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70+ Beautiful Dual Monitors Desktop Wallpapers - 8 views

www.hongkiat.com/...al-monitors-desktop-wallpapers education wallpapers
shared by Vicki Davis on 24 Dec 13 - No Cached
  • Vicki Davis on 24 Dec 13
     
    Take your desktop across two monitors with these awesome dual screen wallpapers.
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Early College High School Initiative - 0 views

earlycolleges.org dual enrollment high-ability gifted initiative
shared by Ginger Lewman on 31 Oct 08 - Cached
  • Ginger Lewman on 31 Oct 08
     
    starting high-ability kids into college early with dual enrollment
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A Dual Coding Theoretical Model of Reading - 5 views

www.wolfsonian.org/...sadoski_reading.pdf education reading reading_teacher learning
shared by Vicki Davis on 13 May 10 - No Cached
  • Vicki Davis on 13 May 10
     
    I used this research in writing a grant for securing Amazon Kindle's and using their text to speech feature to help students with reading comprehension. Citation: Sadoski, M. & Paivio, A. (2004). A dual coding theoretical model of reading. In R. B. Ruddell & N. J. Unrau (Eds.), Theoretical models and processes of reading (5th ed.) (pp. 1329-1362). Newark, DE: International Reading Association.
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Dual Maps: Google Maps, Street View and Virtual Earth in an embeddable control - Mashed... - 13 views

www.mashedworld.com/DualMaps.aspx Google maps Microsoft
shared by anonymous on 03 Nov 09 - Cached
  • anonymous on 03 Nov 09
     
    Sometimes something is just so geeky that I just LOVE the concept. This is one of those. Dual Maps shows side-by-side maps of Google maps and Microsoft maps.
  • anonymous on 03 Nov 09
     
    I LOVE the concept here. What can we learn by looking at a location from two different maps?
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FluentU - 6 views

www.fluentu.com Mandarin Chinese video languages
shared by Martin Burrett on 19 Dec 12 - No Cached
  • Martin Burrett on 19 Dec 12
     
    This is a wonderfully designed site to learn Mandarin Chinese. It uses a huge collection of Chinese TV programmes and movie clips with interactive and dual-language subtitles. Click on a Chinese character is see the translation and hear the pronunciation. You can set your ability level and also what sort of media you are interested in. http://ictmagic.wikispaces.com/Mandarin+%26+Chinese+culture
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Change Magazine - September-October 2010 - 13 views

www.changemag.org/Archives/Back Issues/September-October 2010/the-myth-of-learning-full.html education differentiation UDL research
shared by Vicki Davis on 06 Jul 12 - No Cached
  • Vicki Davis on 06 Jul 12
     
    It is important to read things even if you know from the title that you'll disagree. This article is sure to spark controversy and be embraced by those who want to keep a traditional classroom in rows where kids listen to lecture. While I'm not in an ivory tower, my experience in the power of the face to face classroom has convinced me that when I teach and integrate all different senses that students learn better. I've also seen (and quoted in Flattening Classrooms, Engaging Minds in the Choice chapter that discusses differentiation) that dual encoding (listening to words while reading them) improves the ability to learn to read. (I'll have to look in the book for the sources of research.) I do think, however, there are some good points here, although I firmly believe their conclusion that students are going to learn no matter how they relate to content -- is inaccurate. The lines are being drawn between those who want to change and use technology and those who want the status quo. Nonetheless, if you lose your ability to read things you do not agree with, and engage in thoughtful conversation, then you miss the point of being well educated. Look forward to hearing your thoughts on this study.
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Wubi - Ubuntu Installer for Windows - 0 views

wubi-installer.org linux opensource ubuntu windows
shared by Brian C. Smith on 21 May 08 - Cached
  • Brian C. Smith on 21 May 08
     
    Install Ubuntu linux within your Windows install. Great for folks not ready to give up on Windows or that don't want to deal with dual boot.
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Study finds reading information aloud to yourself improves memory - 1 views

ukedchat.com/...reading-aloud-improves-memory memory research
shared by Martin Burrett on 13 Dec 17 - No Cached
  • Martin Burrett on 13 Dec 17
     
