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Maggie Verster

Centre4 PD - 0 views

centre4.interact.ac.nz/...space.php

pd professional development school2.0

shared by Maggie Verster on 27 Oct 08 - Cached
  • Maggie Verster on 27 Oct 08
     
    CORE Education is a not for profit educational research, development and implementation organisation in New Zealand. CORE aims to provide educators with the quality professional learning opportunity in an online context. Centre4 acts as the portal to this e-learning world and you are welcome to explore it in the areas that interest you. While many communities are open to the wider public, some areas have restricted access for project participants. Their purposes are indicated below. You will also find a wide range of online conferences and seminars which are both current and archived. We welcome you to participate with us in extending the effective use of learning communities across the wider educational community.
Anne Bubnic

Wi-Fi Turns Arizona Bus Ride Into a Rolling Study Hall - 3 views

www.nytimes.com/...12bus.html

ad4dcss digital access wifi mobile communication

shared by Anne Bubnic on 25 Feb 10 - Cached
  • Anne Bubnic on 25 Feb 10
     
    Part of a wider effort to use technology to extend learning beyond classroom walls and the six-hour school day. Internet buses may soon be hauling children to school in many other districts, particularly those with long bus routes. The company marketing the router, Autonet Mobile, says it has sold them to schools or districts in Florida, Missouri and Washington, D.C.
yc c

Xerte - Open Source E-Learning Developer Tools - 5 views

www.nottingham.ac.uk/xerte

elearning tool online software toolkit resource

shared by yc c on 21 Mar 10 - Cached
  • yc c on 21 Mar 10
     
    Xerte is a fully-featured e-learning development environment for creating rich interactivity. Xerte is aimed at developers of interactive content who will create sophisticated content with some scripting, and Xerte can be used to extend the capabilities of Xerte Online Toolkits with new tools for content authors.
Anne Bubnic

Mobile Learning Institute [Video] - 9 views

www.mobilelearninginstitute.org/...index.html

ad4dcss 21st century skills school reform charter schools

shared by Anne Bubnic on 08 Apr 10 - Cached
  • Anne Bubnic on 08 Apr 10
     
    The Mobile Learning Institute's film series "A 21st Century Education" profiles individuals who embrace and defend fresh approaches to learning and who confront the urgent social challenges that are part of a 21st century experience. "A 21st Century Education" compiles, in short film format, the best ideas around school reform. The series is meant to start, extend, or nudge the conversation about how to make change in education happen.
Fred Delventhal

| thinkery.me - 11 views

thinkery.me

tools organization web2.0 brain organized management education

shared by Fred Delventhal on 08 Jun 11 - No Cached
  • Fred Delventhal on 08 Jun 11
     
    "thinkery helps you focus on the important things and lets you access tons of information in an instant. it is your extended brain on steroids."
David Wetzel

How to Encourage Critical Thinking in Science and Math | Teaching Science and Math - 22 views

www.teachscienceandmath.com/...l-thinking-in-science-and-math

science critical thinking math teaching higher order skills questioning inquiry thinking how to

shared by David Wetzel on 14 Sep 11 - No Cached
  • David Wetzel on 14 Sep 11
     
    Encouraging students to use critical thinking is more than an extension activity in science and math lessons, it is the basis of true learning. Teaching students how to think critically helps them move beyond basic comprehension and rote memorization. They shift to a new level of increased awareness when calculating, analyzing, problem solving, and evaluating.
  • Ruth Howard on 19 Sep 11
     
    Truly love your list of extended queries to extend our queries thanks David.
Fred Delventhal

The Case Creator: a Video-based Case Creation Tool - 0 views

www.sci.sdsu.edu/...index.html

video experiences sharing

shared by Fred Delventhal on 15 Jun 09 - Cached
  • Fred Delventhal on 15 Jun 09
     
    The Case Creator is a video-based case creation tool designed to provide teacher education faculty and students a way of sharing a common pedagogical experience through the use of real video embedded in a highly interactive interface. Case Creator extends work done on video-based teacher education instructional technologies with the main purpose of offering the teacher a new creative avenue to excite and motivate their student teachers.
Anne Bubnic

