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Martin Burrett

Reading to therapy dogs improves literacy attitudes in second-grade students - 8 views

ukedchat.com/...reading-therapy-dogs

shared by Martin Burrett on 13 Nov 17 - No Cached
  • Martin Burrett on 13 Nov 17
     
    "Second-grade students who read aloud to dogs in an after-school program demonstrated improved attitudes about reading, according to researchers at Tufts Institute for Human-Animal Interaction at Tufts University. Their research appears online in advance of print in the Early Childhood Education Journal. Reading skills are often associated with improved academic performance and positive attitudes about school in children. Researchers wanted to learn if animal-assisted intervention in the form of reading aloud to dogs in a classroom setting could contribute to improved skills and attitudes."
Marc Patton

Activities for ESL/EFL Students (English Study) - 68 views

a4esl.org

ESL Teacher_Resources Teaching_Ideas

shared by Marc Patton on 23 Mar 11 - Cached
  • Lisa DuFur on 23 Mar 11
     
    Quizzes, tests, exercises and puzzles to help you learn English as a Second Language (ESL) This project of The Internet TESL Journal (iteslj.org) has thousands of contributions by many teachers.
  • Marc Patton on 29 Jun 12
     
    Quizzes, tests, exercises and puzzles to help you learn English as a Second Language (ESL) This project of The Internet TESL Journal (iteslj.org) has thousands of contributions by many teachers.
Marc Patton

ESL - English as a Second Language - 4 views

www.rong-chang.com

ESL Teacher_Resources

shared by Marc Patton on 29 Jun 12 - Cached
  • Marc Patton on 29 Jun 12
     
    Welcome to this free English as a Second Language website, a starting point for ESL / EFL learners who want to study English through the Web.
Adrienne Michetti

Where Everybody Knows Your (Screen) Name: Online Games as "Third Places" - 52 views

jcmc.indiana.edu/...steinkuehler.html

games gaming social

shared by Adrienne Michetti on 19 Nov 09 - Cached
    • Adrienne Michetti
      Adrienne Michetti on 19 Nov 09
       
      This is, I think, why I'm more keen on today's social networks than I am on games -- games do not provide deep emotional support.
  • "bowling alone" hypothesis (Putnam, 2000), which suggests that media are displacing crucial civic and social institutions
    • Adrienne Michetti
      Adrienne Michetti on 19 Nov 09
       
      Putnam - need to check this article. Interesting; not sure I agree.
  • ...80 more annotations...
  • According to Putnam, time spent with relatively passive and disengaging media has come at the expense of time spent on vital community-building activities.
  • The evidence to date is mixed
  • A core problem on both sides of the debate is an underlying assumption that all Internet use is more or less equivalent
    • Adrienne Michetti
      Adrienne Michetti on 19 Nov 09
       
      SO True
  • It would be more plausible and empirically rigorous, then, to consider how specific forms of Internet activity impact civic and social engagement as a result of their particular underlying social architectures
  • combining conclusions from two different lines of MMO research conducted from two different perspectives—one from a media effects approach, the other from a sociocultural perspective on cognition and learning.
  • By providing spaces for social interaction and relationships beyond the workplace and home, MMOs have the capacity to function as one form of a new "third place" for informal sociability much like the pubs, coffee shops, and other hangouts of old.
  • loosely structured by open-ended narratives
  • They are known for their peculiar combination of designed "escapist fantasy" and emergent "social realism"
  • from two research projects: one an examination of the media effects of MMOs, the other an ethnographic study of cognition and culture in such contexts.
  • the conclusions of both studies were remarkably aligned.
  • the assumption that the most fruitful advances are sometimes made when congruent findings are discovered through disparate means
    • Adrienne Michetti
      Adrienne Michetti on 19 Nov 09
       
