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Martin Burrett

October 2015 UKEd Magazine - 1 views

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    Open Access Educational Online Magazine - Special Space and Science Theme
anonymous

To Learn Twice: Blog Action Day: Poverty - 0 views

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    our world is now open to the eyes of our students. Technology makes it possible to with a couple of clicks able to read about poverty, TB, or AIDS which is faster access to print resources than we have ever had. It also allows us to make it more powerful through images or video. It even allows us to find great organizations that our kids can help support like XDRTB.org. More importantly we need our kids to learn how to use the tools around them to act as change agents to make their world a better place.
Patti Porto

Tar Heel Reader: An Open Source Library of Talking Books - 0 views

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    Children, teenagers, and adults need books to be able to learn to read and getting accessible books to them is the goal of the Tar Heel Reader.
Maggie Verster

Centre4 PD - 0 views

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    CORE Education is a not for profit educational research, development and implementation organisation in New Zealand. CORE aims to provide educators with the quality professional learning opportunity in an online context. Centre4 acts as the portal to this e-learning world and you are welcome to explore it in the areas that interest you. While many communities are open to the wider public, some areas have restricted access for project participants. Their purposes are indicated below. You will also find a wide range of online conferences and seminars which are both current and archived. We welcome you to participate with us in extending the effective use of learning communities across the wider educational community.
Ted Sakshaug

J.ot Down - simple internet notepad - 0 views

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    J.ot Down is a simple Internet-based notepad. Here are some simple instructions: 1) Open j.otdown.com in your browser. 2) Start typing. 3) Pause for a moment (or hit "Save") and J.ot Down will save your note and give you a permanent link for it (as seen in your browsers location bar) 4) Continue to edit your note or share it (or a read-only version) with your friends. 5) Bookmark your note for later access or just start another one.
Martin Burrett

UKEdChat/ICTmagic Edu Resources - 4 views

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    14 open access resources to download or find online.
Martin Burrett

UKEd Magazine March 2016 - 3 views

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    Free online and open access educational magazine for teachers
Martin Burrett

Speaking the Lingo - 1 views

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    "你知道这是什么意思吗?No? Languages can both be barriers and be bridges. They can block access to learning and more, but knowing a little of 'the lingo' can open previously impenetrable doors. This doesn't have to be a language from overseas, but a certain way of speaking which includes speakers or potenticially excludes non-speakers from a group. Teaching, with it's SPaGs, NPQHs and RQTs can make us want to LOL or even go AWOL!"
Martin Burrett

UKEdChat Magazine - Issue 49 - 0 views

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    Free and open access magazine for teachers with a special focus this month on independent learning.
Maggie Verster

Opening Up YouTube at School - 0 views

  • "The biggest challenge we're presented with right now is how to take advantage of all the things the Internet has to offer without compromising our students' security or giving them access to things that are inappropriate,
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    "The biggest challenge we're presented with right now is how to take advantage of all the things the Internet has to offer without compromising our students' security or giving them access to things that are inappropriate,"
Keith Hamon

eGyanKosh: Home - 0 views

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    Gateway to eGyanKosh - a national digital repository of online resources of the Indira Gandhi National Open University in India.
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    With a simple log-in, you can gain access to thousands of on-line resources, most in English.
Peter Ruwoldt

Encourage schools to host a software freedom day event - 40 views

I would like to encourage all schools to give some thought to the software that they have the students use from the perspective of access and equity. Is the software you are using freely available ...

