delineate a coherent framework for the authoring of re-purposable learning objects
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Cyber Weekend Deals - Android Apps on Google Play - 0 views
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Google's Cyber weekend deals are a serious reason to at least download Google Play for iOS on your ipad. I'm picking up Malcom Gladwell's book for 3.49 and reading it in the app for just this reason. Book lovers must go over this list, but the chromecast stick is worth a look as it is basically a Roku/ Apple TV on a stick for just $35.
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eReaderIQ | The Easier, Faster, Smarter Way to Kindle! - 9 views
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This website tracks deals and freebies for Kindle books. You can also upload your Wish list and it will tell you when the price drops or it goes free. It is really one of the easiest websites for tracking and finding good reading deals (that are worth your time.) Very cool site.
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shared by Jeff Johnson on 14 Sep 08
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Dealing with creationism - Crooked Timber - 0 views
crookedtimber.org/...dealing-with-creationism
creationism design evolution intelligent intelligent_design science
shared by Jeff Johnson on 14 Sep 08
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There's much anger circulating around the blogosphere about the comments of Michael Reiss, Director of Education at the Royal Society about how to deal with creationism and ID in school science classes. In fact, the whole thing could stand as an example of how on some issues (of which this is one) people only want to hear an unequivocal assertion of a party line and get unreasonably annoyed (and purport not to understand what they understand perfectly well) when someone says something nuanced or pragmatic.
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AJET 19(1) Boyle (2003) - design principles for authoring dynamic, reusable learning ob... - 1 views
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significant changes in the creation of learning objects
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nternational work directed at developing learning object standards
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a learning object is defined as any entity, digital or non-digital, that may be used for learning, education or training. IEEE
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ork on metadata and learning object packaging
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cohesion
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ke any learning object and provide a 'wrapper' around this object
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learning object is thus 'packaged' in a standard container format
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learning objects must be developed with potential reuse, and especially repurposing in mind. The principal aim of this paper is to explore and delineate principles underlying authoring for reuse and repurposing.
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taxonomy
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This mapping suggests that each learning object should be based on one learning objective or clear learning goal.
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The principle of cohesion, however, indicates that there should be a separate learning object for each type of loop. An immediate advantage is that the tutor can select the order in which these learning objects are combined. A tutor dealing with experienced student may wish to deal with these in sequence; another tutor with a different group of students may intersperse these learning objects with object dealing with other features of the language.
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This would, then, make them easier to edit and manipulate in the future. I can follow this article.
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the principle of 'de-coupling', or more accurately minimised coupling.
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unit (software module/learning object) should have minimal bindings to other units.
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independently of the other (
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Right - and the goal is complete independence so as to be able to manipulate and change later.
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The learning object should, as far as possible, be free standing.
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YES! Can we please apply this to items as simple as Word documents and HTML? It would make things so much easier. This also reminds me of good pedagogical design principles BEFORE we had digital learning -- the same should be true for worksheets, handouts, textbooks, etc. It needs to be able to be changed.
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adaptation
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The challenge is to maintain this richness in a system composed of reusable components.
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We must face the challenge of creating learning objects that are cohesive, decoupled and pedagogically rich. This design challenge is associated with the issue of 'repurposability' as we might expect rich learning objects to provide further options for adaptation by local tutors.
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Yes, yes, and yes. We need to think beyond our own immediate purposes.
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n the Java language
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quite honestly, I would have preferred a non-computer programming example. These principles apply to all technology design, not just programming. Something more accessible would have made this paper stronger.
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The project involves intervention in syllabus development, the social organisation of learning and the introduction of new eLearning materials. The eLearning resources are being based on the authoring of rich, reusable learning objects. This development provides the focus for the present discussion.
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The learning objects are being developed both to meet immediate pedagogical needs and to serve this larger goal. This produces extra pressure initially. However, it provides the potential to divide the eventual task among a number of contributing partners, exploiting considerable advantages of scale.
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A key challenge for the project is to resolve the tensions in a creative and productive way.
