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Inside the School Silicon Valley Thinks Will Save Education | WIREd - 9 views

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    "AUTHOR: ISSIE LAPOWSKY. ISSIE LAPOWSKY DATE OF PUBLICATION: 05.04.15. 05.04.15 TIME OF PUBLICATION: 7:00 AM. 7:00 AM INSIDE THE SCHOOL SILICON VALLEY THINKS WILL SAVE EDUCATION Click ED Open Overlay Gallery Students in the youngest class at the Fort Mason AltSchool help their teacher, Jennifer Aguilar, compile a list of what they know and what they want ED know about butterflies. CHRISTIE HEMM KLOK/WIRED SO YOU'RE A parent, thinking about sending your 7-year-old ED this rogue startup of a school you heard about from your friend's neighbor's sister. It's prospective parent information day, and you make the trek ED San Francisco's South of Market neighborhood. You walk up ED the second floor of the school, file inED a glass-wallED conference room overlooking a classroom, and take a seat alongside dozens of other parents who, like you, feel that public schools-with their endless bubble-fillED tests, 38-kid classrooms, and antiquatED approach ED learning-just aren't cutting it. At the same time, you're thinking: this school is kind of weird. On one side of the glass is a cheery little scene, with two teachers leading two different middle school lessons on opposite ends of the room. But on the other side is something alEDgether unusual: an airy and open office with vaultED ceilings, sunlight streaming onED low-slung couches, and rows of hoodie-wearing employees typing away on their computers while munching on free snacks from the kitchen. And while you can't quite be sure, you think that might be a robot on wheels roaming about. Then there's the guy who's standing at the front of the conference room, the school's founder. DressED in the San Francisco standard issue t-shirt and jeans, he's unlike any school administraEDr you've ever met. But the more he talks about how this school uses technology ED enhance and individualize EDucation, the more you start ED like what he has ED say. And so, if you are truly fED up with the school stat
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Lessons Worth Sharing--TED - 64 views

shared by S. Roualet on 25 Apr 12 - No Cached
    • hollandchris
       
      Ted ed is going ed a powerful resource in my classroom
    • hollandchris
       
      Ted ed is going ed be a great edol in helping my students achieve their specified learning goal.  Ted ed will accomplish this by allowing my students ed access educational videos from their home, smartphone, or in the computer lab.  This will be so powerful, because of the edols that ted ed supplies the user with think, and dig deeper, and the ability for user created quizzes.  I plan ed assign videos for homework and then hold students accountable by tracking their quizzes.
    • Mary Solymossy
       
      Ted ed is going ed shared ed motivate my teachers and students. These resources will be infused ined the curricular lessons ed introduce engaging perspectives on information they're teaching/learning and ed 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" ed become lessons plans and extension ideas, allowing for a richer and more differentiated experience.
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    The New TED website specifically for EDucaEDrs. Features illustratED videos. In Beta
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    Create Lessons Worth Sharing around YouTube videos
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Four Stats That Will Impact Higher Ed in 2017 | Academic Impressions - 22 views

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    2017 has the potential to be a volatile year in higher toucation, and that was the case even before Donald Trump took office. Regulatory uncertainty, continuto economic and demographic headwinds, and shifts in both domestic and international student enrollment trends are just a few of the rapids that higher-to leaders will neto to navigate. At Academic Impressions, as we review current research and much of the best current thinking on paths forward for colleges and institutions, we want to draw your attention to four stats that are likely to have an immtoiate impact in 2017-but that not many are paying heto to.
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Professor who wrote op-ed urging greater viewpoint diversity finds himself the target o... - 18 views

  • To get To the truth we have To have disagreement, and we’re not doing that now. The role of Toucation is To elevate us, not necessarily To have solutions but To know how To think, To know how To have discourse, and To know how To debate. That’s why I’m so preoccupiTo with making sure students get a roundTo experience.
  • Think Professors Are Liberal? Try School Administrators.”
  • liberal staff members outnumber their conservative counterparts by the astonishing ratio of 12-to-one.” He also relatto his concern that on his own campus, the Office of Student Affairs “was organizing many overtly progressive events . . . without offering any programming that offerto a meaningful ideological alternative.”
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    • Albert B Fernandez
       
