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Nik Peachey

The relationship between time & interactive... - 1 views

www.scoop.it/...en-time-interactive-narratives

ell narrative efl esl via:packrati.us elt k12

shared by Nik Peachey on 07 Jun 16 - No Cached
  • Nik Peachey on 07 Jun 16
     
    Relationship between time & interactive narratives https://t.co/O3Op2rja5k #elt #esl #efl #k12 #ell #narrative https://t.co/HJAcAeHW6e
Darcy Goshorn

Experience with facilitating professional development and TurnItIn - 18 views

akoaotearoa.ac.nz/...t-turnitin---owen--narayan.pdf

plagiarism professional development pd turnitin training writing language arts pedagogy

shared by Darcy Goshorn on 09 Jan 13 - No Cached
Tim Boileau liked it
  • Darcy Goshorn on 09 Jan 13
     
    In an environment where global economy, global collaboration, and global 'knowledge' are  the aspiration of many countries, the understanding of the complexities of plagiarism becomes  a global requirement that needs to be addressed by all educators and learners. This paper  considers a simple definition of plagiarism, and then briefly considers reasons why students  plagiarise. At Unitec NZ, Te Puna Ako: The Centre for Teaching and Learning Innovation  (TPA:CTLI) is working closely with faculty, managers, student support services and library  personnel to introduce strategies and tools that can be integrated into programmes and  curricula whilst remaining flexible enough to be tailored for specific learners. The authors  therefore provide an overview of one of the tools available to check student work for  plagiarism - Turnitin - and describe the academic Professional Development (PD)  approaches that have been put in place to share existing expertise, as well as help staff at  Unitec NZ to use the tool in pedagogically informed ways, which also assist students in its  use. Evaluation and results are considered, before concluding with some recommendations. It  goes on to theorise how blended programmes that fully integrate academic literacy skills and  conventions might be used to positively scaffold students in the avoidance of plagiarism.  Conference participants will be asked to comment on and discuss their institutions' approach  to supporting the avoidance of plagiarism (including the utilisation of PDS and other  deterrents), describe their own personal experiences, and relate the strategies they employ in  their teaching practice and assessment design to help their learners avoid plagiarism. It is  planned to record the session so that the audience's narratives can be shared with other  practitioners.
  • anonymous on 13 Sep 13
     
    This website is the best news site, all the information is here and always on the update. We accept criticism and suggestions. Happy along with you here. I really love you guys. :-) www.killdo.de.gg
Fred Delventhal

findingDulcinea | Online Guides | Internet Library | Web Resources - 0 views

www.findingdulcinea.com

library librarian websites directory

shared by Fred Delventhal on 18 Feb 09 - Cached
  • Fred Delventhal on 18 Feb 09
     
    Our mission is to bring users the best information on the Web for any topic, employing human insight and methodical review. FindingDulcinea presents only credible, high-quality and trustworthy Web sites, saving time for the novice and the experienced user alike. Each piece, whether a Web Guide, a Beyond the Headlines story or a Netcetera article, receives the same meticulous research. The Web sites included in each piece are connected through original narrative, providing users with information on each site before they even click on it.
Heather Sullivan

The News Business: Out of Print: Reporting & Essays: The New Yorker - 0 views

www.newyorker.com/...080331fa_fact_alterman

shared by Heather Sullivan on 03 Apr 08 - Cached
  • Arthur Miller once described a good newspaper as “a nation talking to itself.” If only in this respect, the Huffington Post is a great newspaper. It is not unusual for a short blog post to inspire a thousand posts from readers—posts that go off in their own directions and lead to arguments and conversations unrelated to the topic that inspired them. Occasionally, these comments present original perspectives and arguments, but many resemble the graffiti on a bathroom wall.
    • Heather Sullivan
      Heather Sullivan on 03 Apr 08
       
