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Vicki Davis

Bullying is not on the rise and it does not lead to suicide | Poynter. - 10 views

www.poynter.org/...nd-it-does-not-lead-to-suicide

education bullying stopbullying all_teachers

shared by Vicki Davis on 31 Oct 13 - No Cached
  • Vicki Davis on 31 Oct 13
     
    Guidance counselors and principals should read this article - not to share and tout as a defense of bullying for there is no defending meanness ever - not among adults and definitely not among children. However, it is time to de-escalate the frantic misreporting and hysteria that some are causing on the topic of bullying and suicide. Suicide is horrible and often the person who commits suicide is bullied -- here's a quote from the article that I thought was telling. This would be worth discussing with those who can maturely see the balance that is called for here and again, not to use it to excuse atrocious behavior. "Reporters are often reacting to other misinformed authorities.  For example, Polk County Sheriff Grady Judd explained to reporters that he arrested two girls (one 12, the other 14) in Sedwick's death, after seeing a callous social media post from one of the girls, "We can't leave her out there, who else is she going to torment? Who else is she going to harass? Who is the next person she verbally and mentally abuses and attacks?" While it's a great quote, it implies that this girl has the ability, through random meanness, to inspire others to commit suicide. "Everything we know about unsafe reporting is being done here - describing the method(s), the simplistic explanation (bullying = suicide), the narrative that bullies are the villains and the girl that died, the victim," Wylie Tene, the public relations manager for the American Foundation for Suicide Prevention, wrote in an email to me. "She (the victim) is almost portrayed as a hero. Her smiling pictures are now juxtaposed with the two girls' mug shots. Her parents are portrayed as doing everything right, and the other girls parents did everything wrong and are part of the problem. This may be all true, and it also may be more complicated.""
Ed Webb

The Progressive Stack and Standing for Inclusive Teaching - The Tattooed Professor - 2 views

www.thetattooedprof.com/...tanding-for-inclusive-teaching

pedagogy inclusion

shared by Ed Webb on 15 May 20 - Cached
  • There are two fundamental truths about Inclusive Pedagogy: it is an eminently desirable set of practices for teaching in higher ed, and it is an eminently difficult set of practices for teaching in higher ed
  • Put simply, the Progressive Stack is a method of ensuring that voices that are often submerged, discounted, or excluded from traditional classroom discussions get a chance to be heard
  • There are personal, cultural, learning, and social reasons people don’t speak up in class.  Students of color and women of all races, introverts, the non-conventional thinkers, those from poor previous educational backgrounds, returning or “nontraditional students,” and those from cultures where speaking out is considered rude not participatory are all likely to be silent in a class where collaboration by difference is not structured as a principle of pedagogy and organization and design.   Who loses?  Everyone.  Arguments that are smart and valuable and can change a whole conversation get lost in silence and, sometimes, shame.  When that happens, we don’t really have discussion or collaboration.  We have group think–and that is why we all lose.
  • ...10 more annotations...
  • Taking “stack” just means keeping a list of people who wish to participate—offer a question or comment—during the Q & A. Rather than anxiously waving your hand around and wondering if you’ll be called on, if you would like to participate, signal to me in some way (a gesture, a dance move, a traditional hand-in-the-air, meaningful eye contact, etc.) and I will add you to the list. However, we’re not just going to take stack, we are going to take progressive stack in an effort to foreground voices that are typically silenced in dominant culture. According to Justine and Zoë, two self-identified transwomen who were active in the movement, progressive stack means that “if you self-identify as trans, queer, a person of color, female, or as a member of any marginalized group you’re given priority on the list of people who want to speak – the stack. The most oppressed get to speak first.” As I take stack, I will also do my best to bump marginalized voices and those who haven’t yet had a chance to participate to the top.
  • As with any tool that confronts the effects of privilege and power head-on, the Progressive Stack makes some people uncomfortable
  • In a complete social and historical vacuum, level-playing-field equality is an excellent proposition. But in the actual lived world of our history, experiences, and interactions the idea of treating everyone uniformly “regardless of gender” or without “seeing color” simply strengthens already-entrenched inequalities
  • As the increasing number of targeted online harassment campaigns has shown us, once a concept or issue has traveled through the right-wing Outrage-Distortion Complex, there is little hope of reclaiming rational discussion. It’s been permanently stained. One might dismiss the frothing lamentations of white-genocide-via-classroom-pedagogy that bubble up from a subreddit, but the insidious trope of “reverse racism” has put its thumb on the scale enough to have distorted the conversation around the Progressive Stack
  • because the Progressive Stack calls attention to existing structures of inequality by replacing them with another structure entirely, it forces those of us who identify as white (and, particularly, male) to confront the ways in which we have been complicit in maintaining inequality
  • When you’re accustomed to privilege, even the suggestion of equality will feel like oppression
  • google “progressive stack.” Almost every result you get will take you to the fever swamps of right-wing Reddit and warmed-over piles of gamergate droppings. The common denominator is that “Progressive Stack” is simply anti-white “racism” dressed in fancy intellectual clothes
  • Giving up power, it turns out, is hard for some people. Especially when that power has been historically-constructed to be so pervasive as to render it unquestioned and indeed unseen in its hegemonic sway. Pierre Bourdieu calls this symbolic power: “For symbolic power is that invisible power which can be exercised only with the complicity of those who do not want to know that they are subject to it or even that they themselves exercise it”
  • It means there will be times when people who are not accustomed to their identity being a source of discomfort and exclusion will have to learn–in a managed and intentional space–what that feels like.
  • there will be friction and messiness and uncomfortable adjustments, because any education worth the name involves friction and messiness and uncomfortable adjustments
Vicki Davis

