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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
Eloise Pasteur

Clark Aldrich's Style Guide for Serious Games and Simulations: A Taxonomy of Interactivity - 0 views

clarkaldrich.blogspot.com/...taxonomy-of-interactivity.html

interactive_taxonomy learning_taxonomy taxonomy teaching

shared by Eloise Pasteur on 17 Aug 08 - Cached
  • Many conversations around interactivity in formal learning programs rests on the tools. Does WebEx allow polling? Can you have threaded conversations in Second Life? What if you gave keypads to members of an audience? And those are all good questions. But at the same time, we need to nurture cultures around interactivity that are independent of any technology. We need vocabulary and expectations around interactivity itself.Here's a suggestion, hopefully useful in practice if not in theory:
  • Level 0: The instructor speaks regardless of audience.
  • Level 1: The instructor pauses and asks single answer questions of the students.
  • ...7 more annotations...
  • Level 2: The instructor tests the audience and based on the collective response, skips ahead or backtracks.
  • Level 3: The instructor asks multiple choice questions of the audience, where a student might have the opportunity to defend different answers, or the instructor asks real time polling questions for data.
  • Level 5: Students engage labs or other activities and create unique content; however, most solutions will fall into fairly common patterns if done enough times.
  • Level 4: Students engage labs or other activities that have a single, typically process solution, such as putting together an engine.
  • Level 6: The students engage in long, open ended activities, such as writing a story or creating and executing a plan, and where the class "ends up" is unpredictable.
  • Culture, not TechnologyBut again, while technology examples are included, all of this can be done in a traditional classroom.
  • The implication is not that Level 6 should always be used. Most programs will start ideally at Level 1, and then transition to Level 3, 4, 5, or even 6 as quickly as possible.
  • Eloise Pasteur on 17 Aug 08
     
    A discussion of, and model for how interactive your classes are - with a bias towards technology but the feet firmly in teaching in general.
Marie Coppolaro

ZenCub3d | Home - 0 views

zencub3d.com

3d_create animation animation_for_kids

shared by Marie Coppolaro on 30 Sep 08 - Cached
  • Marie Coppolaro on 30 Sep 08
     
    ZenCub3d (pronounced 'zen-cubed') is an easy-to-use and free 3D animation package, that lets you paint stories as vivid as your imagination. ZenCub3d is a free 3D animation package that allows users to tell stories with no 3D modeling skills. - There are an assorted variety of resources shared among community at your disposal -
anonymous

Institute of Cognitive Neuroscience - 0 views

www.icn.ucl.ac.uk/...MemberDetails.php

dyscalculia dyslexia learningdifficulties math

shared by anonymous on 18 Sep 08 - Cached
  • anonymous on 18 Sep 08
     
    Prof Brian Butterworth FBA Department Institute of Cognitive Neuroscience & Dept. Psychology Institution University College London Address Alexandra House, 17 Queen Square, London, WC1N 3AR Telephone 020-7679-1150 Home Page Email Current Research and Interests Cognitive psychology and neuropsychology of numbers and arithmetic. Neural network models of reading and arithmetic. Reading and acquired dyslexia in English, Japanese and Chinese.
Mike Sansone

Angela Maiers Educational Services: In the Classroom: Monitoring Mini-Lesson - 0 views

www.angelamaiers.com/...in-the-classroo.html

comprehension reading

shared by Mike Sansone on 14 Sep 08 - Cached
  • Mike Sansone on 14 Sep 08
     
    Angela Maiers models a mini-lesson on Monitoring strategy with 2nd grade students
Vicki Davis

Under Eleven? - Flat Classrooms - 0 views

flatclassrooms.ning.com/...show

edu_trends education flatclassroom

shared by Vicki Davis on 24 Jul 08 - Cached
  • Vicki Davis on 24 Jul 08
     
    Another group of teachers is forming to talk about flattening the classrooms w/ their students who are under age 11. This discussion is open to anyone who joins in. Feel free to join and discuss here. Grassroots movements to connect such as these are cropping up everywhere in many places, not just here. But this is a model example of how it is happening. These are "teacherpreneurs" in action!
  • Vicki Davis on 24 Jul 08
     
