Skip to main content

Home/ Diigo In Education/ Group items matching "tools,based" in title, tags, annotations or url

Group items matching
in title, tags, annotations or url

Sort By: Relevance | Date Filter: All | Bookmarks | Topics Simple Middle
Jeff Andersen

The Differentiator - 16 views

byrdseed.com/differentiator

Blooms examples

shared by Jeff Andersen on 28 Mar 20 - No Cached
  • Siri Anderson on 28 Mar 20
     
    Interactive tool for reconsidering your learning objectives and activities along the lines of Bloom's taxonomy.
  • Jeff Andersen on 29 Mar 20
     
    The Differentiator is based on Bloom's Taxonomy, Kaplan and Gould's Depth and Complexity, and David Chung's product menu. Try It In: French Dutch * Tweet It * Pin It
meghankelly492

Music performance skills: A two-pronged approach - facilitating optimal music performance and reducing music performance anxiety - Susanna Cohen, Ehud Bodner, 2019 - 1 views

journals.sagepub.com/...0305735618765349

anxiety Music

shared by meghankelly492 on 21 Aug 19 - No Cached
  • music performance anxiety (MPA)
  • The concept of “flow”, describing the subjective psychological state in which a person is completely immersed and fully concentrated in an activity which is enjoyable and rewarding, is often associated with optimal functioning
  • Anxiety is generally regarded as having an antithetical relationship with flow
  • ...19 more annotations...
  • The clinical implications of this negative association between MPA and flow suggest that a two-pronged approach focusing on facilitating flow and positive functioning as well as reducing pathological MPA may bring about improvements in the performer’s subjective performing experienc
  • Seligman’s (2011) most recent model of well-being, from the field of positive psychology, understands well-being as comprising five elements: Positive emotion, Engagement, Relationships, Meaning and Achievemen
  • There is a substantial body of Music Performance Anxiety (MPA) research providing evidence that MPA is a debilitating phenomenon (Kenny, 2011) which can affect musicians at any stage of their careers, from highly experienced professional performers (Fishbein, Middlestadt, Ottati, Straus, & Ellis, 1988; Kenny, Driscoll, & Ackerman, 2014) through to child beginners
  • Anxiety is often described as having an antithetical relationship to the experience of flow (Csikszentmihalyi, 1975), and it has been suggested that fostering techniques for facilitating flow may provide a powerful tool for reducing MPA and encouraging optimal performance
  • “when performance anxiety was highest, flow was lowest and vice versa … the presence of one minimises the magnitude of the other” (Fullager et al., 2013, p. 251), and a recent study found evidence of a strong, significant negative association between flow and MPA amongst 200 professional orchestral musicians (Cohen & Bodner, 2018), supporting Kirchner et al.’s (2008) earlier findings with music students
  • Investigations of the efficacy of existing methods for treating MPA indicate that Cognitive Behavioural Therapy based interventions are most effective (for an overview, see Burin & Osorio, 2016).
  • However, evidence suggests that pharmacological methods, particularly beta-blockers, are most commonly used, often in the absence of medical supervision (Cohen & Bodner, 2018; Kenny et al., 2014) and that the subject of MPA is still stigmatised, with many musicians and teachers unwilling to talk openly about it
  • Csikszentmihalyi’s nine dimensions of flow as follows
  • Although there was an increase in flow over time, this was not significant, F(1, 20) = 4.27, p > .05, η2 =.18, and there was no evidence of a significant interaction between group and time, F(1, 20) = 0.56, p > .05, η2 = .03, indicating that the hypothesis that there would be an increase in self-reported levels of flow in the intervention group, was not supported.
  • Figure 4. Judge-rated musical performance quality and signs of performance anxiety in the intervention group.
  • These results support the fourth hypothesis that there would be an increase in judge-rated PQ and a decrease in judge-rated SPA.
  • Results showed evidence of a significant negative association between MPA and flow, and three out of the four study hypotheses were supported: the music performance skills intervention was found to be effective in reducing pre-/post-test MPA in the intervention group compared to the wait-list control group; there were significant improvements in positive and negative affect and state anxiety associated with the performance situation in the intervention group; and there were significant improvements in judge-rated PQ and behavioural signs of performance anxiety. However, there was no significant change in pre-/post-test measures of flow. These findings will now be discussed in more detail.
  • This supports the understanding of MPA as a specific type of anxiety, where the performer suffers from MPA without necessarily being generally anxious or impaired in any other areas of his/her life (Clark & Williamon, 2011; Hoffman & Hanrahan, 2011) and corresponds to Kenny’s (2011) description of the first and most mild of three types of MPA (for full coverage of this issue, see Kenny, 2011).
  • Thus, the absence in improvement in levels of flow in the current study could also be due to the low average hours of daily practice reported
  • The increases in participants’ positive affect and decreases in negative affect after the second simulated performance compared to the first indicate that the intervention was effective in facilitating positive emotion, the first component of Seligman’s (2011) PERMA model of well-being
  • Evidence of improvements in judge-rated performance quality indicate that the intervention was also effective in facilitating the fifth (Achievement) component of the PERMA model.
  • “Ironically, it may be that the last people to receive some benefit from the therapeutic value of music may be the musicians themselves” (Brodsky, 1996, p. 95).
  • Hopefully, such an approach will enable developing musicians to acquire the skills necessary to enjoy satisfying, successful and healthy lives as performing musicians, in which the threat of debilitating MPA and the need to recourse to beta-blockers are a thing of the past.
  • Cohen, S., & Bodner, E. (2019). Music performance skills: A two-pronged approach – facilitating optimal music performance and reducing music performance anxiety. Psychology of Music, 47(4), 521–538. https://doi.org/10.1177/0305735618765349
joygrecowelch

