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Glasses Best

Save money up to 70% from online Glasses Shop - 4 views

www.best-glasses.com

glasses eyeglasses online buy

shared by Glasses Best on 06 Apr 10 - Cached
  • Glasses Best on 06 Apr 10
     
    Save money up to 70% from online Glasses Shop and eyelasses to buy eyeglass frames, prescription glasses, fashion reading glasses. Best-Glasses.com offers high-quality, prescription glasses，fashion glasses,designer frames, lenses, accessories and the leading technology in vision correction at competitive prices. We offer fair, money-saving prices directly to the consumers.
Ben Rimes

A Call for Technology Leadership - 3 views

www.districtadministration.com/viewarticle.aspx

shared by Ben Rimes on 12 Jan 11 - No Cached
  • Once a leader in a smaller district knows where he or she wants to go, change can happen more quickly than in a mid- or large-size district.
    • Ben Rimes
      Ben Rimes on 12 Jan 11
       
      I wonder what would denote a small or mid-size district. Obviously the number of enrolled students, but there's some flexibility there.
  • Freeman, who uses a blog to communicate with students and parents, points out that her own active use of technology in the 4,200-student district has helped create a norm for others to follow.
    • Ben Rimes
      Ben Rimes on 12 Jan 11
       
      Lead by example, nice.
  • “The kind of learning we expect 21st-century teachers to achieve is the intersection of content pedagogy and technology,” Moran insists.
  • ...2 more annotations...
  • “You can no longer take on a professional development agenda without a technology component,” Kimball argues. “We know that professional learning communities are not effective without everything—from access to student data to the tools to analyze it.”
  • Freeman says. “We’re still trying to find ways to assess what we know we morally should. We know that students need to be competitive in a global environment.”
Melinda Waffle

The American Team | Show All Your Work - 2 views

showallyourwork.wordpress.com/...theamericanteam

blog education administrators race to the top collaboration

shared by Melinda Waffle on 23 Feb 11 - No Cached
  • Have an incentive system where people are rewarded for winning a competition and what you’ll get is a game.
  • Make Race to the Top about how many other states you share with, not step on
Bret Willhoit

The Children Must Play - 20 views

www.tnr.com/...education-reform-Finland-US

education education_change reform edreform testing

shared by Bret Willhoit on 19 Feb 11 - No Cached
  • Not only do Finnish educational authorities provide students with far more recess than their U.S. counterparts—75 minutes a day in Finnish elementary schools versus an average of 27 minutes in the U.S.—but they also mandate lots of arts and crafts, more learning by doing, rigorous standards for teacher certification, higher teacher pay, and attractive working conditions.
  • it had to modernize its economy and could only do so by first improving its schools. To that end, the government agreed to reduce class size, boost teacher pay, and require that, by 1979, all teachers complete a rigorous master’s program.
  • Finnish teachers earn very competitive salaries: High school teachers with 15 years of experience make 102 percent of what their fellow university graduates do. In the United States, by contrast, they earn just 65 percent.
  • ...4 more annotations...
  • Finnish authorities haven’t outsourced school management to for-profit or non-profit organizations, implemented merit pay, or ranked teachers and schools according to test results, they’ve made excellent use of business strategies. They’ve won the war for talent by making teaching so appealing. In choosing principals, superintendents, and policymakers from inside the education world rather than looking outside it, Finnish authorities have likewise taken a page from the corporate playbook: Great organizations, as the business historian Alfred Chandler documented, cultivate talent from within. Of the many officials I interviewed at the Finnish Ministry of Education, the National Board of Education, the Education Evaluation Council, and the Helsinki Department of Education, all had been teachers for at least four years.
  • Finland’s school system unique is that the country has deliberately rejected the prevailing standardization movement
  • Since 1985, students have not been tracked (or grouped by ability) until the tenth grade
  • The Finnish approach to pedagogy is also distinct
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
Ruth Howard

METAVERSEDLTD.COM - 0 views

www.metaversedltd.com

administrator all_teachers bestpractices edublogger middleschool web2

shared by Ruth Howard on 24 Apr 09 - Cached
  • Ruth Howard on 24 Apr 09
     
    Peggy Sheehy beaut lesson ideas here, Peggy has given her students a voice in the web 2.0 site blocking debate.Her inspirational sources are linked here. Her students just won a Net Generation Education project competition with their digital story: No Future Left Behind.
Dean Shareski

Prairie South School Division #210 - Home - 0 views

www.prairiesouth.ca

joomla mambo prairiesouth webpage

shared by Dean Shareski on 27 May 09 - Cached
  • This year approximately 80 grade 7 and 8 student from King George, Rouleau, Mortlach and Westmount competed in the design, construction and competition of their cardboard boats
    • Dean Shareski
      Dean Shareski on 27 May 09
       
      This is an interesting event. It would neat to try it out.
Vicki Davis

I Am What I Learn video competition for US students - 0 views

www.ed.gov/...index.html

education government learning politics edu_news

shared by Vicki Davis on 03 Sep 09 - Cached
  • Vicki Davis on 03 Sep 09
     
    Starting on Sept 8, the US dept of education will ask students to respond to the President's Back to school challenge to create videos, up to 2 minutes in length describing steps that they will take to improve their education. This will be the website for the Iam what I learn website.
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.
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