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David Wetzel

International Space Station: What Does the Future Hold? | Decoded Science - 2 views

www.decodedscience.com/...2315

nasa science international space station exploration critical thinking future

shared by David Wetzel on 08 Aug 11 - No Cached
  • David Wetzel on 08 Aug 11
     
    The National Aeronautics and Space Administration (NASA) has closed the book on the Space Shuttle program, which begs the question: what is the focal point now for space exploration? Is there a still an ongoing role for the International Space Station's (ISS) to support NASA's space research and exploration?
Ted Sakshaug

Orbiter - A free space flight simulator - 0 views

orbit.medphys.ucl.ac.uk

space simulation science Orbiter simulator physics education

shared by Ted Sakshaug on 23 Jul 09 - Cached
  • ORBITER is not a space shooter. The emphasis is firmly on realism, and the learning curve can be steep. Be prepared to invest some time and effort to brush up on your orbital mechanics background.
  • Ted Sakshaug on 23 Jul 09
     
    ORBITER is a free flight simulator that goes beyond the confines of Earth's atmosphere. Launch the Space Shuttle from Kennedy Space Center to deploy a satellite, rendezvous with the International Space Station or take the futuristic Delta-glider for a tour through the solar system - the choice is yours
Martin Burrett

Space Race - Space flash cards and other resources - 10 views

spacerace.speakaboos.com/flash-cards

space space shuttle ISS planets moon sun

shared by Martin Burrett on 06 Dec 11 - No Cached
  • Martin Burrett on 06 Dec 11
     
    A beautiful space science site. View a set of stunning flashcards about a variety of space topics. On other sections of the site to can view educational cartoon videos, worksheets and games. http://ictmagic.wikispaces.com/Science
Roland O'Daniel

NASA Images - 4 views

www.free.ed.gov/resource.cfm

algebra nasa digital images images science Astronomy

shared by Roland O'Daniel on 20 Oct 10 - Cached
  • Roland O'Daniel on 20 Oct 10
     
    "NASA Images provides photos and video related to space exploration, aeronautics, and astronomy. Topics include the universe, solar system, earth, and astronauts. A space flight interactive timeline shows images and video from the 1959 launch of Explorer 1, the first spacecraft successfully launched by the U.S., to the Mars Rovers and International Space Station. (National Aeronautics and Space Administration)"
Martin Burrett

NASA - Station Spacewalk - 6 views

www.nasa.gov/...station_spacewalk_game.html

nasa space game interactive 3d simulation

shared by Martin Burrett on 15 Feb 12 - Cached
  • Martin Burrett on 15 Feb 12
     
    A breathtaking online space resource. Users explore the International Space Station from the outside in a realistic 3D space walk simulator. http://ictmagic.wikispaces.com/Science
Vicki Davis

China's moon landing next month is trouble for NASA | Fox News - 2 views

www.foxnews.com/...der-may-cause-trouble-for-nasa

education news space

shared by Vicki Davis on 25 Nov 13 - No Cached
  • Vicki Davis on 25 Nov 13
     
    Yes, it is time to explore space. It may just take a political competitor to wake up the United States to the space-age advantage it has had for decades as the Chinese plan to land a robotic probe on the moon. We need to be talking about space. "China's mission to robotically land on the moon next month is sure to stir up lunar dust, but it may also cause a political dustup, too. China is in the final stages of preparing its robotic Chang'e 3 moon lander to launch atop a Long March 3B rocket, slated for liftoff in early December. The ambitious mission is built to first orbit the moon, then propel down to a landing site, after which a small, solar-powered lunar rover will be unleashed."
Vicki Davis

Implementation & evaluation of new learning space - Resources - TES - 1 views

www.tes.co.uk/...-of-new-learning-space-6197620

education edreform school design bestpractices edu_trends

shared by Vicki Davis on 29 Mar 12 - No Cached
  • Vicki Davis on 29 Mar 12
     
    An article/ ebook on creating new learning spaces in the classroom. this one talks about the "pod room." I love the 7 spaces for learning that Ewan McIntosh wrote for us in our Choice Chapter in the Flat Classroom book - he espouses many of these same thoughts. 
Vicki Davis

How to Free Up Space in Gmail: 5 Ways to Reclaim Space - 9 views

www.howtogeek.com/...-gmail-5-ways-to-reclaim-space

email productivity education news gmail bestpractices

shared by Vicki Davis on 05 Oct 13 - No Cached
  • Vicki Davis on 05 Oct 13
     
    Some great ideas for clearing up space in your email.
Anne Bubnic

5 Stellar Ways to Explore Space Using Social Media - 11 views

mashable.com/...space-social-media

science social media NASA

shared by Anne Bubnic on 22 Mar 10 - Cached
  • Anne Bubnic on 22 Mar 10
     
    Here's a spaced-out selection of sites and social media resources that will have you reading the thoughts of astronauts, taking a virtual tour of the International Space Station, and viewing galaxies far, far away.
Ted Sakshaug