    Example of how teachers connect to "flatten" their classrooms.
Vicki Davis

Flat World Knowledge LLC - 0 views

www.flatworldknowledge.com/minisite

edu_trends education opensource textbook

shared by Vicki Davis on 27 Apr 08 - Cached
  • anonymous on 27 Apr 08
     
    Free textbooks will be available beginning Jan '09. Not sure what grade levels this will be available to (just college?).
  • Vicki Davis on 26 Aug 08
     
    Open source textbooks - this is a movement in that direction.
  • Vicki Davis on 26 Aug 08
     
    Interesting tidbit in their press release this week: "Flat World has announced 17 new author titles under contract. Flat World's in-classroom beta test gets underway this week, with 20 participating colleges and universities nationwide." Open Textbooks may be closer -- this model is a more hybridized version. If we had a "wiki to print" tool or technology, then we could literally have grassroots teachers writing and creating textbooks together. This is interesting to follow
Vicki Davis

From the Annointed Few to the Collective Many - 0 views

www.learningcircuits.org/0408_wilkins.html

brightideas connectingpeople govt_business hz08 hzmeta usercontent virtualcollab

shared by Vicki Davis on 24 Apr 08 - Cached
    • Vicki Davis
      Vicki Davis on 24 Apr 08
       
      How sad!
  • the Internet has morphed from a presentation medium to an interactive platform in just a few years
  • a leading web analysis site
    • Vicki Davis
      Vicki Davis on 24 Apr 08
       
      I find this description of Technorati almost amusing.
  • ...18 more annotations...
  • more than 50 percent of Americans aged 20-30 years old use Facebook
  • among Americans under the age of 35, social networking and user-generated content sites have overtaken TV as a primary media.
  • “Visitors to MySpace.com and Friendster.com generally skew older, with people age 25 and older comprising 68 and 71 percent of their user bases, respectively.”
  • We’re in the midst of a paradigm shift where individuals are indeed connecting “in ways and at levels that [they] haven’t done before”
  • Workplace communities
  • orkplace communities are designed to solve workplace-related challenges
  • talent management is about finding, developing, and retaining key talent within the organization
  • Ernst & Young, for instance, has a significant presence on Facebook in support of its recruiting efforts
  • Google, Home Depot, Enterprise Rent a Car, and Deloitte also are recruiting using Web 2.0 tools through YouTube videos and even alumni social networks
  • “If companies keep social networks out, they will be doing a significant disservice to their bottom lines
    • Vicki Davis
      Vicki Davis on 24 Apr 08
       
      Understanding networks is important to students. Knowing how to be professional and what is appropriate for different spaces is vital.
  • Between 2000 and 2020, 75 million Boomers will reach retirement age.
  • The only content service with mass adoption (greater than 50 percent) was Social Networking, and this was only among respondents under the age of 35.”
  • In addition, Millennials are the first generation to spend more hours online per week than watching TV (16.7 vs 13.6).
  • some of the characteristics of Millenials, which included a desire to work in  “[open] and flat organizations” as “part of a tribe.”
  • “heavy use of technology (messaging, collaboration, online learning) as a daily part of their work lives.”
  • robust and active communities will have an easier time recruiting talented Millennials
  • they have opportunities to meaningfully connect to their peers and supervisors.
  • A retiring Boomer who is an expert in a particular field could be an excellent community manager, blogger, or wiki contributor.
    • Vicki Davis
      Vicki Davis on 24 Apr 08
       