Hacking at Education: TED, Technology Entrepreneurship, Uncollege, and the Hole in the Wall - 6 views

hackeducation.com/...tephens-hole-in-the-wall-mitra

education news trends TED all_teachers edu_trends tumblr

shared by Vicki Davis on 05 Mar 13 - No Cached
  • Vicki Davis on 05 Mar 13
     
    I agree with Audrey Watters -- we need a way to QUESTION TED talks. Good ideas worth spreading are worth interrogating and discussing. There is NO platform for that and a growing issue, I think that TED MUST address if it is going to live long and prosper. Good educators, good leaders always question and are curious. We try things out and we wonder. We want solutions but solutions packaged in a cute 15 minute presentation aren't ever really as simple as they seem. There is a different between a sound byte and a bit of something I can REALLY use.  I agree with Audrey - READ her post. My worry is that we're spreading ideas that haven't, perhaps, been tested and gone through full examination. IF we didn't learn anything from the Mortensen "3 cups of tea" fiasco then education deserves to be mislead again. We should examine and have transparency with the speeches and be able to continue the conversation. "But I have questions. I have questions about this history of schooling as Mitra (and others) tell it, about colonialism and neo-colonialism. I have questions about the funding of the initial "Hole in the Wall" project (it came from NIIT, an India-based "enterprise learning solution" company that offers 2- and 4-year IT diplomas). I have questions about these commercial interests in "child-driven education" (As Ellen Seitler asks, "can the customer base be expanded to reach people without a computer, without literacy, and without any formal teaching whatsoever?"). I have questions about the research from the "Hole in the Wall" project - the research, not the 15 minute TED spiel about it. I have questions about girls' lack of participation in the kiosks. I have questions about project's usage of retired British schoolteachers - "grannies" - to interact with Indian children via Skype. I have questions about community support. I have questions about what happens when we dismantle public institutions like schools - questions about
Vicki Davis

Don't dis the competition - Home - Doug Johnson's Blue Skunk Blog - 0 views

doug-johnson.squarespace.com/...dont-dis-the-competition.html

education news edreform tumblr bestpractices all_teachers edu_trends

shared by Vicki Davis on 16 Feb 13 - No Cached
  • Vicki Davis on 16 Feb 13
     
    Doug Johnson is a great read for his blunt, in your face honesty and his point about how technology companies are trying to differentiate is a great one. I think, however, we should extend this to schools as well. If your school is great, say why, but dissing the competition is no way to compete. If you think your school has no competition, think again. So, read this in light of the arriving and coming competition on the edulandscape and have an honest take on how you should "sell" the virtues of your school. If you can't talk about how great your school is and have to resort to how bad the other one is, prepare for a day when you'll shutter the windows and wonder how they're going to keep the bugs out of your empty building. Wake up and smell the wires burning their way into your student's computers and tablets, great teachers are just a click away and we've all got to learn how to blend and trend our courses, teaching, and to bridge our classrooms to add real value as teachers. It isn't hard as you think but if you just sit and teach like you've always taught, you're setting yourself up for some unpleasant days. You can't do everything but you can do something to improve yourself. Next practices are an important part of your best practice. Always innovate and never settle. Standards are only the beginning, you must have purpose if you're going to be a great teacher. Doug says: "But what I do know that when competitors trash each other, I tend to tune out. and I flat out hate it when I know they are lying - and I will NOT buy from a liar. A salesman recently promoted his video storage service by stating "unlike YouTube, we don't own your movies." That's just not true. (YouTube doesn't own your movies, GoogleApps doesn't own your Docs, CIPA, FERPA, etc. do not ban social media.)"
Fred Delventhal