      Love this quote.
  • demonstrate the "effects" of game play vs. no game play.
  • first project was a traditional effects study
  • second project, a qualitative study of cognition and learning in MMOs (
  • ethnography
  • sociocultural perspective
  • as a way to tease out what happens in the virtual setting of the game and how the people involved consider their own activities, the activities of others, and the contexts in which those activities takes place
  • a reasonable level of generalizability (random assignment to condition in the first study) and contextualization (ethnographic description of existing in-game social networks and practices in the second)
    • Adrienne Michetti
      Adrienne Michetti on 19 Nov 09
       
      but I wonder why he chose these games -- this is not specified. Only their success in US and abroad?
  • brick-and-mortar "third places" in America where individuals can gather to socialize informally beyond the workplace and home
  • the exaggerated self-consciousness of individuals.
  • In what ways might MMOs function as new third places for informal sociability?
  • virtual environments have the potential to function as new (albeit digitally mediated) third places similar to pubs, coffee shops, and other hangouts.
  • in this section we analyze the structural form of MMOs that warrants this "third place" assertion.
  • eight defining characteristics of third places
  • there is no default obligation
  • To oblige any one person to play requires that explicit agreements be entered into by parties
  • the default assumption is that no one person is compelled to participate legally, financially, or otherwise.
  • Unless one transforms the virtual world of the game into a workplace (e.g., by taking on gainful employment as a virtual currency "farmer" for example, Dibbell, 2006; Steinkuehler, 2006a) or enters into such agreement, no one person is obligated to log in
    • Adrienne Michetti
      Adrienne Michetti on 19 Nov 09
       