      Blogging might be the answer for retiring boomers?
  • Vicki Davis on 24 Apr 08
     
    Business people and management should read this article about the transformation of business by using workplace communities. "Workplace communities are designed to solve workplace-related challenges" -- they focus on tasks. I would find it interesting to see a business REALLY use technology to change things. Having the business in a business network (OK a NING) and let people tag their posts with the business related PROBLEMS they are having and blog, video, or photograph it-- the tag cloud would tell the business IMMEDIATELY what the problems are in the company. The problem with this model is that there are few corporate executives who REALLY want to know the problems within their organizations. They don't want to be problem solvers, just opportunity creators. However, when managers open their eyes (and I'm a former General Manager myself) and see that two things give business opportunity: problem solving and innovation. And they are directly related. True innovation solves problems. Read this article and think about how you may solve problems using the networks you may now create. If you don't want everyone to know, keep it private and only allow people in your company in.
nate stearns

Read at Work - 0 views

www.readatwork.com

books funny literature powerpoint reading

shared by nate stearns on 23 Jun 08 - Cached
  • nate stearns on 23 Jun 08
     
    Brilliant method of using PowerPoints as a short story form. Possible model for HS classrooms, but they don't have the same attchment to PP as we do.
Clint Hamada

Math Forum: Technology Problems of the Week - 0 views

mathforum.org/...index.direct.html

math mathforum techology POW tpow

shared by Clint Hamada on 20 Feb 09 - Cached
  • Clint Hamada on 20 Feb 09
     
    Technology Problems of the Week (tPoWs) are freely accessible problem-solving challenges modeled on our Problems of the Week that take advantage of interactive mathematics tools such as Java applets, TI-Nspire™, The Geometer's Sketchpad®, Fathom™, or spreadsheets. Students are invited to use the link "Submit your answer" to share their solutions, and then "self-mentor" using specially designed hints, checks, and suggestions for extensions.
Vicki Davis

Blue Zones - EDUCATION - 0 views

www.bluezones.com/education

education learning edu_trends edu_news

shared by Vicki Davis on 29 Jan 09 - Cached
  • Vicki Davis on 29 Jan 09
     
    Blue zones education program - this is the education model - this is a great opportunity for younger students and is a "real" live experience that makes a big difference. Fascinating for health teachers and science teachers as well.
Dave Crusoe

Boolify Project: K-12 Graphical Boolean Search Tool - 0 views

plml.org/boolify

boolean curriculum education safe search technology tool web

shared by Dave Crusoe on 06 Apr 08 - Cached
  • Dave Crusoe on 06 Apr 08
     
    It's an interface that models web searching - for teaching effective web search skills to kids
Vicki Davis

ZoeyBot - An Educational Website for Kids - 0 views

www.zoeybot.com

edu_newapp education

shared by Vicki Davis on 23 Aug 08 - Cached
  • Vicki Davis on 23 Aug 08
     
    WEbsite and desktop tool for kids.
  • Vicki Davis on 23 Aug 08
     
    A new website for kids that uses search and also some filtering. Another website to take a look at for kids. Not sure about the revenue model - will have to look.
Angela Maiers

Write Source - Student Models - 0 views

www.thewritesource.com/models.htm

samples student writing

shared by Angela Maiers on 20 Aug 08 - Cached
  • Angela Maiers on 20 Aug 08
     
    Examples of student writing-great for writing rubrics.
Jeff Johnson

Differentiated Instruction (CAST) - 0 views

www.cast.org/...ncac_diffinstruc.html

differentiated_instruction education instruction teaching

shared by Jeff Johnson on 19 Jul 08 - Cached
  • Jeff Johnson on 19 Jul 08
     
    Not all students are alike. Based on this knowledge, differentiated instruction applies an approach to teaching and learning so that students have multiple options for taking in information and making sense of ideas. The model of differentiated instruction requires teachers to be flexible in their approach to teaching and adjusting the curriculum and presentation of information to learners rather than expecting students to modify themselves for the curriculum. Classroom teaching is a blend of whole-class, group and individual instruction. Differentiated Instruction is a teaching theory based on the premise that instructional approaches should vary and be adapted in relation to individual and diverse students in classrooms.
Michael Stevenson