Arty the Part-Time Astronaut - Astronomy and space site for kids - 10 views

www.3pounds.com/artyastro

science space astronomy education elementary

shared by Ted Sakshaug on 14 Apr 10 - Cached
  • Ted Sakshaug on 14 Apr 10
     
    Children Astronomy, travel the planets and learn about the space above our heads through activities and games to teach about earth and space science.
Dave Truss

ELT notes: IWBs and the Fallacy of Integration - 7 views

eltnotes.blogspot.com/...nd-fallacy-of-integration.html

learning technologyintegration leadership mycomments

shared by Dave Truss on 20 Apr 10 - Cached
  • motivation and control. One seems to need the other, apparently. Keep the students motivated and you are a great teacher in control of the learning process. But we miss the point. Motivation has a short-term effect. New things will be old again. If we equal motivation with learning we will cling too much to it and direct our best efforts (and school budget) to gaining back control. A useless cycle that can lead us to consider extremely double-edged ideas like paying students to keep them learning.
  • We need autonomous, self-motivated students in love with the process of how humanity has learnt.
  • There is a underlying idea in the framing of our questions that needs unlearning. The belief that there are "levels", layers of complexity, hierarchies that we can detect and... well, control. But wait! Isn't that the very old way we want to truly change with new technologies?
  • ...9 more annotations...
  • We already know it's about shifting power. Tight teacher control is a hindrance to foster empowered students who own their learning paths. We need to be aware of the old way finding its way to surface in what we question.
  • Tech is tech no matter what it does. It's innovative in its nature.
  • We can tell by the huge resistance to it. If there is no resistance in the process, we are probably facing improvements and weighing their gains in efficiency points. Good enough, only it is not an innovation. Innovation is not about "more or better", it's about "different".
  • What is the school picture today? What does my working context look like?I see an illusion that technology is to be bought, taught, used in class and then we can expect everyone to be happy. This false assumption seems to be guiding managerial decisions. This is the same old story behind the idea of technology "integration".
  • I doubt formal courses can make people adopt informal ways of learning. Courses could change teacher behaviour and leave their mindset untouched.
  • students are not digital natives. They know very little about educational uses of the technology they have been using for entertainment purposes only. They are quite ready to resist thoughtful, time consuming uses of the same technology. Particularly if they have had no part in choosing or deciding together with the teacher how we would use it.
  • First things first. Stay out of the tug-of-war. It is not a moment to think if the school is wrong in imposing it and teachers are right in resisting it. It's probably the moment to get together and go ahead purposefully. This is short-term thinking, though. Somehow teachers need to communicate to managers that the buy-don't-ask is an unhealthy approach from now on.
  • Ideally, we should envision a future where authorities engage teachers in conversations before buying.
  • Innovative teaching practices require innovative management practices. Let's think of adoption models that rely on having one-to-one conversations with teachers, experimenting together, asking them how far they feel they need mentoring, identifying what makes teachers happy at work.
  • Dave Truss on 20 Apr 10
     
    We need autonomous, self-motivated students in love with the process of how humanity has learnt.
Martin Burrett

NASA App - 5 views

www.nasa.gov/...index.html

science space planets nasa iphone ipad android

shared by Martin Burrett on 09 Apr 12 - Cached
  • Martin Burrett on 09 Apr 12
     
    Download the NASA app for Android, iPhone and iPad and view some of the best space resources out there. See an astro picture of the day and archive and browse a huge amount of information on a range of space topics. http://ictmagic.wikispaces.com/Science
Vicki Davis

Ardulab - Infinity Aerospace - 7 views

www.infinityaerospace.io/ardulab.html

education news space

shared by Vicki Davis on 31 Oct 13 - No Cached
  • Vicki Davis on 31 Oct 13
     
    How cool. Ardulab is an open source platform powered by Arduiono to help monitor and control experiments sent to the International Space station. As I talked with Kaci Heins this week on every Classroom Matters, she has her students designing experiments to go onto the space station. This is doable. We have an ardino in my classroom. Very cool.
Ted Sakshaug

History of Flight, Aviation, Space Exploration | AirSpaceMag.com - 6 views

www.airspacemag.com

education science air&space museum resources space flight

shared by Ted Sakshaug on 02 Jun 10 - Cached
  • Ted Sakshaug on 02 Jun 10
     
    Smtihsonion's air and space museum online. videos and other resources
Emily Vickery

