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A great explantion of how a lecturer use Twitter as part of his course. It also gives us an overview of uses for twitter. Adding it to my Twitter motivation!

Researchers at the University of Tennessee list out several myths about learning. The premise that everyone starts with the same base of knowledge about a particular subject, everyone learns at the same pace, everyone learns best by listening, everyone will bridge naturally from theory to application, everyone should learn on his or her own rather than in collaboration and learning is the transfer of knowledge from a teacher to a passive learner results in excessive telling or lecture. "We don't remember information totally; we reconstruct the way information connects to [other] information,"…"That means learners have to reconstruct the interconnectors or forget what they've learned in a short time. The stuff you remember is what you use to make the interconnections." FUN can play a great role in making the interconnections or associations.

For teachers, academics or higher education students on a single user basis for any of the following combinations: * Interactive whiteboards * Hand outs * Project work * Reports * Dissertations/theses * Presentations/lectures

The mantra of all the lecturers I ever met at teaching college (Didsbury) was "reflect, reflect and then reflect some more". This was good advice, and the lesson was learned. To this day few things irritate me more than the staffroom cynic saying "You can't do anything with these kids," or blaming bad behaviour for why the dull, dull lesson that the class has just experienced was a flop.

Climate Change and Tropical Forests Q & A Video Clips Connections and Remedies Dr, John Holdren, Director, Woods Hole Research CenterDr. Daniel Nepstad, Senior Scientist, Head of Amazon Project, Woods Hole Reseach Center Spring 2008 Erpf Evening Lecture April 2008

This is the video on the "flipped" class structure. Wow!

Video about the "flipped" class structure w/ podcasted lectures as the homework.

Open Education Resources (OER) are teaching and learning materials freely available online for everyone to use, whether you are an instructor, student, or self-learner. Examples of OER include: full courses, course modules, syllabi, lectures, homework assignments, quizzes, lab and classroom activities, pedagogical materials, games, simulations, and many more resources contained in digital media collections from around the world.

Countless universities, colleges and K-12 classes worldwide are using the technology to deliver recorded lectures, news and information to students. In fact, nothing has had a greater impact on students since the invention of the paddle. OK, I kid, but I'

Sparkeo is a flexible, easy and rewarding platform that allows you to create video courses, video lectures and any other type of instructional videos.

This website provides tutorials and sample course content so CS students and educators can learn more about current computing technologies and paradigms. In particular, this content is Creative Commons licensed which makes it easy for CS educators to use in their own classes. The Courses section contains tutorials, lecture slides, and problem sets for a variety of topic areas: AJAX Programming Algorithms Distributed Systems Web Security Languages In the Tools 101 section, you will find a set of introductions to some common tools used in Computer Science such as version control systems and databases.

As many of you may have discovered, I also found that many of my previous colleagues have little use for technology for teaching. They are mired in excuses such as using technology is cheating, students learn best through lecture, the stresses of NCLB makes it too difficult to do anything but have students memorize facts to pass the tests, etc.

Karl Fisch's blog post on Algebra and homework. He's looking at moving to a lecture for homework approach.

DnaTube is a scientific site providing video based studies, lecturers and seminars. DnaTube is a non-profit video site which is aiming to be a visual scientific resource for its visitors. As graduate students, we know that it is difficult to understand biological mechanism by reading plain text. And we know that a picture says more than a thousand words. We believe the video-based explanations of biological concepts will remove the barrier in front of the people desiring to enhance their scientific knowledge.

This site lists 57 different forums for video learning and idea exchange. It was inspired by TED Talks and lists sites like TED and beyond.

Study finds that lecturing does not cut it any longer in the classroom. 

What/who has legal rights when it comes to audio recording of class lecture/discussion?

Mrs. Johnson was in great demand as a lecturer and, after John Dewey's favorable review of her school in 1915, she achieved a worldwide recognition as a leader in the Progressive Education movement.

"July 31, 2011 By David Glenn Cambridge, Mass. This past April in Switzerland, Lawrence Lessig gave an impassioned lecture denouncing publishers' paywalls, which charge fees to read scholarly research, thus blocking most people from access. It was a familiar theme for Mr. Lessig, a professor at Harvard Law School who is one of the world's most outspoken critics of intellectual-property laws. But in this speech he gave special attention to JSTOR, a not-for-profit journal archive. He cited a tweet from a scholar who called JSTOR "morally offensive" for charging $20 for a six-page 1932 article from the California Historical Society Quarterly. The JSTOR archive is not usually cast as a leading villain by open-access advocates. But Mr. Lessig surely knew in April something that his Swiss audience did not: Aaron Swartz-a friend and former Harvard colleague of Mr. Lessig's-was under investigation for misappropriating more than 4.8 million scholarly papers and other files from JSTOR. On July 19, exactly three months after Mr. Lessig's speech, federal prosecutors unsealed an indictment charging that Mr. Swartz had abused computer networks at the Massachusetts Institute of Technology and disrupted JSTOR's servers. If convicted on all counts, Mr. Swartz faces up to 35 years in prison."