SecretBuilders - 0 views

www.secretbuilders.com/home.html

virtualworld virtualworlds education elementary students for:edtechtalk

shared by Fred Delventhal on 10 Dec 08 - Cached
  • Fred Delventhal on 10 Dec 08
     
    via http://freetech4teachers.blogspot.com/2008/12/secret-builders-virtual-world-for-ages.html\n\nSecretBuilders is a virtual world for children 5 to 14 years old powered by a web 2.0 community of children, parents, educators, writers, artists and game developers. On SecretBuilders, children will explore virtual lands, undertake quests, play games, maintain a home, nurture a pet, and interact with their friends. Three features which form the backdrop for SecretBuilders distinguish it from other online worlds:\n\n * Children learn through immersing themselves in the stories, themes, and concepts from the best in literature, arts and humanities. They will interact with famous historical and fictional figures and be introduced to content and characters from world civilization and the great thoughts and ideas of human creativity. \n\n * Children will create this site, not just consume it. They are directly involved in creating this world with their ideas, critiques and contributions on virtually every aspect of the site and many of their ideas will be implemented!\n\n * Children publish their works - writings, art, videos - making SecretBuilders their own personal store of creativity. They can invite friends and family to view their works, and comment upon them. Seeing their works published and enjoyed by others instills tremendous for self-confidence as well as motivation to do more.\n
Claude Almansi

Network theories for technology-enabled learning and social change: Connectivism and actor network theory - University of Salford Institutional Repository - 1 views

usir.salford.ac.uk/9270

connectivism learning Salford Bell Aalborg Denmark UK

shared by Claude Almansi on 29 Sep 11 - Cached
  • Claude Almansi on 29 Sep 11
     
    "Bell, F 2010, Network theories for technology-enabled learning and social change: Connectivism and actor network theory , in: Networked Learning Conference 2010: Seventh International Conference on Networked Learning, 3-4 May 2010, Aalborg, Denmark. PDF - Published Version Download (236Kb) http://usir.salford.ac.uk/9270/1/Bell.pdf Official URL: http://www.networkedlearningconference.org.uk/ Abstract Learning never was confined to classrooms. We all learn in, out of, before, during and after episodes of formal education. The changing sociotechnical context offers a promise of new opportunities, and the sense that somehow things may be different. Use of the Internet and other emerging technologies is spreading in frequency, time and space. People and organizations wish to use technology to support learning seek theories to frame their understanding and their innovations. In this article we explore Connectivism, that is positioned as a theory for the digital age, in use on a Massive Open Online Course (MOOC), Connectivism and Connective Knowledge, in 2008. We then compare Connectivism with another network theory, Actor Network Theory, to explore possible synergies. We found that Connectivism enables educators and learners to legitimise their use of technology to support teaching and learning. Connectivism, a relatively new theory, can benefit from a richer empirical base as it develops. Since the scope of educational change can vary from a specific learning setting through organisational and societal settings, we can develop theories through empirical exploration of cases across the range of settings to support our understanding and actions."
Jeff Johnson

Libraries and commitment (Doug Johnson's Blue Skunk Blog) - 0 views

doug-johnson.squarespace.com/...libraries-and-commitment.html

libraries library education vision learning communication resources collaboration

shared by Jeff Johnson on 21 May 09 - Cached
  • Jeff Johnson on 21 May 09
     
    Let's face it, a school where text books, classroom book collections, and the "term paper" as the only means of student communication don't need much of a library. A small popular book collection and a word-processing lab with access to Google may actually be all that such a school needs. If the librarian and technology staff are viewed as not having knowledge that is sufficiently relevant to implementing and teaching IL/IT skills, the book room can be staffed by clerks and the techs can keep the e-mail server and student information system up and running from a small hidden office until those applications are outsourced. At the same time, if a school truly decides they want all their students to graduate having mastered a sophisticated set of IL/IT skills, having learned how to solve real problems creatively, and having experienced the power of global communications and collaboration, then a lack of resources - physical plant, equipment and human expertise will truly undercut this effort. Such an undertaking will require 1:1 laptop programs, well-stocked print collections, productivity labs, a fast and powerful network, good online materials, and, of course, a crackerjack professional staff to support both staff and students. 
Martin Burrett

