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Contents contributed and discussions participated by Allison Washam

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Allison Washam

Show Me Your Badge - NYTimes.com - 0 views

www.nytimes.com/...show-me-your-badge.html

shared by Allison Washam on 15 Mar 13 - No Cached
    • Allison Washam
      Allison Washam on 15 Mar 13
       
      This articles reciprocates some of the reasons stated in the other articles for why badges may be necessary to hone in one a potential employee's specific skill set.
  • Allison Washam on 15 Mar 13
     
    "One of the most important functions of college degrees is signaling knowledge and skill to potential employers. Yet degrees and certificates often do a poor job of communicating detailed information about graduates. Grade inflation has steadily obscured the meaning of G.P.A.'s, and there's no easy way to know what someone who got, for example, an A-minus in Econ 206 actually learned. A badge, on the other hand, is supposed to indicate specific knowledge and skills. "
  • Allison Washam on 15 Mar 13
     
    "It's no coincidence that Mozilla is leading the badge movement. The organization was born from the wreckage of Netscape, whose multibillion-dollar I.P.O. touched off the 1990s dot-com boom before the company ultimately lost the "browser wars" to Microsoft's Internet Explorer. A group of Netscape programmers didn't like the idea of Web access being dominated by a browser owned by a gigantic profit-seeking company. So they spun off the nonprofit Mozilla Foundation, which built a lighter, faster browser - Firefox - and gave it away. Explorer's market position has since badly eroded. " I enjoyed this excerpt as kind of a background knowledge why one company will be moving forward with this before others. Makes sense once I read it, but I never would have really questioned it otherwise!
Allison Washam

A Seismic Shift in Epistemology (EDUCAUSE Review) | EDUCAUSE.edu - 18 views

www.educause.edu/...seismic-shift-epistemology

shared by Allison Washam on 25 Jun 12 - No Cached
  • any of those now involved in formal education might see Web 2.0 perspectives both as a desirable evolution in pedagogy and assessment and as a troubling “Dark Ages” reversion in terms of content
    • Allison Washam
      Allison Washam on 02 Mar 13
       
      I definitely see it as a desirable evolution, and something that is certainly becoming necessary. I would not say that troubling would be the best way to describe the content, but something that will be a task to be looked at from so many perspectives. The trouble is, where to start? What is best? We do not know these things yet, so even though we are moving forward on the road, it is about to fork in about 10 different ways, and we need to work together to decide which way to try first.
Allison Washam

for the love of learning: Here's what really happens when you give a zero - 2 views

www.joebower.org/...lly-happens-when-you-give.html

shared by Allison Washam on 21 Feb 13 - No Cached
    • Allison Washam
      Allison Washam on 21 Feb 13
       
      I would be curious to know what he would suggest doing instead. Eliminating the assignment from that students gradebook? What if they complete no assignments? I understand that a zero doesn't really help in any way with these kids, but how else do you mark an uncompleted assignment?
Allison Washam

for the love of learning: Twittering and Blogging - 0 views

www.joebower.org/...twittering-and-blogging.html

shared by Allison Washam on 21 Feb 13 - No Cached
    • Allison Washam
      Allison Washam on 21 Feb 13
       
      When thinking about the technology tool briefing, I was thinking about Twitter and how it has potential use in the classroom for students to build networks. This statement reminded me of the reasons that people use Twitter.
Allison Washam

Three Teachers' Answers to Questions on Classroom - NYTimes.com - 16 views

learning.blogs.nytimes.com/...ons-on-classroom-microblogging

shared by Allison Washam on 06 Jun 12 - No Cached
  • What one says, what one posts, leaves an impression forever. Students are encouraged to use social media for good and are given opportunities to do so.
    • Allison Washam
      Allison Washam on 05 Feb 13
       
      This relates to the other reading that addresses the teacher being fired for blogging about lazy students. Do not vent about your bad day on the internet, we all have bad days, there should not be a digital footprint for everyone to see. Using real life examples with students, like that teacher, would be a great way to introduce these concepts. I feel this generation of students has had way more opportunities to leave carbon footprints when they are not at an age of maturity yet to realize the impact it could have on their future.
Allison Washam

