Skip to main content

Home/ educators/ Group items tagged https

Rss Feed Group items tagged

Jeff Richardson

PBS videos for educators hit iTunes U | ijohnpederson - 1 views

    • Jeff Richardson
       
      There's even stuff for those that teach ELL students! What a great resource for those who like to use ITunes.
  • once. 35 mins ago I become crippled when expected to rant more than 300 characters. Damn you Twitter. 36 mins ago @speters Good luck! 4 hrs ago I totally just figured out @teach42 and his secret plans to conquer the world. Nice touch. Looking forward to seeing this go public. 5 hrs ago Or "Thank you for not unsubscribing!" Whatever the case may be. 21 hrs ago More updates... Recent Comments Jen Dorman on Why We’re All Blogging Less Rick on Why We’re All Blogging Less Kate Olson on Must View Video Dan Meyer on Must View Video John Pederson on Resistance My Blogroll Alec Couros Andy Carvin Anne Davis Brian Crosby Bud Hunt Carolyn Foote Cathy Nelson Chris Betcher Chris Lehman Christian Long Christopher Craft Christopher Harris Christopher Sessums Clarance Fischer Clay Burell Connectivism Blog Dale Basler Dan Meyer Darren Draper Darren Kuropatwa David Jakes David Warlick Dean Shareski Diana Laufenberg Doug Johnson Ewan Mcintosh Gary Stager George Siemens Jeff Utecht Jennifer D. Jones Judy O'Connel Julie Lindsay Karl Fisch Kate Sheehan Kim Cofino Konrad Glogowski Kristin Hokanson Lea Hansen-George Lisa Durff Marcy Hull Naomi Harm Ryan Bretag Scott Anderson Scott McLeod Sharon Peters Sheryl Nussbaum Beech Stephen Downes Steve Dembo Steve Hargadon Sue Waters Tim Stahmer Tom Hoffman Vicki Davis Wes Fryer Will Richardson Zac Chase Read more...
Ruth Howard

HP Invents a Central Nervous System for the Earth | Inhabitat - 4 views

  • HP has just unveiled an incredibly ambitious project to create a “Central Nervous System for the Earth” (CeNSE) composed of billions of super sensitive, cheap, and tough sensors. The project involves distributing these sensors throughout the world and using them to gather data that could be used to detect everything from infrastructure collapse to environmental pollutants to climate change and impending earthquakes. From there, the “Internet of Things” and smarter cities are right around the corner.HP is currently developing its first sensor to be deployed, which is an accelerometer 1,000 times more sensitive than those used in the Wii or the iPhone – it’s capable of detecting motion and vibrations as subtle as a heartbeat. The company also has plans to use nanomaterials to create chemical and biological sensors that are 100 million times more sensitive than current models. Their overall goal is to use advances in sensitivity and nanotech to shrink the size of these devices so that they are small enough to clip onto a mobile telephone.Once HP has created an array of sensors, the next step is distributing them and making sense of all the data they generate. That’s no easy task, granted that a network of one million sensors running 24 hours a day would create 20 petabytes of data in just six months. HP is taking all that number crunching to task however, and will be harnessing its in-house networking expertise, consulting, and data storage technologies for the project.The creation of a global sensor system would be an incredible breakthrough – it could make our cities more efficient, save lives, and enable us to better understand, track, and combat climate change. As HP Labs senior researcher Peter Hartwell has stated, “If we’re going to save the planet, we’ve got to monitor it“.+ CeNSEVia Fast CompanyLead photo by Margie Wylie Comments RSS Comments RSS digg_url = 'http://www.inhabitat.com/2010/02/18/hp-invents-a-central-nervous-system-for-the-earth/'; digg_title = 'HP Invents a Central Nervous System for the Earth'; digg_skin = 'compact'; email this tweetmeme_url = "http://www.inhabitat.com/2010/02/18/hp-invents-a-central-nervous-system-for-the-earth/"; tweetmeme_style = "compact"; facebook this Related Posts
Ed Webb

The academy's neoliberal response to COVID-19: Why faculty should be wary and... - 1 views