Challenging students by @ncjbrown - 0 views

ukedchat.com/...allenging-students-by-ncjbrown

challenge students

shared by Martin Burrett on 27 Dec 15 - No Cached
  • Martin Burrett on 27 Dec 15
     
    As far as my work as a teacher and teacher trainer is concerned, I believe in challenging students and having high expectations of everyone in the classroom. This is coupled with appropriate support and guidance, which is then differentiated to meet pupils' and students' needs. To support my learners I provide relevant and specific praise and feedback, engaging and interesting tasks and activities, sound guidelines and instructions, solid question and answer sessions and clear, practical examples or modelling.
  • Walter Antoniotti on 10 Jan 16
     
    2) Alfie Kohn "In fact, there isn't even a positive correlation between, on the one hand, having younger children do some homework (vs. none), or more (vs. less), and, on the other hand, any measure of achievement. If we're making 12-year-olds, much less five-year-olds, do homework, it's either because we're misinformed about what the evidence says or because we think kids ought to have to do homework despite what the evidence says." Homework: An Unnecessary Evil? ... Findings from New Research 3) Tyler Cowen believed education can create potentially valuable workers by helping them improve their value by using smart machines and that these two are stronger complements than ever. Students may not be able to calculate like computers but we can teach students to be better readers of character and emotion and to be the best interpreters of the masses of information provided by the behavioral sciences and big data. Not all students need to do programming but they need to easily make the most of technology. He sees educators as motivators and online managers rather than as a professor. From Average is Over, 2013 by Tyler Cower Could a majority on workers hurt by Geekability add to A. Greenspan's fear of unrest?
Martin Burrett

Book: Just great teaching by @TeacherToolKit via @BloomsburyEd - 0 views

ukedchat.com/...just-great-teaching

shared by Martin Burrett on 23 Sep 19 - No Cached
  • Martin Burrett on 23 Sep 19
     
    "We often talk about the challenges of teacher recruitment and retention, about new initiatives and political landscapes, but day in, day out, teachers and schools are delivering exceptional teaching and most of it is invisible. Ross uncovers, celebrates, analyses and disseminates best practice in teaching. This is supported by case studies and research undertaken by Ross in ten primary and secondary schools across Great Britain, including a pupil referral unit and private, state and grammar schools, as well as explanations from influential educationalists as to why and how these ideas work. Ross explores the issues of marking and assessment, planning, teaching and learning, teacher wellbeing, student mental health, behaviour and exclusions, SEND, curriculum, research-led practice and CPD."
Ed Webb