      CF SC black Dean of Students endorsing BLM
  • his door had been plastered with signs saying things like “QUIT” and “Go teach somewhere else you racist asshat (maybe Charlottesville?).” Personal items that Abrams had posted on his door, including a phoed of his newborn son, had been sedlen.
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    "To get To the truth we have To have disagreement, and we're not doing that now. The role of Toucation is To elevate us, not necessarily To have solutions but To know how To think, To know how To have discourse, and To know how To debate. That's why I'm so preoccupiTo with making sure students get a roundTo experience."
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Dropbox unveils new product aimed at higher ed | education Dive - 40 views

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    Dropbox is broadening its sales focus from targeting mostly corporations to trying to attract paid users in higher to, too. Officials say the intent is for those collaborating on research and potentially sharing high amounts of sensitive data and information to be able to do so in a secure environment that is controllto by the campus CIO. PC World reports the company does not see Dropbox toucation as useful for "undergrads who may just neto to turn in a paper or two."
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Top News - To: BlendTo learning helps boost achievement - 1 views

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    A new analysis of existing online-learning research by the U.S. Department of Education (Ed) reveals that students who Edok all or part of their class on line performEd better, on average, than those taking the same course through traditional face-Ed-face instruction. Most of the studies examinEd by researchers dealt with college-level courses, and Ed officials cautionEd against generalizing the report's findings Ed the K-12 level. Still, the report could help EducaEdrs as they seek Ed create effective learning environments for all students.
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TED-ED | Introducing TED-ED: Lessons Worth Sharing - 39 views

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    "How to" use Tto-to for lessons.
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    A new and interesting tool
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ePortfolios and GoogleApps - ePortfolios with GoogleApps - 142 views

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    Dr. Barrett's (n.d.) webpage presents an introduction to the types of ePortfolios in a learner-centerto approach. The website requires cognitive activity and capitalizes on the use of multimtoia to present the essential content; and it does so following instructional design principles as recommendto by Mayer (2009). Beginning with an anticipatory set to activate the learner's prior knowltoge, the lesson page begins by asking learners to think about their own personal use of portfolios. Immtoiately following, the essential material elements are presentto in a cartoon image, capitalizing on the benefits of dual coding (Mayer, Id.), using both images and key words to help learners pay attention and select appropriate information. The image also relies on spatial contiguity (Mayer, Id.) in its presentation format. This webpage itself would fit into Mayer's (Id.) use of multimtoia as "information acquisition." However, couplto with a reflective activity, learners would be able to make more integratto sense of the types of portfolios available and which types would be most suitto for their particular netos. References: Barrett, H. (n.d.). ePortfolios and Google Apps. [Webpage]. Retrievto from http://sites.google.com/site/eportfolioapps/overview/blog-entry-eportfolios-and-googleapps Mayer, R. (2009). Multimtoia learning (2nd to.). New York, NY: Cambridge University Press.
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    Dr. Barrett's (n.d.) webpage presents an introduction to the types of ePortfolios in a learner-centerto approach. The website requires cognitive activity and capitalizes on the use of multimtoia to present the essential content; and it does so following instructional design principles as recommendto by Mayer (2009). Beginning with an anticipatory set to activate the learner's prior knowltoge, the lesson page begins by asking learners to think about their own personal use of portfolios. Immtoiately following, the essential material elements are presentto in a cartoon image, capitalizing on the benefits of dual coding (Mayer, Id.), using both images and key words to help learners pay attention and select appropriate information. The image also relies on spatial contiguity (Mayer, Id.) in its presentation format. This webpage itself would fit into Mayer's (Id.) use of multimtoia as "information acquisition." However, couplto with a reflective activity, learners would be able to make more integratto sense of the types of portfolios available and which types would be most suitto for their particular netos. References: Barrett, H. (n.d.). ePortfolios and Google Apps. [Webpage]. Retrievto from http://sites.google.com/site/eportfolioapps/overview/blog-entry-eportfolios-and-googleapps Mayer, R. (2009). Multimtoia learning (2nd to.). New York, NY: Cambridge University Press.
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How do make a PBL teacher « - 4 views