  • 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.
Ginger Lewman

YouTube - I Need My Teachers To Learn 2.0.mov - 22 views

  • My friend Rae helped me with this version! Download the QT version here: http://kevinhoneycutt.orgVisit my sites for more stuff!http://artsnacks.orghttp://podstock.ning.com/http://mysafesurf.org
  •  
    Poignant song for our times. Download the QT version here: http://kevinhoneycutt.org Visit my sites for more stuff! http://artsnacks.org http://podstock.ning.com/ http://mysafesurf.org
Vicki Davis

Blogger: Cool Cat Teacher Blog - Post a Comment - 0 views

  • I don't feel that any of the names mentioned act or feel like they are better than me and have even included me on many conversations
    • Vicki Davis
       
      This blogger is a good example of someone who has jumped in with all 10 fingers and gotten to know a lot of neat people. As a relative newcomer, loonyhiker knows a lot of people. Newcomers just need to "jump in!"
  • I do love when you say, "if one person reads our blog and get something out of it.. it is important." I try to keep that in mind all the time. Numbers don't matter..people do.
    • Vicki Davis
       
      Remembering each reader as an invidual is a vital thing about blogging.
  • Lisa Parisi
  • ...66 more annotations...
  • As far as the ego thing goes who cares. Your blog's this mine is that. Whoopdy do! If you're learning and growing your PLN that is what counts.
    • Vicki Davis
       
      I love Charlie's perspective on this.
  • Charlie A. Roy said.
  • I feel similar frustration. If the point is about learning than reading and commenting is a great way to add to our own creative potential.
  • Tennessee
  • Great response to a burning question/statement that most of us (well probably all of us)feel at one time or another.
    • Vicki Davis
       
      I find tennessee's comment interesting. What is the "burning" question? Do we matter? Is anyone else really out there? Is Internet realilty -- REAL reality. We are grappling with this and just now realizing that there is an emotional thing going on with it all!
  • Many of the people that I have learned the most from are not the ones involved in the "cocktail party" but rather those in the trenches doing what I love to do each and every day, just like you!
    • Vicki Davis
       
      He has an important point -- if you're only reading the uber-popular bloggers -- you're missing the point of the blogosphere. I make it a point to find some newcomers. To me, it is like a game, I want to find new people doing great things and encourage them like so many greats like David Warlick, Darren Kuropatwa, Ewan McIntosh, and more did for me when I started.
  • agree that developing a readership takes time.
    • Vicki Davis
       
      Many educators don't know the number of readers they have b/c they don't use the right tools -- I recommend consolidating to ONE feedburner feed. It just makes sense.
  • Carolyn Foote
  • Scott McLeod
  • Re: the depressing aspects of 'comment intensity,' I actually meant it to be an affirming post rather than a depressing one
  • I think that the comment intensity idea is important in this respect: I often see laments from bloggers that they don't get many comments on their posts. What the table above shows is that even those of us who are fortunate enough to have large readerships often don't get many comments. My personal median over the past 20 posts, even WITH the big spike of 89, is still only 2.5. Ewan, your blog and Vicki Davis' are similar. The point is that many, many posts don't get a lot of comments, even those by the more widely read bloggers.
    • Vicki Davis
       
      It could be encouraging for some -- for me it made me feel like I had another thing to count! Although, I see Scott's point -- his article wasn't written for me!
  • tom said...
  • Thanks for bringing this up. This has been an issue for me personally as well. OK, so nobody's IN, but the (pseudo?) community nature of blogging makes it feel that way.
    • Vicki Davis
       
      Tom is right -- we all feel this way! I think the feeling of looking in on the blogosphere is one of feeling "out" looking in -- for all of us!
  • But, like other artists, we have to work a little every day whether we feel like it or not, and whether we get validation that day or not.
  • I think many of us are working at blogging because there's an element of self improvement, which implies self evaluation. Without feedback from others it's easy to be hard on ourselves.
  • Christopher D. Sessums
  • For me, the conversation is hardly closed; it is simply a matter of having something to say, something to share.The emotional commitment is another aspect of the conversation that is easily glossed over.
  • MIke Sansone
  • I've found (both with myself and those educators I've worked with in their blogging starts) that the edublogosphere is open and welcoming -- but as we engage in any cultural group (even offline), patience really is a key.Still, we sometimes measure our success by the interaction from those we look up to (esp. teachers - many of whom were probably the best students in their class, yes?)
  • Sometimes we don't see the comments -- because the talk happens offline.
    • Vicki Davis
       
