Skip to main content

Home/ educators/ Group items matching ""collaborative learning"" in title, tags, annotations or url

Group items matching
in title, tags, annotations or url

Sort By: Relevance | Date Filter: All | Bookmarks | Topics Simple Middle
Terry Elliott

World Without Walls: Learning Well with Others | Edutopia - 0 views

www.edutopia.org/age-technology-will-richardson

shared by Terry Elliott on 16 Dec 08 - Cached
  • We must also expand our ability to think critically about the deluge of information now being produced by millions of amateur authors without traditional editors and researchers as gatekeepers. In fact, we need to rely on trusted members of our personal networks to help sift through the sea of stuff, locating and sharing with us the most relevant, interesting, useful bits. And we have to work together to organize it all, as long-held taxonomies of knowledge give way to a highly personalized information environment.
    • Jeff Richardson
      Jeff Richardson on 16 Dec 08
       
      Good reason for teaching dig citizenship
    • Terry Elliott
      Terry Elliott on 28 Dec 08
       
      What Will suggests here is rising complexity, but for this to succeed we don't need to fight our genetic heritage. Put yourself on the Serengeti plains, a hunter-gatherer searching for food. You are thinking critically about a deluge of data coming through your senses (modern folk discount this idea, but any time in jobs that require observation in the 'wild' (farming comes to mind) will disabuse you rather quickly that the natural world is providing a clear channel.) You are not only relying upon your own 'amateur' abilities but those of your family and extended family to filter the noise of the world to get to the signal. This tribe is the original collaborative model and if we do not try to push too hard against this still controlling 'mean gene' then we will as a matter of course become a nation of collaborative learning tribes.
  • Collaboration in these times requires our students to be able to seek out and connect with learning partners, in the process perhaps navigating cultures, time zones, and technologies. It requires that they have a vetting process for those they come into contact with: Who is this person? What are her passions? What are her credentials? What can I learn from her?
    • Terry Elliott
      Terry Elliott on 28 Dec 08
       
      Aye, aye, captain. This is the classic problem of identity and authenticity. Can I trust this person on all the levels that are important for this particular collaboration? A hidden assumption here is that students have a passion themselves to learn something from these learning partners. What will be doing in this collaboration nation to value the ebb and flow of these learners' interests? How will we handle the idiosyncratic needs of the child who one moment wants to be J.K.Rowling and the next Madonna. Or both? What are the unintended consequences of creating an truly collaborative nation? Do we know? Would this be a 'worse' world for the corporations who seek our dollars and our workers? Probably. It might subvert the corporation while at the same moment create a new body of corporate cooperation. Isn't it pretty to think so.
  • Likewise, we must make sure that others can locate and vet us.
  • ...9 more annotations...
  • technical know-how is not enough. We must also be adept at negotiating, planning, and nurturing the conversation with others we may know little about -- not to mention maintaining a healthy balance between our face-to-face and virtual lives (another dance for which kids sorely need coaching).
    • Terry Elliott
      Terry Elliott on 28 Dec 08
       
      All of these skills are technical know how. We differentiate between hard and soft skills when we should be showing how they are all of a piece. I am so far from being an adequate coach on all of these matters it appalls me. I feel like the teacher who is one day ahead of his students and fears any question that skips ahead to chapters I have not read yet.
  • The Collaboration Age comes with challenges that often cause concern and fear. How do we manage our digital footprints, or our identities, in a world where we are a Google search away from both partners and predators? What are the ethics of co-creation when the nuances of copyright and intellectual property become grayer each day? When connecting and publishing are so easy, and so much of what we see is amateurish and inane, how do we ensure that what we create with others is of high quality?
    • Terry Elliott
      Terry Elliott on 28 Dec 08
       