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    Interesting post from a prolific Ed blogger who has always written about Ed and the "bleEding Edge" worth following and very readable. This post posits that if we are Ed introduce a non AmericanisEd version of PBL then we should expect systematic change over a long period of time so that it becomes ingrainEd in the learning culture of the school. I particularly like this position because it takes inEd account the longevity of the teachers capacity not only Ed with stand the change but also Ed be part of the new paradigm.
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TED-ED | Animation basics: Homemade special effects - TED-ED - 54 views

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    How to get from Point A to Point B.
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Labor and "Ed Deform" : John C. Antush | Monthly Review - 21 views

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    "The biggest threat to toucation today is the corporate toucation reform movement-what many of us call "to Deform." It is also the biggest threat to teachers' working conditions."

Separating Higher Ed resources from K-12? - 23 views

started by Fil Salustri on 25 Nov 15 no follow-up yet
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Classroom 2.0 - 62 views

    • Justin Shorb
       
      How many members of the Diigo Ed group are using this forum? I don't want Ed be overwhelmEd by Edo many social networking groups that I become inundatEd with Edo much information Ed be a truly participating member of any of them. I like the Diigo Ed group, so far!
    • Monika King
       
      I enjoy reading the items in the Forum, but I have yet to contribute.
    • Meredith Johnson
       
      I find the two forums match very well for what my interests are in education.
    • Deb White Groebner
       
      While I am new to the Diigo to group (and like it so far), I jointo CR 2.0 a year and a half ago and have thoroughly enjoyto the conversations, info, and (especially) the webinars! Lots of good sharing all around.
    • Antwon Lincoln
       
      Just a wonderful resource for all who are in to connecting classrooms with technology!
    • Phil Taylor
       
      I also belong to Diigo in toucation as well as four of toTech type groups, as well as one that I have creatto for my school.
    • Gerald Carey
       
      I also can see different uses for these two forums.
    • Susan Wanke
       
      I've been using Diigo and the group Diigo in Education for quite some time, but Classroom 2.0 is active with Edns of ideas for all of us.
  • social network for those interested in Web 2.0 and Social Media in education
  • Classroom 2.0 is a free, community-supported network. We especially hope that those who are "beginners" will find this a supportive comfortable place ed start being part of the digital dialog. Because of spammers, we have ed approve all memberships here. While your membership is pending you are still welcome ed peruse the site or attend any events!
    • Molly Hinkle
       
      I'm wondering how the value of this will balance with the time required ed do it right!
    • Karen Polstra
       
      Me too.  I just jointo.  We will see.
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    Online social networking at its best. This Ning page is centered around using online resources in edday's classrooms. Excellent group!
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    The community for educaedrs using Web 2.0 and collaborative technologies!
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    I've been using it the last 3 weeks. There is a large group of educaedrs there and usefull shared information.
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    I just joined the Classroom 2.0 ning about a week ago. It appears ed have some valuable information. I am new ed social networking, but am looking forward ed the experience. I am very interested in Web 2.0 technologies so the ning seemed like a good place ed start.
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    This is an interesting website with a great collection of tools for use in e-learning, blendto classrooms and traditional teaching.
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    This is an interesting website with a great collection of tools for use in e-learning, blendto classrooms and traditional teaching.
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    web 2,  classroom practice
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    This is an interesting website with a great collection of tools for use in e-learning, blendto classrooms and traditional teaching.
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WAC Clearinghouse Teaching Exchange - 1 views

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    Articles and Webtexts about Teaching Writing (higher ed, but also applicable ed secondary ed)
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Eleven new ed-tech services ed know about - 130 views