Classroom Collaboration Using Social Bookmarking Service Diigo | EDUCAUSE - 26 views

er.educause.edu/...cial-bookmarking-service-diigo

ETC645 Lesson1 Assignment PLE ETC655

shared by joygrecowelch on 23 Oct 18 - No Cached
  • disadvantages
  • Building a list of important bookmarks not only is time-consuming, but the list is only available on the individual user's computer. Large collections of bookmarks can quickly become unmanageable and disorganized. Users may not remember why they created a bookmark or what part of the page they were trying to save.1
  • Web 2.0 tools
  • ...1 more annotation...
  • ocial bookmarking has advantages over the traditional schemes, principally because it relies on a web-based system of classification known as folksonomy. Tags are collaboratively created and managed to annotate and categorize web content.
Quynh Vu Do

UDL: The UDL Guidelines - 26 views

udlguidelines.cast.org

educational technology

shared by Quynh Vu Do on 12 Sep 18 - No Cached
  • Quynh Vu Do on 12 Sep 18
     
    "The UDL Guidelines are a tool used in the implementation of Universal Design for Learning, a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn."
anonymous

Internet Tools That Support On-line Project-Based Learning and Teaching - 44 views

www.teach-nology.com/...online_project_based

internet internet tools tools support learning

shared by anonymous on 21 Nov 17 - No Cached
  • anonymous on 21 Nov 17
     
    Internet Tools That Support On-line Project-Based Learning and Teaching
Comrad Compadre

Convert PDF to CSV Tables in Tact - 6 views

leancrew.com/...table-munging-followup

linux

shared by Comrad Compadre on 13 Aug 17 - No Cached
  • Tabula really is a wonderful tool for extracting data from tables in PDFs. It’s a locally hosted web app that allows you to Select one or more PDFs with the data you want. Identify the area of the page from which to extract the data. Save the data in CSV, TSV, or JSON format. I gave Tabula a try on the same PDF tables I wrote about last night, and it worked perfectly. You may recall that I didn’t like the column headings in the original table. Well, Tabula let me drag a rectangle to select just the data portion of the table, leaving the stuff I didn’t want out of the extracted CSV file.
  • Comrad Compadre on 13 Aug 17
     
    How to use Tabula, a browser based locally hosted web app to convert a PDF to a proper file for view in Excel.
  • Comrad Compadre on 13 Aug 17
     
    Perhaps useful to the educators out there
anonymous

Free Technology for Teachers - 125 views

www.freetech4teachers.com

technology Education teachers tieclass

shared by anonymous on 16 Jan 10 - Cached
  • 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
  • ...3 more annotations...
  • Investopedia
    • anonymous
      anonymous on 27 Jun 17
       
      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.
    • anonymous
      anonymous on 27 Jun 17
       
      This is a great point!!
  • trisha_poole on 01 Jan 11
     
    Free resources and lesson plans for teaching with technology
  • Deborah McGIffin on 10 Mar 14
     