      and this is why, in my opinion, you will never see games in school. The game cannot be the Third Place because school is a Second Place.
  • Yee's (2006) interviews also reveal that individuals who game with romantic partners or family find that such joint engagement in the "other world" of MMOs allows them to redefine the nature and boundaries of their offline relationships, often in more equitable terms than what may be possible in day-to-day offline life
  • the relationships that play-partners have with one another offline are often "leveled" within the online world
  • an individual's rank and status in the home, workplace, or society are of no importance
  • appeal to people in part because they represent meritocracies otherwise unavailable in a world often filled with unfairness
  • conversation plays an analogous role
  • "In all such systems, linguistic interactions have been primary: users exchange messages that cement the social bonds between them, messages that reflect shared history and understandings (or misunderstandings) about the always evolving local norms for these interactions" (p. 22).
  • third places must also be easy to access
  • such that "one may go alone at almost any time of the day or evening with assurance that acquaintances will be there"
  • accessible directly from one's home, making them even more accommodating to individual schedules and preferences
  • barriers to initial access.
  • "What attracts a regular visitor to a third place is supplied not by management but by the fellow customer,"
  • "It is the regulars who give the place its character and who assure that on any given visit some of the gang will be there"
  • affective sense
  • As one informant satirically commented in an interview, "You go for the experience [points], you stay for the enlightening conversation.
  • engendering a sense of reliable mentorship and community stability.
  • Oldenburg argues that third places are characteristically homely, their d�cor defying tidiness and pretension whenever possible. MMOs do not fit this criterion in any literal sense
  • In neither of our investigations did the degree of formality exhibited by players within the game bear any relation to the degree of visual ornamentation of the players' immediate vicinity.
  • Thus, while the visual form of MMO environments does not fit Oldenburg's (1999) criterion of "low profile," the social function of those environments does.
  • Oldenburg (1999) argues that seriousness is anathema to a vibrant third place; instead, frivolity, verbal word play, and wit are essential.
  • The playful nature of MMOs is perhaps most apparent in what happens when individuals do bring gravity to the game.
  • the home-like quality of third places in rooting people
  • Participation becomes a regular part of daily life for players and, among regular gamemates such as guild members, exceptional absences (i.e., prolonged or unforeseen ones) are queried within the game or outside i
  • create an atmosphere of mutual caring that, while avoiding entangling obligations per se, creates a sense of rootedness to the extent that regularities exist, irregularities are duly noted, and, when concerning the welfare of any one regular, checked into
  • Are virtual communities really communities, or is physical proximity necessary?
  • Anderson (1991), who suggests that geographic proximity itself is neither a necessary nor sufficient condition for the emergence and preservation of "community."
  • Social capital (Coleman, 1988) works analogously to financial capital; it can be acquired and spent, but for social and personal gains rather than financial
  • operates cyclically within social networks because of their associated norms of reciprocity
  • bridging social capital is inclusive.
  • This form of social capital is marked by tentative relationships, yet what they lack in depth, they make up for in breadth.
  • On the one hand, bridging social capital provides little in the way of emotional support; on the other hand, such relationships can broaden social horizons or worldviews, providing access to information and new resources.
  • bonding social capital is exclusive.
  • social superglue.
  • it can also result in insularity.
  • shows that bridging and bonding social capital are tied to different social contexts, given the network of relationships they enable.
  • Virtual worlds appear to function best as bridging mechanisms rather than as bonding ones, although they do not entirely preclude social ties of the latter type.
  • One could argue that, if the benchmark for bonding social capital is the ability to acquire emotional, practical, or substantive support, then MMOs are not well set up for the task:
  • While deep affective relationships among players are possible, they are less likely to generate the same range of bonding benefits as real-world relationships because of players' geographic dispersion and the nature of third places themselves.
  • Despite differences in theoretical grounding and methodologies, our conclusions were remarkably similar across complementary macro- and micro-levels.
  • It is worth noting, however, that as gamers become more involved in long-term social networks such as guilds and their activities become more "hardcore" (e.g., marked by participation in large-scale collaborative problem-solving endeavors such as "raids" into difficult territories or castle sieges), the function of MMOs as "third places" begins to wane.
  • It may be, then, that the structure and function of MMOs as third places is one part of the "life cycle" for some gamers in a given title.
  • In such cases, MMOs appear to enable a different kind of sociability, one ostensibly recognizable as a "community" nonetheless.
  • However, our research findings indicate that this conclusion is uninformed. To argue that MMO game play is isolated and passive media consumption in place of informal social engagement is to ignore the nature of what participants actually do behind the computer screen
  • Perhaps it is not that contemporary media use has led to a decline in civic and social engagement, but rather that a decline in civic and social engagement has led to retribalization through contemporary media (McLuhan, 1964).
  • Such a view, however, ignores important nuances of what "community" means by pronouncing a given social group/place as either wholly "good" or "bad" without first specifying which functions the online community ought to fulfill.
  • Moreover, despite the semantics of the term, "weak" ties have been shown to be vital in communities, relationships, and opportunities.
  • is to what extent such environments shift the existing balance between bridging and bonding
  • In light of Putnam's evidence of the decline of crucial civic and social institutions, it may well be that the classification "lacking bridging social capital" best characterizes the everyday American citizen. T
  • Without bridging relationships, individuals remain sheltered from alternative viewpoints and cultures and largely ignorant of opportunities and information beyond their own closely bound social network.
  • it seems ironic that, now of all times, we would ignore one possible solution to our increasingly vexed relationship with diversity.
Randolph Hollingsworth

Career and Technical Education: Five Ways That Pay Along the Way to the B.A. - 1 views

www9.georgetown.edu/...CTE.FiveWays.FullReport.pdf

Career and Technical Education transfer transition transition to college college readiness

shared by Randolph Hollingsworth on 21 Sep 12 - No Cached
  • Randolph Hollingsworth on 21 Sep 12
     
    New report from Center on Education and the Workforce, Georgetown University, September 2012, by Anthony P. Carnevale, Tamara Jayasundera, Andrew R. Hanson - Daniela Fairchild of the Thomas B. Fordham Institute writes in The Education Gadfly Weekly: "At 31 percent, the United States currently ranks second among OECD nations-behind Norway-for the percentage of its workforce with a four-year college education. That's the good news. The bad news is that we rank sixteenth for the percentage of our workforce with a sub-baccalaureate education (think: postsecondary and industry-based certificates, associate's degrees). Yet a swath of jobs in America calls for just that sort of preparation, which often begins in high school. Dubbed "middle jobs" in this report by the Center on Education and the Workforce, these employment opportunities pay at least $35,000 a year and are divided among white- and blue-collar work. Yet they are largely ignored in our era of "college for all." In two parts, this report delineates five major categories of career and technical education (CTE), then lists specific occupations that require this type of education. It's full of facts and figures and an excellent resource for those looking to expand rigorous CTE in the U.S. Most importantly, it presents this imperative: Collect data on students who emerge from these programs. By tracking their job placements and wage earnings, we can begin to rate CTE programs, shutter those that are ineffective, and scale up those that are successful. If CTE is ever to gain traction in the U.S.-and shed the stigma of being low-level voc-tech education for kids who can't quite make it academically-this will be a necessary first step."
Marc Patton

