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Vicki Davis

Sophia Founder to Showcase Free Online Social Teaching and Learning Platform at Educati... - 0 views

www.prnewswire.com/...novation-summit-118775469.html

education learning elearning

shared by Vicki Davis on 29 Mar 11 - No Cached
  • "Sophia connects people who want to learn with those willing to teach so that anyone, anywhere can create academically credible content and share it with the world."
  • social teaching and learning application that makes free, credible academic content available to anyone at anytime. It is a mission-driven organization that aims to break traditional cost and access barriers to post-secondary degree attainment. For more information, go to www.sophia.org.
  • Vicki Davis on 29 Mar 11
     
    This press release tells more about Sophia. "Sophia is a social teaching and learning application that makes free, credible academic content available to anyone at anytime. It is a mission-driven organization that aims to break traditional cost and access barriers to post-secondary degree attainment. For more information, go to www.sophia.org."
Ed Webb

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

academicmatters.ca/eoliberal-response-to-covid-19

Canada education online neoliberalism capitalism opinion analysis pandemics

shared by Ed Webb on 29 May 20 - No Cached
  • 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.
Vicki Davis

Flat Classroom Project 13-1 - Judges - 2 views

fcp13-1.flatclassroomproject.org/Judges

flatclassroom flatclass news education bestpractices all_teachers

shared by Vicki Davis on 08 Apr 13 - No Cached
  • Vicki Davis on 08 Apr 13
     
    We need judges for multimedia for the Flat Classroom project and netgen. A topic will take 3-4 hours to judge during early May. This is a great way to learn about the emerging technology trends in education and technology and to see the current range of student abilities in digital storytelling. Some college professors have students participate as part of their coursework to understand how such projects work. If this is you, please contact us at lisa at flatclassroom dot org and we'll see what we can do to coordinate your needs. The Flat Classroom project judges a few weeks earlier than NetGen (early May versus NetGen in mid May). Thank you for your consideration and passing it along. This page is the instructions for the Flat Classroom project.
Vicki Davis

netgened2013 - Judges - 1 views

netgened2013.flatclassroomproject.org/Judges

education news tumblr digital storytelling all_teachers bestpractices

shared by Vicki Davis on 08 Apr 13 - No Cached
  • Vicki Davis on 08 Apr 13
     
    We need judges for multimedia for the Flat Classroom project and netgen. A topic will take 3-4 hours to judge during early May. This is a great way to learn about the emerging technology trends in education and technology and to see the current range of student abilities in digital storytelling. Some college professors have students participate as part of their coursework to understand how such projects work. If this is you, please contact us at lisa at flatclassroom dot org and we'll see what we can do to coordinate your needs. The Flat Classroom project judges a few weeks earlier than NetGen (FCP is in early May versus NetGen in mid May). Thank you for your consideration and passing it along. This page is the instructions for the NetGen Project
Vicki Davis

Students Leading - Let's Listen! - 4 views

www.gpb.org/...%E2%80%93-let%E2%80%99s-listen

education news students tumblr edreform

shared by Vicki Davis on 11 Apr 13 - No Cached
  • Vicki Davis on 11 Apr 13
     
    Student Voice Summit is in New York this Saturday. You can participate. Here's some more information from my friend Anne Ostholthoff, host of the Ignite Show. "Listening: This Saturday, April 13 in NYC, the first-ever Student Voice Summit happens. It is presented LIVE and sponsored by Dell and hosted by Microsoft in their NYC Office. You can be there - no matter where you are via Livestream: http://new.livestream.com/Dell/stuvoicelive . Also, be sure to follow these students via the #StuVoice hashtag on Twitter @stu_voice and http://www.stuvoice.org/ Here the hope is for a meaningful exchange between stakeholders in the education policy debate"
Nelly Cardinale

Marionnet.org - Project - 1 views

www.marionnet.org/project.php

org project networking computer technology administrator

shared by Nelly Cardinale on 30 Oct 12 - No Cached
  • Nelly Cardinale on 30 Oct 12
     
    Free virtual environment to teach the fundamental of computer Networking
Walter Antoniotti