      This is a very important point and one to remember -- the "quiet" audience online may be a very vocal audience offline.
  • Britt
  • I get very few comments on my blog but see through the clustermaps that I have readers each and every day, so continue to feel that the blog is benefiting me through reflection and may even be benefiting others as well.
    • Vicki Davis
       
      This is why having a statcounter or clustrmap is SO very important -- it helps you understand traffic and audience!
  • atruger
  • I NEVER get to share tools I discover because someone ALWAYS beats me to the punch...but I am ok with that.
    • Vicki Davis
       
      But you should share ANYWAY! -- we're not people breaking news -- we're talking about what we USE. So, talk and share!
  • I truly connect with what you write even though I am one of "those" people who reads but rarely comments. YOU do make a difference and so do I!
    • Vicki Davis
       
      These comments mean so much to me!
  • Bego said...
  • the whole cocktail party analogy is just a grown up version of the kickball line-up in elementary school.
    • Vicki Davis
       
      I was always picked last there -- whew this analogy hits me close to home. I was always picked last b/c I was the worst. Even the worst kickball player needs to feel encouraged and not destroyed for getting up and kicking the ball. Even the "worst" blogger - if there is such a thing -- needs to feel encouraged sometimes too just for blogging.
  • In the blog world, change is effected by good content, and while good content isn't always noticed at first, it does eventually get a respectable position--sometimes because the cocktail group points them out.
  • How could I think to be in the same boat as John Scalzi who started in 1998 if I've only been blogging since 2007?
    • Vicki Davis
       
      Remember this -- I've been blogging just over 2 years. Strange things can happen -- consistent creation of meaningful content is important.
  • I found your blog, Vicki, because a project you do for Atomic Learning mentioned you, and your name is on the movies they use.
    • Vicki Davis
       
      I did the Web 2.0 workshop for atomic learning and many have found my blog -- actually I had to use a source that I had permission to use!!! ;-)
  • jeanette tranberg
  • 2005 - you were the only ones out there to follow
    • Vicki Davis
       
      lol -- I started blogging in December of 2005 and had about 7 followers until mid 2006 -- but there are many who think I've been around forever!
  • Oh yes, I have felt the cocktail chill at times. I'm a norwegian edublogger, that have been following your brunks (blogdrunks) for a while. To start with - in
  • Wes told me once I twittered, that nobody should twitter alone and I could not agree more - so I don't.
  • So, from the outer side looking in: Anybody stopping by in Second Life tonight (which is today for you) for a virtual edu cocktail?I'm aka Kita Coage at Eduisland II, waiting to cocktail connect with you c",)
  • Paul Hamilton
  • For most of us, blogging is very much a personal venture.
  • I suspect that we all have a deep desire to be heard and to be accepted. The longer I'm involved in the edublogosphere, however, the more impressed and encouraged I am by the level of acceptance that there is here. It is a good thing that we don't always agree with each other. Disagreement is often at the heart of constructive conversation
  • At the same time, we are no different than the kids in our classrooms. We educators need to know that we will be accepted, no matter what we have to say and no matter how well we are able to express it. I think we help to make the edublogosphere a "safe place" for each other as we try to keep it positive and as we take advantage of the numerous opportunities to be affirming.
  • Jim Dornberg said.
  • I don't at all feel excluded from the blog "cocktail party", because just like a real cocktail party, I am drawn to the people who have something important, and engaging to say and I am content to listen and learn from them. I have seen a few of the "big names" at conferences, and even met a few of them in person. I have emailed several of them and others, or left an occasional comment, and I have been very pleasantly surprised at the thoughtful responses I have received.
  • I read many blogs, but comment rarely, and I suspect that those who read my blog do the same. So I don't feel at all excluded. I'm just happy to occasionally be part of the conversation.
    • Vicki Davis
       
      Many people feel this way -- just happy to be a part of the occasional conversation.
  • Alfred Thompson
  • When I was at EduBloggerCon last spring I felt quite the outsider. There were famous people there and I was unknown. I still feel that way in the broad edublogsphere. But honestly the broad sphere is not who I am blogging for. I blog for a niche - computer science teachers. The event for that niche is SIGCSE and there I (blush) feel a bit like a star. Few of the people there know the edubloggers with much larger readership or Technorati ranks. And really reaching the CS teachers is my goal not reaching everyone who teaches general subjects.
    • Vicki Davis
       
