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Adrienne Michetti

International Engagement Through Education: Remarks by Secretary Arne Duncan at the Cou... - 6 views

www.ed.gov/...tary-arne-duncan-council-forei

international education collaboration engagement global DoE

shared by Adrienne Michetti on 10 Jun 10 - Cached
  • two important trends that inform our drive to transform education in America. The first is increased international competition. The second is increased international collaboration
  • cultural awareness of all our students
  • education reform
  • ...7 more annotations...
  • We haven't been compelled to meet our global neighbors on their own terms, and learn about their histories, values and viewpoints. I am worried that in this interconnected world, our country risks being disconnected from the contributions of other countries and cultures. Through education and exchange, we can become better collaborators and competitors in the global economy
  • The President said that "education and innovation will be the currency of the 21st century."
  • In this way, Secretary Clinton said, "We will exercise American leadership to build partnerships and solve problems that no nation can solve on its own." This view of smart power and U.S. leadership applies to the work of improving educational attainment and partnerships around the globe.
  • International collaboration cuts across nearly every office in our agency
  • Such collaboration can inform and strengthen our reform efforts nationally, even as it helps improve standards of teaching and learning—and fosters understanding—internationally.
  • We must improve language learning and international education at all levels if our nation is to continue to lead in the global economy; to help bring security and stability to the world; and to build stronger and more productive ties with our neighbors.
  • we have never been more aware of the value of a multi-literate, multi-lingual society: a society that can appreciate all that makes other cultures and nations distinctive, even as it embraces all that they have in common.
  • Adrienne Michetti on 10 Jun 10
     
    Speech given by Arne Duncan, May 17, 2010 regarding international collaboration and engagement in US Education
Ed Webb

What's Wrong With the American University System - Culture - The Atlantic - 6 views

www.theatlantic.com/...60458

teaching education US USA opinion analysis college university

shared by Ed Webb on 29 Jul 10 - Cached
  • it's awfully difficult to say, "Here's knowledge we don't need!" It sounds like book burning, doesn't it? What we'd say is that on the scale of priorities, we find undergraduate teaching to be more important than all the research being done.
  • Those people were teachers, in the true sense of the word. They were just as knowledgeable about their fields as anyone, but they had playful, imaginative minds. They could go on TV—Carl Sagan could talk about science, John Kenneth Galbraith could talk about economics. They weren't dumbing down their subjects. In fact, they were actually using their brains. The more you rely on lingo—"regressive discourses," "performativity"—the less you have to really think. You can just throw terms around and say, "Look, Ma, I'm a theorist!"
  • We believe the current criteria for admissions—particularly the SAT—are just so out of whack. It's like No Child Left Behind. It really is. It's one of the biggest crimes that's ever been perpetrated. I mean, you took the SAT! It's multiple choice, a minute and quarter per question. What does it really test? It tests how good you are at taking tests! At a big university like Berkeley, where there are going to be 30,000 applications, here's what they do. On top of each folder, without even reading through it, they write your SAT score. That's the first winnowing. So the 1600s get looked at first, and then down from there.
  • ...2 more annotations...
  • One of the things that I find scariest at the moment is that so many bright people have no conception at all of life for any people but those in the upper middle class and above. They live a sheltered suburban life, go to college with other sheltered suburban kids, and assume that everyone's life has been like theirs. Some years ago a relative of mine graduated from Cambridge. I asked what his classmates would be doing after graduation and he said "management consulting." These were very bright people with zero experience in the business world who had spent the last three years barely able to manage their binge drinking, let alone manage any business. I'd trust the high school grad who rose through the ranks way more than these bright young things.
  • www.highereducationquestionmark.com
Dean Mantz

Harmful Soda | TermLifeInsurance .org - 6 views

www.termlifeinsurance.org/harmful-soda-full

harmful soda health

shared by Dean Mantz on 10 Aug 10 - Cached
  • Dean Mantz on 10 Aug 10
     
    Term Life Insurance provided this diagram detailing the effect of soda on your body.
Ed Webb