Utah Charter School & Online High School | Open High School of Utah - 0 views

www.openhighschool.org

Online_Learning_Environments Teacher_Resources

shared by Marc Patton on 27 Nov 12 - Cached
  • Marc Patton on 27 Nov 12
     
    I have been to a different school nearly every single year of my life trying to find the "perfect" school. OHSU is my perfect school. This is my second year at OHSU and the teachers here are amazing! They call me weekly just to check up on me and offer to tutor me whenever I am struggling. The courses and curriculum are great. It is easy to navigate and understand the material and if I don't understand something, my teachers are only a Skype call away! I also love OHSU because it is very flexible. It makes school a lot easier to do when I can finish my schoolwork on my own time.
    - Michael D.
Stephen Bright

What Happens Each Minute on the Internet [Infographic] | Fluency21 - Committed Sardine Blog - 114 views

fluency21.com/...te-on-the-internet-infographic

internet statistics

shared by Stephen Bright on 20 Mar 13 - No Cached
  • Stephen Bright on 20 Mar 13
     
    some interesting stats on what happens in 60 seconds on the Internet, with some growth projections
Don Doehla

CASLT/ACPLS - 7 views

www.caslt.org/index_fr.php

Canada fle fsl francophone français french langue française

shared by Don Doehla on 19 May 13 - Cached
  • Don Doehla on 19 May 13
     
    l'Association canadienne des professeurs de langue secondes
Donal O' Mahony

Googlecracy… | eLearning Island - 19 views

donalomahony.edublogs.org/...3005

Google Research filter-bubble Education Knowledge

shared by Donal O' Mahony on 17 Jun 13 - No Cached
  • Donal O' Mahony on 17 Jun 13
     
    This is a blog I wrote after I read an academic article 'Power on': Googlecracy, privatisation and the standardisation of sources (Souto-Otero and Beneito-Montagut 2013). I have related the article to teachers in the Second Level (high-school) system of education.
Michael Sheehan

Learning Never Stops: News, Sports, and 10 second videos - 4 views

seekoutlearning.blogspot.com/...orts-and-10-second-videos.html

learning news videos newspapers education

shared by Michael Sheehan on 12 Jan 13 - No Cached
  • Michael Sheehan on 12 Jan 13
     
    See the front page of over 800 newspapers daily! Coub is a site that will make GIF files obsolete. Both sites have great potential for educators.
Martin Burrett

Bomb Sight - Mapping the World War 2 London Blitz Bomb Census - 74 views

bombsight.org

shared by Martin Burrett on 09 May 13 - No Cached
  • Martin Burrett on 09 May 13
     
    This is an amazing history resource which plots each bomb dropped in the London Blitz during the Second World War. Click on the point on the map to view information and photos. http://ictmagic.wikispaces.com/History
Marc Patton

Digital Learning Day :: Splash - 64 views

www.digitallearningday.org/splash

Teacher_Resources Teaching_Ideas Online_Learning_Environments

shared by Marc Patton on 22 Jan 13 - No Cached
  • Marc Patton on 22 Jan 13
     
    The second annual Digital Learning Day is gaining momentum with ongoing activities, ideas, and collaboration opportunities leading up to February 6, 2013
Chema Falcó

