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anonymous

thematic mapping blog: Using KML for Thematic Mapping - Research Paper Now Available - 6 views

blog.thematicmapping.org/...thematic-mapping-research.html

googleearth mapping

shared by anonymous on 05 Nov 09 - Cached
  • anonymous on 05 Nov 09
     
    "The purpose of this paper is to examine how KML, Keyhole Markup Language, can be used for thematic mapping. A thematic map displays the spatial pattern of a social or physical phenomenon, such as population density, life expectancy or climate change. "
  • anonymous on 05 Nov 09
     
    Got a student who needs a fun project? This might be right up his/her alley.
Martin Burrett

Rangoli Symmetry - 2 views

ukedchat.com/pma00014

Rangoli maths math symmetry

shared by Martin Burrett on 19 Feb 15 - No Cached
  • Martin Burrett on 19 Feb 15
     
    Rangoli based symmetry exercise - An activity based on Rangoli Patterns to provide opportunities for illustrating reflective and rotational symmetry of order 4.
Martin Burrett

SpellingFrame - 4 views

ukedchat.com/...spellingframe

spelling English

shared by Martin Burrett on 21 Jul 18 - No Cached
  • Martin Burrett on 21 Jul 18
     
    "An online tool for practising spelling patterns for primary pupils. Spellings are arranged in over 60 categories."
Martin Burrett

Storytelling For Assessment by @JamietheColes - 0 views

ukedchat.com/...storytelling-assessment

shared by Martin Burrett on 08 Mar 19 - No Cached
  • Martin Burrett on 08 Mar 19
     
    "You are obsessed with stories. I am obsessed with stories. We are obsessed with stories. Even when you go to sleep at night, your mind stays awake telling itself stories in your dreams.  It's predicted that modern humans began to speak language around 100,000 years ago. It's no great leap of the imagination to assume they started telling stories not long after.  We're obsessed with stories. But why? It's how we make sense of the world. We have a deep neurological compulsion to find patterns. "
Martin Burrett

Busting the myths of AI in education - 0 views

ukedchat.com/...busting-myths-ai-edu

AI myths education

shared by Martin Burrett on 09 Oct 18 - No Cached
  • Martin Burrett on 09 Oct 18
     
    "When you mention Artificial Intelligence (AI), you're likely to get a variety of responses ranging from the fear that robots will take over our jobs - and our lives - to the conviction that it will transform our future for the better. Now that AI is becoming an integral part of organisations such as NASA, the NHS and even your local council, is it time for education to embrace the power of AI? I believe that it is. While algorithms will never be a substitute for a good teacher, there are some exciting new ways that AI can help schools to spot patterns of progress, or identify pupils who are having difficulties with their learning."
Martin Burrett

Children from disadvantaged backgrounds do less vigorous physical activity - 1 views

ukedchat.com/...children-physical-activity

sports PE

shared by Martin Burrett on 01 Jul 19 - No Cached
  • Martin Burrett on 01 Jul 19
     
    "Children from disadvantaged backgrounds and certain ethnic minority backgrounds, including from Pakistani and Bangladeshi backgrounds, have lower levels of vigorous physical activity, according to researchers at the University of Cambridge. The patterns mirror inequalities seen in levels of childhood obesity, suggesting a need for a greater focus on the promotion of vigorous physical activity, particularly for those children from more disadvantaged backgrounds."
Ed Webb

Why hard work and specialising early is not a recipe for success - The Correspondent - 0 views