ITFORUM Paper 1 - 0 views

itech1.coe.uga.edu/...paper1.html

shared by Michael Stevenson on 21 Sep 08 - Cached
  • In fact, it is difficult, if not impossible, to isolate the effects of the affordances of technologies.
    • Michael Stevenson
      Michael Stevenson on 21 Sep 08
       
      Sometimes working out exactly what the affordances of technoligies are is the biggest challenge.
  • Rather than using technologies by educational communications specialists to constrain the learners' learning processes through prescribed communications and interactions, the technologies are taken away from the specialists and given to the learner to use as media for representing and expressing what they know.
    • Michael Stevenson
      Michael Stevenson on 21 Sep 08
       
      How much instructional learning is too much? Up to a point, we need it to model good use of ICT, but not to the point where the terms of that use are so constrictive as to discourage multilateral thinking around ICT use.
  • ...6 more annotations...
  • Cognitive tools actively engage learners in creation of knowledge that reflects their comprehension and conception of the information rather than focusing on the presentation of objective knowledge.
  • Constructivist models of instruction strive to create environments where learners actively participate in the environment in ways that are intended to help them construct their own knowledge, rather than having the teacher interpret the world and insure that students understand the world as they have told them.
  • Computers support reflective thinking, Norman contends, when they enable users to compose new knowledge by adding new representations, modifying old ones, and comparing the two. Those are the purposes of cognitive tools.
  • In other words, when students work WITH computer technology, instead of being controlled by it, they enhance the capabilities of the computer, and the computer enhances their thinking and learning. The results of an intellectual partnership with the computer is that the whole of learning becomes greater than the sum of its parts.
  • Learners should be responsible for recognizing and judging patterns of information and then organizing it, while the computer system should perform calculations, store, and retrieve information.
  • what to do with all of the instructional designers...
Dave Truss

Lemelson Center's Invention at Play: Invention Playhouse - 0 views

www.inventionatplay.org/playhouse_main.html

interactive invention

shared by Dave Truss on 11 Jun 08 - Cached
  • Jim Farmer on 11 Jun 08
     
    Invention at Play: Invention Playhouse
  • Dave Truss on 29 Sep 08
     
    Want to Play? Want to Invent? What's the Difference? When asked what inspired them to become inventors, many adults tell stories about playing as children. Among their most frequently cited childhood play experiences are: mechanical tinkering, fiddling with construction toys, reflecting about nature, and drawing or engaging in visual modeling.
Dave Truss

21st Century Teaching and Learning: "Congrats! You did it Wrong!" The Critical Role of ... - 14 views

mpbreflections.blogspot.com/...id-it-wrong-critical-role.html

failure mistakes

shared by Dave Truss on 19 Feb 10 - Cached
  • Dave Truss on 19 Feb 10
     
    we all should now be cognizant of the critical importance of innovation across all spectrums of our society -- this includes teaching and learning. We need change agents, we need out-of-the-box thinkers, we need creative minds. We need to foster a generation of risk takers and I believe we, as educators, need to be weaving risk-taking into our pedagogy to model it to our students. Risk-taking is teaching creativity.
Vicki Davis

2¢ Worth » 10 Ways to Promote Learning Lifestyle in Your School - 22 views

davidwarlick.com/2cents

education pln learning edu_news

shared by Vicki Davis on 28 Jan 10 - Cached
  • wishing that I had the answers to their questions about promoting more relevant learning in their classrooms.
  • Vicki Davis on 28 Jan 10
     
    Excellent post from David Warlick with lots of wonderful ideas for promoting a learning lifestyle in your school. Brian Tracy calls this being an "omnilearner" - that you are always learning all of the time - it is an ongoing process. Modeling is vital also!
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