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Vicki Davis

Tapped In Festival 2008: Beyond conflict -- Building Peaceful Communities - 0 views

tappedin.org/...index.jsp

ad4dcss edu_news education flat_classroom globalcollaboration professionaldevelopment

shared by Vicki Davis on 10 Jun 08 - Cached
  • Vicki Davis on 10 Jun 08
     
    Information about the tapped in festival.
  • Vicki Davis on 10 Jun 08
     
    Tapped in has been a mainstay in education and a non threatening method of using chat to link with people around the world. This longstanding contributor to education has its 2008 Tapped In Festival scheduled for July 23 and July 24th with some neat things planned. This website has more information for you and certificates of participation will be available for those who participates. Teachers should connect in which ever way they feel most comfortable and the power of embedded networks should never be ignored.
Steve Dembo

A Connecticut Yankee in King Arthur's Court - Preface and Explanation - Mark Twain - Read Print - 0 views

www.readprint.com/...Mark-Twain

shared by Steve Dembo on 29 Apr 08 - Cached
  • At the end of an hour we saw a far-away town sleeping in a valley by a winding river; and beyond it on a hill, a vast gray fortress, with towers and turrets, the first I had ever seen out of a picture. ``Bridgeport?'' said I, pointing. ``Camelot,'' said he.
  • Steve Dembo on 29 Apr 08
     
    Just imagine what sort of building it must have been like, to look equally like modern day Bridgeport as well as Camelot....
  • Steve Dembo on 29 Apr 08
     
    Save Bookmark
cory plough

Fair use and transformativeness: It may shake your world - NeverEndingSearch - Blog on School Library Journal - 0 views

www.schoollibraryjournal.com/...1420024142.html

copyright fairuse transformativeness

shared by cory plough on 01 Apr 08 - Cached
  • I learned on Friday night that the critical test for fairness in terms of educational use of media is transformative use. When a user of copyrighted materials adds value to, or repurposes materials for a use different from that for which it was originally intended, it will likely be considered transformative use; it will also likely be considered fair use. Fair use embraces the modifying of existing media content, placing it in new context. 
  • Here's what I think I learned on Friday about fair use:
  • According to Jaszi, Copyright law is friendlier to good teaching than many teachers now realize. Fair use is like a muscle that needs to be exercised.  People can't exercise it in a climate of fear and uncertainty.
  • ...11 more annotations...
  • Permission is not necessary to satisfy fair use.
  • Fair use is a doctrine within copyright law that allows use of copyrighted material for educational purposes without permission from the the owners or creators. It is designed to balance rights of users with the rights of owners by encouraging widespread and flexible use of cultural products for the purposes of education and the advancement of knowledge.
  • My new understanding: I learned on Friday night that the critical test for fairness in terms of educational use of media is transformative use. When a user of copyrighted materials adds value to, or repurposes materials for a use different from that for which it was originally intended, it will likely be considered transformative use; it will also likely be considered fair use. Fair use embraces the modifying of existing media content, placing it in new context.  Examples of transformativeness might include: using campaign video in a lesson exploring media strategies or rhetoric, using music videos to explore such themes as urban violence, using commercial advertisements to explore messages relating to body image or the various different ways beer makers sell beer, remixing a popular song to create a new artistic expression.
  • Long ago, I learned that educational use of media had to pass four tests to be appropriate and fair according to U.S. Code Title 17 107: the purpose and character of the use, including whether the use is commercial or nonprofit the nature of the use the amount of the use the effect of the use on the potential market for the copyrighted work.
  • --A Conversation about Media Literacy, Copyright and Fair Use--stirred up more cognitive disonance than I've experienced in years
  • the discussion was one of several to be held around the country designed to clear up widespread confusion and to: develop a shared understanding of how copyright and fair use applies to the creative media work that our students create and our own use of copyrighted materials as educators, practitioners, advocates and curriculum developers.
  • national code of practice
  • Jaszi points to Bill Graham Archives vs.Dorling Kindersley (2006) as a clear example of how courts liberally interpret fair use even with a commercial publisher.
  • The publisher added value in its use of the posters. And such use was transformative.
  • Here's what I think I learned on Friday about fair use: The Multimedia Fair Use Guidelines describe minimum rules for fair use, but were never intended as specific rules or designed to exhaust the universe of educational practice.  They were meant as a dynamic, rather than static doctrine, supposed to expand with time, technology, changes in practice.  Arbitrary rules regarding proportion or time periods of use (for instance, 30-second or 45-day rules) have no legal status.  The fact that permission has been sought but not granted is irrelevant.  Permission is not necessary to satisfy fair use. Fair use is fair use without regard to program or platform. What is fair, because it is transformative, is fair regardless of place of use. If a student has repurposed and added value to copyrighted material, she should be able to use it beyond the classroom (on YouTube, for instance) as well as within it.  Not every student use of media is fair, but many uses are. One use not likely to be fair, is the use of a music soundtrack merely as an aesthetic addition to a student video project. Students need to somehow recreate to add value.  Is the music used simply a nice aesthetic addition or does the new use give the piece different meaning? Are students adding value, engaging the music, reflecting, somehow commenting on.the music? Not everything that is rationalized as educationally beneficial is necessarily fair use.  For instance, photocopying a text book because it is not affordable is still not fair use.
  • Copyright law is friendlier to good teaching than many teachers now realize. Fair use is like a muscle that needs to be exercised.  People can't exercise it in a climate of fear and uncertainty
Peter Ruwoldt