Mind - Research Upends Traditional Thinking on Study Habits - NYTimes.com - 3 views

www.nytimes.com/...07mind.html

learning cognition neuroscience education testing psychology

shared by Ed Webb on 06 Sep 10 - No Cached
  • instead of sticking to one study location, simply alternating the room where a person studies improves retention. So does studying distinct but related skills or concepts in one sitting, rather than focusing intensely on a single thing. “We have known these principles for some time, and it’s intriguing that schools don’t pick them up, or that people don’t learn them by trial and error,” said Robert A. Bjork, a psychologist at the University of California, Los Angeles. “Instead, we walk around with all sorts of unexamined beliefs about what works that are mistaken.”
  • The brain makes subtle associations between what it is studying and the background sensations it has at the time, the authors say, regardless of whether those perceptions are conscious. It colors the terms of the Versailles Treaty with the wasted fluorescent glow of the dorm study room, say; or the elements of the Marshall Plan with the jade-curtain shade of the willow tree in the backyard. Forcing the brain to make multiple associations with the same material may, in effect, give that information more neural scaffolding.
  • Cognitive scientists do not deny that honest-to-goodness cramming can lead to a better grade on a given exam. But hurriedly jam-packing a brain is akin to speed-packing a cheap suitcase, as most students quickly learn — it holds its new load for a while, then most everything falls out. “With many students, it’s not like they can’t remember the material” when they move to a more advanced class, said Henry L. Roediger III, a psychologist at Washington University in St. Louis. “It’s like they’ve never seen it before.”
  • ...6 more annotations...
  • cognitive scientists see testing itself — or practice tests and quizzes — as a powerful tool of learning, rather than merely assessment. The process of retrieving an idea is not like pulling a book from a shelf; it seems to fundamentally alter the way the information is subsequently stored, making it far more accessible in the future.
  • “The idea is that forgetting is the friend of learning,” said Dr. Kornell. “When you forget something, it allows you to relearn, and do so effectively, the next time you see it.”
  • An hour of study tonight, an hour on the weekend, another session a week from now: such so-called spacing improves later recall, without requiring students to put in more overall study effort or pay more attention, dozens of studies have found.
  • “Testing not only measures knowledge but changes it,” he says — and, happily, in the direction of more certainty, not less.
  • “Testing has such bad connotation; people think of standardized testing or teaching to the test,” Dr. Roediger said. “Maybe we need to call it something else, but this is one of the most powerful learning tools we have.”
  • The harder it is to remember something, the harder it is to later forget. This effect, which researchers call “desirable difficulty,”
Brendan Murphy

Education Week: Merit Pay Found to Have Little Effect on Achievement - 2 views

www.edweek.org/...05pay_ep.h30.html

shared by Brendan Murphy on 28 Sep 10 - No Cached
  • She anticipated that teachers might work even harder over the short term to win bonuses
    • Brendan Murphy
      Brendan Murphy on 28 Sep 10
       
      I think that is the point that teachers already do work as hard as they can.
  • how incentives change the teaching corps through entrance and exits,” said Eric A. Hanushek, a professor of economics at the Hoover Institution at Stanford University. “The study has nothing to say about this.”
  • t remains unclear how far the findings can be extrapolated to incentives with more features, such as professional development, differentiated roles, or a new teacher-evaluation system.
    • Brendan Murphy
      Brendan Murphy on 28 Sep 10
       
      I believe there have been studies saying if we incentivise actions that we know make people better then they will do those actions. I think it was the Time article earlier in 2010 when they reviewed the incetives for students. Giving student money for an A didn't help, but giving students money to do homework or not disrupt the class did help.
Roland O'Daniel

New Learners? New Educators? New Skills? - Emerging Technologies for Learning - 0 views

ltc.umanitoba.ca/...New_Educators%3F_New_Skills%3F

shared by Roland O'Daniel on 21 Mar 09 - Cached
  • key skills required today
    • David Peter
      David Peter on 21 Mar 09
       