MA21stCenturyLearning » Learning Spaces - 0 views

ma21stcenturylearning.wikispaces.com/Learning+Spaces

learning spaces ma21stcenturylearning

shared by Emily Vickery on 14 Jul 08 - Cached
  • Emily Vickery on 14 Jul 08
     
    Complication of how learning spaces are changing.
Maggie Verster

Celestia: Home - 0 views

www.shatters.net/...index.html

geography subjects astronomy science software freeware opensource space simulation

shared by Maggie Verster on 18 Nov 08 - Cached
  • Maggie Verster on 18 Nov 08
     
    Celestia is a free and open source space simulator that allows you to explore space right from your computer. Celestia is available for download on Windows, Mac OS X, and even Linux. Celestia has many very cool features, including an eclipse finder. Not only does the eclipse finder allow you to find solar and lunar eclipses on Earth, but you can seek eclipses on other planets as well. I found out something really cool when checking out eclipses on Jupiter - because Jupiter is very large and has many moons, solar eclipses are very common.
Ted Sakshaug

Amazing Space - 0 views

amazing-space.stsci.edu

education space stars planets astronomy Earth Science

shared by Ted Sakshaug on 17 Apr 08 - Cached
  • Ted Sakshaug on 05 Jan 10
     
    Great space resources, including including a section on tonight's sky.
Martin Burrett

JPL Space Infographics - 2 views

ukedchat.com/...pl-space-infographics-ictmagic

space NASA infographics

shared by Martin Burrett on 08 Sep 17 - No Cached
  • Martin Burrett on 08 Sep 17
     
    "An amazing collection of inforgraphics from NASA's Jet Propulsion Laboratory showing aspects of space and the missions to discover its secrets."
Ed Webb

The academy's neoliberal response to COVID-19: Why faculty should be wary and... - 1 views