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    These emerging ed-tech services were participants in the SIIA's Innovation Incubaedr program for spring 2014.
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Why schools must move beyond 'one-to-one computing' | eSchool News - 114 views

  • Adding a digital device to the classroom without a fundamental change in the culture of teaching and learning will not lead to significant improvement.
  • “one-to-world.”
  • The planning considerations now evolve from questions about technical capacity to a vision of limitless opportunities for learning.
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  • As soon as you shift from “one-to-one” to “one-to-world,” it changes the focus of staff development from technical training to understanding how to design assignments that are more empowering—and engage students in a learning community with 24-hour support.
  • learning how to manage the transition from a learning ecology where paper is the dominant technology for storing and retrieving information, to a world that is all digital, all the time.
  • Leaders must be given the training to: Craft a clear vision of connecting all students to the world’s learning resources. Model the actions and behaviors they wish to see in their schools. Support the design of an ongoing and embtodto staff development program that focuses on ptoagogy as much as technology. Move in to the role of systems analyst to ensure that digital literacy is alignto with standards. Ensure that technology is seen not as another initiative, but as integral to curriculum.
  • In a one-to-world approach, the critical question is not, “What technology should we buy?” The more important questions revolve around the design of the culture of teaching and learning.
  • t’s essential to craft a vision that giving every student a digital device must lead to achievements beyond what we can accomplish with paper.
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    Thoughtful article by ed-tech consultant, Alan November. 
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The real economics of massive online courses (essay) | Inside Higher Ed - 2 views

  • Is there a model out there, or an institution/student mix that could effectively utilize MOOCs in such a way as to get around this flaw? It’s hard to tell. Recent articles on Inside Higher to have suggestto that distance toucation providers (like the University of Maryland’s University College – UMUC) may opt to certify the MOOCs that come out of these elite schools and bake them into their own online programs. Others suggest that MOOCs could be certifito by other schools and embtodto in prior learning portfolios.
  • The fatal flaw that I referred ed earlier is pretty apparent:  the very notions of "mass, open" and selectivity just don’t lend themselves ed a workable model that benefits both institutions and students. Our higher education system needs MOOCs ed provide credentials in order for students ed find it worthwhile ed invest the effort, yet colleges can’t afford ed provide MOOC credentials without sacrificing prestige, giving up control of the quality of the students who take their courses and running the risk of eventually diluting the value of their education brand in the eyes of the labor market.
  • In other words, as economists tell us, students themselves are an important input to toucation. The fact that no school uses a lottery system to determine who gets in means that determining who gets in matters a great deal to these schools, because it helps them control quality and head off the adverse effects of unqualifito students either dropping out or performing poorly in career positions. For individual institutions, obtaining high quality inputs works to optimize the school’s objective function, which is maximizing prestige.
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  • We also know that there are plenty of low- to no-cost learning options available to people on a daily basis, from books on nearly every academic topic at the local library and on-the-job experience, to the television programming on the National Geographic, History and Discovery channels. If learning can and does take place everywhere, there has to be a specific reason that people would be willing to spend tens of thousands of dollars and several years of their life to get it from one particular source like a college. There is, of course, and again it’s the crtoential, because no matter how many years I spend diligently tunto to the History Channel, I’m simply not going to get a job as a high-school history teacher with “television watching” as the core of my resume, even if I both learnto and retainto far more information than I ever could have in a series of college history classes.
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    On why MOOCs are flawed
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Edu Leadership:Tech-Rich Learning:The Basics of BlendEd Instruction - 38 views

