A Core Toolset for Learning 2008 - 0 views
Semantic Web - Wikipedia, the free encyclopedia - 0 views
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At its core, the semantic web comprises a set of design principles,[4] collaborative working groups, and a variety of enabling technologies. Some elements of the semantic web are expressed as prospective future possibilities that have yet to be implemented or realized.[2] Other elements of the semantic web are expressed in formal specifications
Digital Web Magazine - The Principles of Design - 11 views
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concepts that can that make any project stronger without interfering in the more technical considerations later on
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one of many disciplines within the larger field of design
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a discipline within the field of art
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High-Tech Cheating on Homework Abounds, and Professors Are Partly to Blame - Technology... - 15 views
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"The feeling about homework is that it's really just busywork,"
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professors didn't put much effort into teaching, so students don't put real effort into learning
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"The current system places too great a burden on individual faculty who would, under the circumstances, appear to have perverse incentives: Pursuing these matters lowers course evaluations, takes their severely limited time away from research for promotion, and unfortunately personalizes the issue when it is not personal at all, but a violation against the university."
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Differentiated Instruction Strategy Raft - 33 views
A Textbook Example of What's Wrong with Education | Edutopia - 0 views
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Who writes these things?" people ask me. I have to tell them, without a hint of irony, "No one." It's symptomatic of the whole muddled mess that is the $4.3 billion textbook business. Textbooks are a core part of the curriculum, as crucial to the teacher as a blueprint is to a carpenter, so one might assume they are conceived, researched, written, and published as unique contributions to advancing knowledge. In fact, most of these books fall far short of their important role in the educational scheme of things. They are processed into existence using the pulp of what already exists, rising like swamp things from the compost of the past. The mulch is turned and tended by many layers of editors who scrub it of anything possibly objectionable before it is fed into a government-run "adoption" system that provides mediocre material to students of all ages.
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There's no quick, simple fix for the blanding of American textbooks, but several steps are key to reform:
21st Century Skills Map for science - 0 views
Peter Thiel: We're in a Bubble and It's Not the Internet. It's Higher Education. - 4 views
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Like the housing bubble, the education bubble is about security and insurance against the future. Both whisper a seductive promise into the ears of worried Americans: Do this and you will be safe. The excesses of both were always excused by a core national belief that no matter what happens in the world, these were the best investments you could make. Housing prices would always go up, and you will always make more money if you are college educated.
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consumption masquerading as investment
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The implicit promise is that you work hard to get there, and then you are set for life. It can lead to an unhealthy sense of entitlement. “It’s what you’ve been told all your life, and it’s how schools rationalize a quarter of a million dollars in debt,”
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Jim Klein :: Weblog :: To those who would lead... - 9 views
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What we must never forget, no matter what circumstances are forced upon us, is that without failure, there is no success. We learn when we fail. We grow when we fall. Science is all about learning from failure, and failure is a key component of innovation, without which nothing would ever be tried. The right technology brings with it the opportunity to create environments where students have the opportunity to not just fail, but to fail gracefully, recover quickly, and move forward having learned from the experience in a non-threatening way.
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As is so well stated by Weston & Bain (2010), "Bransford et al (2000), Jonassen (2000, 2004, 2006, 2008), and Jonassen et al. (1999), fix the future of educational technology in cognitive tools that shape and extend human capabilities. Cognitive tools blur the unproductive distinctions that techno-critics make between computers and teaching and learning (Bullen & Janes, 2007; Hukkinen, 2008; Kommers et al., 1992; Lajoie, 2000). When technology enables, empowers, and accelerates a profession's core transactions, the distinctions between computers and professional practice evaporate.
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For instance, when a surgeon uses an arthriscope to trim a cartilage (Johnson & Pedowitz, 2007), a structural engineer uses computer-assisted design software to simulate stresses on a bridge (Yeomans, 2009), or a sales manager uses customer-relations-management software to predict future inventory needs (Baltzen & Phillips, 2009), they do not think about technology. Each one thinks about her or his professional transaction."
Online Summer Math Programs - proven to reverse summer learning loss - 6 views
Research shows that most students lose more than 2 months of math skills over the summer. TenMarks summer math programs for grades 3-high school are a great way to reverse the summer learning loss...
Schools Matter: Resolution submitted to NCTE opposing common core standards and nationa... - 4 views
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A resolution being submitted to the National Council of Teachers of English blaming current US problems on poverty not the education system. (On a note from me: The country is crying out for change in education. Change can be done to you or by you. To defiantly state there are no problems is to deny the truth. Every system has issues. No school is perfect. But right now, the national opinion is that there are problems. I'd be offering solutions you can live with or live with the solutions handed down to you by a clueless bureaucrat who only was in a classroom when he/she was a child. The one thing that is an advantage is that when industries standardize, we often see innovation. How much time is wasted in aligning with 50 different state standards?))
The academy's neoliberal response to COVID-19: Why faculty should be wary and... - 1 views
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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.
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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.
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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
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