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Vicki Davis

We heard the President's ConnectED call-to-action, and here is our billion-dollar respo... - 1 views

blogs.technet.com/...f-u-s-students-nationwide.aspx

education news microsoft connected

shared by Vicki Davis on 04 Feb 14 - No Cached
  • Vicki Davis on 04 Feb 14
     
    Microsoft has announced an initiative as part of the ConnectED movement in the US. Here are the details: "Windows 8.1 Pro Operating System: One of the most powerful and flexible operating systems for education, it provides the ability for students and teachers to use education apps and Microsoft Office, search for information across their device and the web, and is optimized for touch, education apps, research, productivity and digital inking, critical keys to better learning outcomes. Office 365 Education Communication and Collaboration Tool: Email, sites, online and offline document editing and storage, IM, and web conferencing capabilities for all you students for free. Plus 5 copies of Office for free for more than 12 million students at qualified institutions. Partners in Learning Network Teacher Training and Resources: Partners in Learning provides educators with a network of nearly 1 million educators from 136 countries. It offers them a forum where they can share ideas, find free lesson plans to inspire classroom learning and develop professionally. Bing for Schools Ad-free search: An ad-free digital literacy platform aimed at helping students learn important digital skills based on access to a connected computing device, daily common-core aligned lesson plans, and a safe, private environment where search history will not be mined for data. Student training and resources: Microsoft IT Academy: For roughly 2,000 high-needs schools, Microsoft is providing academic institutions and their educators, students, and staff with digital curriculum and certification for fundamental technology skills. Affordable Broadband from EveryoneOn: A critical component to connected learning, Microsoft's non-profit partner EveryoneOn is offering home Internet service for as low $10 to the 36 million Americans living in low-income communities."
Vicki Davis

NaNoWriMo shut down after AI, content moderation scandals | TechCrunch - 0 views

techcrunch.com/...ai-content-moderation-scandals

edu_news writing nanowrimo

shared by Vicki Davis on 04 Apr 25 - No Cached
  • Vicki Davis on 04 Apr 25
     
    So sad to see NaNoWriMo Go! Hat tip to Stephen Downes for telling us about this one. It is an issue with the organization saying it was ok to use AI in creative writing - a stand some best selling authors disagreed with. "Around the same time, the nonprofit was also lambasted for inconsistent moderation on its all-ages forums, which created an unsafe environment for teenage writers, community members claimed. According to NaNoWriMo, these controversies over content moderation and AI did not directly lead to the organization's demise. But they certainly didn't help. "To blame NaNoWriMo's demise on the events of the last year does a disservice to all struggling nonprofits," a NaNoWriMo spokesperson, Kilby, stated in a YouTube video. "Too many members of a very large, very engaged community let themselves believe the service to be provided was free.""
Martin Burrett

Geocube - The world of Geography at your fingertips - 6 views

www.geo-cube.eu

Geography science volcanoes environment nature

shared by Martin Burrett on 06 Nov 12 - Cached
  • Martin Burrett on 06 Nov 12
     
    This site is a great place to find information about a range of geoscience and geography topics, ranging from volcanoes and droughts to natural resources and environmental protection. You can even download minimalist versions of the topics as PDFs. http://ictmagic.wikispaces.com/PSHE%2C+RE%2C+Citizenship%2C+Geography+%26+Environmental
Dave Truss

Personalize Learning: Stages of Personalized Learning Environments - 10 views

www.personalizelearning.com/...-of-personalized-learning.html

personalized-learning inquiry PLE

shared by Dave Truss on 04 Jan 13 - No Cached
  • Dave Truss on 04 Jan 13
     
    In attempting to transform teaching and learning to personalized learning, consider where you are currently and envision which stage you can see feasible for your school, district or community. Stage 1: Teacher Centred Stage 2: Learner-Centred & Co-Designed with Teachers Stage 3: Learner-Driven with Teacher Facilitation By Barbara Bray & Kathleen McClaskey
Martin Burrett

Koda Quest - 5 views

ukedchat.com/...koda-quest

green environment eco

shared by Martin Burrett on 20 Sep 15 - No Cached
  • Martin Burrett on 20 Sep 15
     
    A great eco Apple/Android app featuring a polar bear. With plenty of games and environmental lessons, it is a good resource for helping your pupils go green.
Ed Webb