      Knowing your audience is very important.
  • There is, I believe, room for more at the top if only because the number of teachers reading blogs is still very small but we all hope it is growing. We are still at the ground floor. That makes edublogging different from tech blogging I think.
    • Vicki Davis
       
      Alfred thompson is right on the money!
  • Jason Bengs
  • I think we need to all remember our focus for blogging. Mine is for reflection. I use my blog as a tool to improve my teaching. If others start to read and can learn from it, great. To my knowledge I am the only one seeing my blog right now. Which is fine with me. I don't think blogging should be a popularity contest and having a large number of readers is great, it must mean that you, and others, have something to offer that others want to emulate.
  • prof v said
  • I think you could have added three additional points. First, a suggestion on how to increase readership. I think new bloggers (myself included) are still trying to figure out how to make the connections that allow for conversations within blogs. I go back to your list of 10 tips for successful blogging, and still find things I never noticed before
  • would love to see an updated list that perhaps would include how to make sure your blog is part of an RSS feed and how to set up subscriptions for potential readers to make it easy for them to subscribe to your blog.
    • Vicki Davis
       
      If you go to my blog and search for feedburner -- that is what I use -- I've written several posts on that. I'll have to update the original 10 habits. perhaps I'll do that soon!
  • I think even you have realized that it is more difficult to break into the edublogger field as there is now so many new bloggers (just in the last two years).
    • Vicki Davis
       
      I don't know -- I've seen some newcomers like Darren Draper jump into the blogosphere pretty quickly -- it is about getting involved in the conversation, which is easier now with twitter and webcasts at edtechtalk. Good conversationalists rise to the top.
  • Finally, I am surprised that you did not point out how you have helped new bloggers by both asking for new voices and then publishing them in your own blog. I think this is an indication that you are trying to open up the "party".
    • Vicki Davis
       
      I always let my readers defend me. I'm not perfect, none of us. We also don't have unlimited time... so I have to do the best I can.
  • Dean Shareski
  • Isn't the whole point of web 2.0 is that it exudes democracy and equality? Those that get all concerned about rankings and ratings are, as you've suggested missing the point.
    • Vicki Davis
       
      Dean has got it right here.
  • We often quickly want to find ways of ranking. Reminds me of the evils of current assessment practices. We tell kids to do their best and work on improving performance and yet continue to use ranking systems that is clearly a mixed message.
  • Anonymous said.
  • I'm new to this world as of Monday...yes, 4 days of immersing myself in as much ed. tech, web 2.0, online collaboration "stuff" that I can. (thanks to Lisa Thumman at Rutgers U.) Cocktail party or not, your blog and the comments people have left have increased my list of people to follow. Even a discussion about "being on the outside" has led me to the "inside". I'm thrilled to be in the company of such great minds and promise to start contributing once I wrap my brain around it all! Thanks to everyone for sharing! cmtvarok
    • Vicki Davis
       
      A 4 day old newcomer to the edublogosphere comments.. what an amazing linkage of conversation! Wow! Older, newer, very new. Wow!
  • Mrs. V.
  • thanks for coaxing me out of my blogger drought!
    • Vicki Davis
       
      She wrote a great post!
  • Vicki A. Davis
  • I believe that this "post" has been made stronger by the comments, which have added to the post greater depth of meaning.
  • All over this conversation I see the change in society. We are all going through the emotions of becoming accustomed to something new... kind of like I first experienced when the Internet first came out.
  • And while, when I began blogging, I didn't really set my sights or aim for a large readership... now that it is here, I will seriously consider and appreciate each individual reader and take my job seriously
  • @tennessee -- Those in the trenches are my most important reads... I just wish there were more of us. It seems as if many teachers view blogging as a way out of the classroom when they should see it as a way to improve the classroom!
  • @scottmcleod - I believe the comment intensity is highly correlated to controversiality AND immediacy. If a lot of people SAW someone recently, they want to interact and comment (immediacy.) If someone says something very emotional or controversial, people want to comment and interact (controversiality.) While I guess looking at these stats are fine, I've found in my very short time blogging that looking too much at numbers of any kind removes my focus from what is important. When I focus intently on conversation, my blog traffic and numbers just grow. I always say "whatever is watered, grows." If I water my investigation of stats, I become a good statistician... if I water my blog but also commenting and participating in the blogosphere as a WHOLE, I become a good blogger. I'd rather be the latter. And while the post was meant to be encouraging... I have to admit I'm a competitive perfectionist and always have to reign in that aspect of my nature.
  • @christophersessums - I think the emotional nature of something is like the proverbial elephant in the Net -- it is there. It always stuns me the number of people who discuss their feelings on this when it comes up... it means that many of us are experiencing the same thing.
Zaid Ali Alsagoff