equity foss free opencourseware

started by Peter Ruwoldt on 04 Aug 08 no follow-up yet
Ed Webb

Peru's ambitious laptop program gets mixed grades - Yahoo! News - 0 views

  • what we did was deliver the computers without preparing the teachers
  • the missteps may have actually widened the gap between children able to benefit from the computers and those ill-equipped to do so
  • Inter-American Development Bank researchers were less polite."There is little solid evidence regarding the effectiveness of this program," they said in a study sharply critical of the overall OLPC initiative that was based on a 15-month study at 319 schools in small, rural Peruvian communities that got laptops."The magical thinking that mere technology is enough to spur change, to improve learning, is what this study categorically disproves," co-author Eugenio Severin of Chile told The Associated Press
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  • OLPC laptops, which are rugged and energy efficient and run an open-source variant of the Linux operating system, are in Ethiopia, Rwanda, Mongolia and Haiti, and even in the United States and Australia. Uruguay, a compact South American nation of 3.5 million people, is the only country that has fully embraced the concept and given every elementary school child and teacher an XO laptop
  • no increased math or language skills, no improvement in classroom instruction quality, no boost in time spent on homework, no improvement in reading habits
  • On the positive side, the "dramatic increase in access to computers" accelerated by about six months students' abstract reasoning, verbal fluency and speed in processing information
  • "We knew from the start that it wouldn't be possible to improve the teachers," he said, citing a 2007 census of 180,000 Peruvian teachers that showed more than 90 percent lacked basic math skills while three in five could not read above sixth-grade level.
  • Each teacher was supposed to get 40 hours of OLPC training. That hardly helped in schools where teachers had never so much as booted up a computer. In Patzer's experience "most of them barely knew how to interact with the computers at all."
  • In the higher grades, Martinez said, children's use of the machines is mostly social
  • "For them, the laptop is more for playing than for learning,"
  • Negroponte thinks the main goal of technology educators should be simply getting computers into poor kids' hands.His proposal last year to parachute tablet computers from helicopters, limiting the involvement of adults and "educators," caused some colleagues to wince. But Negroponte is dead serious, and has begun a pilot project in two Ethiopian villages to test whether tablets alone, loaded with the right software, can teach children to read.
  • The OLPC team always considered Internet connectivity part of the recipe for success. They also insisted that each child be given a laptop and be permitted to take it home.Uruguay, a small, flat country with a far higher standard of living and ubiquitous Internet, has honored those requirementsPeru did not
  • Some schools didn't have enough electricity to power the machines.And then there was the Internet. Less than 1 percent of the schools studied had it.
Ruth Howard

critical_thinking - Howard Rheingold on Diigo - 10 views

  • “Now I know some of you have already heard of me, but for the benefit of those who are unfamiliar, let me explain how I teach. Between today until the class right before finals, it is my intention to work into each of my lectures … one lie. Your job, as students, among other things, is to try and catch me in the Lie of the Day.”And thus began our ten-week course.This was an insidiously brilliant technique to focus our attention – by offering an open invitation for students to challenge his statements, he transmitted lessons that lasted far beyond the immediate subject matter and taught us to constantly check new statements and claims with what we already accept as fact."
  • while it is necessary (and possible) to teach facts to people, it comes with a price. And the price is this: facts learned in this way, and especially by rote, and especially at a younger age, take a direct root into the mind, and bypass a person's critical and reflective capacities, and indeed, become a part of those capacities in the future.When you teach children facts as facts, and when you do it through a process of study and drill, it doesn't occur to children to question whether or not those facts are true, or appropriate, or moral, or legal, or anything else. Rote learning is a short circuit into the brain. It's direct programming. People who study, and learn, that 2+2=4, know that 2+2=4, not because they understand the theory of mathematics, not because they have read Hilbert and understand formalism, or can refute Brouwer and reject intuitionism, but because they know (full stop) 2+2=4.I used the phrase "it's direct programming" deliberately. This is an analogy we can wrap our minds around. We can think of direct instruction as being similar to direct programming. It is, effectively, a mechanism of putting content into a learner's mind as effectively and efficiently as possible, so that when the time comes later (as it will) that the learner needs to use that fact, it is instantly and easily accessible.
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    Howard Rheingold's Diigo Bookmark tagged 'critical thinking'-thanks Howard!
Adrienne Michetti

OLPC Human Interface Guidelines/Design Fundamentals/Key Design Principles - OLPC - 0 views

  • n which provides a low floor to the inexperienced, but doesn't impose a ceiling upon those who are.
  • tailored to the needs of children in the context of their learning
  • n activity ring that contains icons representing each instance of an open activity
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  • limitations
  • mphasis on discoverability and usability
  • the actual behavior of the activities, the layout of the buttons and tools, and the feedback that the interface provides to the children when they interact with it
  • there is no substitute for user testing
  • imple doesn't necessarily mean limited
  • simple—even minimal—controls can have great expressive power.
  • a "fail-soft" approach to their designs
  • five categories of "bad things" software can do: damaging the laptop; compromising privacy; damaging the children's data; doing bad things to other people; and impersonating the child.
  • without the use of menus, pop-up boxes, passwords, etc., as these approaches are meaningless to most people.
  • no noticeable side-effects
  • When children know they have a fallback plan—a way back to the current state of things—they will much more frequently go beyond their comfortable boundaries and experiment with new tools and new creative means of expression
  • the ability to undo one's actions.
  • Interoperability
  • Towards this end, a view source key has been added to the laptop keyboards, providing them with instant access to the code that enables the activities that they use from day to day. This key will allow those interested to peel away layers of abstraction, digging deeper into the codebase as they learn.
  • (without a mouse or trackpad)
Dave Truss