thecorrespondent.com/...5432867990-073c5173

education LiberalArts psychology training

shared by Ed Webb on 09 Mar 20 - Cached
  • dispelling nonsense is much harder than spreading nonsense.
  • a worldwide cult of the head start – a fetish for precociousness. The intuitive opinion that dedicated, focused specialists are superior to doubting, daydreaming Jacks-of-all-trades is winning
  • astonishing sacrifices made in the quest for efficiency, specialisation and excellence
  • ...20 more annotations...
  • Most things that people want to learn do not resemble language, golf or chess, but rather a game in which the generalist has an advantage. A hostile learning environment
  • Seemingly inefficient things are productive: expanding your horizons, giving yourself time, switching professions. 
  • early specialisation is a good idea if you want to become successful in certain fields, sports or professions. In fact, in some cases, it’s the only option. Take chess, for example: if you don’t start early, you won’t stand a chance at glory.
  • learning chess is not a good model for learning other things. Epstein explains this using the work of psychologist Robin Hogarth, who makes the distinction between friendly (kind) and unfriendly or hostile (wicked) learning environments.
  • In a friendly learning environment, such as chess, the rules are clear, the information is complete (all pieces are visible on the board), and you can (ultimately) determine the quality of every move. In other words, the feedback loop
  • friendly learning environments are the exception. The world is not as clear-cut as golf or chess. So early specialisation is often a bad idea. 
  • In hostile learning environments without repetitive patterns, mastery is much harder to achieve. The feedback loop is insidious. Unlike chess, experience does not necessarily make you better. You may stick with the wrong approach because you’re convinced it’s the right one. 
  • The better a teacher scored on their own subject (i.e., the higher the grades their students got in that subject), the more mediocre students’ scores were across the complete programme (all modules). The explanation? Those teachers gave their students rigidly defined education, purely focused on passing exams. The students passed their tests with high marks – and rated their teachers highly in surveys – but would fail later on. 
  • In learning environments without repetitive patterns, where cause and effect are not always clear, early specialisation and spending countless hours does not guarantee success. Quite the opposite, Epstein argues. Generalists have the advantage: they have a wider range of experiences and a greater ability to associate and improvise. (The world has more in common with jazz than classical music, Epstein explains in a chapter on music.)
  • Many modern professions aren’t so much about applying specific solutions than they are about recognising the nature of a problem, and only then coming up with an approach. That becomes possible when you learn to see analogies with other fields, according to psychologist Dedre Gentner, who has made this subject her life’s work.
  • Another advantage generalists and late specialists have is more concrete: you are more likely to pick a suitable study, sport or profession if you first orient yourself broadly before you make a choice.
  • Greater enjoyment of the game is one of the benefits associated with late specialisation, along with fewer injuries and more creativity.
  • which child, teenager or person in their 20s knows what they will be doing for the rest of their lives?
  • Persevering along a chosen path can also lead to other problems: frustrations about failure. If practice makes perfect, why am I not a genius? In a critical review,
  • The tricky thing about generalist long-term thinking versus specialist short-term thinking is that the latter produces faster and more visible results.
  • specialising in short-term success gets in the way of long-term success. This also applies to education.
  • (Another example: the on-going worry about whether or not students’ degree choices are "labour market relevant".)
  • Teachers who taught more broadly – who did not teach students readymade "prescribed lessons” but instilled "principles" – were not rated as highly in their own subject, but had the most sustainable effect on learning. However, this was not reflected in the results. These teachers were awarded – logically but tragically – lower ratings by their students.
  • the 10,000 hour gang has considerable power with their message "quitters never win, winners never quit".Epstein’s more wholesome message seems weak and boring in comparison. Some things are simply not meant for everyone, doubt is understandable and even meaningful, you can give up and change your choice of work, sports or hobby, and an early lead can actually be a structural disadvantage. 
  • "Don’t feel behind." Don’t worry if others seem to be moving faster, harder or better. Winners often quit.
Martin Burrett

Book review- When the adults change, everything changes by @pivotalpaul - 1 views

ukedchat.com/...when-adults-change

book review behaviour

shared by Martin Burrett on 12 Nov 17 - No Cached
  • Martin Burrett on 12 Nov 17
     
    "Even with 'expert' advice from consultants, self-proclaimed gurus, or politicians, managing behaviour in secondary schools is an art within itself. Different personalities, socio-economic conditions and expectations are all unique to each individual setting so no one slant on how to manage behaviour will suit all schools. Yet the role of pastoral care in many schools has evidently been diminished with the focus turning towards academic achievement in high stakes exam results, with pupils being reduced to 'units of progress'. This is not only a UK shift in focus, with many jurisdictions around the world following a similar pattern."
Tony Richards

