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Vicki Davis

UChannel - Students and Electronic Media: Teaching in the Technological Age - 0 views

uc.princeton.edu/...index.php

best_practice education professionaldevelopment

shared by Vicki Davis on 04 Jul 08 - Cached
  • Vicki Davis on 04 Jul 08
     
    Resources from the princeton Future of Education Conference including videos and audio.
  • Vicki Davis on 04 Jul 08
     
    Archived information for the Princeton future of education conference. Some wonderful presentations!
Clif Mims

FriendFeed - About Us - 0 views

friendfeed.com/about

audio blog digital images=photos podcast rss video web 2.0 web-design wiki

shared by Clif Mims on 31 Mar 08 - Cached
    • Clif Mims
      Clif Mims on 31 Mar 08
       
      This might be an interesting way to facilitate conversation in classes and professional development.
  • FriendFeed enables you to keep up-to-date on the web pages, photos, videos and music that your friends and family are sharing. It offers a unique way to discover and discuss information among friends.
  • customized feed
  • ...1 more annotation...
  • It’s also fast and easy to start discussions around shared items. On FriendFeed, you and your friends contribute to a shared stream of information — information that you care about, because it's from the people that you care about.
  • Clif Mims on 31 Mar 08
     
    This might be an interesting way to facilitate conversation in classes and professional development.
Vicki Davis

SEM Image Galley by ASPEX - 2 views

www.aspexcorp.com/...send_sample.html

science education edu_news

shared by Vicki Davis on 19 Apr 10 - Cached
  • Vicki Davis on 19 Apr 10
     
    This is fascinating. Ms. Davis, I found your website not too long ago and wanted to tell you that I really enjoy your blog. Loved the posts about your "Daily Spotlight on Education." You make an a lot of important information easy to follow and it definitely seems like you got a great thing going for you. Keep up your great work and best of luck to you in the future. My name is Jeffrey and I'm with ASPEX, a leading producer of Scanning Electron Microscopes (SEM) and Microanalysis software. Our company recently kicked off a "Send Us Your Sample" campaign, which allows anyone to mail us an object of their choosing and have it scanned for free under one of our powerful desktop SEMs. Since your blog primarily deals with education, this would be a great opportunity for some of your educators to get some samples done for their class. People can send us a broken iPhone, an old toothbrush, or even a dead insect...anything they want to see a picture of under a powerful microscope. It's pretty cool. Once we receive the samples, we'll notify senders of their results via email. You can view other reports we've done here: http://www.aspexcorp.com/resources/send_sample.html Since we started this campaign, we've seen a lot of interest from professionals, educators and students all around the globe. Given the focus of your website, I wanted to contact you about posting the information about "Send Us Your Sample" on your blog. We have recently posted a YouTube video that shows how we go about sampling and how to demo our SEM. We would love to partner with you to spread the word about this offer in a blog post so more people get the unique opportunity to have something scanned by an SEM. We also have our "Name That Sample" Campaign in which we put up a sample and the person who guesses correctly, or closest, wins a Brand New Netbook! Just another way of interactivity within your blog. Encourage your readers to Name That Sample! We can talk about details if you're interested. Thanks
Kelly Faulkner

QlipBoard - Voice anything. Share anywhere. - 21 views

www.qlipmedia.com

web2.0 screencast presentation tools audio slideshow freeware free

shared by Kelly Faulkner on 30 Apr 10 - Cached
  • Roland O'Daniel on 30 Apr 10
     
    Multimedia online note taking tool. Students can capture screen images, make audio recordings for notes, or write text notes to accompany drawings. These different media can then be organized into videos!  I envision it being similar to Evernote with more interaction capabilities and with the great addition of being able to create videos of the information gathered. I like this tool!
  • Kelly Faulkner on 11 Jun 10
     
    make screencasts and save as wmv, free
David Hilton

YouTube - MisterHistory1's Channel - 4 views

www.youtube.com/...MisterHistory1

ancient medieval modern lessons video movies activities re-enactments living history classes historical

shared by David Hilton on 30 Sep 09 - Cached
  • David Hilton on 30 Sep 09
     
    A little self-indulgent, however I'm interested in seeing what other people do with their classes. This is the montage of our recent medieval tournament. We also do an archaeological dig and other historical re-enactments. If anyone else has footage, images or descriptions of activities or re-enactments they do with their classes I'd be really interested to see them. And steal their ideas.
David Wetzel

Engaging Students with Digital Media in Science and Math - 13 views

www.teachscienceandmath.com/...ital-media-in-science-and-math

digital images in education videos Math Science teaching and strategies using media

shared by David Wetzel on 26 Jul 10 - Cached
  • David Wetzel on 26 Jul 10
     
    Digital Media follows the old adage "A picture is worth a thousand words!" when it comes to science and math. The use of visuals is ideal for helping students construct background knowledge for developing a better understanding of science and math concepts.
Vicki Davis