A Teachers Guide Video Conferencing - 0 views

www.wmnet.org.uk/...homepage.html

video_conference digital_learning bestpractices

shared by Anne Bubnic on 29 Apr 09 - Cached
  • Anne Bubnic on 29 Apr 09
     
    Video Conferencing is one tool that can be used to extend and enhance the impact on * Curriculum Content and delivery * The Professional Development of school staff * The quality of leadership within schools Video Conferencing enables learners to do things that are hard or impossible to do by other means. * Collaborate easily and regularly * Be in more than one place at once * Link directly to places and resources
Mireille Jansma

Open Learning: The Journal of Open and Distance Learning - 0 views

www.informaworld.com/...itle~content=g909097565~db=all

openLearning openEducation journal article articles

shared by Mireille Jansma on 28 Apr 09 - Cached
  • Mireille Jansma on 28 Apr 09
     
    The Open University's peer reviewed Journal of Open and Distance Learning, Open Learning, has devoted its first issue of 2009 to the theme of Open Educational Resources (OER).The issue provides an introduction to the emerging OER movement and its implications for education systems and institutions, educators and learners. The articles describe a range of initiatives and issues, and articulate the vision of some of the most committed and passionate champions of Open Educational Resources. Together they communicate the energy and dynamism associated with this new movement, and its potential to extend learning opportunities worldwide.
Ted Sakshaug

My Big Campus - Connect. Collaborate. Learn. - 7 views

www.mybigcampus.com

socialnetworking resources campus technology classroom homepage web2.0 all_teachers curriculum

shared by Ted Sakshaug on 01 Jul 11 - Cached
  • Ted Sakshaug on 01 Jul 11
     
    My Big Campus extends the classroom to a safe, engaging online environment.
Dean Mantz

Learning through Reflection - 13 views

www.nwlink.com/...reflection.html

reflection learning reflectivepractice teaching

shared by Dean Mantz on 05 Jun 14 - Cached
  • Dean Mantz on 05 Jun 14
     
    "Reflection is thinking for an extended period by linking recent experiences to earlier ones in order to promote a more complex and interrelated mental schema. The thinking involves looking for commonalities, differences, and interrelations beyond their superficial elements. The goal is to develop higher order thinking skills."
Dave Truss

Teaching in Social and Technological Networks « Connectivism - 17 views

www.connectivism.ca/?p=220

teachers networks networkedteaching newliteracy

shared by Dave Truss on 20 Feb 10 - Cached
    • Dave Truss
      Dave Truss on 20 Feb 10
       
      Note my comment relating to this.
  • This model works well when we can centralize both the content (curriculum) and the teacher. The model falls apart when we distribute content and extend the activities of the teacher to include multiple educator inputs and peer-driven learning. Simply: social and technological networks subvert the classroom-based role of the teacher.
  • the role of the teacher. Given that coherence and lucidity are key to understanding our world, how do educators teach in networks? For educators, control is being replaced with influence. Instead of controlling a classroom, a teacher now influences or shapes a network. The following are roles teacher play in networked learning environments: 1. Amplifying 2. Curating 3. Wayfinding and socially-driven sensemaking 4. Aggregating 5. Filtering 6. Modelling 7. Persistent presence
  • ...2 more annotations...
  • An interesting side-note, when you said, …The model falls apart when we distribute content and extend the activities of the teacher to include multiple educator inputs and peer-driven learning. Simply: social and technological networks subvert the classroom-based role of the teacher. It came to mind that what’s really being subverted is not so much the classroom-based role as it is the teacher-controlled learning.
  • We’re still early in many of these trends. Many questions remain unanswered about privacy, ethics in networks, and assessment. My view is that change in education needs to be systemic and substantial. Education is concerned with content and conversations. The tools for controlling both content and conversation have shifted from the educator to the learner. We require a system that acknowledges this reality.
  • Dave Truss on 20 Feb 10
     
    The following are roles teacher play in networked learning environments: 1. Amplifying 2. Curating 3. Wayfinding and socially-driven sensemaking 4. Aggregating 5. Filtering 6. Modelling 7. Persistent presence
Vicki Davis