      Are these the 21st century skills? While it's important to REFOCUS on literacies, it's the refocus and refinements of the literacies that enhances the 21st century skills.
  • Learning Activities
    • David Peter
      David Peter on 21 Mar 09
       
      These are interesting, but do they REALLY work? How would you assess learning?
  • traditional activities of teachers and learners
    • David Peter
      David Peter on 21 Mar 09
       
      A return to the Barr and Tagg "Learner Centered Paradigm"
  • ...3 more annotations...
  • Augmented – the course takes place in a traditional classroom setting, but technology is used to enhance the learning experience
    • David Peter
      David Peter on 21 Mar 09
       
      A different term for HYBRID learning?
  • Subject matter expert
    • David Peter
      David Peter on 21 Mar 09
       
      Faculty member - teacher
  • Planning for and fostering interaction The prominence of social technologies has created an opportunity for educators to increase the level of learner-learner and faculty-learner dialogue. Interaction can occur around ideas, content, or simply open discussions
    • David Peter
      David Peter on 21 Mar 09
       
      Moore spoke of learner/content interaction. Technology quickly becomes the connection between learner and everything.
Dean Mantz

PicLits.com - Create a PicLit - 0 views

www.piclits.com/compose_dragdrop.aspx

piclits.com piclit piclits drag-drop writing writing_prompt illustration all_teachers literature curriculum web2 language

shared by Dean Mantz on 09 Mar 09 - Cached
  • Dean Mantz on 09 Mar 09
     
    Drag/drop nouns, adjectives, adverbs, verbs, universal terms on to the image of your choice.
Lisa M Lane

Online Education - Introducing the Microlecture Format - Open Education - 0 views

www.openeducation.net/...ducing-the-microlecture-format

teaching lectures pedagogy

shared by Lisa M Lane on 10 Mar 09 - Cached
  • in online education “tiny bursts can teach just as well as traditional lectures when paired with assignments and discussions.” The microlecture format begins with a podcast that introduces a few key terms or a critical concept, then immediately turns the learning environment over to the students.
  • “It’s a framework for knowledge excavation,” Penrose tells Shieh. “We’re going to show you where to dig, we’re going to tell you what you need to be looking for, and we’re going to oversee that process.”
  • It clearly will not work for a course that is designed to feature sustained classroom discussions. And while the concept will work well when an instructor wants to introduce smaller chunks of information, it will likely not work very well when the information is more complex.
  • ...3 more annotations...
  • 1. List the key concepts you are trying to convey in the 60-minute lecture. That series of phrases will form the core of your microlecture. 2. Write a 15 to 30-second introduction and conclusion. They will provide context for your key concepts. 3. Record these three elements using a microphone and Web camera. (The college information-technology department can provide advice and facilities.) If you want to produce an audio-only lecture, no Webcam is necessary. The finished product should be 60 seconds to three minutes long. 4. Design an assignment to follow the lecture that will direct students to readings or activities that allow them to explore the key concepts. Combined with a written assignment, that should allow students to learn the material. 5. Upload the video and assignment to your course-management software.
    • Lisa M Lane
      Lisa M Lane on 28 Oct 10
       
      This really isn't lecture - it's more like an introduction to guide them toward reading and discussion.
  • the microlecture format similarly requires teachers to get the key elements across in a very short amount of time. Most importantly, it forces educators to think in a new way.
  • Given that it is tough to justify the traditional lecture timeframes
Maggie Tsai