Encourage schools to host a software freedom day event - 40 views

I would like to encourage all schools to give some thought to the software that they have the students use from the perspective of access and equity. Is the software you are using freely available ...

equity foss free opencourseware

started by Peter Ruwoldt on 04 Aug 08 no follow-up yet
Sandy Kendell

Rise Of The iGeneration: Don't Call Me, Text Me | Online Media Gazette - 13 views

omgzam.com/...eneration-dont-call-me-text-me

digital_citizenship genx netgen igen texting cellphone

shared by Sandy Kendell on 21 Feb 10 - Cached
  • According to Nielsen Mobile, in the first quarter of 2009, the average U.S teenager made and received an average of 191 phone calls and sent and received 2,899 text messages every month. By the third quarter, the number of texts jumped to a whopping 3,146 messages per month. This is equivalent to more than 10 text messages per hour.
    • David Warlick
      David Warlick on 21 Feb 10
       
      Are they communicating with each other less?  or more?  Research seems to indicate that kids are using this hyper-connectedness to actually enrich their personal relationships, not isolate themselves.
  • We are in the midst of four distinct generations: Baby Boomers (born 1946-64), Generation X (1965-79), Net Generation (1980-89) and the new iGeneration (born in the 1990s and beyond). The “i” designation represents the “individualized” nature of their media.
    • Sandy Kendell
      Sandy Kendell on 22 Feb 10
       
      This is one of the most specific categorizations of generations I've seen. I wonder what the writer's source is?
  • David Warlick on 21 Feb 10
     
    According to Nielsen Mobile, in the first quarter of 2009, the average U.S teenager made and received an average of 191 phone calls and sent and received 2,899 text messages every month. By the third quarter, the number of texts jumped to a whopping 3,146 messages per month. This is equivalent to more than 10 text messages per hour.
Ruth Howard

