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Ben Rimes

A Call for Technology Leadership - 2 views

www.districtadministration.com/viewarticle.aspx

shared by Ben Rimes on 12 Jan 11 - No Cached
  • “We have quite a distance to stretch in assessment,” adds Moran, although her district recently installed an instructional system from Schoolnet that provides rubrics for more open-ended tasks and allows teachers to score them accordingly.
    • Ben Rimes
      Ben Rimes on 12 Jan 11
       
      I wonder how many districts know exactly what they want out of their assessments, and how many have a good general idea, but then have their notions blown away when looking at all of the assessment tools available today.
Carl Bogardu

Home - Traverso DAW - 11 views

traverso-daw.org/dio-recording-and-editing.html

home traverso music editor recording open source tools

shared by Carl Bogardu on 13 Dec 10 - Cached
  • Carl Bogardu on 13 Dec 10
     
    Is an audio recording and editing program which is very well suited to record a single voice, a band, an ensemble, a whole orchestra or any other source of music!
Ben Rimes

A Call for Technology Leadership - 16 views

www.districtadministration.com/viewarticle.aspx

shared by Ben Rimes on 10 Jan 11 - No Cached
  • (1) modeling the use of new technologies in communicating to students, teachers and the general public; (2) ensuring that technology becomes integral to teaching 21st-century skills from critical thinking and problem solving to collaboration and information literacy in the classroom; (3) boosting Web 2.0 applications and tools as key components of student learning; (4) offering professional development in these technologies and deploying the online tools that help teachers create learning communities among themselves; and (5) requiring better balanced assessments of student work—including project-based learning enhanced by technology tools—in an age driven by NCLB-oriented testing and better use of data from the assessments to help students improve their performance.
    • Ben Rimes
      Ben Rimes on 10 Jan 11
       
      Asking any leader to model effective strategies makes sense, but shouldn't the imperative of offering professional development in newer communications tools come first? Some district leader's I can see jupming into new tools and ways to communicate, but you can't expect all veteran leaders to adopt new tools without the development and support they'll need.
    • Ben Rimes
      Ben Rimes on 10 Jan 11
       
      I'm curious to know in how many districts does the Superintendent serve as the curriculum leader capable of making the sweeping changes to move a district towards project-based learning. I have an inkling that many superintendents find niches that make them valubale, whether it's focusing on assessment, community relations, curriculum, or something else.
  • The revised edition also includes a self-assessment for superintendents to evaluate how far their districts have come along the technological curve. CoSN’s CEO Keith Krueger explains that his organization’s research shows that many district leaders are behind that curve, and the new document opens with a letter:
    • Ben Rimes
      Ben Rimes on 10 Jan 11
       
      Not surprising at all...
  • e cautions that the large-scale changes CoSN is advocating are most likely to happen for district leaders who are not engaged in dozens of other initiatives. “Everybody wants the superintendent to be in the middle of everything,” Reeves explains. “The real acid test is whether you can execute the ‘not-to-do list,’” adding that superintendents need to resist establishing too many priorities. Each of the five areas featured in “Empowering the 21st Century Superintendent” includes a set of resources and a series of action steps for superintendents and district leadership teams. For instance, in the 21st-century skills section, leaders are urged to improve their own such skills, create a vision for integrating them into K12 instruction, audit the district’s strategic plan to see which might be missing and adjust professional development accordingly.
    • Ben Rimes
      Ben Rimes on 10 Jan 11
       
      Love the pragmatism in this quote. Good acknowledgement that district superintendents are engufed in far too much at times, and thus tech-integration may not realistically happen. Good to know that the framework provided by CoSn also includes some directions for district tech teams.
Megan Black

Life Changing Science - Program 2: Virtual Open Heart Surgery - 4 views

www.abc.net.au/...heart.htm

Surgery science virtual heart resources education

shared by Megan Black on 16 Jan 11 - Cached
  • Megan Black on 16 Jan 11
     
    This virtual interactive surgery is divided into two main parts, anatomy and surgery.
David Warlick