Highly recommend Diigo Educator Account - Classroom 2.0 - 0 views

www.classroom20.com/...group-bookmarking

diigo education review

shared by Maggie Tsai on 13 Jan 09 - Cached
  • I tried out Diigo educator and was REALLY impressed. This let me very quickly (and with no email addresses needed) set up accounts for 30 students. I then created a group for all 3 classes to use and added all the students to the group. In this case, since I only have one more day with the kids and am not sure if they'll be using Diigo after this, I just used the 30 accounts for multiple classes, but if this were for my actual students, I would have created an account for each student. Anyway, once all the students were added to the group, I just instructed them to make sure to share every bookmark for this project with the group. All of the students will then be able to view all of the bookmarks. Again, we couldn't install even the diigolet, but saving right from Diigo worked fine for our purposes. They used the same technique of tagging with last name, class hour, and other appropriate tags. I taught both of these methods in a 45 minute class period and the actual explanation of the bookmarking technique took only 7-10 min. of each class period. The kids (7th graders) picked up on it EXTREMELY fast.
  • for long term use and for individual projects I strongly recommend using Diigo educator, especially since I use Diigo so heavily in my personal and professional web research.
  • I highly recommend Diigo Educator to any teacher!
Ed Webb

Wired Campus: Switch-Tasking and Twittering Into the Future at Library and Mu... - 0 views

chronicle.com/...index.php

shared by Ed Webb on 03 Mar 09 - Cached
  • so-called digital natives
    • Ed Webb
      Ed Webb on 03 Mar 09
       
      Can we please, please ditch this misleading term?
Dean Mantz

Cyber, Are you still Bullying? - 0 views

72.14.205.104/custom

bullying cyberbullying

shared by Dean Mantz on 23 Aug 08 - Cached
  • Dean Mantz on 23 Aug 08
     
    Memory game hosted by National Geographic. This game will test your short term memory.
Keith Hamon

Why Dell.com (was) More Enterprise 2.0 Than Dell IdeaStorm - O'Reilly Radar - 0 views

radar.oreilly.com/...ot-com-is-more-enterprise.html

digitalcitizenship ideastorm web2

shared by Keith Hamon on 29 Sep 08 - Cached
  • Keith Hamon on 29 Sep 08
     
    Why Dell.com (was) More Enterprise 2.0 Than Dell IdeaStorm
  • Keith Hamon on 29 Sep 08
     
    Teaches that Web 2.0 is more than just slick web-based software & sites. For O'Reilly, who coined the term, it is harnessing network effects, collective intelligence, to enrich the experience between the user and the organization.
Ben W

Animations for Earthquake Terms and Concepts - 0 views

earthquake.usgs.gov/...animations

animation earthquakes science

shared by Ben W on 21 Apr 08 - Cached
  • Ben W on 21 Apr 08
     
    USGS (means fair-use!) animations of faults & earthquake terminology. Quick, visual, and helpful
Elizabeth Koh

Immediacy in the Classroom - 0 views

serc.carleton.edu/...immediacy.html

immediacy research

shared by Elizabeth Koh on 23 May 08 - Cached
  • Elizabeth Koh on 23 May 08
     
    good website that discusses how an instructor can improve his/her interaction with students in terms of immediacy
Jeff Johnson

Giving Students' learning Choices Through Technology « Education with Technol... - 0 views

eduwithtechn.wordpress.com/...ing-choices-through-technology

choices digital edtech learning students technology

shared by Jeff Johnson on 21 May 08 - Cached
  • I wonder what school would be like if we could have more options and choices available to students. Sure all students have to learn the same basic standards. How much choice do we give the students in how they go about doing it? Do we provide lectures, demonstrations, guided instructions, interactive activities, group activities, and self-tests in various digital formats for them? By using technology we can have many different forms of learning the standard available to the students. What, if instead of lock stepping the class in terms of the students’ learning, we freed up the class to make their own choices? They can select in what order or format to see/hear/experience the learning.
Elizabeth Koh