    Good blog about free technology teachers can access for education
anonymous

A Review of Netvibes, Personalized Start Pages - 27 views

www.lifewire.com/review-of-netvibes-3486276

#socialmediatool

shared by anonymous on 08 Jun 17 - No Cached
  • anonymous on 08 Jun 17
     
    Who uses this and do you like it?
  • Fil Salustri on 11 Jun 17
     
    I used to use it, but being cloud-based it doesn't let me use it with my personal workflow offline (which does still happen). I also find it better to use separate tools for separate contexts of work because those tools will better within each context than netvibes, which is a jack of all trades and master of none.
Della Gordon

argumentintherealworld - home - 25 views

argumentintherealworld.wikispaces.com

digital media literacy infographic argumentation

shared by Della Gordon on 09 Nov 16 - No Cached
  • Della Gordon on 09 Nov 16
     
    Resources for Argument in the Real World Kristen Hawley Turner and Troy Hicks Published by Heinemann, November 2016 Welcome to the companion wiki for our upcoming Heinemann book, Argument in the Real World. You will find here links to resources that are mentioned in the book, as well as additional tools to help you and your students develop their argument skills. We also hope that you will connect with us on Twitter @teachKHT and @hickstro). ~ Kristen and Troy Chapter 1: The Nature of Argument in a Digital World Chapter 2: Analyzing Arguments that are Born Digital Chapter 3: The Moves of Argument in Web-based Text Chapter 4: The Moves of Argument in Infographics Chapter 5: The Moves of Argument in Video Chapter 6: The Moves of Argument in Social Media Chapter 7: Coaching Students' Work with Digital Arguments
Tracy Tuten

Pearson Taps IBM's Watson as a Virtual Tutor for College Students - Bloomberg - 17 views

www.bloomberg.com/...son-taps-ibm-s-watson-as-tutor

pearson watson virtual vr education 2016

shared by Tracy Tuten on 04 Nov 16 - Cached
  • As an online tutor, Watson, a similar messenger-based tool, promises to help students any time they need it while providing insight to professors about how students are learning, according to the companies. Students will be able to ask questions of the tutor, which is capable of responding with hints, feedback and explanations.
  • “One-on-one tutoring is the Holy Grail of teaching and all educational approaches should be aimed at replicating this model,” Harriet Green, who heads IBM’s Watson Education effort, said in prepared remarks delivered in Las Vegas Tuesday. “Advanced technologies can help us to understand individual interaction patterns and enable us to tailor educational content accordingly.”
  • Tracy Tuten on 07 Nov 16
     
    Future of ed?
Nigel Coutts

A healthy dose of scepticism - The Learner's Way - 63 views

thelearnersway.net/...a-healthy-dose-of-scepticism

Education tools teaching learning

shared by Nigel Coutts on 08 May 16 - No Cached
  • Nigel Coutts on 08 May 16
     
    I want my students to be sceptics. I believe that in the present age scepticism is more important than ever. Easy access to information, ease of publishing, scams and confidence tricksters combine to create a climate where blind trust is dangerous for our security, our finances and our knowledge bases. For students of all ages a healthy dose of scepticism is much needed not just so they may reveal falsehoods but to allow them to discover new truths.
Nigel Coutts

Beyond consumer based ICT - The Learner's Way - 23 views

thelearnersway.net/...beyondconsumerict

consumer based ict

shared by Nigel Coutts on 13 Mar 16 - No Cached
  • Nigel Coutts on 13 Mar 16
     
    There is a change taking place in how schools approach ICT, one that has been coming for some time but is at the point of moving into the mainstream. A subtle but powerful shift that sees ICT build connections with the Maker Movement as a tool for solving what Bronwyn Moreton speaking at the ICT Educators of NSW conference describes as the 'I wish it would . . .' moment where a learner discovers that their technology doesn't do everything they wished it would.
Sharin Tebo