Response to Class Project Over 100 BUT - 2 views

No one e-mail with questions. I added a contest, made instruction clearer. Plus I added Turning Points in American History to the projects page. http://www.textbooksfree.org/Turning%20Points%20in%...

all_teachers history technology

started by Walter Antoniotti on 15 Aug 16 no follow-up yet
Martin Burrett

Tate Kids - Colour Colour - 11 views

kids.tate.org.uk/...colour-colour

art colouring

shared by Martin Burrett on 14 Apr 12 - No Cached
  • Martin Burrett on 14 Apr 12
     
    This is a good virtual art colouring activity from the Tate Art Gallery. See full screen at http://kids.tate.org.uk/games/colour-colour/colour.swf http://j.mp/Hzjr9o http://ictmagic.wikispaces.com/Art%2C+Craft+%26+Design
Martin Burrett

Poetry Foundation - 8 views

www.poetryfoundation.org

poetry writing poem poems poets Literacy

shared by Martin Burrett on 03 Feb 12 - Cached
  • Martin Burrett on 03 Feb 12
     
    The poetry Foundation site is a great place to find poems and information about the world's most famous poets Also, download the Poetry Foundation App for iPhone and Android handsets at http://www.poetryfoundation.org/mobile/ to get a great collection of poetry and information to use in your class. http://ictmagic.wikispaces.com/English
Vicki Davis

9/11 Day of Service - 2 views

www.911day.org

news education events

shared by Vicki Davis on 03 Sep 13 - No Cached
  • Vicki Davis on 03 Sep 13
     
    Next week on 9/11 is the 9/11 day of service that many are commemorating. You can go to www.911day.org to see what others are doing and join in. This is a great activity and focus on others but more importantly - it is a remembrance - it isn't enough but it is a remembrance. Some of us still feel like it was yesterday.
Vicki Davis

20 to Watch Recognition Program - 0 views

www.nsba.org/...20-to-Watch-Winners

education news technology all_teachers bestpractices

shared by Vicki Davis on 04 Dec 13 - No Cached
  • Vicki Davis on 04 Dec 13
     
    Nominate someone you know NOW. What a great way to share up and coming education technology leaders: "Do you know educators who are passionate about using technology to transform teaching and learning; who can inspire their colleagues to embrace new tools; and who are curious by nature and always looking for how the next innovation can be applied to education? If so, please submit their names by Wednesday, December 18th for consideration as part of the National School Boards Association's "20 to Watch" recognition program. The 2013-14 "20" will be honored in Washington, D.C. during CoSN's Annual Conference, March 19th, 2014 (www.cosn.org) and recognized during the Technology Leadership Network Luncheon at the NSBA Annual Conference in New Orleans, April 6, 2014. Questions? Please email Ann Flynn."
Vicki Davis

The Hour of Code - National Writing Project - 0 views

www.nwp.org/...685

education computer science hour of code

shared by Vicki Davis on 02 Dec 13 - No Cached
  • Vicki Davis on 02 Dec 13
     
    Yes! Applause to the always innovative, always helpful National Writing Project for joining in the Hour of Code celebrations coming up. Have you signed up your school? Are you ready to participate? If you want to use writing as it relates to Computer Science, realize that this is important to all of us. "The National Writing Project is joining Code.org to support the Hour of Code . The largest initiative of its kind, the Hour of Code is a campaign to recruit 10 million students to try computer science for one hour during Computer Science Education Week (December 9-15). Join the National Writing Project, Microsoft, Google, Apple, Bill Gates, Mark Zuckerberg, the Boys & Girls Clubs of America, and over 100 other individuals and organizations to make history. Start planning the Hour of Code for your classroom (or school) at http://hourofcode.com/ ."
Kelly Faulkner