    "You are more likely to remember something if you read it out loud, a study from the University of Waterloo has found. A recent Waterloo study found that speaking text aloud helps to get words into long-term memory. Dubbed the "production effect," the study determined that it is the dual action of speaking and hearing oneself that has the most beneficial impact on memory."
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onFizz.org - 0 views

www.onfizz.org digital dual-coding idt7060=8060 idt7078 journalism k-12-education language-arts learning presentations teaching video visualization web 2.0
shared by Clif Mims on 15 Jul 08 - Cached
  • Clif Mims on 15 Jul 08
     
    A safe alternative for broadcasting your classroom. FIZZ provides technology, professional development, digital cameras, and support. Be sure to check out the example school site at http://yourschool.onfizz.org.
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Flowgram - 0 views

www.flowgram.com 2.0 Mashup Presentations Audio Video Dual-Coding Tutorial Virtual-Tours
shared by Clif Mims on 08 Jan 09 - Cached
  • Clif Mims on 08 Jan 09
     
    Easily combine webpages, photos, presentation files, etc.so that you and your students can create interactive guided presentations and virtual tours.
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Read the Words - 7 views

www.readthewords.com/Default.aspx 2.0 Video Audio Dual-Coding Language-Arts ESL
shared by Clif Mims on 04 Mar 10 - Cached
  • Clif Mims on 04 Mar 10
     
    Free text to speech voices. --Alternative methods to process written information. --Can be used to assist non-readers/struggling readers. --Helpful in ESL/EFL classrooms
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A Tribe Called Next » Blog Archive » BROOKLYN SUPERHERO SUPPLY CO. - 0 views

blog.atribecallednext.com/...brooklyn-superhero-supply-co Superheros comics writers youth literature writing classes creative non profit concept store
shared by Ruth Howard on 11 Apr 09 - Cached
  • superhero supplies such as; grappling hooks, bottles of chaos and gravity, capes, invisibility paint, jars of anti-matter, secret identity kits, deflector braclets and more.
  • love how the staff treat the products as real superhero supplies and customers as real superheros. They even get you to quote a superhero oath at checkout!
  • This concept store is the brainchild of literary Dave Eggers and like all of our favourite comic book heroes - it has a dual identity. In reality, the store is a clever front for the non-profit (youth orientated) creative writing and tutoring centre, 826NYC. To enter 826NYC, you actually have to go through a swinging bookcase in the BBS store. Proceeds from the BBS store fund 826NYC directly to help young people with their creative writing skills. Amazing. Marc Jacobs and Kenneth Cole have both designed crime-fighting outfits for fundraising events here.
  • Ruth Howard on 11 Apr 09
     
    Hi this is a youth creative writing program but it's masquarading as a storefront filled with Superhero supplies!
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WingClips - Free Inspirational Movie Clips for Sermon Illustrations and Teaching - 0 views

wingclips.com Video Christian Resources Dual-Coding
shared by Clif Mims on 27 Jul 09 - Cached
  • Clif Mims on 27 Jul 09
     
    Now you can view inspirational movie clips from many of your favorite films. These WingClips™ can also be downloaded to use in your church, school or other non-profit organization for FREE.
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Creaza Education - 16 views

www.creazaeducation.com mobile-technology Audio Video Imaging=Photo-Editing Concept=Semantic-Mapping Visualization Tutorials Language-Arts Reading Dual-Coding Social-Software Educational-Technology 2.0 iPad iPhone
shared by Clif Mims on 03 May 11 - No Cached
  • Clif Mims on 03 May 11
     
    Create, edit, and share digital stories. Works with most digital devices.
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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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Kids who grew up with search engines could change STEM education forever - The Verge - 6 views

www.theverge.com/...tory-structure-education-gen-z generations students STEM computers literacy digitalliteracy
shared by Ed Webb on 28 Sep 21 - No Cached
  • it may also be that in an age where every conceivable user interface includes a search function, young people have never needed folders or directories for the tasks they do
  • While many of today’s professors grew up without search functions on their phones and computers, today’s students increasingly don’t remember a world without them
  • though directory structures exist on every computer (as well as in environments like Google Drive), today’s iterations of macOS and Windows do an excellent job of hiding them
  • ...3 more annotations...
  • the issue is likely not that modern students are learning fewer digital skills, but rather that they’re learning different ones
  • STEM educators are increasingly taking on dual roles: those of instructors not only in their field of expertise but in computer fundamentals as well.
  • Directory structure isn’t just unintuitive to students — it’s so intuitive to professors that they have difficulty figuring out how to explain it.
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