Reggio Emilia approach - Wikipedia, the free encyclopedia - 4 views

en.wikipedia.org/...Reggio_Emilia_approach

bricoloage tinkering

shared by David Warlick on 02 Feb 11 - Cached
  • Children must have some control over the direction of their learning; Children must be able to learn through experiences of touching, moving, listening, seeing, and hearing; Children have a relationship with other children and with material items in the world that children must be allowed to explore and Children must have endless ways and opportunities to express themselves.
    • David Warlick
      David Warlick on 02 Feb 11
       
      This is all very familiar yet rarely expressed so succinctly.
  • In the Reggio approach, the teacher is considered a co-learner and collaborator with the child and not just an instructor.
  • Teacher autonomy is evident in the absence of teacher manuals, curriculum guides, or achievement tests
  • ...7 more annotations...
  • integration of each classroom with the rest of the school, and the school with the surrounding community
  • children can best create meaning and make sense of their world through environments which support "complex, varied, sustained, and changing relationships between people, the world of experience, ideas and the many ways of expressing ideas."
  • In each classroom there are studio spaces in the form of a large, centrally located atelier and a smaller mini-atelier, and clearly designated spaces for large- and small-group activities.
    • David Warlick
      David Warlick on 02 Feb 11
       
      A workshop or studio especially for an artist, designer or fashion house.
  • Reggio teachers place a high value on their ability to improvise and respond to children's predisposition to enjoy the unexpected.
  • Regardless of their origins, successful projects are those that generate a sufficient amount of interest and uncertainty to provoke children's creative thinking and problem-solving and are open to different avenues of exploration
  • teachers in Reggio Emilia assert the importance of being confused as a contributor to learning; thus a major teaching strategy is purposely to allow mistakes to happen, or to begin a project with no clear sense of where it might end.
  • David Warlick on 02 Feb 11
     
    The Reggio Emilia Approach is an educational philosophy focused on preschool and primary education. It was started by Loris Malaguzzi and the parents of the villages around Reggio Emilia in Italy after World War II. The destruction from the war, parents believed, necessitated a new, quick approach to teaching their children. They felt that it is in the early years of development that children are forming who they are as an individual. This led to creation of a program based on the principles of respect, responsibility, and community through exploration and discovery in a supportive and enriching environment based on the interests of the children through a self-guided curriculum.
John Martin

Rethinking Education: A New Michael Wesch Video | Open Culture - 3 views

www.openculture.com/..._wesch_rethinks_education.html

education reinvention reform ed-reform change learning wesch Technology video

shared by John Martin on 24 Mar 11 - No Cached
  • John Martin on 24 Mar 11
     
    Vid from Michael Wesch about changing edu paradigms whether "we" like it or not.
yc c

20 Things I Learned About Browsers and the Web - 10 views

www.20thingsilearned.com/en-US

google tutorial ebook about_internet HTML5 whatis

shared by yc c on 09 Jun 11 - No Cached
  • yc c on 09 Jun 11
     
    How do browsers and the web actually work? What is HTML5-or HTML, for that matter? What do terms like "cookies" or "cloud computing" even mean? More practically, how can we keep ourselves safe from security threats like viruses when we're online?
Ruth Howard

Open Thinking Wiki - 12 views

couros.wikispaces.com/Digitalstorytelling

Moviemaking film video digitalstorytelling wiki tools storytelling resources digital_storytelling technology Digital Storytelling

shared by Ruth Howard on 17 Jun 11 - Cached
  • Ruth Howard on 17 Jun 11
     
    Digital storying tools and resources it's wiki and very authoritative
Steve J. Moore

InformIT: The Business of Understanding > Ode to Ignorance - 1 views

www.informit.com/...article.aspx

shared by Steve J. Moore on 10 Aug 11 - No Cached
    • Steve J. Moore
      Steve J. Moore on 10 Aug 11
       
      This is what all of public education is struggling with right now. How do we legitimize the asking of questions and the pursuit of understanding rather than the bubbling in of "answers" we don't really get?
  • I'm a success when I do something that I myself can truly understand
  • the most essential prerequisite to understanding is to be able to admit when you don't understand something
  • ...29 more annotations...
  • Giving yourself permission not to know everything will make you relax
  • preconceptions
    • Steve J. Moore
      Steve J. Moore on 10 Aug 11
       