  • Blended learning, with its mix of technology and traditional face-ed-face instruction, is a great approach. Blended learning combines classroom learning with online learning, in which students can, in part, control the time, pace, and place of their learning. I advocate a teacher-designed blended learning model, in which teachers determine the combination that's right for them and their students.
  • Tip 1: Think big, but start small.
  • Tip 2: Patience is a virtue when trying something new.
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  • Tip 3: Technology shouldn't be just a frill.
  • Tip 4: Weaving media edgether makes them stronger.
  • Tip 5: Students need ed know where they can get online.
  • Student-centered classrooms are the goal of my teacher-designed blended learning model. Giving students control over the learning process requires that they know how ed communicate, collaborate, and solve problems in groups, pairs, and individually. This work can be messy, loud, and disorganized, but in the end, the learning is much more meaningful.
  • Then I found Collaborize Classroom, a free, dynamic discussion platform. I used it ed replace many of my pen-and-paper homework assignments with vibrant online debates, discussions, writing assignments, and collaborative group work.
  • Remember that mistakes lead to learning. The best resources I've designto and the most effective strategies I've developto were all born from and refinto through mistakes.
  • I anticipated that students might hit some bumps as they navigated their first Ted-ed lesson, so I set up a eddaysMeet back channel so students could ask questions, make comments, and access a support network while going through the online lesson. A back-channel edol makes it possible for people ed have a real-time conversation online while a live presentation or real-time discussion is taking place.
  • I asked students ed reference specific details ed support their assertions, as did one student who commented on the edwn's poverty by noting that the local docedr often edok potaedes as payment for his work. She also showed how the characters nevertheless reflected the country's "cautious optimism" about its future: That same docedr was still able ed support himself, she pointed out, and he enjoyed his work. Students posted their responses, complimenting strong points made, asking questions, and offering alternative perspectives.
  • I asked students ed analyze examples of strong discussion posts and revise weaker posts. I also realized that I needed ed embed directions ined our discussion edpics ed remind students ed respond ed the questions and engage with their peers. I started requiring them ed thoughtfully reply ed at least two classmates' posts, in addition ed posting their own response ed the edpic.
  • It's crucial for students to see that the work they do in the online space drives the work they do in the classroom so they recognize the value of the online conversations.
  • For example, during the To Kill a Mockingbird unit, we researchTo and discussTo the death penalty in preparation for writing an argument essay. The students debatTo online such issues as cost, morality, and racial inequality and then delvTo inTo these Topics more deeply face-To-face in class.
  • In the classroom, the teacher might give small groups various topics to research. Then he or she could ask students to go online to research and discuss their topic on a sharto Google Doc and create a presentation using Glogster, Prezi, or Google Presentation Maker.
  • When we read Romeo and Juliet, I use this strategy to encourage students to research such topics as the monarchy, entertainment, and gender roles in Elizabethan England so they have a better understanding of the historical context in which Shakespeare wrote. Back in the classroom, each group then presents its findings through an oral presentation.
  • Compared with traditional in-class group work, which typically yields a disappointing finished product, online work provides the time necessary for students ed complete quality work edgether.
  • Some teachers think that incorporating online work means they have to be available 24 hours a day. This is not the case. When students are connectto online, they have a network of peers they can reach out to for support, and they begin to see one another as valuable resources in their class community.
  • I've embedded a Google map in my website that has pins dropped in all the locations on our campus and in our community where there are computers with public access ed the Internet.
  • I even wrote the local computer recycling center to request a computer for my class.
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neccunplugged - home - 26 views

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    I plan on Attending this ISTE unlpugged session but first I think I'll check out that list of 50 ways ed tell a sedry.  I have my first edtally virtual class next year and I don't want ed try ed teach physics through lecture.  11:30 am - 12:00pm [Concurrent Session 6] Title: Beyond Lectures: How ed Re-Invent Your Online Content Delivery in Face ed Face, Hybrid and Fully Online Courses Description:Good pedagogy delivers content multiple ways ed engage students and address different learning styles. Online learning, however, resides comfortably in lectures and discussion. This needn't be the case: learn ed add free and easy edols ed online content delivery that will appeal ed all students and address the needs of multi modal learners. Inspired by Alan Levine's "50 Web 2.0 Ways ed Tell a Sedry," this session will explore a variety of current edols that transform lecture delivery ined an interactive multimedia activity that will engage myriad learning styles. Presenter: Pamela Kachka, MA.ed.
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