The threat to our universities | Books | The Guardian - 0 views

www.guardian.co.uk/...threat-to-our-univerisities

universities university academia opinion analysis education

shared by Ed Webb on 27 Feb 12 - No Cached
  • It is worth emphasising, in the face of routine dismissals by snobbish commentators, that many of these courses may be intellectually fruitful as well as practical: media studies are often singled out as being the most egregiously valueless, yet there can be few forces in modern societies so obviously in need of more systematic and disinterested understanding than the media themselves
  • Nearly two-thirds of the roughly 130 university-level institutions in Britain today did not exist as universities as recently as 20 years ago.
  • Mass education, vocational training and big science are among the dominant realities, and are here to stay.
  • ...7 more annotations...
  • it is noticeable, and surely regrettable, how little the public debate about universities in contemporary Britain makes any kind of appeal to this widespread appreciation on the part of ordinary intelligent citizens that there should be places where these kinds of inquiries are being pursued at their highest level. Part of the problem may be that while universities are spectacularly good at producing new forms of understanding, they are not always very good at explaining what they are doing when they do this.
  • talking to audiences outside universities (some of whom may be graduates), I am struck by the level of curiosity about, and enthusiasm for, ideas and the quest for greater understanding, whether in history and literature, or physics and biology, or any number of other fields. Some members of these audiences may not have had the chance to study these things themselves, but they very much want their children to have the opportunity to do so; others may have enjoyed only limited and perhaps not altogether happy experience of higher education in their own lives, but have now in their adulthood discovered a keen amateur reading interest in these subjects; others still may have retired from occupations that largely frustrated their intellectual or aesthetic inclinations and are now hungry for stimulation.
  • the American social critic Thorstein Veblen published a book entitled The Higher Learning in America: A Memorandum on the Conduct of Universities by Businessmen, in which he declared: "Ideally, and in the popular apprehension, the university is, as it has always been, a corporation for the cultivation and care of the community's highest aspirations and ideals." Given that Veblen's larger purpose, as indicated by his book's subtitle, involved a vigorous critique of current tendencies in American higher education, the confidence and downrightness of this declaration are striking. and I particularly like his passing insistence that this elevated conception of the university and the "popular apprehension" of it coincide, about which he was surely right.
  • If we are only trustees for our generation of the peculiar cultural achievement that is the university, then those of us whose lives have been shaped by the immeasurable privilege of teaching and working in a university are not entitled to give up on the attempt to make the case for its best purposes and to make that case tell in the public domain, however discouraging the immediate circumstances. After all, no previous generation entirely surrendered this ideal of the university to those fantasists who think they represent the real world. Asking ourselves "What are universities for?" may help remind us, amid distracting circumstances, that we – all of us, inside universities or out – are indeed merely custodians for the present generation of a complex intellectual inheritance which we did not create, and which is not ours to destroy.
  • University economics departments are failing. While science and engineering have developed reliable and informed understanding of the world, so they can advise politicians and others wisely, economics in academia has singularly failed to move beyond flat-Earth insistence that ancient dogma is correct, in the face of resounding evidence that it is not.
  • I studied at a U.K. university for 4 years and much later taught at one for 12 years. My last role was as head of the R&D group of a large company in India. My corporate role confirmed for me the belief that it is quite wrong for companies to expect universities to train the graduates they will hire. Universities are for educating minds (usually young and impressionable, but not necessarily) in ways that companies are totally incapable of. On the other hand, companies are or should be excellent at training people for the specific skills that they require: if they are not, there are plenty of other agencies that will provide such training. I remember many inclusive discussions with some of my university colleagues when they insisted we should provide the kind of targeted education that companies expected, which did not include anything fundamental or theoretical. In contrast, the companies I know of are looking for educated minds capable of adapting to the present and the relatively uncertain future business environment. They have much more to gain from a person whose education includes basic subjects that may not be of practical use today, than in someone trained in, say, word and spreadsheet processing who is unable to work effectively when the nature of business changes. The ideal employee would be one best equipped to participate in making those changes, not one who needs to be trained again in new skills.
  • Individual lecturers may be great but the system is against the few whose primary interest is education and students.
Vicki Davis

Secret Teacher: low morale and high pressure leaves no time for inspiration | Teacher Network | Guardian Professional - 0 views

www.theguardian.com/...acher-low-morale-high-pressure

education news edreform UK all_teachers

shared by Vicki Davis on 30 Nov 13 - No Cached
  • Vicki Davis on 30 Nov 13
     
    These heartbreaking words from a teacher in the UK. As the world tries to improve education by the numbers, the world has forgotten kids aren't numbers. They are precious, individual and unique and deserve education systems that celebrate and encourage that. OK, teachers, it is time to man the media - you are the media now! Are you fed up yet? It might not be you right now, but if you don't speak, it will be, wherever you teach, such stories impact us all and the profession we care for so much. "As a teacher, I vowed that I would work hard to nurture my students, to make each and every student feel valued and for them to know that they have a voice, and a place in the world. However the last two years have made me feel like that insecure 14-year-old again: I have lost my confidence because of the overly-rigid current education system. We are constantly being told we are not good enough and that we are not doing enough: enough intervention, enough rigorous marking, enough sustained and rapid progress. What excited me the most about becoming a teacher was discovering the hidden talents and sparks of genius in my students. However, it breaks my heart to say this, but I feel that I no longer have time, nor am I encouraged to make these discoveries. We are so caught up with data and so many progress checks that we don't give our students the time to shine. I wonder what would happen if the greats of the world like Einstein, Gaudi, Picasso and Martin Luther King were to attend school in 2013, would they be able to cultivate their talents and thrive?"
Vicki Davis