Eric Mazur on new interactive teaching techniques - 19 views

harvardmagazine.com/...twilight-of-the-lecture

education educación aprendizaje diseño_instruccional

shared by Chema Falcó on 08 Feb 12 - No Cached
  • “Some people talk in their sleep. Lecturers talk while other people sleep.”
  • they create the illusion of teaching for teachers, and the illusion of learning for learners
  • Sitting passively and taking notes is just not a way of learning. Yet lectures are 99 percent of how we teach!
  • ...8 more annotations...
  • Websites and laptops have been around for years now, but we haven’t fully thought through how to integrate them with teaching so as to conceive of courses differently.
  • “In the standard approach, the emphasis in class is on the first, and the second is left to the student on his or her own, outside of the classroom
  • you have to flip that, and put the first one outside the classroom, and the second inside
  • We have to train people to tackle situations they have not encountered before. Most instructors avoid this like the plague, because the students dislike it. Even at Harvard, we tend to keep students in their comfort zone. The first step in developing those skills is stepping into unknown territory.
  • hey’d much rather sit there and listen and take notes. Some will say, ‘I didn’t pay $47,000 to learn it all from the textbook. I think you should go over the material from the book, point by point, in class.’
  • It’s no accident that most elementary schools are organized that way.
    • Steve Ransom
      Steve Ransom on 08 Feb 12
       
      Sadly, many aren't
  • But ultimately, learning is a social experience.
  • Perhaps the key is to coax students not only out of their rooms, but into each other’s minds.
  • Steve Ransom on 08 Feb 12
     
    Great article that brings added depth to the notion of flipped classroom and what we've always know to be great teaching/pedagogy/andragogy
BTerres

Gudii - 79 views

ilearntechnology.com/...t-2011-06-09-at-4.11.21-PM.png

Games math activities

shared by BTerres on 09 Jun 11 - No Cached
  • BTerres on 09 Jun 11
     
    "Gudli is a collection of games for kids that makes learning fun. Students can play these interactive educational games while developing skills in math, logic, memory, words, creativity and more. Gudli is free to use and a fantastic learning space for students in kindergarten, first and second grade."
Peter Beens

Wikipedia project to support OER | Hewlett OER Grantees Meeting 2012 - 11 views

blogs.law.harvard.edu/...kipedia-project-to-support-oer

Open Educational Resources OER wikipedia

shared by Peter Beens on 11 Apr 12 - No Cached
  • Peter Beens on 11 Apr 12
     
    In theory, Open Educational Resources and wikis go hand in hand. In our ranks, we have some of the most dedicated and accomplished users and advocates the collaborative online tools. So why is it that the OER article on Wikipedia carries the site's second-lowest quality rating? It's not just one article - the Open Access article shows room for improvement; the Open Educational Practices article doesn't exist; and numerous related articles could be improved as well.
Marc Patton

ClassTools.net: Create interactive flash tools / games for education - 22 views

www.classtools.net

Teaching_Tools Teaching_Ideas Online_Learning_Environments Fun! SMART_Notebook

shared by Marc Patton on 30 Apr 12 - Cached
  • Susan Crowley on 30 Apr 12
     
    All kinds of useful educational tools and templates
  • Marc Patton on 19 Jul 12
     
    Create free educational games, quizzes, activities and diagrams in seconds! Host them on your own blog, website or intranet! No signup, no passwords, no charge!
Mark Gleeson

iPads can't improve learning without good teaching Pt 1 - 124 views

mgleeson.edublogs.org/...good-teaching-pt-1-note-taking

ipads learning teaching

shared by Mark Gleeson on 10 Feb 12 - No Cached
  • Mark Gleeson on 10 Feb 12
     
    Teaching and learning first - iPad second. Not the other way around
Martin Burrett

The Story of HanZi - 2 of 2 - 20 views

www.youtube.com/playlist

shared by Martin Burrett on 20 May 12 - No Cached
  • Martin Burrett on 20 May 12
     
    Second of two great YouTube Playlists with over 200 explanations of how Chinese characters have evolved over time. http://ictmagic.wikispaces.com/Mandarin+%26+Chinese+culture
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