SpeEdChange: When rethinking the school itself... - 17 views

  • He talked about wide hallways where students could gather. He talked about attendance policies which allowed students to sign into classes from elsewhere in the building if that made them more comfortable. He talked about multiple projection screens in every classroom to break "single focus learning." He talked about dropping text books for authentic materials and the acceptance of multiple - and student chosen - ways of demonstrating knowledge. He even talked about having big windows in classrooms both to the outside and the school corridors - "We're not hiding from the world or hiding the world from our students" he told us.
  • And then we listened to teachers and students, we wandered the building, and we saw. In newly built additions classroom doors were centered on one wall, projectors, aimed from the middle of the ceiling, pointed to two corners. Window walls opened outside, big windows allowed views to/from the halls. In most rooms the two projectors were in use, showing different things. In most rooms, students gathered in clusters, often passing tablet boards around.
  • All in all what I saw was a 1:1 initiative that had been shaped by a commitment to rethinking school, and centering the form of school on what students need now - collaboration, access to and effective use of global information, trust in students, belief in leveraging the world of today rather than avoiding it, and universal design.
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  • This was no cost-be-damned private school experience. It was reasonable, it was logical, and it was technology chosen for education, not technology chosen for technology.
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    What happens if you really begin to rethink what your school looks like? No, I'm not talking about rethink from a wildly radical viewpoint - like mine or say, Neil Postman's - but just if a dedicated set of educators stops "tinkering" with little changes and wonders what school might be like...
Ed Webb

Tenured Radical - The Chronicle of Higher Education - 3 views

  • there is little to no attention being paid to giving full-time faculty the training to teach students who have a wide range of capacities when it comes to what counts for normal classroom discipline:  sitting still for an hour and taking notes, being in crowded rooms where they risk being bumped and touched, overcoming obsessive behavior to get to class or hand in a paper on time, working in small groups with other students, or being in large classes with crowds of strangers.  It is also happening in a context in which being full-time faculty is becoming anomalous, and the financial “flexibility” of running higher education on per-course labor makes it unlikely that the vast majority of faculty will be eligible, or open to making unpaid time available, for the training that would make their classrooms accessible to autistic students
  • People with autism, Gilman notes, also tend to have disordered sleep, affecting the capacity to function at high-stress times of the semester when we assume that most students are pulling all-nighters.  They have difficulty relating to someone they are intimate with (much less an impatient, overworked faculty member who wants all students to act like the adults they appear to be), what they are experiencing and what is wrong, which would make even the most generous office hours not useful. So when we are putting together arguments for hiring full-time faculty in the next round of budget cuts and declarations from foundations that tenure is holding us back, think about adding this one in.  The demands on faculty to be well-trained, knowledgeable, creative and flexible teachers are growing — not subsiding — and attention to this will make all the difference in keeping our classrooms truly inclusive
  • colleges and universities don't have the infrastructure to replicate what these students have relied upon in high school
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  • please don't generalize from specific autistic traits to all the students on the spectrum. Our autistic daughter isn't a visual learner, she's a voracious reader. Still, the number of times people have assumed that she learns in a visual or tactile way, in the style of Temple Grandin? Too many to count.
  • a good first step would be to listen to autistic undergraduates themselves and to put the needs they express first instead of responding primarily to the perspective of the neurotypical parents of autistic children. The perspective of autistic undergraduates, which seems to me to be the most important on the subject, is entirely missing from this post
Zaid Ali Alsagoff

University Learning = OCW + OER = FREE! - 175 views

Dear Phil Cook, that sounds great :) Hopefully, they will benefit from it. Also, you should perhaps consider posting the list of 101 Free Learning Tools, too: http://www.slideshare.net/zaid/10...

educational ocw oer open opencourseware resources

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