Open Badges for Fostering, Extending, and Documenting Hacker Literacies - 6 views

www.dmlcompetition.net/...badges-projects.php

education learning

shared by Vicki Davis on 22 Dec 11 - No Cached
  • Vicki Davis on 22 Dec 11
     
    Badges for lifelong learning competition by Digital media and Learning. Stage 2 applications are now open. this is definitely something you need to review over break if you work in education to understand the implications for your organization.
Adrienne Michetti

Debbie Meier and the Dawn of Central Park East by Seymour Fliegel, City Journal Winter ... - 3 views

www.city-journal.org/article01.php

progressive education school design

shared by Adrienne Michetti on 05 Jun 10 - Cached
  • “I’ve got a problem in the Central Park East School between Debbie Meier and some of her parents,” he said. “Go see what it’s about.”
  • In 1976
  • I went over to Central Park East, which was then a fledgling alternative school just completing its second year, to introduce myself to Debbie Meier, the school’s director
  • ...11 more annotations...
  • Debbie Meier has since become a nationally known authority on education, the recipient of a MacArthur Foundation “Genius” award, but in June 1976 that wasn’t the case.
  • . What was not yet clear to outsiders was that it had been deliberately designed to thrive on conflict.
  • From the first moment I walked into a public school I was intrigued.
  • . “The principals paid lip service to us and our aspirations,” she remembers, “but the changes didn’t last.” By the end of 1973, just as she was becoming disgusted by her lack of progress working within the established system, she got a call from Bonnie Brownstein, a science coordinator in District Four. Brownstein told Meier that Superintendent Alvarado had heard about her work and wanted her to start a new school in East Harlem. Meier, attuned to the ways of educational bureaucracies, was skeptical at first, but when she met with the new superintendent, he convinced her that he was serious.
  • and she had tried to create “open classroom” programs
  • an educational method which she believed reflected the cognitive development of children, combining John Dewey’s learning theory with more recent psychological investigations of Jean Piaget.
  • Meier and her associates proposed a pedagogy based on “open classrooms” where teachers would provide children with stimulating materials, observe them working and playing with those materials, and, guided by their observations, offer each child assistance to extend his or her skills and interests.
  • Neither the parents in the neighborhood nor the other teachers in District Four understood what the school was trying to accomplish, and they regarded Meier’s efforts with attitudes ranging from indifference to outright hostility.
  • Local educational conservatives, on the other hand, were equally mistrustful of what they saw as the school’s permissiveness.
  • There would be one rule: Children would come to Central Park East because their parents chose that school for them
  • parents were required to visit with their children in order to gain admission. Beyond that, Meier set forth no policies and promised no particular results.
Kelly Faulkner

Classroom 2.0 LIVE! - 0 views

live.classroom20.com/calendar.html

classroom2.0 calendar

shared by Kelly Faulkner on 20 Mar 09 - Cached
  • Vicki Davis on 20 Mar 09
     
    Keep up with Classroom 2.0 LIve conversations. I actually have this as part of my Google Calendar so I can keep up with it. This week: "This Saturday, Mar. 21st, Peggy George, Kim Caise, and Lorna Costantini will be hosting another Classroom 2.0 LIVE web meeting. Classroom 2.0 "LIVE" meetings are an opportunity to gather with other members of the community in real-time events, complete with audio, chat, desktop sharing, and sometimes even video. (Special thanks to our sponsor, Elluminate, for providing the service that allows us to do this!) A Google Calendar of shows is available at http://live.classroom20.com/calendar.html. The topic this Saturday is: "Podcasting". Our special guest will be Kevin Honeycutt, founder of the "Podstock" Ning. Our Newbie Question of the Week will be: "What is a podcast and how can I use it to support my teaching?" We hope you'll join us to share your ideas and questions. Links for more information can be found at http://live.classroom20.com. We strive to make our shows beginner-friendly and if you've never participated in a live web meeting don't be afraid to come and take a peek at the show's format. We love newbies to join us and 'dip their toes in' the conversations until you feel comfortable enough to "jump in the conversations with both feet"! We want to encourage "experienced Web 2.0 users" to join us by contributing and extending the conversation by sharing real-life examples and tips/suggestions. Date: Sat., Mar. 21, 2009 Time: 9:00am PST/10:00am MST/11:00am CST/12:00pm EST Other time zones link and a link to the actual meeting room can be found at http://live.classroom20.com/. Location: Elluminate https://sas.elluminate.com/m.jnlp?sid=2008350&password=M.97A21EB084879D9442B4EDF2437E3D"
  • Vicki Davis on 20 Mar 09
     