Alan Kay, Systems, and Textbooks « Theatrical Smoke - 2 views

wedaman.wordpress.com/...lan-kay-and-why-textbooks-suck

education learning systems LiberalArts gaming

shared by Ed Webb on 26 Apr 12 - No Cached
  • I discuss his key idea: that systemic thinking is a liberal art, and I explain a corollary idea, that textbooks suck
  • if you don’t have a category for an idea, it’s very difficult to receive that idea
  • the story of the last few hundred years is that we’ve quickly developed important ideas, which society needs to have to improve and perhaps even to continue to exist, and for which there are no pre-existing, genetically created categories. So there’s an idea-receiving capacity gap.
  • ...9 more annotations...
  • Education’s job should be, says Kay, to bridge this gap. To help, that is, people form these necessary new idea-receiving categories–teaching them the capacity for ideas–early on in their lives, so that as they grow they are ready to embrace the things we need them to know. Let me say that in a better way: so that as they grow they are ready to know in the ways we need them to know.
  • cultivate the ability to conceive of, work with, create, understand, manipulate, tinker with, disrupt, and, generally, appreciate the beauty of systems
  • Seeing systems is an epistemology, a way of knowing, a mindset
  • a game, or a simulation, thought of as a thing we might create (rather than a thing we only act within), is a visceral example of systems thinking
  • It’s the Flatland story–that we need to train our 2D minds to see in a kind of 3D–and Kay’s genius is that he recognizes we have to bake this ability into the species, through education, as close to birth as possible.
  • Systems thinking is to be conceived of as a platform skill or an increased capacity on top of which we will be able to construct new sorts of ideas and ways of knowing, of more complex natures still. The step beyond seeing a single system is of course the ability to see interacting systems – a kind of meta-systemic thinking – and this is what I think Kay is really interested in, because it’s what he does. At one point he showed a slide of multiple systems–the human body, the environment, the internet, and he said in a kind of aside, “they’re all one system . . .”
  • The point is to be able to see connections between the silos. Says Kay, the liberal arts have done a bad job at “adding in epistemology” among the “smokestacks” (i.e. disciplines)
  • What happens when you’re stuck in a system? You don’t understand the world and yourself and others as existing in constant development, as being in process; you think you are a fixed essence or part within a system (instead of a system influencing systems) and you inadvertently trap yourself in a kind of tautological loop where you can only think about things you’re thinking about and do the things you do and you thus limit yourself to a kind of non-nutritive regurgitation of factoids, or the robotic meaningless actions of an automaton, or what Kay calls living in a pop culture
  • A downside of being epistemologically limited to thinking within a system is that you overemphasize the importance of the content and facts as that system orders them
Martin Burrett

Succeeding With Science - 10 views

www.succeedingwithscience.com

science resources electricity environment light

shared by Martin Burrett on 08 May 12 - Cached
  • Martin Burrett on 08 May 12
     
    A great site with some lovely flash based, age specific games and resource for topics across the science curriculum. http://ictmagic.wikispaces.com/Science
Martin Burrett

VideoJug - Education - 8 views

www.videojug.com/...school-subjects

videos education school science maths English history environment

shared by Martin Burrett on 10 May 12 - Cached
  • Martin Burrett on 10 May 12
     
    A video sharing website that has a good collection of school subject videos to choose from. http://ictmagic.wikispaces.com/Video%2C+animation%2C+film+%26+Webcams
Martin Burrett

CEO2 Climate Game - 12 views

knowledge.allianz.com/...en_ext.html

games environment eco climate climate change

shared by Martin Burrett on 31 Mar 12 - No Cached
  • Martin Burrett on 31 Mar 12
     
    This is a set of environmental games where players take the role of a CEO of a company and try to please everyone and make the best decisions. http://ictmagic.wikispaces.com/PSHE%2C+RE%2C+Citizenship%2C+Geography+%26+Environmental
Martin Burrett

Michael, Michael, Go Recycle! - 11 views

funschool.kaboose.com/...game_michael_recycle.html

recycling earth day science games Earth environment

shared by Martin Burrett on 04 Apr 12 - Cached
  • Martin Burrett on 04 Apr 12
Martin Burrett

Lose Your Excuse - 11 views

www.loseyourexcuse.gov/index.html

eco environment energy

shared by Martin Burrett on 06 Dec 11 - No Cached
  • Martin Burrett on 06 Dec 11
     
    A good environmental site with posters, activities, lesson ideas and more. http://ictmagic.wikispaces.com/PSHE%2C+RE%2C+Citizenship%2C+Geography+%26+Environmental
anonymous

Response: Several Ways Teachers Can Create A Supportive Environment For Each Other - Cl... - 10 views

blogs.edweek.org/...nvironment_for_each_other.html

shared by anonymous on 01 Dec 11 - No Cached
    • anonymous
      anonymous on 01 Dec 11
       
      Relationships are key.
  • One way to address this is to establish a team norm that collaborative efforts AREN'T about studying successful people. Instead, they are about studying successful PRACTICES
  • Because teachers are (1). surrounded by efforts to tie performance to individuals instead of collaborative groups and (2). used to working in isolation, it is only natural to see competitive teacher-centered language slip into our conversations.
  • ...2 more annotations...
  • The first level is, what can an individual teacher do to impact the culture of her individual professional learning team?
  • The second level is, what can teachers do to impact the culture of their schools?
Julie Shy