Creating a Culture of Inquiry | Edutopia - 78 views

www.edutopia.org/...lture-of-inquiry-andrew-miller

SDW SDWLIT literacy Culture inquiry SDWLeadership

shared by Sharin Tebo on 11 Nov 15 - No Cached
  • Inquiry
  • creating a culture of inquiry takes constant work. Teachers need to establish it from the first day in the classroom, and work to keep it vital throughout the year. Here are some important things to know about creating that culture, and some ideas that you might consider.
  • Culture
  • ...11 more annotations...
  • Questioning
  • When we make a change or set an expectation for how a classroom will operate, we begin to affect the climate. It takes time for something to become a part of the culture
  • culture of inquiry
  • Scaffold
  • A culture of inquiry will not happen overnight, but the right climate for it is much easier to establish.
  • Teachers should use a variety of strategies, such as structured protocols and question starters and stems, to support students in asking effective questions.
  • One great tool for building a culture of inquiry is essential questions that drive learning.
  • Rather than focusing on the answer, they should focus on the process of inquiry that begins when the question is asked.
  • we have to make sure that our assignments also mirror and honor inquiry
  • Do our assignments focus on complexity and justification? Do we honor student voice and choice in these assignments? Are students allowed choice in what they produce and voice in what the assignment will look like? Do we create assignments and assessments that allow students to investigate their own questions aligned to the content that we want them to learn?
  • A culture of inquiry can only become the classroom norm if there is commitment from all stakeholders -- parents, students, teachers, administration, and more. Simply saying that we are an inquiry-based classroom and doing an occasional inquiry-based activity is not indicative of a culture of inquiry.
Nate White

» Teaching Materials Zinn Education Project - 22 views

zinnedproject.org/teaching-materials

teaching education resources People's-History History lessons materials

shared by Nate White on 10 Sep 15 - No Cached
  • Nate White on 10 Sep 15
     
    History lessons addressing topics through the lens of Zinn's A People's History of the United States. useful search tools to find materials based on time period or subject matter streamline research time and make the site very useful.
Ben Neiswender

Arduino Zombie Detector Game - 20 views

www.instructables.com/...Arduino-Zombie-Detector-Game

Arduino Fun tools games

shared by Ben Neiswender on 09 Sep 15 - No Cached
  • Ben Neiswender on 09 Sep 15
     
    The following activity is based on a lesson for teachers who use the Ardusat Space Kit ( http://ardusat.com). However, this activity will work for anybody with an Arduino, luminosity sensor (we are using the SparkFun TSL2561), and an Infrared Thermometer (MLX90614) sensor.
amberdewire

Project Based Learning Checklists - 99 views

pblchecklist.4teachers.org/index.shtml

pbl ProjectBasedLearning checklists Rubrics assessment learning resources tools

shared by amberdewire on 05 Aug 15 - Cached
  • amberdewire on 05 Aug 15
     
    Checklist Tool
amberdewire

Educational Leadership:Feedback for Learning:Seven Keys to Effective Feedback - 87 views

www.ascd.org/...eys-to-Effective-Feedback.aspx

feedback assessment teaching formative UBD Wiggins

shared by amberdewire on 03 Oct 12 - No Cached
  • Whether the feedback was in the observable effects or from other people, in every case the information received was not advice, nor was the performance evaluated. No one told me as a performer what to do differently or how "good" or "bad" my results were. (You might think that the reader of my writing was judging my work, but look at the words used again: She simply played back the effect my writing had on her as a reader.) Nor did any of the three people tell me what to do (which is what many people erroneously think feedback is—advice). Guidance would be premature; I first need to receive feedback on what I did or didn't do that would warrant such advice.
  • Decades of education research support the idea that by teaching less and providing more feedback, we can produce greater learning (see Bransford, Brown, & Cocking, 2000; Hattie, 2008; Marzano, Pickering, & Pollock, 2001).
  • Feedback Essentials
  • ...25 more annotations...
  • Goal-Referenced
  • Tangible and Transparent
  • Actionable
  • User-Friendly
  • Timely
  • Ongoing
  • Consistent
  • Progress Toward a Goal
  • But There's No Time!"
  • remember that feedback does not need to come only from the teacher, or even from people at all. Technology is one powerful tool—part of the power of computer-assisted learning is unlimited, timely feedback and opportunities to use it.
  • learners are often unclear about the specific goal of a task or lesson, so it is crucial to remind them about the goal and the criteria by which they should self-assess
  • I recommend that all teachers videotape their own classes at least once a month. It was a transformative experience for me when I did it as a beginning teacher.
  • research shows that less teaching plus more feedback is the key to achieving greater learning.
  • Even if feedback is specific and accurate in the eyes of experts or bystanders, it is not of much value if the user cannot understand it or is overwhelmed by it.
  • Adjusting our performance depends on not only receiving feedback but also having opportunities to use it.
  • Clearly, performers can only adjust their performance successfully if the information fed back to them is stable, accurate, and trustworthy. In education, that means teachers have to be on the same page about what high-quality work is. Teachers need to look at student work together, becoming more consistent over time and formalizing their judgments in highly descriptive rubrics supported by anchor products and performances.
  • Score student work in the fall and winter against spring standards, use more pre-and post-assessments to measure progress toward these standards, and do the item analysis to note what each student needs to work on for better future performance.
  • Effective supervisors and coaches work hard to carefully observe and comment on what they observed, based on a clear statement of goals. That's why I always ask when visiting a class, "What would you like me to look for and perhaps count?"
  • . Less teaching, more feedback. Less feedback that comes only from you, and more tangible feedback designed into the performance itself.
  • how we are doing in our efforts to reach a goal.
  • get another opportunity to receive and learn from the feedback.
  • computer games
  • quickly adapt
  • ack, do you have some ideas about how to improve?" This approach will build greater autono
  • ck, do you have some ideas about how to improve?" This approach will build greater autono
  • Mark Gleeson on 03 Oct 12
     
