Group items matching

in title, tags, annotations or url

remember books. Books challenge and improve memory

(The book will kill the cathedral, alphabet will kill images).

During the sixties, Marshall McLuhan wrote his The Gutenberg Galaxy, where he announced that the linear way of thinking instaured by the invention of the press, was on the verge of being substituted by a more global way of perceiving and understanding through the TV images or other kinds of electronic device

American maverick who insisted that the only way to tell a great story was to go out and report it.

journalism could offer the kinds of literary pleasure found in books.

Wolfe scorned the reluctance of American writers to confront social issues and warned that self-absorption and master’s programs would kill the novel. “So the doors close and the walls go up!” he wrote in his 1989 literary manifesto, “Stalking the Billion-Footed Beast.” He was astonished that no author of his generation had written a sweeping, 19th century style novel about contemporary New York City, and ended up writing one himself, “The Bonfire of the Vanities.”

Augmentation/Apply: Using a simple yet powerful tool for visualization like GeoGebra, students explore the concepts covered in the resources described in 1., and solve related standard problems. The scope and number of the problems is not governed by what is available in the “back of the book,” but rather driven by the evolution of student understanding, as measured by suitable formative assessment processes.

Substitution/Remember: Students use ebooks and other Open Education Resources to acquire basic knowledge about statistical tools and procedures. 2. Substitution/Understand: At the same time, they begin a process of gathering information online describing applications of these statistical tools to an area of interest to them, using simple bookmark aggregation services (e.g., Diigo, Delicious) to collect and tag these resources, relating them to the knowledge gained in 1.

"We don't want to have people say that these findings say these schools aren't doing RTI right; this turns out to be what RTI looks like when it plays out in daily life."

"Students are missing a lot of broader things that are going to make a difference in their ability to put it all together in functional reading."

students with "mild and relatively mild learning problems" are not representative anymore of the students targeted for Tier 2 interventions. "Over time, in many places what's happened is RTI has been deliberately used as a kind of general education substitution for special education. My strong sense is that over time, more and more kids with greater and greater severity of learning problems are being served in an RTI framework."

once a bookstore is gone we lose the particular opportunities for adjacency it offers,

Some loved them, some hated them, and few were indifferent.

At the time (and for many years afterwards) researchers such as Richard Clark (1983) argued that ‘proper’, scientific research showed no significant difference between the use of different media. In particular, there were no differences between classroom teaching and other media such as television or radio or satellite. Even today, we are getting similar findings regarding online learning (e.g. Means et al., 2010).

different media can be used to assist learners to learn in different ways and achieve different outcomes. In a sense, researchers such as Clark were right: the teaching methods matter, but different media can more easily support different ways of teaching than others

SAMR model is a system which you can use to measure your application of technology, or its level of use. This system consists of four levels: Redefinition, Modification,Augmentation,  and Substitution. Let us now have a look at what these terms mean starting with the least important and moving up to the most important

Let’s start with what Khan Academy is. Khan Academy is a collection of video lectures that give demonstrations of mechanical processes. When it comes to this purpose, KA videos are, on the average, pretty good. Sal Khan is the main reason; he is approachable and has a knack for making mechanical processes seem understandable. Of course, his videos are not perfect. He tends to ramble a lot and get sidetracked; he doesn’t use visuals as effectively as he could; he’s often sloppy and sometimes downright wrong with his math; and he sometimes omits topics from his subjects that really need to be there (LU decomposition in linear algebra, for example). But on balance, KA is a great resource for the niche in which it was designed to work: giving demonstrations of mechanical processes.

But let’s also be honest about what Khan Academy is not. Khan Academy is not a substitute for an actual course of study in mathematics. It is not a substitute for a live teacher. And it is not a coherent curriculum of study that engages students at all the cognitive levels at which they need to be engaged. It’s OK that it’s not these things. We don’t walk into a Mexican restaurant and fault it for not serving spaghetti. I don’t fault Khan Academy for not being a complete educational resource, because it wasn’t designed for that purpose. Again, Khan Academy is a great resource for the niche in which it was designed to work. But when you try to extend it out of that niche — as Bill Gates and others would very much like to do — all kinds of things go wrong.

When we say that someone has “learned” a subject, we typically mean that they have shown evidence of mastery not only of basic cognitive processes like factual recall and working mechanical exercises but also higher-level tasks like applying concepts to new problems and judging between two equivalent concepts. A student learning calculus, for instance, needs to demonstrate that s/he can do things like take derivatives of polynomials and use the Chain Rule. But if this is all they can demonstrate, then it’s stretching it to say that the student has “learned calculus”, because calculus is a lot more than just executing mechanical processes correctly and quickly. To say that it is not — that knowledge of calculus consists in the ability to perform algorithmic processes quickly and accurately — is to adopt an impoverished definition of the subject that renders a great intellectual pursuit into a collection of party tricks.

Today, carbon dioxide (CO2) is a hot topic. Scientists around the globe are searching for ways to store, dispose of, or prevent the formation of the greenhouse gas, which is a major driver of global climate change. Liquid Light hopes to take this concept one step further and harness waste CO2 as a source of carbon to make industrial chemicals and fuels.

Take CO2 and mix it in a water-filled chamber with an electrode and a catalyst. The ensuing chemical reaction converts CO2 into a new molecule, methanol, which can be used as a fuel, an industrial solvent or a starting material for the manufacture of other chemicals.

Bocarsly likes to call the process "reverse combustion" because it is like running a burning reaction backwards. Instead of burning fuel and oxygen to produce CO2, the CO2 converts back into fuel and oxygen.