academicmatters.ca/eoliberal-response-to-covid-19

Canada education online neoliberalism capitalism opinion analysis pandemics

shared by Ed Webb on 29 May 20 - No Cached
  • In the neoliberal economy, workers are seen as commodities and are expected to be trained and “work-ready” before they are hired. The cost and responsibility for job-training fall predominantly on individual workers rather than on employers. This is evident in the expectation that work experience should be a condition of hiring. This is true of the academic hiring process, which no longer involves hiring those who show promise in their field and can be apprenticed on the tenure track, but rather those with the means, privilege, and grit to assemble a tenurable CV on their own dime and arrive to the tenure track work-ready.
  • The assumption that faculty are pre-trained, or able to train themselves without additional time and support, underpins university directives that faculty move classes online without investing in training to support faculty in this shift. For context, at the University of Waterloo, the normal supports for developing an online course include one to two course releases, 12-18 months of preparation time, and the help of three staff members—one of whom is an online learning consultant, and each of whom supports only about two other courses. Instead, at universities across Canada, the move online under COVID-19 is not called “online teaching” but “remote teaching”, which universities seem to think absolves them of the responsibility to give faculty sufficient technological training, pedagogical consultation, and preparation time.
  • faculty are encouraged to strip away the transformative pedagogical work that has long been part of their profession and to merely administer a course or deliver course material
  • ...19 more annotations...
  • remote teaching directives are rooted in the assumption that faculty are equally positioned to carry them out
  • The dual delivery model—in which some students in a course come to class and others work remotely using pre-recorded or other asynchronous course material—is already part of a number of university plans for the fall, even though it requires vastly more work than either in-person or remote courses alone. The failure to accommodate faculty who are not well positioned to transform their courses from in-person to remote teaching—or some combination of the two— will actively exacerbate existing inequalities, marking a step backward for equity.
  • Neoliberal democracy is characterized by competitive individualism and centres on the individual advocacy of ostensibly equal citizens through their vote with no common social or political goals. By extension, group identity and collective advocacy are delegitimized as undemocratic attempts to gain more of a say than those involved would otherwise have as individuals.
  • Portraying people as atomized individuals allows social problems to be framed as individual failures
  • faculty are increasingly encouraged to see themselves as competitors who must maintain a constant level of productivity and act as entrepreneurs to sell ideas to potential investors in the form of external funding agencies or private commercial interests. Rather than freedom of enquiry, faculty research is increasingly monitored through performance metrics. Academic governance is being replaced by corporate governance models while faculty and faculty associations are no longer being respected for the integral role they play in the governance process, but are instead considered to be a stakeholder akin to alumni associations or capital investors.
  • treats structural and pedagogical barriers as minor individual technical or administrative problems that the instructor can overcome simply by watching more Zoom webinars and practising better self-care.
  • In neoliberal thought, education is merely pursued by individuals who want to invest in skills and credentials that will increase their value in the labour market.
  • A guiding principle of neoliberal thought is that citizens should interact as formal equals, without regard for the substantive inequalities between us. This formal equality makes it difficult to articulate needs that arise from historical injustices, for instance, as marginalized groups are seen merely as stakeholders with views equally valuable to those of other stakeholders. In the neoliberal university, this notion of formal equality can be seen, among other things, in the use of standards and assessments, such as teaching evaluations, that have been shown to be biased against instructors from marginalized groups, and in the disproportionate amount of care and service work that falls to these faculty members.
  • Instead of discussing better Zoom learning techniques, we should collectively ask what teaching in the COVID-19 era would look like if universities valued education and research as essential public goods.
  • while there are still some advocates for the democratic potential of online teaching, there are strong criticisms that pedagogies rooted in well-established understandings of education as a collective, immersive, and empowering experience, through which students learn how to deliberate, collaborate, and interrogate established norms, cannot simply be transferred online
  • Humans learn through narrative, context, empathy, debate, and shared experiences. We are able to open ourselves up enough to ask difficult questions and allow ourselves to be challenged only when we are able to see the humanity in others and when our own humanity is recognized by others. This kind of active learning (as opposed to the passive reception of information) requires the trust, collectivity, and understanding of divergent experiences built through regular synchronous meetings in a shared physical space. This is hindered when classroom interaction is mediated through disembodied video images and temporally delayed chat functions.
  • When teaching is reduced to content delivery, faculty become interchangeable, which raises additional questions about academic freedom. Suggestions have already been made that the workload problem brought on by remote teaching would be mitigated if faculty simply taught existing online courses designed by others. It does not take complex modelling to imagine a new normal in which an undergraduate degree consists solely of downloading and memorizing cookie-cutter course material uploaded by people with no expertise in the area who are administering ten other courses simultaneously. 
  • when teaching is reduced to content delivery, intellectual property takes on additional importance. It is illegal to record and distribute lectures or other course material without the instructor’s permission, but universities seem reluctant to confirm that they will not have the right to use the content faculty post online. For instance, if a contract faculty member spends countless hours designing a remote course for the summer semester and then is laid off in the fall, can the university still use their recorded lectures and other material in the fall? Can the university use this recorded lecture material to continue teaching these courses if faculty are on strike (as happened in the UK in 2018)? What precedents are being set? 
  • Students’ exposure to a range of rigorous thought is also endangered, since it is much easier for students to record and distribute course content when faculty post it online. Some websites are already using the move to remote teaching as an opportunity to urge students to call out and shame faculty they deem to be “liberal” or “left” by reposting their course material. To avoid this, faculty are likely to self-censor, choosing material they feel is safer. Course material will become more generic, which will diminish the quality of students’ education.
  • In neoliberal thought, the public sphere is severely diminished, and the role of the university in the public sphere—and as a public sphere unto itself—is treated as unnecessary. The principle that enquiry and debate are public goods in and of themselves, regardless of their outcome or impact, is devalued, as is the notion that a society’s self-knowledge and self-criticism are crucial to democracy, societal improvement, and the pursuit of the good life. Expert opinion is devalued, and research is desirable only when it translates into gains for the private sector, essentially treating universities as vehicles to channel public funding into private research and development. 
  • The free and broad pursuit—and critique—of knowledge is arguably even more important in times of crisis and rapid social change.
  • Policies that advance neoliberal ideals have long been justified—and opposition to them discredited—using Margaret Thatcher’s famous line that “there is no alternative.” This notion is reproduced in universities framing their responses to COVID-19 as a fait accompli—the inevitable result of unfortunate circumstances. Yet the neoliberal assumptions that underpin these responses illustrate that choices are being made and force us to ask whether the emergency we face necessitates this exact response.
  • The notion that faculty can simply move their courses online—or teach them simultaneously online and in person—is rooted in the assumption that educating involves merely delivering information to students, which can be done just as easily online as it can be in person. There are many well-developed online courses, yet all but the most ardent enthusiasts concede that the format works better for some subjects and some students
  • Emergencies matter. Far from occasions that justify suspending our principles, the way that we handle the extra-ordinary, the unexpected, sends a message about what we truly value. While COVID-19 may seem exceptional, university responses to this crisis are hardly a departure from the neoliberal norm, and university administrations are already making plans to extend online teaching after it dissipates. We must be careful not to send the message that the neoliberal university and the worldview that underpins it are acceptable.
Martin Burrett

Disseminating Displays by @mrnickhart - 0 views

ukedchat.com/...inating-displays-by-mrnickhart

displays

shared by Martin Burrett on 20 Sep 16 - No Cached
  • Martin Burrett on 20 Sep 16
     
    Displays can take up vast areas of wall space and many hours of adults' time, therefore teachers and leaders must be sure of the impact that they are having on learning so that what is on display is justified and not simply a waste of time and space.  Put simply, before a display goes up, we must ask: What will this display do to improve outcomes for children?  For this to be answered with any sort of reliability, the question must be framed within a sound knowledge of how children learn and what learning is - a change in long-term memory...
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