critical_thinking - Howard Rheingold on Diigo - 10 views

www.diigo.com/...critical_thinking

howard rheingold diigo critical_thinking

shared by Ruth Howard on 26 Feb 10 - Cached
  • “Now I know some of you have already heard of me, but for the benefit of those who are unfamiliar, let me explain how I teach. Between today until the class right before finals, it is my intention to work into each of my lectures … one lie. Your job, as students, among other things, is to try and catch me in the Lie of the Day.”And thus began our ten-week course.This was an insidiously brilliant technique to focus our attention – by offering an open invitation for students to challenge his statements, he transmitted lessons that lasted far beyond the immediate subject matter and taught us to constantly check new statements and claims with what we already accept as fact."
  • while it is necessary (and possible) to teach facts to people, it comes with a price. And the price is this: facts learned in this way, and especially by rote, and especially at a younger age, take a direct root into the mind, and bypass a person's critical and reflective capacities, and indeed, become a part of those capacities in the future.When you teach children facts as facts, and when you do it through a process of study and drill, it doesn't occur to children to question whether or not those facts are true, or appropriate, or moral, or legal, or anything else. Rote learning is a short circuit into the brain. It's direct programming. People who study, and learn, that 2+2=4, know that 2+2=4, not because they understand the theory of mathematics, not because they have read Hilbert and understand formalism, or can refute Brouwer and reject intuitionism, but because they know (full stop) 2+2=4.I used the phrase "it's direct programming" deliberately. This is an analogy we can wrap our minds around. We can think of direct instruction as being similar to direct programming. It is, effectively, a mechanism of putting content into a learner's mind as effectively and efficiently as possible, so that when the time comes later (as it will) that the learner needs to use that fact, it is instantly and easily accessible.
  • Ruth Howard on 26 Feb 10
     
    Howard Rheingold's Diigo Bookmark tagged 'critical thinking'-thanks Howard!
Ted Sakshaug

Twiducate.com - Social Networking For Schools - 14 views

www.twiducate.com

education social network tweet schools

shared by Ted Sakshaug on 06 Jan 10 - Cached
  • David Hilton on 06 Jan 10
     
    A social networking tool specifically designed for use by teachers with their classes.
  • Clif Mims on 13 Jan 10
     
    Teachers can create an online community for their students. "Share inspiration, ideas, reading, thoughts. Post discussions, deadlines, homework. Instrantly create surveys for students. Keep parents informed of daily projects." "Not only will twiducate.com give your students the web 2.0 skills they need, but also expand their reading, writing, thoughts and ideas beyond the classroom setting."
  • Ted Sakshaug on 13 Jan 10
     
    social networking for schools. Private and secure
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.
Adrienne Michetti

OLPC Human Interface Guidelines/Design Fundamentals/Key Design Principles - OLPC - 0 views

wiki.laptop.org/...Key_Design_Principles

shared by Adrienne Michetti on 01 Feb 10 - Cached
  • n which provides a low floor to the inexperienced, but doesn't impose a ceiling upon those who are.
  • tailored to the needs of children in the context of their learning
  • n activity ring that contains icons representing each instance of an open activity
  • ...15 more annotations...
  • limitations
  • mphasis on discoverability and usability
  • the actual behavior of the activities, the layout of the buttons and tools, and the feedback that the interface provides to the children when they interact with it
  • there is no substitute for user testing
  • imple doesn't necessarily mean limited
  • simple—even minimal—controls can have great expressive power.
  • a "fail-soft" approach to their designs
  • five categories of "bad things" software can do: damaging the laptop; compromising privacy; damaging the children's data; doing bad things to other people; and impersonating the child.
  • without the use of menus, pop-up boxes, passwords, etc., as these approaches are meaningless to most people.
  • no noticeable side-effects
  • When children know they have a fallback plan—a way back to the current state of things—they will much more frequently go beyond their comfortable boundaries and experiment with new tools and new creative means of expression
  • the ability to undo one's actions.
  • Interoperability
  • Towards this end, a view source key has been added to the laptop keyboards, providing them with instant access to the code that enables the activities that they use from day to day. This key will allow those interested to peel away layers of abstraction, digging deeper into the codebase as they learn.
  • (without a mouse or trackpad)
Michael Walker

Developing Hybrid Learning Environments - Synthesizing Education - 13 views

synthesizingeducation.com/...g-hybrid-learning-environments

hybrid blended professional development ideas

shared by Michael Walker on 15 May 10 - Cached
  • There are two keys to building the kind of trust required to make the new system successful. The first is to train teachers to effectively facilitate student learning without being the center of attention on a daily basis. This means teachers must develop a new skill set that hybridizes their content knowledge as well as their ability to transfer that knowledge to other fields. The number one trait that districts will be using to judge new teachers in the years to come: flexibility.
  • The second emphasis should be on generating this type of hybrid learning on a district level before extending beyond the walls of local control.
  • districts should begin working with isolated courses and training their staff gradually to facilitate these types of learning environments.
  • Michael Walker on 15 May 10
     