The Atlantic Online | January/February 2010 | What Makes a Great Teacher? | Amanda Ripley - 14 views

www.theatlantic.com/...good-teaching

what makes a good teacher good article read

shared by Tony Richards on 04 Feb 10 - Cached
  • Tony Richards on 04 Feb 10
     
    "What Makes a Great Teacher? Image credit: Veronika Lukasova Also in our Special Report: National: "How America Can Rise Again" Is the nation in terminal decline? Not necessarily. But securing the future will require fixing a system that has become a joke. Video: "One Nation, On Edge" James Fallows talks to Atlantic editor James Bennet about a uniquely American tradition-cycles of despair followed by triumphant rebirths. Interactive Graphic: "The State of the Union Is ..." ... thrifty, overextended, admired, twitchy, filthy, and clean: the nation in numbers. By Rachael Brown Chart: "The Happiness Index" Times were tough in 2009. But according to a cool Facebook app, people were happier. By Justin Miller On August 25, 2008, two little boys walked into public elementary schools in Southeast Washington, D.C. Both boys were African American fifth-graders. The previous spring, both had tested below grade level in math. One walked into Kimball Elementary School and climbed the stairs to Mr. William Taylor's math classroom, a tidy, powder-blue space in which neither the clocks nor most of the electrical outlets worked. The other walked into a very similar classroom a mile away at Plummer Elementary School. In both schools, more than 80 percent of the children received free or reduced-price lunches. At night, all the children went home to the same urban ecosystem, a zip code in which almost a quarter of the families lived below the poverty line and a police district in which somebody was murdered every week or so. Video: Four teachers in Four different classrooms demonstrate methods that work (Courtesy of Teach for America's video archive, available in February at teachingasleadership.org) At the end of the school year, both little boys took the same standardized test given at all D.C. public schools-not a perfect test of their learning, to be sure, but a relatively objective one (and, it's worth noting, not a very hard one). After a year in Mr. Taylo
Martin Burrett

Pattern Sequencer - 5 views

www.drumbot.com/...pattern_sequencer.swf

music drum sequencer

shared by Martin Burrett on 20 Dec 12 - No Cached
  • Martin Burrett on 20 Dec 12
     
    A simple drum sequencer for making percussion sounds. Save files to your computer to re-use later. http://ictmagic.wikispaces.com/Music%2C+Sound+%26+Podcasts
Martin Burrett

Mutapic - 7 views

www.mutapic.com/Mutapic_01.swf

art patterns

shared by Martin Burrett on 04 May 12 - No Cached
  • Martin Burrett on 04 May 12
     
    Make art by choosing two template images. Then generate lots of variations and edit until it's right. http://ictmagic.wikispaces.com/Art%2C+Craft+%26+Design
Martin Burrett

Symmetry Activity - 5 views

www.haelmedia.com/...mc_txh4_001.html

symmetry maths geometry patterns

shared by Martin Burrett on 07 May 12 - Cached
  • Martin Burrett on 07 May 12
     
    A maths symmetry activity where users complete the mirror image by adding in squares. http://ictmagic.wikispaces.com/Maths
Brian C. Smith

The Creativity Crisis - Newsweek - 15 views

www.newsweek.com/...the-creativity-crisis.html

creativity education learning article innovation psychology

shared by Brian C. Smith on 11 Jul 10 - Cached
    • anonymous
      anonymous on 19 Jul 10
       
      If you've ever seen or heard Raif Esquith speak then you know how much he values music with young children. Watch this clip: http://www.tubechop.com/watch/79846
  • The lore of pop psychology is that creativity occurs on the right side of the brain. But we now know that if you tried to be creative using only the right side of your brain, it’d be like living with ideas perpetually at the tip of your tongue, just beyond reach
    • Brian C. Smith
      Brian C. Smith on 26 Jul 10
       
