Desk Issues Current Issue resourcesletters eBooks White Papers Grants Columns Podcasts Web Tours Buyers Guide resources Site of the Day QuickFlicks IT Guy Interactive Whiteboards Student Information Systems
Philip Pulley

Cool Cat Teacher Blog: A New Workflow for Me: Ipad, Keyboard, iPhone - 1 views

    • Philip Pulley
       
      Using Splashtop streamer at school, it both computer (laptop) and iPad are on the same wireless network you can control the computer from your iPad. If a hard wired internet connection on a desktop you can access it though your Google account.
  • I finished this post on my PC in the office because the Zemanta plug in
    • Philip Pulley
       
      A blogging tag tool, I need to check it out down the road when I am blogging more.
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  • and used the PowerTeacher
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    Blog with resource information for iPad, iPhone and iPad keyboard.
plaggeart

Free Technology for Teachers - 125 views

  • skip to main | skip to sidebar Pages Free Downloads Job Board Google Tools Tutorials Video Creation Resources Develop a PLN Work With Me Advertise Monday, June 21, 2010 Measure the Impact of Asteroids & Atomic Bombs Carlos Labs, a data architecture and data integration firm in Australia, has developed two Google Maps-based widgets that demonstrate the range of atomic weapons and the size of areas that could be affected by asteroid impacts.Ground Zero
  • size of an area that
  • TimeMaps is best described as a mash-up of encyclopedia
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  • Investopedia
    • plaggeart
       
      This is a cool article!!! I like to use exclamation points to show my enthusiasm!!!!!
  • the new version of Google Earth is now a core component of G Suite for Education. This means that your students will be able to use Google Earth with the same account that they use for Google Drive, Classroom, Keep, and other core G Suite components.
    • plaggeart
       
      This is a great point!!
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    Free resources and lesson plans for teaching with technology
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    Good blog about free technology teachers can access for education
Virginia Meadow

Diigo Tutorials - 4 views

  • Diigo Tutorials Last edited September 19, 2008 More by Cliotech - Jennifer Dorman »
  • #6: Hate photocopying and assembling bulky, wasteful handouts? Save time and money. Just tag the pages, including highlights and notes, you want to include, then quickly Extract all the information under that tag. Give students CDs containing copies of the HTML file which has links to all the original pages and includes highlighted passages and your notes, or print copies as you need them. Watch this demo to see how it's done.
    • Donna Lacon
       
      Teacher uses for instruction
  • #11: Whether you write a blog for colleagues or to keep your students infromed, Diigo offers several useful features. You can blog directly from the Diigo toolbar, with a link to the page you're writing about as well as your highlights and notes already added to the post. Diigo will also send a linkroll of blog you've saved directly to your blog with no extra effort on your part.
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  • As you build your lesson plan, tag each resource by unit or by week, highlight passages you want to draw students' attention to, and add your own notes to guide them. You can also 'chain' resources by simply adding a link to the next page at the bottom of each note. Diigo's flexibility gives you freedom to use just the structure that is right for your needs and the needs of your classes.
  • Keep up with changes, and always offer your students the latest, most accurate information. By finding frequently updated academic or educational sites on the Web, you can provide them with the most current and relevant material. All you need to do is delete links that have become useless, add the new ones you want, and when you extract the entire topic everything will be up to date.
  • Share anything you find with a colleague, including your highlights and notes, even if they don't use Diigo. Simply use the Forward feature, and Diigo will send anyone you choose a link to the original page along with the text you highlighted, your notes, and any comments you choose to add. All with no cutting, pasting, or going to another window to compose an e-mail.
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    Jennifer Dorman's Google Notebook listing Diigo Tutorials. Jennifer if obviously deep into diigo and generously sharing her resources in the best web 2.0 tradition. Check out the list of twelve uses for diigo at the bottom of the page! (I'll highlight a few.)
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    How to get access to this demo?
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    tutorials for diigo
Diane Mohney

Copyright & Fair Use in Teaching Resources -- Center for Social Media at American University - 44 views