Questioning techniques - 27 views

changingminds.org/...questioning.htm

questioning questions teaching techniques criticalthinking resources

shared by Kelly Faulkner on 01 Nov 10 - Cached
  • Kelly Faulkner on 01 Nov 10
     
    from changing minds.org
Dave Truss

Parent Coffee Talk October- RSS & Classroom Blogs « 21st Century Learning - 8 views

www.mjgds.org/21stcenturylearning

schools2.0 blogs parents ML-1-1 rss tutorial commoncraft techintegrator

shared by Dave Truss on 23 Oct 10 - No Cached
  • Dave Truss on 23 Oct 10
     
    Participants in today's Parent Coffee Talk will create a Google Account and sign into Google Reader. A great school blog. Also see: Grade 2 video blog tutorial for parents http://www.mjgds.org/21stcenturylearning/?p=445
Anne Bubnic

New U.S. Research Center to Study Education Technology - 0 views

www.edweek.org/login.html

21st century learning ad4dcss digital_learning learning

shared by Anne Bubnic on 21 Aug 08 - Cached
  • Anne Bubnic on 21 Aug 08
     
    Congress has authorized a new federal research center that will be charged with helping to develop innovative ways to use digital technology at schools and in universities. The National Center for Research in Advanced Information and Digital Technologies was included as part of the latest reauthorization Requires Adobe Acrobat Reader of the Higher Education Act, approved last month. President Bush signed the law on Aug. 14. The center will be charged with supporting research and development of new education technologies, including internet-based technologies. It will also help adapt techniques already widely used in other sectors, such as advertising and the military, to classroom instruction.
Vicki Davis

SAVE THE DATE: OFFICEMAX WILL AGAIN SURPRISE 1,000+ TEACHERS ALL ON ONE DAY IN SECOND A... - 0 views

www.prnewswire.com/...34614

edu_news education grant grants

shared by Vicki Davis on 04 Sep 08 - Cached
  • Vicki Davis on 04 Sep 08
     
    October 1st, Office Max giving away grants. US teachers should register at adoptaclassroom.org.
  • Vicki Davis on 04 Sep 08
     
    One thousand teachers will be surprised on October 1st by Office Max, but you need to go to adoptaclassroom.org to be in the running. If you are in the US and don't have enough resources, please go and apply. What can you lose? You don't have because you don't ask!
Vicki Davis

ASCD - 0 views

www.ascd.org/...9dee008f99653fb85516f762108a0c

shared by Vicki Davis on 28 Oct 08 - No Cached
  • first 60 seconds of your presentation is
    • Vicki Davis
      Vicki Davis on 28 Oct 08
       
      How many of us emphasize the first 60 seconds of a presentation students give?
  • Summers and other leaders from various companies were not necessarily complaining about young people's poor grammar, punctuation, or spelling—the things we spend so much time teaching and testing in our schools
  • the complaints I heard most frequently were about fuzzy thinking and young people not knowing how to write with a real voice.
  • ...35 more annotations...
  • Employees in the 21st century have to manage an astronomical amount of information daily.
  • There is so much information available that it is almost too much, and if people aren't prepared to process the information effectively it almost freezes them in their steps.”
    • Vicki Davis
      Vicki Davis on 28 Oct 08
       
      Buidling a PLN using an RSS Reader is ESSENTIAL to managing information. THis is part of what I teach and do and so important!
  • rapidly the information is changing.
  • half-life of knowledge in the humanities is 10 years, and in math and science, it's only two or three years
    • Vicki Davis
      Vicki Davis on 28 Oct 08
       
      Personal learning networks and RSS readers ARE a HUGE issue here. We need to be customing portals and helping students manage information.
  • “People who've learned to ask great questions and have learned to be inquisitive are the ones who move the fastest in our environment because they solve the biggest problems in ways that have the most impact on innovation.”
    • Vicki Davis
      Vicki Davis on 28 Oct 08
       
      How do we reward students who question teachers -- not their authority but WHAT They are teaching? Do we reward students who question? Who inquire? Who theorize? Or do we spit them out and punish them? I don't know... I'm questioning.
  • want unique products and services:
  • developing young people's capacities for imagination, creativity, and empathy will be increasingly important for maintaining the United States' competitive advantage in the future.
    • Vicki Davis
      Vicki Davis on 28 Oct 08
       
      IN a typical year, how often are your students asked to invent something from scratch?
  • The three look at one another blankly, and the student who has been doing all the speaking looks at me and shrugs.
    • Vicki Davis
      Vicki Davis on 28 Oct 08
       