FOXNews.com - Trading Nude Photos Via Mobile Phone Now Part of Teen Dating, Experts Say... - 0 views

www.foxnews.com/...0,2933,351171,00.html

ad4dcss case study digital_citizenship digital_responsibilities digital_safety education

shared by Vicki Davis on 14 Apr 08 - Cached
  • The instant text, picture and video messages have become part of some teens' courtship behavior, police and school officials said.
  • "I've seen everything from your basic striptease to sexual acts being performed," said Reynoldsburg police Detective Brian Marvin, a member of the FBI Cyber Crime Task Force of Central Ohio. "You name it, they will do it at their home under this perceived anonymity."
  • "This happens a lot," said Kelsey, author of Generation MySpace: Helping Your Teen Survive Online Adolescence. "It crosses every racial socio-economic group. Christian kids are doing it. Jewish kids are doing it." Male teens are also doing it.
  • ...1 more annotation...
  • A study last year found teens are placing more of an emphasis on image and fame than in the past. Jean Twenge, a psychology professor at San Diego State University who studies young people's trends, found that teens are more confident and assertive than ever before.
  • Vicki Davis on 14 Apr 08
     
    Teens are really moving a lot of their relationships to cell phones as Danah Boyd said recently on a Wow2 show. This example of teenage habits of sharing photographs on cell phones is an example. Discussions of cell phone use should be a part of what parents and teachers do with kids. This makes me think twice about allowing cell phone cameras on my children's phones, but I'd rather help them be wise in using it.
Dave Truss

About | Addictomatic - 0 views

addictomatic.com/about

shared by Dave Truss on 04 May 08 - Cached
  • Dave Truss on 04 May 08
     
    Addictomatic searches the best live sites on the web for the latest news, blog posts, videos and images. It's the perfect tool to keep up with the hottest topics, perform ego searches and feed your addiction for what's up and what's now.
Clif Mims

SnapCasa - 0 views

snapcasa.com

imaging=photo-editing instructional-design tutorials video web-apps web-design

shared by Clif Mims on 07 Jun 08 - Cached
  • Clif Mims on 07 Jun 08
     
    SnapCasa is a free website screenshot generator. Free thumbnails are available in four sizes, do not include any watermarks or ads, and there are no limits on usage.
yc c

Glogster EDU - Poster | Text, Images, Music and Video - 11 views

edu.glogster.com

poster tool hosting webpage

shared by yc c on 05 Feb 10 - Cached
  • yc c on 05 Feb 10
     
    Glogster EDU is your original educational resource for innovative and interactive learning. 
Clint Hamada

Users - CC Wiki - 8 views

wiki.creativecommons.org/...Users

CC Creative Commons Markers citation

shared by Clint Hamada on 23 Mar 10 - Cached
  • t is your legal obligation to include what license is being used
  • You also need to provide the URL for the Creative Commons license selected with each copy of the work that you make available.
  • Crediting in Video
  • ...3 more annotations...
  • Crediting in Text
  • Crediting in Audio
  • Crediting in Images
Ed Webb

Is the internet making teens nicer? - Yahoo! News - 10 views

old.news.yahoo.com/...218370

empathy internet generations research socialnetworking

shared by Ed Webb on 18 Aug 11 - No Cached
  • We typically assume that the internet is turning kids into narcissistic, vicious cyber-bullies, but a growing body of research indicates that the opposite is true. New research suggests that spending time emailing, texting, and Facebook-ing might actually help both adults and kids become better friends and people
  • the more time college students spent on the internet, the more empathetic they were both online and off
  • Forty-five percent of 3,777 teens surveyed reported being bullied, but fewer than 20 percent of those said it had occurred online or via text messaging or phone. Almost 40 percent said it had happened in person. And two-thirds of those bullied online said they didn't even find the abuse upsetting.
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  • "Have our brains become so desensitized by a 24/7, all-you-can-eat diet of lurid flickering images that we've lost all perspective on appropriateness and compassion?" they asked. A 2007 study of 18 to 23-year-olds found they were less able to identify expressions of emotion after playing violent video games. And, while Dr. Rosen's study found that can help people relate better, it also found that excessive social networking makes some teens more prone to aggression, mania, anxiety, and depression.
Dave Truss

VoiceThread - Group conversations around images, documents, and videos - 19 views

isb.ed.voicethread.com/#q

voicethread examples

shared by Dave Truss on 20 Nov 09 - No Cached
  • Dave Truss on 20 Nov 09
     
    ISB VoiceThreads show a variety of different ways to use VT in the classroom
Jennifer Garcia

Internet Archive: Free Downloads: Moving Image Archive - 20 views

www.archive.org/movies

movie video archive collection internet archive

shared by Jennifer Garcia on 31 Oct 09 - Cached
  • Jennifer Garcia on 31 Oct 09
     
    The Internet archive movie archive
Clif Mims

Creaza Education - 16 views

www.creazaeducation.com

mobile-technology Audio Video Imaging=Photo-Editing Concept=Semantic-Mapping Visualization Tutorials Language-Arts Reading Dual-Coding Social-Software Educational-Technology 2.0 iPad iPhone

shared by Clif Mims on 03 May 11 - No Cached
  • Clif Mims on 03 May 11
     
    Create, edit, and share digital stories. Works with most digital devices.
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.
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