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    Comprehensive website on copyright and fair use of media. Many useful links to resources, information, related resources and resourcess.
Eric Esterline

Google Web Elements - 126 views

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    YouTube News Widget could be a nice resource to add to your class or course News
sha towers

History in 140 Characters: Asking Educators to Use Twitter - Naomi Coquillon - Technology - The Atlantic - 51 views

  • When I discuss Twitter in workshops, responses range from "I just don't have time for that -- it's enough to keep up with email and Facebook" to "you just can't have a conversation on Twitter." And I understand. I wasn't always so fond of Twitter. I wondered how I would ever say anything useful in 140 characters
  • Verizon Thinkfinity, "Why Use Twitter? Tell Us Your Tips"
  • to provide our followers with the latest news about our news or great material from other institutions, as well as being a way to get in touch with us.
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  • What I've come to love as I use Twitter, and the value I share with these teachers, is being exposed to more thought-provoking articles than I ever had before, and learning of new resources just as soon as they become available.
  • Thirty Interesting Ways to Use Twitter"
  • "Help a Fellow Teacher Get on Twitter,"
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    ideas and links to other resources for creatively using twitter in the classroom
Wolverhampton CLC

How to create a free classroom website - 69 views

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    Having a classroom website can benefit everyone involved including the students, the teacher, and the parents. Classroom websites are great places to post news, pictures, homework instructions and teaching news. This guide explains how to create a free classroom news or website using weebly.com
Florence Dujardin

Using Wenger's Communities of Practice to Explore a New Teacher Cohort - Journal of Teacher Education - 14 views

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    This qualitative study explores a cohort professional development experience that brought new teachers together every few weeks from across an urban school district. Observation data were analyzed through Wenger's (1998) Communities of Practice social learning framework. The purpose was to examine how a cohort can be a valuable resource of new teacher support, particularly in areas where novices, who are being prepared largely through alternative routes, start their careers in some of the most challenging teaching assignments. Key theoretical insights resulting from the analysis include (a) the importance of interactivity of the Wenger elements, (b) the centrality of the community component, and (c) the implications of what legitimate peripheral participation looks like for a solely novice community of practice. Implications of these theoretical considerations are discussed and then linked to possibilities for practice and research to supplement current, traditional induction and mentoring practices.
Doug Saunders

Holman Technology Blog - 43 views

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    Blog devoted to all things 21 with a major focus on Google Tools.
Deborah Baillesderr

Teacher Blogs - Education Week - 30 views

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    A valuable list of sites and blogs to inform, create and rouse your teacher imagination.
S. Roualet

Lessons Worth Sharing--TED - 64 views

shared by S. Roualet on 25 Apr 12 - No Cached
    • hollandchris
       
      Ted ed is going to a powerful resource in my classroom
    • hollandchris
       
      Ted ed is going to be a great tool in helping my students achieve their specified learning goal.  Ted ed will accomplish this by allowing my students to access educational videos from their home, smartphone, or in the computer lab.  This will be so powerful, because of the tools that ted ed supplies the user with think, and dig deeper, and the ability for user created quizzes.  I plan to assign videos for homework and then hold students accountable by tracking their quizzes.
    • Mary Solymossy
       
      Ted ed is going to shared to motivate my teachers and students. These resources will be infused into the curricular lessons to introduce engaging perspectives on information they're teaching/learning and to ignite creativity.
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    this is an amazing new website from TED. Watch animated videos with built in quizzes and lessons, or upload your own videos and share. Wonderful resource for the flipped classroom
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    http://blog.schoollibraryjournal.com/neverendingsearch/2012/04/26/flip-this-video-a-ted-ed-update/ This article by Joyce Valenza explains how videos from TED-Ed can be "flipped" to become lessons plans and extension ideas, allowing for a richer and more differentiated experience.
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    The New TED website specifically for educators. Features illustrated videos. In Beta
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    Create Lessons Worth Sharing around YouTube videos
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