      Hello, Mr. Pink. Are you reading?
  • those who diligently practice creative activities learn to recruit their brains’ creative networks quicker and better. A lifetime of consistent habits gradually changes the neurological pattern.
  • ...7 more annotations...
  • The home-game version of this means no longer encouraging kids to spring straight ahead to the right answer
  • The new view is that creativity is part of normal brain function.
  • “As a child, I never had an identity as a ‘creative person,’ ” Schwarzrock recalls. “But now that I know, it helps explain a lot of what I felt and went through.”
  • In China there has been widespread education reform to extinguish the drill-and-kill teaching style. Instead, Chinese schools are also adopting a problem-based learning approach.
  • fact-finding
  • problem-finding
  • Next, idea-finding
  • Bill Guinee on 13 Jul 10
     
    Very interesting article from Newsweek about how creativity works in the brain, and how it can be trained in an educational setting. It describes a "crisis" trend where creativity scores in America are decreasing.
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.
Vicki Davis

Past Issues - UI Design Newsletter - 0 views

www.humanfactors.com/...sep08.asp

curriculum education technology

shared by Vicki Davis on 02 Oct 08 - Cached
  • You can ask them what they noticed, but self reporting of this sort is notoriously inaccurate – if you ask people to point to what they look at, and meld that with an eyetracking overlay of where their eyes actually went there is a startling gap.
  • applied eyetracking methodologies to measure the attention-drawing effects of new and newly modified elements of search results pages.
  • there is a strong correlation where people look and where they click on search results pages
  • ...5 more annotations...
  • They look a bit like hurricane maps. People get most excited about findings where the gaze patterns are highly organized... and look a bit like a well-formed hurricane.
  • The visual design works!"
  • So, the visual design objective of a website is to draw your attention to move around the page.
  • longest looking times may not. In fact, longest looking times can, in some cases, reflect multiple lookbacks and dwell time indicating confusion or uncertainty about a next step, a label or an interaction.
  • If there is no fixation we cannot possibly process the content. If there is no fixation we can't be influenced. Amazing, but the part we should pay attention to in our eyetracking results is probably the area that is NOT highlighted!!
  • Vicki Davis on 02 Oct 08
     
    Article about how people look at web pages.
  • Vicki Davis on 02 Oct 08
     
    As you design web pages for use with your students -- do you wonder why they don't sometimes SEE what you're putting in front of them -- it is because of eye movement. It is design!!! This paper writes about the effect of website design on eye movement. Those who are desigining online curriculum need to understand this. My sister, Sarah, has been an onlien professor for Savannah College of Art and Design for a while, ,and this is something she talks about in her courses and shares with me. This is why I emphasize wiki layout and design w/ my students (like having a table of contents and white space.) If it is not attractive, it just doesn't exist, because it IS NOT READ! Educators will do well to remember that!
Ric Murry

YouTube's Pattern Recognition Adapted To Fight Child Abuse - 0 views

mashable.com/...google-ncmec

ad4dcss

shared by Ric Murry on 19 Apr 08 - Cached
  • Ric Murry on 19 Apr 08
     
    Interesting that YouTube, the evil, filtered video place for schools, is perhaps going to lead the way to internet protection for child safety.
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...
Adrienne Michetti

AJET 19(1) Boyle (2003) - design principles for authoring dynamic, reusable learning ob... - 1 views

www.ascilite.org.au/...boyle.html

education programming elearning pedagogy design learning

shared by Adrienne Michetti on 01 Feb 10 - Cached
  • delineate a coherent framework for the authoring of re-purposable learning objects
  • significant changes in the creation of learning objects
  • nternational work directed at developing learning object standards
  • ...33 more annotations...
  • a learning object is defined as any entity, digital or non-digital, that may be used for learning, education or training. IEEE
  • ork on metadata and learning object packaging
  • cohesion
  • ke any learning object and provide a 'wrapper' around this object
  • learning object is thus 'packaged' in a standard container format
  • learning objects must be developed with potential reuse, and especially repurposing in mind. The principal aim of this paper is to explore and delineate principles underlying authoring for reuse and repurposing.
  • taxonomy
  • This mapping suggests that each learning object should be based on one learning objective or clear learning goal.
  • The principle of cohesion, however, indicates that there should be a separate learning object for each type of loop. An immediate advantage is that the tutor can select the order in which these learning objects are combined. A tutor dealing with experienced student may wish to deal with these in sequence; another tutor with a different group of students may intersperse these learning objects with object dealing with other features of the language.
    • Adrienne Michetti
      Adrienne Michetti on 01 Feb 10
       