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Basically, you have to take it all apart and put it back together again. This is fundamental to learning a new way to design anything, really.
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A compound object consists of two or more independent learning objects that are linked to create the compound.
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A further important feature is that each simple component object can be reused independently.
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They thus provide a basis for pedagogical richness that fully exploits the opportunities offered by the technology.
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manage the bindings between one object and others
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they should be able to reconfigure this to shape their own compound object.
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This is so crucial. Each educator must be able to restructure it, use to his/her advantage within context.
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main types of binding: navigational bindings through URLs and non-URL based content bindings. This design pattern deals with the issue of URL based bindings.
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we must have a design mechanism for managing these bindings.
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learning object consists of a core and zero or more expansions. A default object is presented with the core with certain expansions added. These expansions aim to provide added pedagogical value to help in attaining the learning objective.
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the relationship between learning objects and the syllabus, course or other higher organising structure in which they are delivered.
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the syllabus navigation structure operates at a different layer of organisation for the learning object resources
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. These syllabi objects operate at a different layer from that of main content objects
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The key message is the need to establish distinct layers of organisation in eLearning
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The central challenge is to design for reuse and repurposing.
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painful reading with the example of Java - but the point remains that all learning objects should be managed and designed with the purpose of being able to use them in the future in ways that are dynamic and reusable. This means de-coupling them and ensuring they are made of distinct pedagogical units.
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Deal Or No Deal? A call for education management to get real! - 9 views
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A great reflection from Tom Whitby about the use of technology in education. Do we need AUP's (this one got me thinking) or just plain commona sense. Join the debate on his blog.
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Many Complaints of Faculty Bias Stem From Students' Poor Communicating, Study Finds - F... - 4 views
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some perceptions of classroom bias would decline, and students would benefit more from exposure to opposing viewpoints, if colleges did more to teach argumentation and debate skills. Teaching undergraduates such skills "can help them deal with ideological questions in the classroom and elsewhere in a civil way, and in a way that can discriminate between when professors are expressing a bias and when they are expressing a perspective that they may, or may not, actually be advocating,"
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The study's findings, however, were criticized as ideologically biased themselves by Peter W. Wood, president of the National Association of Scholars, a group that has frequently accused colleges of liberal or leftist indoctrination. The article summarizing the study, Mr. Wood said on Friday, "seems to me to have a flavor of 'blaming the victim,'" and appears "intended to marginalize the complaints of students who have encountered bias in the classroom."
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Students need to learn how to argue as a workplace skill. If they understood this as a key workplace strategy that will affect their ability to advance they may be more willing to pay attention. They are there-- regardless of what we may believe-- to get jobs at the end. Discussion and dealing with disputes or differences is key to professional advancement
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It's one thing to be closed to students' arguments or to insist on conformity with a prof's views. It is another altogether when students do not know how to argue their own points, especially points that are not political. At some point, isn't it the case that the prof does know even a little bit more about their subjects than their students?
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Several studies (post 1998) seem to indicate that the capacity to understand and engage in logical argumentation has diminished (at least in the 'Western' world). These studies seem to have encouraged the state education boards (committees) of several states to entertain making a "critical thinking" or "Introductory logic" course part of the required core.
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I have found Susan Wolcott's teaching materials, which are informed by research by K.S. Kitchener and P. M. King, to be the most helpful in addressing student accusations of bias. I had long been puzzled by why my colleagues in philosophy are so often accused of bias when, in my own observation of their teaching, they take care to keep their own views of a philosophical topic hidden from students. Indeed, they spend a great deal of time playing devil's advocate and championing the philosophical position that is getting the least airtime in class discussion, readily switching sides if another perspective begins to be neglected. Wolcott's developmental analysis, which explains how students arrive at college as "confused fact finders" and often get stuck in learning critical thinking skills at the "biased jumper" stage, helps me to understand how students attribute bias to professors when the students lack skills to maneuver around arguments. The most helpful part of Wolcott's analysis is her suggestion that, if one gives students an assignment that is more than one level above their current abilities in critical thinking, they will completely ignore the assignment task. This failing is particularly visible when students are asked to compare strengths/weaknesses in two arguments but instead write essays in which they juxtrapose two arguments and ignore the task of forging comparisons. In Wolcott's workbooks (available by request on her website), she describes assignments that are specifically designed to help students build a scaffolding for critical thinking so that, over four years, they can actually leave the "biased jumper" stage and move on to more advanced levels of critical thinking. One need not be a slavish adherent to the developmental theory behind Wolcott's work to find her practical suggestions extremely helpful in the classroom. Her chart on stages of critical thinking is the first link below; her website is the second link. http://www.wolcottlynch.com/Do... http://www.wolcottlynch.com/Ed...