Home/IWitness:Video testimonies from Holocaust survivors and witnesses - 0 views

iwitness.usc.edu/SFI

history history_teacher education news

shared by Vicki Davis on 21 Oct 13 - No Cached
  • Vicki Davis on 21 Oct 13
     
    Students across the country have already started working on their IWitness Challenge project sponsored by the USC Shoah Foundation - The Institute for Visual History and Education, but there's still time for youngsters in your community to enter this free online program geared to all secondary-school students. The deadline to enter the Challenge is Dec. 2, 2013. The winning student, along with their teacher and a family member will be brought to Los Angeles to showcase their work as part of the 20th anniversary activities for the Shoah Foundation, which was founded by director Steven Spielberg in 1994 after making "Schindler's List." Tthe IWitness Challenge (iwitness.usc.edu) connects students with the past in a very personal way that spurs them to take action to improve the future. With access to many of the Shoah Foundation's 52,000 testimonies of survivors, liberators and rescuers, students experience history in a way that hits home. Instead of reading facts from textbooks, students feel the emotions and build relationships with those who lived through seemingly impossible situations. But students do more than watch the testimony. The IWitness Challenge compels them to think, to make smart choices and to create their own project and video from what they've learned. By encouraging teachers and students to create their own lesson plans, IWitness allows them to expand on practically any subject they wish to pursue. From civics, government and history to poetry, art and ethics, educators can tailor lessons appropriate for their classrooms. and by using the embedded editor, participants not only learn valuable searching and editing skills, but also how to make ethical editing decisions that ensure their finished assignments are a fair and accurate reflection of what they've seen. All work is kept safe inside the IWitness site and not accessible to the public. Using IWitness is free, but teachers or homeschool parents must register at iwitness.usc.edu.
David Warlick

Reggio Emilia approach - Wikipedia, the free encyclopedia - 4 views

en.wikipedia.org/...Reggio_Emilia_approach

bricoloage tinkering

shared by David Warlick on 02 Feb 11 - Cached
  • Children must have some control over the direction of their learning; Children must be able to learn through experiences of touching, moving, listening, seeing, and hearing; Children have a relationship with other children and with material items in the world that children must be allowed to explore and Children must have endless ways and opportunities to express themselves.
    • David Warlick
      David Warlick on 02 Feb 11
       
      This is all very familiar yet rarely expressed so succinctly.
  • In the Reggio approach, the teacher is considered a co-learner and collaborator with the child and not just an instructor.
  • Teacher autonomy is evident in the absence of teacher manuals, curriculum guides, or achievement tests
  • ...7 more annotations...
  • integration of each classroom with the rest of the school, and the school with the surrounding community
  • children can best create meaning and make sense of their world through environments which support "complex, varied, sustained, and changing relationships between people, the world of experience, ideas and the many ways of expressing ideas."
  • In each classroom there are studio spaces in the form of a large, centrally located atelier and a smaller mini-atelier, and clearly designated spaces for large- and small-group activities.
    • David Warlick
      David Warlick on 02 Feb 11
       
      A workshop or studio especially for an artist, designer or fashion house.
  • Reggio teachers place a high value on their ability to improvise and respond to children's predisposition to enjoy the unexpected.
  • Regardless of their origins, successful projects are those that generate a sufficient amount of interest and uncertainty to provoke children's creative thinking and problem-solving and are open to different avenues of exploration
  • teachers in Reggio Emilia assert the importance of being confused as a contributor to learning; thus a major teaching strategy is purposely to allow mistakes to happen, or to begin a project with no clear sense of where it might end.
  • David Warlick on 02 Feb 11
     
    The Reggio Emilia Approach is an educational philosophy focused on preschool and primary education. It was started by Loris Malaguzzi and the parents of the villages around Reggio Emilia in Italy after World War II. The destruction from the war, parents believed, necessitated a new, quick approach to teaching their children. They felt that it is in the early years of development that children are forming who they are as an individual. This led to creation of a program based on the principles of respect, responsibility, and community through exploration and discovery in a supportive and enriching environment based on the interests of the children through a self-guided curriculum.
Vicki Davis

Blogging in the Classroom - Flat Classrooms - 1 views

flatclassrooms.ning.com/...show

edu_trends edublogger education technology web 2.0

shared by Vicki Davis on 10 Jul 08 - Cached
  • The presenter, Konrad Glogowski, an eigth grade writing teacher, discussed his use of blogs as a "third place" for students to express themselves. The first place being students home, the second school, and the third, a sort of place where they are free to creatively express themselves. At the begining of the year, Mr. Glogowski challenged his students to "grow" a blog. He presented them a visual to assist them in planning their creation and, pretty much, allowed them the freedom to make their own product. He watched as the blogs and classroom community grew. Fellow students commented on one another's blog entries, offering advice and building fellow classmates confidence in their writing. Mr. Glogowski's role as teacher evolved into a reader of work and a partner in learning rather than an evaluator and expert of information. By the end of the year, his students had great pride in their work, bonded as a communtiy, and were better, more confident, writers. The likely hood that they would continue to work on their blogs and writing was extremely high. Mr. Glogowski's strategy and his educational philosophy towards blogging was a success.
  • Vicki Davis on 10 Jul 08
     