      This would, then, make them easier to edit and manipulate in the future. I can follow this article.
  • the principle of 'de-coupling', or more accurately minimised coupling.
  • unit (software module/learning object) should have minimal bindings to other units.
  • independently of the other (
    • Adrienne Michetti
      Adrienne Michetti on 01 Feb 10
       
      Right - and the goal is complete independence so as to be able to manipulate and change later.
  • The learning object should, as far as possible, be free standing.
    • Adrienne Michetti
      Adrienne Michetti on 01 Feb 10
       
      YES! Can we please apply this to items as simple as Word documents and HTML? It would make things so much easier. This also reminds me of good pedagogical design principles BEFORE we had digital learning -- the same should be true for worksheets, handouts, textbooks, etc. It needs to be able to be changed.
  • adaptation
  • The challenge is to maintain this richness in a system composed of reusable components.
  • We must face the challenge of creating learning objects that are cohesive, decoupled and pedagogically rich. This design challenge is associated with the issue of 'repurposability' as we might expect rich learning objects to provide further options for adaptation by local tutors.
    • Adrienne Michetti
      Adrienne Michetti on 01 Feb 10
       
      Yes, yes, and yes. We need to think beyond our own immediate purposes.
  • n the Java language
    • Adrienne Michetti
      Adrienne Michetti on 01 Feb 10
       
      quite honestly, I would have preferred a non-computer programming example. These principles apply to all technology design, not just programming. Something more accessible would have made this paper stronger.
  • The project involves intervention in syllabus development, the social organisation of learning and the introduction of new eLearning materials. The eLearning resources are being based on the authoring of rich, reusable learning objects. This development provides the focus for the present discussion.
  • The learning objects are being developed both to meet immediate pedagogical needs and to serve this larger goal. This produces extra pressure initially. However, it provides the potential to divide the eventual task among a number of contributing partners, exploiting considerable advantages of scale.
  • A key challenge for the project is to resolve the tensions in a creative and productive way.
    • Adrienne Michetti
      Adrienne Michetti on 01 Feb 10
       
      Basically, you have to take it all apart and put it back together again. This is fundamental to learning a new way to design anything, really.
  • A compound object consists of two or more independent learning objects that are linked to create the compound.
  • A further important feature is that each simple component object can be reused independently.
  • They thus provide a basis for pedagogical richness that fully exploits the opportunities offered by the technology.
    • Adrienne Michetti
      Adrienne Michetti on 01 Feb 10
       
      YES! use the tech to its best.
  • manage the bindings between one object and others
  • they should be able to reconfigure this to shape their own compound object.
    • Adrienne Michetti
      Adrienne Michetti on 01 Feb 10
       
      This is so crucial. Each educator must be able to restructure it, use to his/her advantage within context.
  • main types of binding: navigational bindings through URLs and non-URL based content bindings. This design pattern deals with the issue of URL based bindings.
  • we must have a design mechanism for managing these bindings.
  • learning object consists of a core and zero or more expansions. A default object is presented with the core with certain expansions added. These expansions aim to provide added pedagogical value to help in attaining the learning objective.
  • the relationship between learning objects and the syllabus, course or other higher organising structure in which they are delivered.
  • the syllabus navigation structure operates at a different layer of organisation for the learning object resources
  • . These syllabi objects operate at a different layer from that of main content objects
  • The key message is the need to establish distinct layers of organisation in eLearning
  • The central challenge is to design for reuse and repurposing.
  • Adrienne Michetti on 01 Feb 10
     
    painful reading with the example of Java - but the point remains that all learning objects should be managed and designed with the purpose of being able to use them in the future in ways that are dynamic and reusable. This means de-coupling them and ensuring they are made of distinct pedagogical units.
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