      In technical writing, we must sort out all prior knowledge and place it before us and then step away from it so we can recreate it anew.
  • binary choice: I could teach about what I already knew, or I could teach about what I would like to learn
  • My expertise has always been my ignorance, my admission and acceptance of not knowing. My work comes from questions, not from answers.
  • The focus on bravado and competition in our society has helped breed into us the idea that it is impolitic, or at least impolite, to say, "I don't understand."
  • Understanding should be thought of as a continuum from data to wisdom
  • at this end of the spectrum, understanding gets increasingly personal until it is so intimate that it cannot truly be shared with others
    • Steve J. Moore
      Steve J. Moore on 10 Aug 11
       
      So, is "technical writing" about creating information out of data (a set message) or structuring data so that others can interpret their own information from it (a personalizable message)?
  • "One of the best ways of communicating knowledge is through stories, because good stories are richly textured with details, allowing the narrative to convey a stable ground on which to build the experience."
  • Without context, information cannot exist, and the context in question must relate not only to the data's environment (where it came from, why it's being communicated, how it's arranged, etc.), but also from the context and intent of the person interpreting it.
  • rganization creates, or at least, shapes meaning
    • Steve J. Moore
      Steve J. Moore on 10 Aug 11
       
      How do we tell "data" from "info" in our teaching practice? What does this paragraph tell you about assessing student learning and work?
  • Technology forms a near-disastrous distraction from real information and knowledge issues.
    • Steve J. Moore
      Steve J. Moore on 10 Aug 11
       
      What is it about technology or tools that distract us from teaching kids how to learn skills in a "technical" setting?
  • complexity
  • education is so notoriously difficult: because one cannot count on one person's knowledge to transfer to another
  • This is what education should be about, but too often it is only focused on information—and worse, data—simply because those are the only forms that are easy to measure.
    • Steve J. Moore
      Steve J. Moore on 10 Aug 11
       
      THIS.
  • Knowledge
  • experience design
  • discover processes for creating these experiences
  • Without the opportunity, willingness, or openness to interact on a personal level, much of the power of these experiences are not made available to us.
  • Wisdom is as personal as understanding gets—intimate, in fact—and it is a difficult level for many people to reach
  • sharing of wisdom is next to impossible.
  • What can only be shared is the experiences that form the building blocks for wisdom, but these need to be communicated with even more understanding of the personal contexts of our audience than with information or knowledge.
  • We cannot trick ourselves into becoming wise, and we cannot allow someone else to do it.
    • Steve J. Moore
      Steve J. Moore on 10 Aug 11
       
      What is one piece of wisdom you have learned about yourself in your own learning?
  • we need to expose people to the processes of introspection, pattern-matching, contemplation, retrospection, and interpretation so that they will have the beginnings of the tools to create wisdom
Ed Webb

Tenured Radical - The Chronicle of Higher Education - 3 views

chronicle.com/...-dont-teach-in-graduate-school

autism education opinion educators

shared by Ed Webb on 26 Sep 11 - No Cached
  • 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
  • ...2 more annotations...
  • 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
Claude Almansi

Luna Commons Permissions Based - 0 views

www.lunacommons.org/servlet

pictures luna servlet lunacommons.org copyright open fair use

shared by Claude Almansi on 29 Sep 11 - Cached
  • Claude Almansi on 29 Sep 11
     
    " Collections Explore Create Share This Help"
Claude Almansi

Retreat of Reno's Command - C. Szwedzicki: The North American Indian Works - 0 views

www.lunacommons.org/...270:Retreat-of-Reno-s-Commnand

pictures luna servlet lunacommons.org copyright open

shared by Claude Almansi on 29 Sep 11 - No Cached
  • Claude Almansi on 29 Sep 11
     