10 Secrets to Great Teaching - 124 views

Dear Erin Freeman, Thanks for the great feedback. I knew there was something really important that I kind of missed out (with the exception of 'Laugh' at oneself, which was mentioned). And you jus...

learning teaching

Claude Almansi

Technology in Schools Faces Questions on Value - NYTimes.com - 1 views

  • scores in reading
  • scores in reading
  • Kyrene School District
    • Claude Almansi
       
      link 1
  • ...9 more annotations...
  • The report’s
    • Claude Almansi
       
      link 3
  • scores in reading
  • iPhone
    • Claude Almansi
       
      link 4
  • found that math performance
    • Claude Almansi
       
      link 6
  • Mr. Share told The Arizona Republic
    • Claude Almansi
       
      link 5
  • Mid-continent Research for Education and Learning
    • Claude Almansi
       
      link 7
  • in an essay.
    • Claude Almansi
       
      link 8
  • review by the Education Department
    • Claude Almansi
       
      link 9
  • A division
    • Claude Almansi
       
      link 10
Ruth Howard

High Scalability - High Scalability - The Amazing Collective Compute Power of... - 4 views

  • Earlier we talked about how a single botnet could harness more compute power than our largest super computers. Well, that's just the start of it. The amount of computer power available to the Ambient Cloud will be truly astounding.
  • By 2014 one estimate is there will be 2 billion PCs. That's a giant reservoir of power to exploit, especially considering these new boxes are stuffed with multiple powerful processors and gigabytes of memory. 7 Billion Smartphones By now it's common wisdom smartphones are the computing platform of the future. It's plausible to assume the total number of mobile phones in use will roughly equal the number of people on earth. That's 7 billion smartphones. Smartphones aren't just tiny little wannabe computers anymore either. They are real computers and are getting more capable all the time.
  • One Google exec estimates that in 12 years an iPod will be able to store all the video ever produced.
  • ...8 more annotations...
  • But all the compute power in the world is of little use if the cores can't talk to each other.
  • Inductive chargers will also make it easier to continually charge devices. Nokia is working on wireless charging. And devices will start harvesting energy from the surroundings. So it looks like the revolution will be fully powered.
  • . Literally billions of dollars are being invested into developing a giant sensor grids to manage power. Other grids will be set up for water, climate, pollution, terrorist attacks, traffic, and virtually everything else you can think to measure and control.
  • . Others predict the smart grid could be 1,000 times larger than the Internet.
  • Clearly this technology has obvious health and medical uses, and it may also figure into consumer and personal entertainment.
  • What if instead smartphones become the cloud?
  • In the future compute capacity will be everywhere. This is one of the amazing gifts of computer technology and also why virtualization has become such a hot datacenter trend.
  • It's out of that collective capacity that an Ambient Cloud can be formed, like a galaxy is formed from interstellar dust. We need to find a more systematic way of putting it to good use.
  •  
    digital citizenship headed for the clouds...
Henny Chen

web convert to PDF - 33 views

shared by Henny Chen on 25 Apr 10 - Cached
  • Web to PDF Browser Tools PDF Button PDF by E-mail Forum Membership Convert Web Page to PDF
Ed Webb

The crisis of student mental health is much vaster than we realize - The Washington Post - 1 views