Assessment Resource Centre - 0 views

www.polyu.edu.hk/...terms.htm

assessment education evaluation teaching

shared by Elizabeth Koh on 12 May 08 - Cached
  • Elizabeth Koh on 12 May 08
     
    Defines the various types of assessments one can use.
Julie Lehmer

100 Helpful Web Tools for Every Kind of Learner | College@Home - 2 views

www.collegeathome.com/...ools-for-every-kind-of-learner

tools resources

shared by Julie Lehmer on 11 Jun 08 - Cached
  • anonymous on 15 Jun 08
     
    For those unfamiliar with the term, a learning style is a way in which an individual approaches learning. Many people understand material much better when it is presented in one format, for example a lab experiment, than when it is presented in another, like an audio presentation. Determining how you best learn and using materials that cater to this style can be a great way to make school and the entire process of acquiring new information easier and much more intuitive. Here are some great tools that you can use to cater to your individual learning style, no matter what that is.
Eloise Pasteur

Deep learning and the google generation - Eloise's thoughts and fancies - 0 views

eloisepasteur.net/...index.php

blog business deep learning eloise google generation: shallow learning

shared by Eloise Pasteur on 11 Jul 08 - Cached
  • Does the google generation learn the necessary skills to develop into the high-flying academics of tomorrow? Pretty much whatever topic you do at higher degree level you will study intensively and for long periods. Does the multi-media fast burst learning they use so well at lower levels convert in enough of them to give us our professors of two decades time (I'm using professor in the UK sense, the highest level of university academic is a professor). Will it give us our surgeons - can they learn to concentrate for hours in surgery? At the same time, if middle and higher management in business don't stop to think deeply and make fast decisions for the short term, are the google generation actually better equipped than I am?
  • Eloise Pasteur on 11 Jul 08
     
    A blog post from me about deeper learning and the google generation and fitness for higher learning and the world of work
Marie Coppolaro

flickrCC - 0 views

flickrcc.bluemountains.net/index.php

best_practice creative_commons_images flickrcc imagescc imageshare

shared by Marie Coppolaro on 03 Jul 08 - Cached
  • Marie Coppolaro on 03 Jul 08
     
    flickrCC is a site published by Peter Shanks of www.bluemountains.net to help search for free, Creative Commons licensed Flickr images.
Vicki Davis

Libraries Shun Deals to Place Books on Web - New York Times - 0 views

www.nytimes.com/...22library.html

all_teachers collectiveknowledge edu_news edu_trends education hz08 hzmeta librarian

shared by Vicki Davis on 05 Apr 08 - Cached
  • Open Content Alliance
  • , a nonprofit effort aimed at making their materials broadly available.
  • Libraries that agree to work with Google must agree to a set of terms, which include making the material unavailable to other commercial search services. Microsoft places a similar restriction on the books it converts to electronic form. The Open Content Alliance, by contrast, is making the material available to any search service.
  • ...5 more annotations...
  • many in the academic and nonprofit world are intent on pursuing a vision of the Web as a global repository of knowledge that is free of business interests or restrictions.
  • Many prominent libraries have accepted Google’s offer — including the New York Public Library and libraries at the University of Michigan, Harvard, Stanford and Oxford. Google expects to scan 15 million books from those collections over the next decade.
  • libraries and researchers worry that if any one company comes to dominate the digital conversion of these works, it could exploit that dominance for commercial gain.
  • “One is shaped by commercial concerns, the other by a commitment to openness, and which one will win is not clear.”
  • The Open Content Alliance is the brainchild of Brewster Kahle, the founder and director of the Internet Archive, which was created in 1996 with the aim of preserving copies of Web sites and other material.
  • Vicki Davis on 05 Apr 08
     
    This New York Times article on the Open Content Alliance is an essential article for librarians and media specialists to read. It is also important for those following the fight for information and control of that information. In this case, the Open Content Alliance wants to make books that they scan available to any search engine while Microsoft and google are aggressively approaching libraries for exclusive access to their content. (which could be rescanned by another later, possibly.) Librarians and media specialists should understand this... when will people approach schools to scan annuals or student produced works? Maybe that is a while off, but for now, be aware that it is probably inevitable.
  • Vicki Davis on 05 Apr 08
     
    An overview of the Open Content Alliance versus Google and Microsoft battling to take control of the content housed in libraries.
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