    Ideas on PD for Hybrid instruction
yc c

DNA Interactive: Discovering the DNA Structure and beyond - 11 views

www.dnai.org

DNA education biology

shared by yc c on 12 May 10 - Cached
  • yc c on 12 May 10
     
    site dedicated to DNA
anonymous

CTEG: Critical Questions - 13 views

www.criticalteaching.org/...FAQ.html

critical thinking

shared by anonymous on 24 Dec 10 - No Cached
  • Critical thinking is a set of values and cognitive strategies employed to rationally evaluate information for its potential usefulness and accuracy. In this regard, critical thinking covers three fields; Personal values embracing logic, reasoning, objectivity and internal consistency of information Skills and cognitive approaches that allow the individual to search for and evaluate different information sources An appreciation of the relationship between the application of accurate information in decision making and the probability of a predictable outcome
  • In an age of diverse media, especially with regards to the internet, information sources present confusing options. Not all information is equal. Teaching people to understand the context and cues associated with good information gives them the ability to make better informed decisions that will have the best chance of leading to those outcomes they wish for.
  • This places critical thinking at odds with philosophies that elevate some bodies of knowledge to being dogmatic and beyond question.
David Warlick

Commentary - 10 views

blackboard.usi.edu/...learningUnitItem.jsp

shared by David Warlick on 03 Jan 11 - No Cached
  • it is a powerful teaching and learning methodology.
    • David Warlick
      David Warlick on 03 Jan 11
       
      A link to an interview with a teacher who has used service learning would be good here.
  • thoughtfully organized service experiences
  • structured time to reflect
  • ...6 more annotations...
  • clear connections to academic curriculum
  • a great deal of time and learning takes place before the service even happens
  • National Youth Leadership Council
    • David Warlick
      David Warlick on 03 Jan 11
       
      It can be found here -- http://www.nylc.org/
  • Essential Elements of Service Learning
    • David Warlick
      David Warlick on 03 Jan 11
  • Practitioners that utilize service-learning understand that the process of identifying community needs, giving students an active role in designing, implementing, and evaluating the project and encouraging students to reflect on their learning allows young people to develop new understandings and applications beyond what they would gain from typical classroom instruction.
  • Cleaning up a river is service.Sitting in a science classroom, looking at water samples under a microscope is learning.Students taking samples from local water sources, analyzing the samples, documenting the results and presenting scientific findings to a local pollution control agency is service-learning.
    • David Warlick
      David Warlick on 03 Jan 11
       
      This is important and it should be formatted appropriately...
    • David Warlick
      David Warlick on 03 Jan 11
       
      It might be interesting to stop here, and as reader to write down, from this brief explanation, what they think are the essential elements of "service-learning."
edutopia .org

Going Beyond NCLB and Assessing Schools Differently | Edutopia - 14 views

www.edutopia.org/...sments-for-schools-anne-obrien

nclb student education k-12 asessment school measurement performance

shared by edutopia .org on 11 May 11 - No Cached
  • edutopia .org on 11 May 11
     
    RAND Education and Sandler foundation recommends new measurements of school performance to federal government.
Suzie Nestico

Using Diigo in the Classroom - Student Learning with Diigo - 42 views

sites.google.com/...using-diigo-in-the-classroom-2

diigo diigoteacher teacher teacherconsole education classroom technology learning tools research teacheraccount Web2.0 all_teachers bestpractices edu_trends digitalcitizenship techintegrator web2

shared by Suzie Nestico on 30 Jul 11 - No Cached
  • Save important websites and access them on any computer. Categorize websites by titles, notes, keyword tags, lists and groups. Search through bookmarks to quickly find desired information. Save a screenshot of a website and see how it has changed over time. Annotate websites with highlighting or virtual "sticky notes." View any annotations made by others on any website visited. Share websites with groups or the entire Diigo social network. Comment on the bookmarks of others or solicit comments to your shared bookmarks.
  • Professional Development Beyond extended student learning, Diigo can be used as a form of professional development. Diigo has several educator groups that are active in sharing and collaborating on bookmarks relevant to education. This group has almost 10,000 members. You can find over 200 other Diigo K-12 education groups here.
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