  • the CDC found nearly 45 percent of high school students were so persistently sad or hopeless in 2021 they were unable to engage in regular activities. Almost 1 in 5 seriously considered suicide, and 9 percent of the teenagers surveyed by the CDC tried to take their lives during the previous 12 months. A substantially larger percentage of gay, lesbian, bisexual, other and questioning students reported a suicide attempt
  • More than 230,000 U.S. students under 18 are believed to be mourning the ultimate loss: the death of a parent or primary caregiver in a pandemic-related loss, according to research by the CDC, Imperial College London, Harvard University, Oxford University and the University of Cape Town. In the United States, children of color were hit the hardest, another study found. It estimated that the loss for Black and Hispanic children was nearly twice the rate of White children.
  • Professional organizations recommend one school psychologist per 500 students, but the national average is one per 1,160 students, with some states approaching one per 5,000. Similarly, the recommended ratio of one school counselor per 250 students is not widespread. The national average: one per 415 students.
  • ...6 more annotations...
  • Seattle teachers who went on strike in September included a call for more mental health supports for students as one of their bargaining points. The strike settlement included part-time social workers at most schools
  • “We’ve seen increases in anxiety, disordered eating, suicidal ideation, OCD and many other mental health challenges,”
  • Last school year, nearly 40 percent of schools nationally reported increases in physical attacks or fights, and roughly 60 percent reported more disruptions in class because of student misconduct, according to federal data.
  • “School-based health centers fill a void, particularly in low-income communities,” said Robert Boyd, chief executive at the nonprofit School-Based Health Alliance. “In rural communities, sometimes it’s the only provider around.”
  • school systems are expanding social-emotional learning intended to help students understand and regulate their emotions, develop positive relationships and face challenges. These lessons may be embedded in classes (say, a discussion of empathy related to characters in a novel) or they may come directly through an activity about, for instance, decision-making. In some parts of the country, social-emotional teachings are tangled up in the culture wars, particularly when material deals with gender and racial equity.
  • Critics see the excused days off as counterproductive for students who have already missed too much school, but supporters say the laws recognize the stressful reality of many students’ lives and elevate the stature of mental health so that it is comparable to physical health.
Emily Marler

6 Examples of Using Twitter in the Classroom | Emerging Education Technology - 9 views

    • Emily Marler
       
      Emerging Ed Tech has many resources available for teachers who use technology in the classroom!
  • I’ll start by providing links to two articles (here is one, and here is the another), about teacher Monica Rankin using Twitter in instructional application at the University of Texas at Dallas. These are a few of many stories about Professor Rankin’s efforts (this highly covered case is what really triggered my perception that there were a lot of articles about Twitter in the classroom in recent weeks).
  • This article from The Chronicle of Higher Education discusses instructor Cole Camplese’s use of Twitter, streaming Tweets from students on screen during lectures, as part of the instructional process.
  • ...3 more annotations...
  • In this blog posting, David Silver explains how Twitter replaced three other technologies he was using in the classroom.
  • Last, but certainly not least, here is one of countless articles about Professor David Parry’s work with Twitter, from early 2008. This is the first Twitter in the classroom story that I came across and it has been discussed and posted about many times on the Internet.
  • Twitter for Academia Promoting Twitteracy in the classroom How to use Twitter in the Classroom 50 ways to use Twitter in the classroom
Suzie Nestico

Teaching and Assessing Creativity - WeAreTeachers - 1 views

  •  
    Useful rubrics for assessing creativity & innovation Catalina rubric on critical and creative thinking (as well as several other fantastic rubrics): http://www.cfsd16.org/public/_century/centMain.aspx   Metiri's creativity rubric http://akron4.metiri.wikispaces.net/Creativity+Rubrics   A great blog post on the subject by The Science Goddess, one of my favorite Twitter people to follow: http://blog.whatitslikeontheinside.com/2009/10/curiouser-and-curiouser.html   Good perspective from a career cluster perspective: http://www.careerclusters.org/resources/institutes/cci2006/pre-institute/Creativity-InnovationFinal....  
Megan Black

gl·am - Link Group Service - 4 views

  •  
    "You can use gl·am to... * Easily shorten URLs * Store an infinit amount of URLs into one single short URL with our Link Groups * Make a personalized homepage for yourself. Example: http://gl.am/wO21E * Take notes when comparing items. Example: http://gl.am/qRUy4 * Create a step-by-step tutorial for other users. Example: http://gl.am/YhPOI * Build website collections. Example: http://gl.am/jt2Ec * and much much much more."
Vicki Davis

Future of Education - Charting the Course of Education and Learning in a Networked World - 0 views