Guest Blog: Angry Birds: A Lesson in Formative Assessment @kathyperret - 8 views

www.teachercast.net/...guestblog-angrybirds.html

assessment all_teachers professionaldevelopment

shared by Julie Shy on 20 Jan 12 - No Cached
  • Sharing learning intentions – At the beginning of each “launch” the player is shown the formation of the structure and the placement of the little pigs. (I think that’s what they are.) A player can sweep back to this area of the game at any time. This gives the player the clear intentions of what needs to be accomplished in that specific level.
  • Sharing and negotiating success criteria - Once an Angry Bird is launched from the slingshot, the path of the bird is clearly marked for future reference. These marking stay throughout the level. I’ve found them useful in negotiating my success, even though I have not perfected this!
  • Giving feedback to pupils – When playing Angry Birds, I know right away if I did not complete a specific level. (Right now I’m stuck on Level 15.) While the wording “Level Failed” is not exactly appealing to me, it isn’t harmful. Nothing bad happens. I just have the opportunity to try again, and again, and again until the level is complete. I’ve also noticed that the other Angry Birds waiting their turn seem to be cheering on the bird that is being launched.  I’ve just noticed another feature – The Mighty Eagle. He is there to help a player get out of a tricky level
  • ...2 more annotations...
  • Effective questioning – I know there are many places I could go to ask effective questions in order to improve my Angry Bird skills. I’ve found online communities of like-minded individuals and groups to be extremely helpful when professional questions arise. This sense of belonging provides me a chance to ask my questions in a non-threatening environment. I’m sure there are groups formed to discuss Angry Bird strategies. Right now I have many of Angry Bird questions.
  • Encouraging pupils to assess and evaluate their own and others’ work – Right now, I’m attempting to evaluate my work on Level 15. I’ve been able to successfully get the two pigs on the sides, but the one – in strong middle structure has me stumped. As an adult, I know to assess and evaluate my work on this level. I could also probably find some online tips from other players.
  • Julie Shy on 20 Jan 12
     
    I'm embarrassed to admit, but two weeks ago I didn't even know anything about  Angry Birds. It looks like this addicting little game has been around for a while. I know … Where have I been? I guess I've been spending time with a less angry little bird … I'm really not the angry type! I guess I see Twitter as better use of my time and professional collaborative learning than shooting birds out of a slingshot. A casual conversations with my hairdresser a few weeks ago about the game led to a quick demonstration on her phone. Another reference came last Friday while attending a session on Instructional Coaching for principals. Some areas that Instructional Coaches can assist schools with are referred to as the Big Four: Classroom Management, Content, Instruction, and Formative Assessment. While the presenters facilitated dialogue around the topic of formative assessment the analogy was made to video gaming; and specifically Angry Birds. This piqued my curiosity.
Martin Burrett

Pora Ora : The Online 3D Educational Game for Children - 13 views

www.poraora.com/home.html

games English maths virtual environment collaboration

shared by Martin Burrett on 27 Dec 11 - No Cached
  • Martin Burrett on 27 Dec 11
     
    This is a MUST TRY site. It's not often that I'm amazed be an educational resource, but I am with this one. Pora Ora is a stunning educational virtual world for Primary school aged students. Play truely fun educational games which practise skills in English, maths and many other subjects. The graphics and useably is superb. Online safety is at the heart of this site. The parential admin account can set the student's account to free chat with everyone to completely locked down where they have the world to themselves and everything in between. The site has a language filter and users can report any incidents of trouble. Also, the first task requires the user to complete an online safety task. The site is free with a few premium features coming out later. You have got to try this one! http://ictmagic.wikispaces.com/ICT+%26+Web+Tools
Σπύρος Ζήνδρος

MapMaker Interactive - National Geographic Education - 28 views

education.nationalgeographic.com/...interactive-map

maps environment society languages geography

shared by Σπύρος Ζήνδρος on 01 Jan 12 - No Cached
  • Σπύρος Ζήνδρος on 01 Jan 12
     
    interactive map - national geographic
Martin Burrett

Citizen Science - 9 views

www.filamentgames.com/...citizen-science

science eco environment citizen science games

shared by Martin Burrett on 17 Jul 12 - No Cached
  • Martin Burrett on 17 Jul 12
     
    A role-playing game which highlights what we can do to make a better world by being citizen scientists. Take the character on a science adventure and follow the clues to complete the missions. http://ictmagic.wikispaces.com/Science
Ed Webb