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The classroom and campus are not divorced from the polarized language in the greater society wherein people are entrenched in their own views and arguments become heated, hateful, and accusatory. The focus of this study on political bias is not helpful under the circumstances. The greater argument is that students need to be taught how to argue effectively, with facts, logic and reasoning not just in the classroom but beyond.
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What happened to the 'Sage on the Stage' as the 'provacatuer-in-chief'? Some of my best classroom experiences came from faculty that prompted critical thinking and discussion by speaking from all sides of an issue. They were sufficiently informed to deflate weak arguments from students with probing questions. They also defended an issue from every side with factual information. In the best instances, I truly did not know the personal position of a faculty member. It was more important to them to fully and fairly cover an issue than it was to espouse a personal preference. That spoke volumes to me about the love of learning, critical examination of strongly held personal beliefs, and assertive but fair-minded discourse. Do those faculty still exist?
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The study suggests that those faculty do exist and in fact are numerous, but that students' ever-diminishing skills in critical thinking and argumentation lead them to misunderstand the questioning, challenging Socratic dialogue and "devil's advocate" work of the professor as simple bias.
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When I was teaching controversial subjects the advice from the Administration was, "Teach the debate." Its pretty hard to "teach the debate" without actually having some of those debates. When students "checked out" during those debates I always wondered if they were the ones who were going to report on their teaching evaluations that, "the professor was biased." Of course when the student intellectually "checks out," i.e., remains quiet, only says what they think I want to hear, etc., they are not doing A work in the class. This reinforces their view that "the professor is biased."
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Play It Safe: Hackers use the back door to get into your computer; a strong, well-chose... - 0 views
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For the home user, however, password safety requires more than on-the-fly thinking. Pacheco suggests a system built around a main word for all instances. The distinction is that the name of the site is added somewhere. For example, if the main word is "eggplant," the password might be "eggyyplant" Yahoo, "eggplantgg" for Google or "wleggplant" for Windows Live. He suggests listing the variations in an Excel spreadsheet.
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Password security is a big deal, and if you don't think it is, then someone might be hacking into your computer even as you read this. A strong password isn't foolproof, but it proves that you're no fool. And it might protect you from compromised data, a broken computer or identity theft. Your bank account, your personal e-mails and lots of other stuff are at risk with weak passwords.
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"A good password is the most important part of Internet security," said Robert Pacheco, the owner of Computer Techs of San Antonio. "It's the beginning and end of the issue. You can't stop it (hacking). You do what you can do to prevent it. You just try to stop most of it." A strong firewall, as well as spyware -- and virus-detection software -- protect a computer's so-called "back door," Pacheco said, where a hacker can gain access through various cyber threats. Those threats include infected e-mail attachments; phishing Web pages that exploit browser flaws; downloaded songs or pictures with hidden trojans; or plain ol' poking-and-prodding of a computer's shields. But passwords protect information from a frontal assault by way of the computer's keyboard.
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Other people use easy-to-remember passwords. Trouble is, Rogers said, they're easy-to-guess passwords, too. Good examples of bad passwords are your name, your family's names, your pet's name, the name of your favorite team, your favorite athlete or your favorite anything. Get to know the person -- a technique that geeks refer to as "social engineering" -- and the password is easy to guess. There are message-board stalkers who can guess passwords in a half-dozen tries. Hackers rely on a lot of methods. Some, Rogers said, employ "shoulder surfing." That means what it sounds like -- looking over someone's shoulder as that person is typing in a password.