    "Collection: C. Szwedzicki: The North American Indian Works Work Record ID: 219 Reproduction Record ID: 219 Work Class: depictions Work Type: print Title: Retreat of Reno's Commnand Title Type: constructed title Title: Sioux Indian painting Title Type: collective title Measurements: 11.40 x 19.05 in (28.96 x 48.39 cm) on sheet 15.30 x 19.50 in (38.86 x 49.53 cm) Measurement Type: dimensions Material: paper (fiber product) Material Type: support Inscription: Image Top Center: Custer Battle Field / June 25 and 26 1876 / Crazy Horse Inscription: Above Image Right: 8 [Plate Number] Creator: Bad Heart Bull, Amos, 1869-1913 Creator Dates: 1869-1913 Creator Nationality: Oglala Lakota Creator Name Variant: Bad Heart Buffalo (Tatanka Cante Sice) Creator Type: personal name Creator Role: painter Date: 1938 Location: Little Bighorn Battlefield (Mont.) Repository: Archives and Rare Books Library, University Libraries, University of Cincinnati, Cincinnati, Ohio Repository Type: current repository ID Number: 8 ID Number Type: plate number ID Number: ARB RB Oversize E98.A7 S568 1938 Vol. 2 ID Number Type: call number Style Period: Plains Indian Style Period: Indian art--North America Culture: Native American Culture: Oglala Lakota Subject: Belts (Clothing) Subject: Breechcloths Subject: Face painting Subject: Feathers Subject: Fringe Subject: Leggings Subject: Moccasins Subject: Beadwork Subject: Body painting Subject: Shirts, Men's Subject: Breastplates Subject: Hair pipes Subject: Bridles Subject: Horseback riding Subject: Horses Subject: Chokers Subject: Arrows Subject: Metalwork Subject: Picture-writing Subject: Saddle blankets Subject: Indian warfare Subject: Rifles Subject: Military uniforms Subject: Sabers Subject: Bow lances Subject: Crazy Horse (Tashunca-Uitco), ca. 1842-1877 Subject: Fixed-stone-head clubs Subject: Hats Subject: Saddles Subject: Saddlebags Subject: War shirts Subject: Reno, Marcus A. (Marcus Albert), 1835-1889 Subject: Indians of North America--Wars Subj
Shari Sheppard

Are Students College Prepared? - 4 views

www.hertzfurniture.com/...students-college-prepared

education college preparation

shared by Shari Sheppard on 30 Aug 11 - No Cached
  • Shari Sheppard on 30 Aug 11
     
    In today's world of advanced technology, preparation for employment after completing High School often means pursuing an additional course of study for a minimum of one to two years. Be this in a Technical School, Junior College, College or University, the bottom line is that our students generally need to further their education in order to secure employment. Readiness for college therefore is an important issue facing our schools. College preparation takes foresight and planning and involves more than college preparatory courses. How can we insure that our students are college prepared?
  • Walter Antoniotti on 31 Aug 11
     
    The Department o Labor reports that Formal Education Beyond High School Is Not Required for 66% of the 2008-2018 Job Openings . See page 15 of http://www.bls.gov/opub/ooq/2009/winter/art02.pdf . Who will fill these jobs? The report also states that 22% require a four-year degree or more. Won't the over supply just od degree holders continue to push down the real wages of college graduates as it has for over ten years?
anonymous

Add Gadget to Your Webpage - 0 views

www.gmodules.com/...creator

gadget googleearth

shared by anonymous on 25 Aug 09 - Cached
  • anonymous on 25 Aug 09
     
    Embed this Google Earth player on your webpage. Point it to a kmz tour file. This is great! Check out this example: http://www.gearthblog.com/blog/archives/2009/07/best_google_earth_tour_to_date_apol.html
  • anonymous on 25 Aug 09
     
    Embed this Google Earth player on your webpage. Point it to a kmz tour file. This is great!
Mireille Jansma

The Manager's Handbook: 80+ Open Courseware Collections to Help You Be a Better Leader - 0 views

www.jobprofiles.org/...opencourseware-collections.htm

management education career courseware learning

shared by Mireille Jansma on 27 Mar 09 - Cached
  • Mireille Jansma on 27 Mar 09
     
    Projects Part of being a manager is knowing how to properly handle projects, and these courses will teach you how to do just that. 70. Preparing a project: Take a look at this course to learn how to properly manage a project. 71. Planning a project: Check out this course to see charts, estimation, and other skills necessary for planning a successful project. 72. Managing projects through people: Learn the importance of properly managing people in a project with this course. 73. Implementing the project: See how you can monitor and stay on top of project progress. 74. Completing the project: In this course, you'll learn how to properly bring a project to a close.
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