      "A Nation Talking to Itself...Hmmm...Sounds like the Blogosphere to me...
  • Democratic theory demands that citizens be knowledgeable about issues and familiar with the individuals put forward to lead them. And, while these assumptions may have been reasonable for the white, male, property-owning classes of James Franklin’s Colonial Boston, contemporary capitalist society had, in Lippmann’s view, grown too big and complex for crucial events to be mastered by the average citizen.
  • Lippmann likened the average American—or “outsider,” as he tellingly named him—to a “deaf spectator in the back row” at a sporting event: “He does not know what is happening, why it is happening, what ought to happen,” and “he lives in a world which he cannot see, does not understand and is unable to direct.” In a description that may strike a familiar chord with anyone who watches cable news or listens to talk radio today, Lippmann assumed a public that “is slow to be aroused and quickly diverted . . . and is interested only when events have been melodramatized as a conflict.” A committed élitist, Lippmann did not see why anyone should find these conclusions shocking. Average citizens are hardly expected to master particle physics or post-structuralism. Why should we expect them to understand the politics of Congress, much less that of the Middle East?
  • ...14 more annotations...
  • Dewey also criticized Lippmann’s trust in knowledge-based élites. “A class of experts is inevitably so removed from common interests as to become a class with private interests and private knowledge,” he argued.
  • The history of the American press demonstrates a tendency toward exactly the kind of professionalization for which Lippmann initially argued.
  • The Lippmann model received its initial challenge from the political right.
  • A liberal version of the Deweyan community took longer to form, in part because it took liberals longer to find fault with the media.
  • The birth of the liberal blogosphere, with its ability to bypass the big media institutions and conduct conversations within a like-minded community, represents a revival of the Deweyan challenge to our Lippmann-like understanding of what constitutes “news” and, in doing so, might seem to revive the philosopher’s notion of a genuinely democratic discourse.
  • The Web provides a powerful platform that enables the creation of communities; distribution is frictionless, swift, and cheap. The old democratic model was a nation of New England towns filled with well-meaning, well-informed yeoman farmers. Thanks to the Web, we can all join in a Deweyan debate on Presidents, policies, and proposals. All that’s necessary is a decent Internet connection.
  • In October, 2005, at an advertisers’ conference in Phoenix, Bill Keller complained that bloggers merely “recycle and chew on the news,” contrasting that with the Times’ emphas
  • “Bloggers are not chewing on the news. They are spitting it out,” Arianna Huffington protested in a Huffington Post blog.
  • n a recent episode of “The Simpsons,” a cartoon version of Dan Rather introduced a debate panel featuring “Ron Lehar, a print journalist from the Washington Post.” This inspired Bart’s nemesis Nelson to shout, “Haw haw! Your medium is dying!” “Nelson!” Principal Skinner admonished the boy. “But it is!” was the young man’s reply.
  • The survivors among the big newspapers will not be without support from the nonprofit sector.
  • And so we are about to enter a fractured, chaotic world of news, characterized by superior community conversation but a decidedly diminished level of first-rate journalism. The transformation of newspapers from enterprises devoted to objective reporting to a cluster of communities, each engaged in its own kind of “news”––and each with its own set of “truths” upon which to base debate and discussion––will mean the loss of a single national narrative and agreed-upon set of “facts” by which to conduct our politics. News will become increasingly “red” or “blue.” This is not utterly new. Before Adolph Ochs took over the Times, in 1896, and issued his famous “without fear or favor” declaration, the American scene was dominated by brazenly partisan newspapers. And the news cultures of many European nations long ago embraced the notion of competing narratives for different political communities, with individual newspapers reflecting the views of each faction. It may not be entirely coincidental that these nations enjoy a level of political engagement that dwarfs that of the United States.
  • he transformation will also engender serious losses. By providing what Bill Keller, of the Times, calls the “serendipitous encounters that are hard to replicate in the quicker, reader-driven format of a Web site”—a difference that he compares to that “between a clock and a calendar”—newspapers have helped to define the meaning of America to its citizens.
  • Just how an Internet-based news culture can spread the kind of “light” that is necessary to prevent terrible things, without the armies of reporters and photographers that newspapers have traditionally employed, is a question that even the most ardent democrat in John Dewey’s tradition may not wish to see answered. ♦
  • Finally, we need to consider what will become of those people, both at home and abroad, who depend on such journalistic enterprises to keep them safe from various forms of torture, oppression, and injustice.
Ced Paine

Ficly - A better, shorter story - 0 views

ficly.com

writing collaboration storytelling

shared by Ced Paine on 24 Jul 09 - Cached
  • Ced Paine on 24 Jul 09
     
    Ficly is a place for playing with story-telling; a collaborative environment where anyone can pick up a narrative thread and weave a prequel or sequel.
Paul Beaufait

The Future of the Book According to IDEO | BookBotics - 17 views

www.ebookbotics.com/...idea-of-the-future-of-the-book

books digital future publishing technology video YouTube

shared by Paul Beaufait on 05 Apr 11 - No Cached
  • Paul Beaufait on 05 Apr 11
     
    Represents a YouTube video from IDEO, and responses to three conceptual questions: 1. "... [H]ow do you ensure that readers are adequately informed?" (Nelson, ¶1) 2. "What is truly worth knowing?" (Coupland, ¶1) 3. "How do we experience written narratives in new and engaging ways?" (Alice, ¶1)  Melita M. Pereira; 27 September 2010, retrieved 2011.04.05
  • anonymous on 13 Sep 13
     
    This website is the best news site, all the information is here and always on the update. We accept criticism and suggestions. Happy along with you here. I really love you guys. :-) www.killdo.de.gg
Enid Baines

SAMR Model Explained for Teachers ~ Educational Technology and Mobile Learning - 0 views

www.educatorstechnology.com/...el-explained-for-teachers.html

SAMR teachers edtech

shared by Enid Baines on 11 Jul 13 - No Cached
  • In a substitution level, teachers or students are only using new technology tools to replace old ones, for instance, using Google Docs to replace Microsoft Word.
  • when students connect to a classroom across the world where they would each write a narrative of the same historical event using the chat and comment section to discuss the differences, and they  use the voice comments to discuss the differences they noticed and then embed this in the class website".
  • redesign new parts of the task and transform students learning. An example of this is using the commenting service in Google Docs, for instance, to collaborate and share feedback on a given task
  • ...1 more annotation...
  • Google Docs provides extra services like auto saving, auto syncing, and auto sharing in the cloud
anonymous

Voicethread for Educators - 0 views

voicethread.ning.com

digitalstorytelling narrative ning voicethread

shared by anonymous on 17 Jul 08 - Cached
  • anonymous on 17 Jul 08
     
    A Ning for educators using Voicethread.
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