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Other people use easy-to-remember passwords. Trouble is, Rogers said, they're easy-to-guess passwords, too. Good examples of bad passwords are your name, your family's names, your pet's name, the name of your favorite team, your favorite athlete or your favorite anything
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The type of hardware being used can be a clue, said Rogers, a senior technical staffer in the CERT Program, a Web security research center in Carnegie-Mellon University's software engineering institute. It's easy to find a default password, typically in the user's manual on a manufacturer's Web site. If the user hasn't changed the default, that's an easy break-in.
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Hackers rely on a lot of methods. Some, Rogers said, employ "shoulder surfing." That means what it sounds like -- looking over someone's shoulder as that person is typing in a password
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Most of the password hacking activity these days goes on at homes, in school or in public settings. These days, many workplaces mandate how a password is picked.
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The idea is to choose a password that contains at least one uppercase letter, one numeral and at least eight total characters. Symbols are good to throw in the mix, too. Many companies also require that passwords be changed regularly and that pieces of older ones can't be re-used for months. And user names cannot be part of the password. Examples: Eggplant99, 99eggpLanT, --eggp--99Lant. For the next quarter, the password might change to variations on "strawberry.
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The idea is to choose a password that contains at least one uppercase letter, one numeral and at least eight total characters. Symbols are good to throw in the mix, too. Many companies also require that passwords be changed regularly and that pieces of older ones can't be re-used for months. And user names cannot be part of the password. Examples: Eggplant99, 99eggpLanT, --eggp--99Lant. For the next quarter, the password might change to variations on "strawberry."
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Password security is a big deal, and if you don't think it is, then someone might be hacking into your computer even as you read this. A strong password isn't foolproof, but it proves that you're no fool. And it might protect you from compromised data, a broken computer or identity theft. Your bank account, your personal e-mails and lots of other stuff are at risk with weak passwords.
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Tracking America: Poverty and Policy - 1 views
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Nice set of manipulatable visualizations to explore basic data and trends and relationships dealing with poverty, gender, and level of educational attainment.
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shared by Vicki Davis on 16 May 13
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How To Handle A Student Who Habitually Calls Out - Smart Classroom Management - 10 views
www.smartclassroommanagement.com/...udent-who-habitually-calls-out
education news teaching all_teachers bestpractices
shared by Vicki Davis on 16 May 13
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This is a tough one and I've had two or three this year who will call out - in a disruptive way. Sometimes it is when I'm speaking. I have one great class that causes me to struggle because of several who have a bit of a problem with knowing the appropriate time to engage (not in the middle of a question or when someone else is talking.) I encourage kids to have a pencil and paper or a tablet in hand to jot down notes of what they want to say - sometimes they are afraid they'll forget. Other times, when it is class discussion, I use poker chips. Each student gets two. When they want to interject, they spend their chip. Every student must participate twice before anyone can have a third input. It is a daily grade and so easy to assess b/c everyone must give up their chips. This article takes it much further and is a good one if you're struggling with this. "Namely, how do you deal with a student who, despite receiving consequence after consequence, continues to call out in class? Before we get to the solution, it's important to note that there are times during a normal school day when you may want to allow your students to respond to you or their fellow classmates without raising their hand"
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Google Alerts - Monitor the Web for interesting new content - 2 views
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Another small change. Google alerts NO LONGER allows RSS delivery. This is a big deal for many of us who use the service to monitor our brand. Big yuck. I hope they don't discontinue this for Google news. IF you want to monitor your school's name, go to this site and set up the alert and send it to email.
