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"It has me thinking about what it would mean to improve online classes. A few ideas come to mind: Use multiple platforms. I'm not against using an LMS as a central hub. However, I think it's valuable to experiment with the types of productivity tools you will actually use outside of a classroom. Use Google Docs to share ideas, create surveys, and ask questions. Use Google Hangouts to meet as a group. Go project-based. I haven't figured this out entirely with my first class but my hope is that we can go fully project-based in the same way that my face-to-face class is. In fact, the asynchronous nature of online classes actually means there is a better potential of creating a project-based culture that mirrors the way people actually work on projects. Make something together. I use a collaboration grid with co-creating and communicating on separate spectrums (x-axis) and multimedia and text on another spectrum (y-axis). This has been an effective way to think through collaborative tools that allow students to co-create. Embrace a synchronous/asynchronous blend: I love using Voxer because students can speak back and forth in the moment. However, if they miss it, they can listen to it later. The same is true of using a Google Hangouts On Air. Make it more connective. We tend to treat online instruction as if it is a linear process and we don't do enough to link things back and forth and connect ideas, resources, discussions and content creation in a seamless, back-and-forth nature. Incorporate multimedia. It's a simple idea, but I create a short video at the beginning of each week and I encourage students to create video and audio as well. This has a way of making things more concrete. There's something deeply human about hearing an actual human voice. I know, crazy, right? Go mobile. I don't simply mean use a smart phone. I mean assign some things that allow students to get out in the world and create videos, snap pictures, or simpl

"As an educator who is addicted to Twitter I have always read about students getting introduced to Twitter and wondered how it would work. After reading and reading I have finally decided to give it a go. Here is my introduction to Twitter in my classroom. Last Tuesday, the day started like any other. Roll call, discussion, introduction to an activity and a bit of a laugh with my Year 7 and 8 Technology class. We had been discussing the importance of being an active online user and being a positive digital citizen (the students are preparing some presentations for Year 2-3 children later in the term). The conversation moved into learning environments and we discussed the small and "un-student friendly" (their words) environment that they were currently sitting in. "Take the teachable moment and run with it" my inner, energetic teacher yelled from my shoulder. So there we were talking about the "Ultimate Learning Environment", when one of my students asked me "Why is social media so big?". Good question I thought, why is it 'so big'. So we unpacked that question and broke it down. We talked about Social Media and what it was and how it worked, they gave me excellent examples and we tied it back into our discussion about digital citizenship. From this point, as a class, we decided we would use social media to help us with our learning. The students had no idea how it could work. I suggested twitter and how I use it. We pulled up my profile and saw how it worked (discussion only). The decision was then made -> Let's ask the twitterverse to help us!! On rolled Monday 5th May and in our first class (I see this group twice a week) we decided that tomorrow would be the day, we would ask twitter for their advice on "What makes a GREAT learningenvironment?". The students already have some fantastic ideas and a plan of where they want to see their environment heading but they needed some depth to their plan and some other opinions outside of

"No country in the world currently meets the basic needs of its citizens at a globally sustainable level of resource use. Our research, recently published in Nature Sustainability (and summarised in The Conversation), is the first to quantify the national resource use associated with achieving a good life for over 150 countries. It shows that meeting the basic needs of all people on the planet would result in humanity transgressing multiple environmental limits, based on current relationships between resource use and human well-being. The chart below demonstrates the profound challenge nations currently face. National performance on seven environmental sustainability indicators is plotted against eleven minimum social thresholds for a good life (see About page for further details). Ideally, nations would be located in the top-left corner with no biophysical boundaries transgressed and all minimum social thresholds achieved."

"77 Simple STEM Activities for Families (ideas for doing STEM at home or school) Get your copy of Daily STEM on Amazon! 77 STEM Activities for Families: Nature Edition (PDF) 77 STEM Activities for Families: Nature Edition SPANISH (PDF) 77 STEM Activities for Families #3 (PDF) 77 MORE STEM Activities for Families #2 (PDF) 77 MORE STEM Activities for Families #2 SPANISH (PDF), thanks to Mauricio González @mauricioge 77 STEM Activities for Families #1 (PDF) 77 STEM Activities for Families #1 SPANISH (PDF), thanks to Ekuwah Moses of FACES CCSD in Las Vegas, NV 77 STEM Activities for Families #1 Arabic (PDF), thanks to Ali Robbins & Khadi Goodside from Spring Forest Middle School in Houston, TX"

"... The prediction is a pretty damn good one. The world is now about 1 degree Celsius (1.8 degrees Fahrenheit) warmer than it was and carbon dioxide levels are at 415 ppm. The estimate was part of Exxon's "high case" scenario, which assumed fossil fuel use would quicken and that the world would be able to tap new reserves in the late 2000s from at the time unreachable shale gas. The memo also warned that the extra carbon dioxide would enhance the greenhouse effect and that an "increase in absorbed energy via this route would warm the earth's surface causing changes in climate affecting atmospheric and ocean temperatures, rainfall patterns, soil moisture, and over centuries potentially melting the polar ice caps." Honestly, it gave me chills re-reading the memo 37 years later. The company clearly described all the horrors we're facing now. The only thing its scientists got wrong was that what they called "potentially serious climate problems" wouldn't emerge until the late 21st century. So much for that. ..."

"Teaching climate science & action can seem daunting: for university-level lecturers, teaching to younger children can be quite intimidating. For primary-level teachers, the science and scope can seem too vast and fast changing to cover. For everyone, the content can be overwhelming. As adults, how do we present this topic to children: give them the information they need without crushing them? I decided to face the challenge, and over the course of one rather sleepless night, put together some materials for my 6 year-old son's class. This post summarizes and communicates that experience, in the hope that others can take ideas and inspiration, and will be encouraged to volunteer to teach about climate in primary schools. Teaching and engagement in schools is now part of all of our work, as researchers, academics, parents, activists, advocates, so I hope this idea spreads. The 4-part lesson plan worked quite well: the topics & materials held the children's attention, gave them varied aspects to think about and interact with, and they seemed to come away with deeper understanding. The whole thing took roughly 1 hour. This is doable!"

"Facepixelizer is a specialized image editor for anonymizing images. Use Facepixelizer to quickly hide information in images that you don't want to become public. For example, you can blur out text and pixelate faces that appear in your images. Even though Facepixelizer runs in the browser, your images are secure because they never leave your browser and are never sent over the network. All the processing happens in your browser."

"El reconocimiento facial se sigue expandiendo por China. Además de utilizar sistemas biométricos en el transporte público o en las gafas de la propia policía, ahora son los bancos chinos quienes están utilizando esta tecnología para mejorar la lucha contra el fraude y detectar mediante la expresión el nivel de fiabilidad de sus clientes. Ping An Technology, subsidiaria de la segunda mayor aseguradora del mundo, ha desarrollado un sistema de reconocimiento facial que promete una fiabilidad del 99,8%. Un sistema capaz de detectar minúsculas expresiones en el rostro y mediante la IA identificar posibles defraudadores. Los ingenieros de la compañía aseguran que ayudan a reducir las pérdidas de los bancos en un 60%. Unos beneficios bastante directos para los bancos pero que nos sigue generando muchas dudas respecto a la privacidad de los clientes. "

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