    Excellent discussion about Blogging in the classroom from Rob Kamrowski on the Flat Classroom Ning. Rob says: "The presenter, Konrad Glogowski, an eigth grade writing teacher, discussed his use of blogs as a "third place" for students to express themselves. The first place being students home, the second school, and the third, a sort of place where they are free to creatively express themselves. At the begining of the year, Mr. Glogowski challenged his students to "grow" a blog. He presented them a visual to assist them in planning their creation and, pretty much, allowed them the freedom to make their own product. He watched as the blogs and classroom community grew. Fellow students commented on one another's blog entries, offering advice and building fellow classmates confidence in their writing. Mr. Glogowski's role as teacher evolved into a reader of work and a partner in learning rather than an evaluator and expert of information. By the end of the year, his students had great pride in their work, bonded as a communtiy, and were better, more confident, writers. The likely hood that they would continue to work on their blogs and writing was extremely high. Mr. Glogowski's strategy and his educational philosophy towards blogging was a success." This person did not attend necc, but watched Konrad present via ustream via Will Richardson's blog. Ascyhronous conferences are so important. Can we make it part of conference best practice?
  • Vicki Davis on 10 Jul 08
     
    Overview of Konrad Glowgoski's presentation for necc.
carlos villalobos

arXiv.org e-Print archive - 5 views

arxiv.org

science all_teachers

shared by carlos villalobos on 04 Aug 12 - Cached
  • carlos villalobos on 04 Aug 12
     
    "Physics Astrophysics (astro-ph new, recent, find) includes: Cosmology and Extragalactic Astrophysics; Earth and Planetary Astrophysics; Galaxy Astrophysics; High Energy Astrophysical Phenomena; Instrumentation and Methods for Astrophysics; Solar and Stellar Astrophysics Condensed Matter (cond-mat new, recent, find) includes: Disordered Systems and Neural Networks; Materials Science; Mesoscale and Nanoscale Physics; Other Condensed Matter; Quantum Gases; Soft Condensed Matter; Statistical Mechanics; Strongly Correlated Electrons; Superconductivity General Relativity and Quantum Cosmology (gr-qc new, recent, find) High Energy Physics - Experiment (hep-ex new, recent, find) High Energy Physics - Lattice (hep-lat new, recent, find) High Energy Physics - Phenomenology (hep-ph new, recent, find) High Energy Physics - Theory (hep-th new, recent, find) Mathematical Physics (math-ph new, recent, find) Nuclear Experiment (nucl-ex new, recent, find) Nuclear Theory (nucl-th new, recent, find) Physics (physics new, recent, find) includes: Accelerator Physics; Atmospheric and Oceanic Physics; Atomic Physics; Atomic and Molecular Clusters; Biological Physics; Chemical Physics; Classical Physics; Computational Physics; Data Analysis, Statistics and Probability; Fluid Dynamics; General Physics; Geophysics; History and Philosophy of Physics; Instrumentation and Detectors; Medical Physics; Optics; Physics Education; Physics and Society; Plasma Physics; Popular Physics; Space Physics Quantum Physics (quant-ph new, recent, find)"
Vicki Davis

Mobile Study: Tablets Make a Difference in Teaching and Learning -- THE Journal - 1 views

thejournal.com/...-in-Teaching-and-Learning.aspx

education news mlearning mobile devices bestpractices research

shared by Vicki Davis on 01 Dec 13 - No Cached
  • Vicki Davis on 01 Dec 13
     
    Two studies were released in an attempt to "quantify the benefits of mobile technology in education and the infrastructure needed..." In these students students had tablets and Internet access at home and at school. Of course, I'm not sure that it is tablet computers that give benefits, Internet access, cloud computing, or a combination, but I'm sure these studies will be touted by many far and wide. Of course, remember if they had strapped the tablets to the kid''s back and hadn't used them - they would have had lower scores. All improvement is all in how technology is being USED to teach. "The studies put android tablets in the hands of students and their teachers in two schools - eighth-graders at Stone Middle School in Fairfax County Public Schools and fifth-graders at Falconer Elementary School in Chicago Public Schools - and provided wireless access to the students both in school and away from school. (The devices were HTC Evo tablets.) Researchers then followed the students' activities over the course of a year, with the aim of evaluating "how access to these devices for communication with teachers and classmates increases comfort with technology, extends the learning day, and allows students to develop digital citizenship skills within a safe and secure learning environment.""
Vicki Davis