The threat to our universities | Books | The Guardian - 0 views

www.guardian.co.uk/...threat-to-our-univerisities

universities university academia opinion analysis education

shared by Ed Webb on 27 Feb 12 - No Cached
  • It is worth emphasising, in the face of routine dismissals by snobbish commentators, that many of these courses may be intellectually fruitful as well as practical: media studies are often singled out as being the most egregiously valueless, yet there can be few forces in modern societies so obviously in need of more systematic and disinterested understanding than the media themselves
  • Nearly two-thirds of the roughly 130 university-level institutions in Britain today did not exist as universities as recently as 20 years ago.
  • Mass education, vocational training and big science are among the dominant realities, and are here to stay.
  • ...7 more annotations...
  • it is noticeable, and surely regrettable, how little the public debate about universities in contemporary Britain makes any kind of appeal to this widespread appreciation on the part of ordinary intelligent citizens that there should be places where these kinds of inquiries are being pursued at their highest level. Part of the problem may be that while universities are spectacularly good at producing new forms of understanding, they are not always very good at explaining what they are doing when they do this.
  • talking to audiences outside universities (some of whom may be graduates), I am struck by the level of curiosity about, and enthusiasm for, ideas and the quest for greater understanding, whether in history and literature, or physics and biology, or any number of other fields. Some members of these audiences may not have had the chance to study these things themselves, but they very much want their children to have the opportunity to do so; others may have enjoyed only limited and perhaps not altogether happy experience of higher education in their own lives, but have now in their adulthood discovered a keen amateur reading interest in these subjects; others still may have retired from occupations that largely frustrated their intellectual or aesthetic inclinations and are now hungry for stimulation.
  • the American social critic Thorstein Veblen published a book entitled The Higher Learning in America: A Memorandum on the Conduct of Universities by Businessmen, in which he declared: "Ideally, and in the popular apprehension, the university is, as it has always been, a corporation for the cultivation and care of the community's highest aspirations and ideals." Given that Veblen's larger purpose, as indicated by his book's subtitle, involved a vigorous critique of current tendencies in American higher education, the confidence and downrightness of this declaration are striking. And I particularly like his passing insistence that this elevated conception of the university and the "popular apprehension" of it coincide, about which he was surely right.
  • If we are only trustees for our generation of the peculiar cultural achievement that is the university, then those of us whose lives have been shaped by the immeasurable privilege of teaching and working in a university are not entitled to give up on the attempt to make the case for its best purposes and to make that case tell in the public domain, however discouraging the immediate circumstances. After all, no previous generation entirely surrendered this ideal of the university to those fantasists who think they represent the real world. Asking ourselves "What are universities for?" may help remind us, amid distracting circumstances, that we – all of us, inside universities or out – are indeed merely custodians for the present generation of a complex intellectual inheritance which we did not create, and which is not ours to destroy.
  • University economics departments are failing. While science and engineering have developed reliable and informed understanding of the world, so they can advise politicians and others wisely, economics in academia has singularly failed to move beyond flat-Earth insistence that ancient dogma is correct, in the face of resounding evidence that it is not.
  • I studied at a U.K. university for 4 years and much later taught at one for 12 years. My last role was as head of the R&D group of a large company in India. My corporate role confirmed for me the belief that it is quite wrong for companies to expect universities to train the graduates they will hire. Universities are for educating minds (usually young and impressionable, but not necessarily) in ways that companies are totally incapable of. On the other hand, companies are or should be excellent at training people for the specific skills that they require: if they are not, there are plenty of other agencies that will provide such training. I remember many inclusive discussions with some of my university colleagues when they insisted we should provide the kind of targeted education that companies expected, which did not include anything fundamental or theoretical. In contrast, the companies I know of are looking for educated minds capable of adapting to the present and the relatively uncertain future business environment. They have much more to gain from a person whose education includes basic subjects that may not be of practical use today, than in someone trained in, say, word and spreadsheet processing who is unable to work effectively when the nature of business changes. The ideal employee would be one best equipped to participate in making those changes, not one who needs to be trained again in new skills.
  • Individual lecturers may be great but the system is against the few whose primary interest is education and students.
Suzie Nestico

COnceptual Framework of How Evaluators Make Everyday Practice Decisions - 6 views

www.cehd.umn.edu/...KundinAJEArticle2010.pdf

wilkes Edleadership evaluation

shared by Suzie Nestico on 17 Jun 12 - No Cached
    • Suzie Nestico
      Suzie Nestico on 17 Jun 12
       
      Overall, the field of evaluation lacks evidence about how evaluators actually use their knowledge, experience, and judgment when deciding how to approach evaluations in their daily practice. The purpose of this article is to introduce a conceptual framework for studying evaluators' practice decisions in everyday environments.
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