      When teachers tell students WHY withouth making them investigate, then we are denying them a learning opportunity. STOP BEING THE SAGE ON THE STAGE!.
  • The test contains 80 multiple-choice questions related to the functions and branches of the federal government.
  • Let me tell you how to answer this one
    • Vicki Davis
      Vicki Davis on 28 Oct 08
       
      Drill and test is what we've made. Mindless robots is what we'll reap. What are we doing?
  • reading from her notes,
  • Each group will try to develop at least two different ways to solve this problem. After all the groups have finished, I'll randomly choose someone from each group who will write one of your proofs on the board, and I'll ask that person to explain the process your group used.”
    • Vicki Davis
      Vicki Davis on 28 Oct 08
       
      Every time I do a team project, the "random selection" is part of it. Randomly select -- classtools.net has a random name generator -- great tool - and it adds randomness to it.
  • a lesson in which students are learning a number of the seven survival skills while also mastering academic content?
  • students are given a complex, multi-step problem that is different from any they've seen in the past
  • how the group solved the problem, each student in every group is held accountable.
  • ncreasingly, there is only one curriculum: test prep. Of the hundreds of classes that I've observed in recent years, fewer than 1 in 20 were engaged in instruction designed to teach students to think instead of merely drilling for the test.
    • Vicki Davis
      Vicki Davis on 28 Oct 08
       
      Not in my class, but in many classes - yes. I wonder how I'd teach differently if someone made me have a master "test" for my students at the end of the year. I'd be teaching to the test b/c I"m a type "A" driven to succeed kind of person. Beware what you measure lest that determine how you grow.
  • . It is working with colleagues to ensure that all students master the skills they need to succeed as lifelong learners, workers, and citizens.
  • I have yet to talk to a recent graduate, college teacher, community leader, or business leader who said that not knowing enough academic content was a problem.
  • critical thinking, communication skills, and collaboration.
  • seven survival skills every day, at every grade level, and in every class.
  • College and Work Readiness Assessment (www.cae.org)—that measure students' analytic-reasoning, critical-thinking, problem-solving, and writing skills.
    • Vicki Davis
      Vicki Davis on 28 Oct 08
       
      Would like to look more at this test, however, also doing massive global collaborative projects requiring higher order thinking is something that is helpful, I think.
  • 2. Collaboration and Leadership
  • 3. Agility and Adaptability
  • Today's students need to master seven survival skills to thrive in the new world of work.
  • 4. Initiative and Entrepreneurialism
  • 6. Accessing and Analyzing Information
  • 7. Curiosity and Imagination
  • I conducted research beginning with conversations with several hundred business, nonprofit, philanthropic, and education leaders. With a clearer picture of the skills young people need, I then set out to learn whether U.S. schools are teaching and testing the skills that matter most.
    • Vicki Davis
      Vicki Davis on 28 Oct 08
       
      Background on the research done by Tony Wagner.
  • “First and foremost, I look for someone who asks good questions,” Parker responded. “We can teach them the technical stuff, but we can't teach them how to ask good questions—how to think.”
    • Vicki Davis
      Vicki Davis on 28 Oct 08
       
      This is a great aspect of project based learning. Although when we allow students to have individual research topics, some teachers are frustrated because they cannot "can" their approach (especially tough if the class sizes are TOO LARGE,) students in this environment CAN and MUST ask individualized questions. This is TOUGH to do as the students who haven't developed critical thinking skills, whether because their parents have done their tough work for them (like writing their papers) or teachers have always given answers because they couldn't stand to see the student struggle -- sometimes tough love means the teacher DOESN'T give the child the answer -- as long as they are encouraged just enough to keep them going.
  • “I want people who can engage in good discussion—who can look me in the eye and have a give and take. All of our work is done in teams. You have to know how to work well with other
    • Vicki Davis
      Vicki Davis on 28 Oct 08
       