How to Enter Listen to a Life Contest - www.legacyproject.org - 4 views

www.legacyproject.org/...ltalhowenter.html

education news contest essay all_teachers

shared by Vicki Davis on 30 Oct 13 - No Cached
  • Vicki Davis on 30 Oct 13
     
    This looks like a great contest. (Plus you can win the kind of computer I have on my desk and it is awesome.) Here's information from the sponsor of this essay contest. I also suggest you get photos and take videos and you can share on your own school website or blog. "The Legacy Project's 14th annual essay contest changes lives and communities as it connects generations and gives students a powerful purpose for writing - listening to and learning from a life . Students learn about real life from real people, and often end up making unexpected friendships along the way. Here's one amazing example of a past winning essay: http://www.legacyproject.org/contests/winners12.html#tulsa Here's a closer look at the educational value of the contest and 21st Century learning skills, with quotes from students and teachers across the country: http://www.legacyproject.org/contests/ltalhowenter.html To enter the Listen to a Life Contest, students 8-18 years interview a grandparent or grandfriend 50 years or older about the older person's hopes and goals through their life, how they achieved their goals and overcame obstacles, or key life experiences. The young person then writes a 300-word essay based on the interview. The Grand Prize is a Lenovo ThinkCentre computer, along with 10 Legacy Awards of a keepsake timepiece from Expressions of Time. The contest runs to March 28, 2014. Students and teachers can find out more about the Listen to a Life Essay Contest, including complete contest rules, at www.legacyproject.org. This national contest is run by the Legacy Project, a big-picture learning project, and the nonprofit Generations United in Washington, DC.
Vicki Davis

Kahoot! | Game-based blended learning & classroom response system - 3 views

getkahoot.com

education news gamification

shared by Vicki Davis on 31 Oct 13 - No Cached
  • Martin Burrett on 31 Oct 13
     
    This has got to be the funkiest instant poll, quiz, response site around. Create questions, quizzes and polls with optional uploaded images for participants to complete in real time from a computer or mobile device. The users access the quiz by using a pin code. The 'question master' gets the data back instantly and it is stored on the site or can be downloaded. This is superb for checking the knowledge of children in your class or that your audience is still awake. http://ictmagic.wikispaces.com/ICT+%26+Web+Tools
  • Vicki Davis on 15 Apr 14
     
    Got this email from a teacher Hi Vicki- I love your blog, tweets and contributions to flipboard! I am a teacher at a local school district charter high school and appreciate your zeal for teaching and learning. I am not sure if you have heard about Kahoot! but wanted to ask you to check it out by following it on Twitter or watching a few youtube videos of Kahoot in action. I have no financial investment in it or any reason for recommending it other than how much we are enjoying using it at our school and how valuable a tool I believe it to be. Questions can be entered by students or teachers and pictures can be uploaded to each question to add visual appeal. The students can use computers, smart phones, tablets and don't have to have an account- they just log in to kahoot.it and then join the interactive quiz. Everyone gets so involved and passionate and it is great for reviews before tests or for supplemental instruction. The results can be viewed on a spreadsheet and provide formative assessments. It can be used for any ages and any subjects. I am so jazzed about this great new tool and hope you will be too. https://getkahoot.com Kathryn Lewallen Payson, AZ Payson Center for Success High School
Adrienne Michetti

AJET 19(1) Boyle (2003) - design principles for authoring dynamic, reusable learning objects - 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.
Vicki Davis

Curriki - ContinuityofLearning - 0 views

www.curriki.org/...ContinuityofLearning

education learning h1n1 edu_trends

shared by Vicki Davis on 27 Aug 09 - Cached
  • Vicki Davis on 27 Aug 09
     
    Just received this in my inbox: "WASHINGTON DC (August 25th, 2009) - Curriki, the largest online community for creating and sharing open source K-12 curricula, was asked by the Department of Education, Office of Innovation and Improvement (OII) to provide a continuity of learning plan for states, school districts, and individuals as part of a nationwide readiness initiative for a possible resurgence of the H1N1 virus. Curriki's continuity of learning plan includes access to a free and open repository of teaching and learning resources built on an open platform that can be customized for individual states or school districts. Like an iTunes playlist, users of Curriki can create collections of free and open educational resources, along with repositories of other supplemental content. If a teacher prefers one lesson to another, he or she can easily swap content in or out to meet the individual needs of the students. States or school districts can take advantage of customized landing pages designed to provide specific information, news, resources, and links to their education stakeholders. Additionally, Curriki's group function allow members of a district, school, or community to stay connected and privately share resources, communicate and post news and collaborate on projects from any location. " I think that perhaps online learning is about to completely boom largely as a result of the growing pandemic and the need for isolation and ongoing learning. Curriki has things together for this and I'm going to take a look at this for our school.
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