    Wiggins Advice, evaluation, grades-none of these provide the descriptive information that students need to reach their goals. What is true feedback-and how can it improve learning? Who would dispute the idea that feedback is a good thing? Both common sense and research make it clear: Formative assessment, consisting of lots of feedback and opportunities to use that feedback, enhances performance and achievement. Yet even John Hattie (2008), whose decades of research revealed that feedback was among the most powerful influences on achievement, acknowledges that he has "struggled to understand the concept" (p. 173). And many writings on the subject don't even attempt to define the term. To improve formative assessment practices among both teachers and assessment designers, we need to look more closely at just what feedback is-and isn't.
  • amberdewire on 05 Aug 15
     
    Effective Feedback - Grant Wiggins
anonymous

Why Schools Must Move Beyond One-to-One Computing | November Learning - 139 views

novemberlearning.com/...ve-beyond-one-to-one-computing

shared by anonymous on 04 Apr 13 - No Cached
  • I’m concerned that most one-to-one implementation strategies are based on the new tool as the focus of the program. Unless we break out of this limited vision that one-to-one computing is about the device, we are doomed to waste our resources.
    • Michael Stocks
      Michael Stocks on 03 Mar 14
       
      I don't think this idea applies to just 1 to 1 but many other school implementations.
    • DON PASSENANT
      DON PASSENANT on 18 Jul 14
       
      It is not the devices but the inability to create and implement standards that lead to 21st century skills.  Too much buying stuff without expert advice and guidance.
  • Then, teachers are instructed to go! But go where?
    • anonymous
      anonymous on 13 Jul 15
       
      VISION first! You have the device. You know how to access some cool interactive tools. But now what? This is the key!!
  • I believe every student must have 24-7 access to the internet.
  • ...19 more annotations...
  • it is a simplistic and short- sighted phrase that suggests if every student had a device and if every teacher were trained to use these devices, then student learning would rise automatically.
  • Adding a digital device to the classroom without a fundamental change in the culture of teaching and learning will not lead to significant improvement.
  • Let’s drop the phrase “one-to-one” and refer instead to “one-to- world.”
  • The planning considerations now evolve from questions about technical capacity to a vision of limitless opportunities for learning.
  • 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
  • Perhaps the weakest area of the typical one-to-one computing plan is the complete absence of leadership development for the administrative team
  • 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 embedded staff development program that focuses on pedagogy as much as technology.
  • Move in to the role of systems analyst to ensure that digital literacy is aligned with standards.
  • Ensure that technology is seen not as another initiative, but as integral to curriculum.
  • support risk- taking teachers
  • creating cohorts of teachers across disciplines and grades who are working on innovative concepts
  • Mathtrain.TV.
  • how much responsibility of learning can we shift to our students
  • How can we build capacity for all of our teachers to share best practices with colleagues in their school and around the world?
  • How can we engage parents in new ways?
  • How can we give students authentic work from around the world to prepare each of them to expand their personal boundaries of what they can accomplish?
  • publishing their work to a global audience.
Glenn Hervieux

7 Apps for Student Creators | Edutopia - 111 views

www.edutopia.org/...-student-creators-monica-burns

ipad creation pbl tools

shared by Glenn Hervieux on 10 Jul 15 - No Cached
Brenda Major liked it
  • Glenn Hervieux on 10 Jul 15
     
    "Creation-based tasks promote higher-order thinking, encourage collaboration, and connect students to real-world learning. Whether you're teaching in a project-based learning classroom, engaging students with authentic assessments, or committed to pushing students to analyze and synthesize, providing opportunities for creation is a must."
mrsemaxon

Main Page - FreeMind - 98 views

freemind.sourceforge.net/...Main_Page

mindmap mindmapping tools

shared by mrsemaxon on 09 May 11 - Cached
  • Randolph Hollingsworth on 09 May 11
     
    Java based - download client software
1 - 20 of 201 Next › Last »
Showing 20▼ items per page