      Last Saturday, my son met Bill Curry, a football coach and player that he respects. Just before meeting him, my husband reviewed with my son how to meet people. HE told my son, "Look the man in his eyes and let him know your hand is there!" After shaking his hand, as Mr. Curry was signing my son's book, he said, "That is quite a handshake, son, someone has taught you well." Yes -- shaking hands and looking a person in the eye are important and must be taught. This is an essential thing to come from parents AND teachers -- I teach this with my juniors and seniors when we write resumes.
  • how to engage customers
    • Vicki Davis
      Vicki Davis on 28 Oct 08
       
      Engagi ng customers requires that a person stops thinking about their own selfish needs and looks at things through the eyes of the customer!!! The classic issue in marketing is that people think they are marketing to themselves. This happens over and over. Role playing, virtual worlds, and many other experiences can give people a chance to look at things through the eyes of others. I see this happen on the Ning of our projects all the time.
  • the world of work has changed profoundly.
    • Vicki Davis
      Vicki Davis on 28 Oct 08
       
      Work has changed, school hasn't. In fact, I would argue that schools are more industrial age than ever with testing and manufacturing of common knowledge (which is often outdated by the time the test is given) at an all time high. Let them create!
  • Over and over, executives told me that the heart of critical thinking and problem solving is the ability to ask the right questions. As one senior executive from Dell said, “Yesterday's answers won't solve today's problems.”
    • Vicki Davis
      Vicki Davis on 28 Oct 08
       
      We give students our critical questions -- how often do we let them ask the questions.
  • I say to my employees, if you try five things and get all five of them right, you may be failing. If you try 10 things, and get eight of them right, you're a hero. You'll never be blamed for failing to reach a stretch goal, but you will be blamed for not trying.
    • Vicki Davis
      Vicki Davis on 28 Oct 08
       
      If our students get eight out of 10 right, they are a low "B" student. Do we have projects where students can experiement and fail without "ruining their lives." Can they venture out and try new, risky things?
  • risk aversion
    • Vicki Davis
      Vicki Davis on 28 Oct 08
       
      He says risk aversion is a problem in companies -- YES it is. Although upper management SAYS they want people willing to take risks -- from my experience in the corporate world, what they SAY and what they REWARD are two different things, just ask a wall street broker who took a risky investment and lost money.
Emily Vickery

itscotland.org.uk - 0 views

itscotland.org.uk

educators itscotland.org.uk

shared by Emily Vickery on 16 Jul 08 - Cached
  • Emily Vickery on 16 Jul 08
     
    What you need, when you need it
Angela Maiers

Education Week: Where Has All the Knowledge Gone? - 0 views

www.edweek.org/login.html

Educational Reform

shared by Angela Maiers on 20 Oct 08 - Cached
  • Angela Maiers on 20 Oct 08
     
    Great article
Dave Truss

Opportunities, Access & Obstacles | David Truss :: Pair-a-dimes for Your Thoughts - 0 views

pairadimes.davidtruss.com/opportunities-access-obstacles

collaboration future learningconversations pairadimes web 2.0 web 3.0

shared by Dave Truss on 16 May 08 - Cached
  • • Online networks help to define us. My Blog, My Flickr, My Space, My Facebook, My Friends, My Profile, My Second Life, My del.icio.us, MyBlogLog, My Ning Network, My Twitter, My-Whole-Life-Connected-and-On-Display-For-Anyone-And-Everyone-To-See…
  • On many levels, ‘access issues’ are key obstacles. Yet, opportunities abound! The web lets us collaborate in many different ways! So now I have to wonder: Do we want our discussions to be around what we can’t do? It isn’t so much about ‘New Boundaries‘ as it is about removing boundaries. There were holes in the Berlin wall for years… innovative teachers today are escapees from behind similar walls. It is time to tear the old ideological walls down. Teachers and students need access granted!
  • I’ve seen a real shift in my own thinking recently. Forget whining about access, never mind the slow speed of change, get over the obstacles! Go after meaningful results. Engage and empower students. Be a leader and a role model.
  • Dave Truss on 16 May 08
     
    Forget whining about access, never mind the slow speed of change, get over the obstacles! Go after meaningful results. Engage and empower students. Be a leader and a role model.
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