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UKEdChat Session 322: Good Behaviour Strategies - 0 views
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Following on from the results of our online poll, #UKEdChat this week will focus on Good Behaviour Strategies used in schools. Whether in the Early Years, Primary, Secondary or beyond, the behaviour of students can positively or negatively impact the rest of the class as well as interfere with teaching and learning. The session will release six questions (see below), so join the session on Twitter from 8pm via the #UKEdChat hash-tag. Questions: What student behaviours to you find to be the most annoying when teaching? Where do you go for support when you are finding student behaviour a problem? What has been the most positive intervention made in helping build a positive classroom behaviour? What are the foundations in ensuring positive pupils behaviour in any classroom? What are the most effective consequences used when dealing with disruptive behaviour? Think back to when you were a school pupil. What was the worst behaviour you displayed?
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Improving Knowledge Retrieval by @guruteaching - 2 views
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"Watching my students' faces as I explain to them that they will be sitting a test in a fortnight is something to behold. I often witness a whole range of emotions, from annoyance, to despair, to completely blank and unreadable expressions. It's never a good look! So, a priority I've been working on for the past few months is improving knowledge retrieval, so that when a test is announced, my students can deal with it in a much more positive way."
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Answering Questions at Teaching Interviews by @guruteaching - 3 views
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"Does the thought of answering questions at teaching interviews fill you with dread? For many, the answer is a resounding yes. Not only is the application process extremely time-consuming, but if you are lucky to reach the interview stage, you will deal with on-the-spot pressures too. Most schools will observe a lesson you've prepared before moving to formal interviews. If you reach this stage you've done well. However, this is often the point at which candidates struggle the most. After all, you can prepare a lesson, knowing to some degree how it will go. But how can you predict what will be asked in an interview? Answering questions at teaching interviews is a skill you need to develop. Fortunately, there's a way."
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Facebook's "Groups for Schools" Is a Walled Garden of Higher Education - 0 views
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Facebook's group for schools has just been announced. You don't have to be friends with your students to add them to a class group on Facebook. This is only for highered but is a move to become a more formal learning network. Facebook may evolve from a social network to a social and educational network. This is a big deal and colleges should take a look at this.
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Sowing the seeds of self-esteem - resources - TES - 1 views
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I love this conversation from Natasha Devon, body image expert and recovered bulimic. Please read to help get inside the mind of what we're dealing with here and the messages from media (particularly to girls) about how we "should" look, "should" behave, and "should" be so we can be happy and live good lives. So much of it is manufactured unattainable hogwash, but still many of us (including me) struggle with self esteem issues that come from the fact that we aren't the "type" of person we see in the media who is a "popular" person. Criticize as you will, but it is reality for many of us. From Natasha: "I have one hour to convey the message that inspired my business, Gossip School; just one hour to emphasise the importance of self-esteem, to give these young people the tools to recognise negative messages from the media and to convince them that it is OK to be themselves, however they look."
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Fundamentals of Childhood and Youth Studies (new free course from Alison) - 3 views
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This free online course was developed in response to the emerging importance of children and youth in international development policy. The course will give the learner a comprehensive understanding and knowledge of development from the early years right through to adolescence. The course will deal with questions such as: What makes young people tick? What shapes and influences a child's development? How can the adults who work with children support them more effectively? After completion of the course, learners will be familiar with the major theories on the development of children. This course will be of great interest to professionals already in health, care or development professions, to learners who are planning a career that centres on youth, and will also be beneficial to parents, carers, and learners who are interested in studying issues related to children and adolescents.
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Slavery Footprint - Results - 12 views
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Fascinating look at how your life style, living conditions, and luxuries affects how much or how little you support the slave trade around the world. Items of clothing and geared towards children seem to have a deep connection with slave labor in developing nations. Great simulation for college students, or high school students that can deal with being asked a "trick" question about prostitution at the end.
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UK To Teach Programming Starting At Age 5 | Fluency21 - Committed Sardine Blog - 5 views
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Watch out Silicon Valley. You may just need to relocate to... you might guess it.. Ok - maybe not -- the UNITED KINGDOM. This country gets it. Kids will start learning programming at age 5 in the UK. This is a big deal and something visionary schools will wake up to and understand.