    Great resources and free PD. This calendar lists all types of activities and webinars for you in one place.
  • Kelly Faulkner on 13 Nov 09
     
    the classroom 2.0 calendar, for people (like me!) who have a busy teaching schedule, thereby (haha) getting days/time zones confused :O)
Maggie Verster

Stuff you can do with google - 0 views

robinheyden.wordpress.com/...google-extended

google googletricks school2.0

shared by Maggie Verster on 03 Feb 09 - Cached
  • Maggie Verster on 03 Feb 09
     
    From doing calculations straight in your search window to finding information about a website....it is all here
Terry Elliott

World Without Walls: Learning Well with Others | Edutopia - 0 views

www.edutopia.org/age-technology-will-richardson

shared by Terry Elliott on 16 Dec 08 - Cached
  • We must also expand our ability to think critically about the deluge of information now being produced by millions of amateur authors without traditional editors and researchers as gatekeepers. In fact, we need to rely on trusted members of our personal networks to help sift through the sea of stuff, locating and sharing with us the most relevant, interesting, useful bits. And we have to work together to organize it all, as long-held taxonomies of knowledge give way to a highly personalized information environment.
    • Jeff Richardson
      Jeff Richardson on 16 Dec 08
       
      Good reason for teaching dig citizenship
    • Terry Elliott
      Terry Elliott on 28 Dec 08
       
      What Will suggests here is rising complexity, but for this to succeed we don't need to fight our genetic heritage. Put yourself on the Serengeti plains, a hunter-gatherer searching for food. You are thinking critically about a deluge of data coming through your senses (modern folk discount this idea, but any time in jobs that require observation in the 'wild' (farming comes to mind) will disabuse you rather quickly that the natural world is providing a clear channel.) You are not only relying upon your own 'amateur' abilities but those of your family and extended family to filter the noise of the world to get to the signal. This tribe is the original collaborative model and if we do not try to push too hard against this still controlling 'mean gene' then we will as a matter of course become a nation of collaborative learning tribes.
  • Collaboration in these times requires our students to be able to seek out and connect with learning partners, in the process perhaps navigating cultures, time zones, and technologies. It requires that they have a vetting process for those they come into contact with: Who is this person? What are her passions? What are her credentials? What can I learn from her?
    • Terry Elliott
      Terry Elliott on 28 Dec 08
       
      Aye, aye, captain. This is the classic problem of identity and authenticity. Can I trust this person on all the levels that are important for this particular collaboration? A hidden assumption here is that students have a passion themselves to learn something from these learning partners. What will be doing in this collaboration nation to value the ebb and flow of these learners' interests? How will we handle the idiosyncratic needs of the child who one moment wants to be J.K.Rowling and the next Madonna. Or both? What are the unintended consequences of creating an truly collaborative nation? Do we know? Would this be a 'worse' world for the corporations who seek our dollars and our workers? Probably. It might subvert the corporation while at the same moment create a new body of corporate cooperation. Isn't it pretty to think so.
  • Likewise, we must make sure that others can locate and vet us.
  • ...9 more annotations...
  • technical know-how is not enough. We must also be adept at negotiating, planning, and nurturing the conversation with others we may know little about -- not to mention maintaining a healthy balance between our face-to-face and virtual lives (another dance for which kids sorely need coaching).
    • Terry Elliott
      Terry Elliott on 28 Dec 08
       