Why Teachers Shouldn't Blog….And Why I Do | Larry Ferlazzo's Websites of the ... - 10 views

larryferlazzo.edublogs.org/...ers-shouldnt-blog-and-why-i-do

shared by Allison Washam on 07 Jun 12 - No Cached
  • helps me develop connections with a broader Personal Learning Network than I would otherwise have.  It’s a privilege to virtually “meet” so many other teachers with wisdom to offer
    • Allison Washam
      Allison Washam on 05 Feb 13
       
      Last summer I took a class through the district about using Twitter as a PLN. Being an elementary teacher, I find that Twitter is a more useful tool for me to use personally than to incorporate in my classroom in any respect.
Allison Washam

John Seely Brown: Learning, Working & Playing in the Digital Age - 9 views

serendip.brynmawr.edu/...seelybrown

shared by Allison Washam on 16 Jan 13 - No Cached
    • Allison Washam
      Allison Washam on 16 Jan 13
       
      I like how Brown used the example of the TV, radio, and electrification as one way technologies, where the internet provides more complication, because it is a two way technology. With one way technology there is a change in the role of one side, where in two way technology there is a change in role on both sides, and I am thinking of teacher and student in this respect. Does this two way transition take a longer amount of time? Are there dimensions of understanding that will take longer to assess?
    • Allison Washam
      Allison Washam on 16 Jan 13
       
      With the changes in the types of ways students are able to show their intelligences via the internet, should educators be well versed in the uses of multiple intelligences in the classroom? Sure I learned about Bloom's taxonomy in terms of creating higher order thinking, and Gardner's idea of multiple intelligences where different students have strengths and weaknesses, but there was no mention of how to use the internet to help facilitate this thinking or display of knowledge. With the changes in expectations, brings changes in the education of the facilitators, and are the two going to be able to keep up with each other enough to be effective?
Allison Washam

Minds on Fire: Open Education, the Long Tail, and Learning 2.0 (EDUCAUSE Review) | EDUC... - 42 views

www.educause.edu/...tion-long-tail-and-learning-20

shared by Allison Washam on 12 Jan 13 - No Cached
    • Allison Washam
      Allison Washam on 16 Jan 13
       
      Last semester I took a course on the benefits of distance education, and how it has been used in various facets. This section of the article discussing that there are not sufficient resources to build new campuses to meet this demand, seems like the perfect opportunity to build cyber communities and online opportunities through which to gain the education necessary.
    • Allison Washam
      Allison Washam on 16 Jan 13
       
      This social learning reminded me of the quote from William Glasser focusing on the best ways that people learn. "We learn 10% of what we read, 20% of what we hear, 30% of what we see, 50% of what we see and hear, 70% of what is discussed with others, 80% of what is experienced personally, and 95% of what we teach to someone else." In a small study group type setting, you are discussing, and may on some occasions be forced to teach something to someone else to help them better understand. So the "we participate, therefore we are" seems to be consistent with William Glasser's findings.
    • Allison Washam
      Allison Washam on 16 Jan 13
       
      This comment on Wikipedia as a means of creating legitimate participation on the site makes me think of Pinterest as a means of sharing information in a similar way. As I am becoming more accustomed to the process, I am realizing that by what people are posting, commenting, and "liking" they are showing themselves as legitimate or not. If users post links to nowhere, they will quickly lose followers, and legitimacy. Those that show themselves as reliable become reposted, legitimate users that you want to follow and gain knowledge from. Wikipedia is much further along in this process, and what was told to me as a high school and college student was not a "legitimate source" of information, may soon become a reliable search engine.
    • Allison Washam
      Allison Washam on 18 Jan 13
       
      Yes by legitimate, I mean someone that shows they have knowledge on the topic and are a reliable resource. If I start following someone whose links lead to nowhere, I will quickly stop following them. On the other hand, if someone has links that have lead me to great materials time and time again, I will start to use their resources more and more.
    • Allison Washam
      Allison Washam on 22 Jan 13
       
      I agree, the focus should be more on the ability to cross-reference and discern between reputable and non-reputable. This is a skill that should be integrated earlier and earlier in education as technology takes over various aspects of education.
  • ...1 more annotation...
    • Allison Washam
      Allison Washam on 16 Jan 13
       
      The approach of "building stocks of knowledge and cognitive skills that could be deployed later in appropriate situations" as an outdated way of teaching suggests a change in the student and teacher role in the classroom. Now different ways of addressing the content it expected in order to create problem solvers, and overall thinkers that are able to construct and manipulate knowledge, rather than becoming an expert in a pigeon-holed area of content or skill.
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