  •  
    From Steve Hargadon: "I've started a new community at http://www.FutureofEducation.com to providing an opportunity for those who care about education to share their voices and ideas on charting the course of education in a networked world. It's a place for thoughtful discussion on an incredibly important topic. The site will launch officially at the end of the month with the start of a weekly interview series, but I'm inviting some participation now because of an email Carol Broos (http://www.classroom20.com/profile/beatechie) sent out. Carol is one of twelve teachers who have been invited to participate in a round table discussion concerning the direction of education the new Secretary of Education Arne Duncan on Jan 21. She was sent the following questions, and is asking for feedback and ideas. You can respond either at the new http://www.FutureofEducation.com site or her wiki at http://education20.pbwiki.com/FrontPage. Here are the questions: 1. What is the one most important education issue you wish Secretary Duncan to focus on during his tenure and why? 2. How shall the tenets of the No Child Left Behind act be altered or invigorated? What are its positives? How can its negatives be improved? 3. How should the new administration respond to the nation's need for better prepared and more qualified teachers? 4.What should the new administration do to increase student engagement in mathematics, the sciences and the arts? 5. How should funding equity issues be addressed? There is also a discussion topic on what questions were not asked that might have been." This seems to be a great thing!
Julie Shy

Sweet Search - 11 views

  •  
    SweetSearch (http://www.sweetsearch.com/), A Search Engine for Students, is a free custom search engine that searches only 35,000 Web sites that have been evaluated and approved by our team of Web research experts. It excludes unreliable sites that often rank high in other search engines and waste students' time. With only credible results to evaluate, students can focus their energy on determining which results are most relevant to their research. Here are but two examples where SweetSearch's results are far superior to those of Google or Bing: "Shakespeare" http://bit.ly/7Reg7p vs. http://bit.ly/6lUphg vs. http://bit.ly/6ycRcZ "War of 1812" http://bit.ly/87HMYn vs. http://bit.ly/57hoOO vs. http://bit.ly/5L7xiz It's not just that we exclude obvious spam sites; we also usually exclude marginal sites that read well and authoritatively, but lack academic or journalistic rigor, and thus are not citable. As importantly, many of the best academic resources on the Web, such as university or other .edu web sites, make little effort to optimize their search rankings and thus often don't appear till the 3rd or 4th page of Google results. Because SweetSearch searches a smaller, more qualified pool of sites, these academic sites often appear on the 1st page of SweetSearch results. And to most students, the 1st page is the only one that exists. To place a SweetSearch search box on your own Web site, copy the code for our widget onto your site: http://www.sweetsearch.com/widget.html
  • ...3 more comments...
  •  
    this search engine is quite biased, at least in its "sponsored" results at the top of the page. It appears that a separate search engine is providing these, based on the note in the corner of the search that reads "More results from findingDulcinea".
  •  
    Ken, findingDulcinea is owned by the same company as SweetSearch. Most search engines put paid advertising links, which are never helpful to students, in the sponsored ads box. SweetSearch puts the most relevant content from findingDulcinea, and clearly labels it as such.
  •  
       Every Web site in SweetSearch has been evaluated by our research experts. School Librarians, organized by subject and academic level, Biographies for profiles of 1,000+ significant people...
  •  
    "SweetSearch is a Search Engine for Students. It searches only the 35,000 Web sites that our staff of research experts and librarians and teachers have evaluated and approved."
  •  
        Every Web site in SweetSearch has been evaluated by our research experts.         SweetSearch Web Research Tutorial Teaches Web Research Skills to Educators and Students.  SweetSearch4Me is our search engine for emerging learners.      
Mireille Jansma

The Master List of Free Online College Courses | Universities and Colleges - 1 views

  • Healthcare, Medical, and Nursing Education and Teaching Business and MBA Science and Engineering Criminal Justice and Legal Studies Computers and Information Technology (I.T.) Arts and Humanities Vocational and Career Training
Dennis OConnor

Google Wave Use Cases: Education - 20 views

  • Google Wave is a much hyped new Internet-based communications and collaboration platform. It was announced at the end of May, released as a 'Preview' product shortly after tweetmeme_url = 'http://www.readwriteweb.com/archives/google_wave_use_cases_education.php'; tweetmeme_source = 'rww'; and 100,000 more invites were made available at the end of September.
Vicki Davis