      All of these skills are technical know how. We differentiate between hard and soft skills when we should be showing how they are all of a piece. I am so far from being an adequate coach on all of these matters it appalls me. I feel like the teacher who is one day ahead of his students and fears any question that skips ahead to chapters I have not read yet.
  • The Collaboration Age comes with challenges that often cause concern and fear. How do we manage our digital footprints, or our identities, in a world where we are a Google search away from both partners and predators? What are the ethics of co-creation when the nuances of copyright and intellectual property become grayer each day? When connecting and publishing are so easy, and so much of what we see is amateurish and inane, how do we ensure that what we create with others is of high quality?
    • Terry Elliott
      Terry Elliott on 28 Dec 08
       
      Partners and predators? OK, let's not in any way go down this road. This is the road our mainstream media has trod to our great disadvantage as citizens. These are not co-equal. Human brains are not naturally probablistic computer. We read about a single instance of internet predation and we equate it with all the instances of non-predation. We all have zero tolerance policies against guns in the school, yet our chances of being injured by those guns are fewer than a lightning strike. We cannot ever have this collaborative universe if we insist on a zero probability of predation. That is why, for good and ill, schools will never cross that frontier. It is in our genes. "Better safe than sorry" vs. "Risks may be our safeties in disguise."
  • Students are growing networks without us, writing Harry Potter narratives together at FanFiction.net, or trading skateboarding videos on YouTube. At school, we disconnect them not only from the technology but also from their passion and those who share it.
  • The complexities of editing information online cannot be sequestered and taught in a six-week unit. This has to be the way we do our work each day.
  • The process of collaboration begins with our willingness to share our work and our passions publicly -- a frontier that traditional schools have rarely crossed.
  • Look no further than Wikipedia to see the potential; say what you will of its veracity, no one can deny that it represents the incredible potential of working with others online for a common purpose.
  • The technologies we block in their classrooms flourish in their bedrooms
  • Anyone with a passion for something can connect to others with that same passion -- and begin to co-create and colearn the same way many of our students already do.
  • I believe that is what educators must do now. We must engage with these new technologies and their potential to expand our own understanding and methods in this vastly different landscape. We must know for ourselves how to create, grow, and navigate these collaborative spaces in safe, effective, and ethical ways. And we must be able to model those shifts for our students and counsel them effectively when they run across problems with these tools.
  • Jeff Richardson on 16 Dec 08
     
    Article by Wil Richardson on Collaboration
Terry Elliott

Pontydysgu - Bridge to Learning » Blog Archive » We have the ideas and the te... - 0 views

www.pontydysgu.org/...-do-we-need-for-open-education

ple

shared by Terry Elliott on 27 Dec 08 - Cached
  • I argued that our present systems are unable to keep up with the requirements of society and of industry for learning and knowledge development
  • Open Educational Resources
  • One of the barriers to such self driven and social learning has been centrally controlled and regulated curricula
  • ...7 more annotations...
  • Put all the parts together and we have a new model, a model which can extend learning to all those who want it and support lifelong learning. A model which is affordable and scalable. But of course it requires imagination and change to implement such a model.
    • Terry Elliott
      Terry Elliott on 27 Dec 08
       
      Only imaginatinion and change? I think this would make an excellent practicum. A thought experiment on how to use tech to create a parallel track for new learning. Where is the research base for this? Is it possible to have such a research base?
  • The first is in the role of teachers
  • he main point of this post was to say that we have the ideas and the technologies to support an alternative to the present education systems, systems which are failing so many indiviidals and failing society as a whole.
  • The third is the role of schools and the design of learning environments.
  • The final change is in accreditation
  • The second is assessment
  • four key changes
Reggie Ryan

Why PLNs are Important? | 2¢ Worth - 0 views

davidwarlick.com/...1415

professionaldevelopment techintegrator

shared by Reggie Ryan on 09 Apr 08 - Cached
    • Reggie Ryan
      Reggie Ryan on 09 Apr 08
       
      Could use this analogy with faculty as they try to understand PLN's and importance. We're just extending PLN's to the electronic medium.
  • Reggie Ryan on 09 Apr 08
     
    Possible way to introduce PLN's to faculty
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