Susan Silverman's Lucky Ladybugs project going on for elementary - 0 views

  • A Collaborative Internet Project for K-5 Students
  • Essential Question: Why are ladybugs considered to be good luck?
  • This project will demonstrate lesson plans designed following principles of Universal Design for Learning (UDL) and examples of student work resulting from the lessons.  As teachers we should ask ourselves if there are any barriers to our students’ learning.  We should look for ways to present information and assess learning in non-text-based formats. 
  • ...5 more annotations...
  • Based on brain research and new media, the UDL framework proposes that educators design lessons with three basic kinds of flexibility: 1. Multiple formats and media are used to present information.
  • Examples: Illustrations, pictures, diagrams, video or audio clips, and descriptions 2.   Teachers use multiple strategies to engage and motivate students. 3.   Students demonstrate learning through multiple performance and product formats.
  • UDL calls for three goals to consider in designing lessons: 1.  Recognition goals: these focus on specific content that ask a student to identify who, what, where, and when. 2.  Strategic goals: these focus on a specific process or medium that asks a student to learn how to do something using problem solving and critical think skills. 3. Affective goals: these focus on a particular value or emotional outcome. Do students enjoy, and appreciate learning about the topic? Does it connect to prior knowledge and experience? Are students allowed to select and discover new knowledge?
  • Resources you might want to use: Scholastic Keys, Kid Pix, Inspiration and Kidspiration, digital camera (still and video), recording narration/music, United Streaming.  Let your imagination go!
  • This project begins on March 15, 2007.  Materials need to be e-mailed by May 31, 2008.
  •  
    A great way to get started with technology is to join in an exciting project. this project by Susan Silverman was designed using the principles of Universal Design for Learning. I've heard her present and she is a pro. (Along with my friend Jennifer Wagner.)
  •  
    Susan Silverman creates excellent projects for global collaboration among elementary students.
Ed Webb

What Cliff? Data and the Destruction of Public Higher Ed | Just Visiting - 2 views

  • That higher education institutions are facing a “demographic cliff” in the coming years has become conventional wisdom. But what if there is no cliff? What if we’ve instead been subjected to a narrative rooted in limited data that serves the interests of corporations and is doing real damage to our public institutions?
  • Currently, the NCES projects relatively constant numbers of high school graduates through 2030, with total graduates expected to increase in the mid-2020s, followed by a modest decline, making the projected 2029–30 number slightly greater than in 2016–17. Further, it is important to note that since the 1970s, the total number of high school graduates in the U.S. has declined several times before. More importantly for higher education, the NCES projects modest increases in higher education enrollments through 2029.
  • WICHE is an interest group with an explicit policy agenda—“focus areas”—which includes “developing and supporting innovations in technology and beyond that improve the quality of postsecondary education and reduce costs.”
  • ...7 more annotations...
  • The purported demographic crisis is being used around the country to fundamentally remake higher education. For example, this is the main argument being advanced by Republicans in the Wisconsin Legislature seeking to radically reshape the University of Wisconsin system. This plan calls for the significant expansion of online education, regionalization of the comprehensive campuses, increased campus specialization and program consolidation and elimination, among other long-standing priorities.
  • The current context of higher education provides fertile ground for the uncritical acceptance of the demographic cliff. Higher education enrollments have declined since reaching historic highs in 2010. And decades of political decisions have made higher education tuition-driven, one state budget cycle at a time. We are vulnerable to the demographic cliff framing because of the politically imposed financial crunch in which we exist. Enrollments dictate everything we do.
  • the demographic cliff is an austerity-driven narrative that assumes that public funding will never—and should never—come back
  • Programs must be eliminated, online education must be expanded and, if necessary, even entire campuses must be closed. Higher education must be agile because tax increases are off the table, even as stock markets reach new highs and the income and wealth of the highest earners skyrockets. The interests of corporations and the wealthy will dictate public policy.
  • official population and education data—which come with no political assumptions, narrative or products for sale—show a slowly increasing population, including higher education enrollments, in the coming years.
  • demographic cliff is a manufactured crisis
  • takes advantage of a tuition-dependent higher education system to implement even greater austerity while imposing an education policy agenda that could never be adopted through normal political means
1 - 20 of 15119 Next › Last »
Showing 20 items per page