      Partners and predators? OK, let's not in any way go down this road. This is the road our mainstream media has trod to our great disadvantage as citizens. These are not co-equal. Human brains are not naturally probablistic computer. We read about a single instance of internet predation and we equate it with all the instances of non-predation. We all have zero tolerance policies against guns in the school, yet our chances of being injured by those guns are fewer than a lightning strike. We cannot ever have this collaborative universe if we insist on a zero probability of predation. That is why, for good and ill, schools will never cross that frontier. It is in our genes. "Better safe than sorry" vs. "Risks may be our safeties in disguise."
  • Students are growing networks without us, writing Harry Potter narratives together at FanFiction.net, or trading skateboarding videos on YouTube. At school, we disconnect them not only from the technology but also from their passion and those who share it.
  • The complexities of editing information online cannot be sequestered and taught in a six-week unit. This has to be the way we do our work each day.
  • The process of collaboration begins with our willingness to share our work and our passions publicly -- a frontier that traditional schools have rarely crossed.
  • Look no further than Wikipedia to see the potential; say what you will of its veracity, no one can deny that it represents the incredible potential of working with others online for a common purpose.
  • The technologies we block in their classrooms flourish in their bedrooms
  • Anyone with a passion for something can connect to others with that same passion -- and begin to co-create and colearn the same way many of our students already do.
  • I believe that is what educators must do now. We must engage with these new technologies and their potential to expand our own understanding and methods in this vastly different landscape. We must know for ourselves how to create, grow, and navigate these collaborative spaces in safe, effective, and ethical ways. And we must be able to model those shifts for our students and counsel them effectively when they run across problems with these tools.
  • Jeff Richardson on 16 Dec 08
     
    Article by Wil Richardson on Collaboration
Vicki Davis

Cool Cat Teacher Blog: Join the Flat Classroom Global Book Club! #flatclass - 1 views

coolcatteacher.blogspot.com/...lassroom-global-book-club.html

education flatclass globaled flatclassroom edu_news digitalcitizenship bestpractices

shared by Vicki Davis on 17 Jan 12 - No Cached
  • Vicki Davis on 17 Jan 12
     
    It is finally here. Here are the details on our Flat Classroom global book club. (click the link for more) Every week for 10 weeks we will meet at an alternating time - 12 hours apart. (For the East Coast USA it is Sundays at 6 pm Eastern or Monday mornings at 6 am eastern)  Visit our Book club calendar to convert these times to your Time Zone. Subscribe to this calendar via Google calendar to keep up with events.This is Sunday evenings at 22:00GMT alternating with Monday mornings at 10:00GMT in our Blackboard Collaborate room https://sas.elluminate.com/m.jnlp?sid=2007066&password=M.065891D192F8072208BF5756999CE0 .   The book club is free and everyone is welcome. #flatclass Book Club Meeting Times Week and Date Time Topic of Conversation Week 1: Sunday March 11 22:00 GMT (6 pm EDT) Chapter 1 - Flattening Classrooms through Global Collaboration (p 1-17) Chapter 2 - Impact on Learning: Research in the Global Collaborative Classroom (p18-30) Week 2: Monday, March 19 10:00 GMT (6 am EDT) Chapter 3 - Step 1: Connection (p 31-61) Week 3: Sunday, March 25 22:00 GMT (6 pm EDT) Chapter 4 - Step 2: Communication (p 62-96) Week 4: Monday, April 2 10:00 GMT (6 am EDT) Chapter 5 - Step 3: Citizenship (p 97-125) Take a break. Week 5: Sunday, April 15 22:00 GMT (6 pm EDT) Chapter 6 - Step 4: Contribution and Collaboration (p 126-157) Week 6: Monday, April 23 10:00 GMT (6 am EDT) Chapter 7 - Step 5: Choice (p 158-196) Week 7: Sunday, April 29 22:00 GMT (6 pm EDT) Chapter 8 - Step 6: Creation (p197-214) Week 8: Monday, May 7 10:00 GMT (6 am EDT) Chapter 9 - Step 7: Celebration (p 215-234) Week 9: Sunday, May 13 22:00 GMT (6 pm EDT) Chapter 10 - Designing and Managing a Global Collaborative Project (p 235-267) Week 10: Monday, May 21 10:00 GMT (6 am EDT) Chapter 11 - Challenge-Based Professional Development (p 268-293) Chapter 12: Rock the World (p 293 - 304)  We're also inviting the educators featured in each chapter to be with us for the conversations about "th
Reggie Ryan

Collaboration and Community Constituents: An investigation into the key elements that build, nurture and sustain a collaborative learning community in networked spaces - 0 views

kolea.kcc.hawaii.edu/...noakes.html

literature

shared by Reggie Ryan on 06 Apr 08 - Cached
  • They see the broad difference between the two as being the amount of self-determination or self-direction; with cooperative learning being very much teacher-controlled and collaborative learning being learner-controlled.
  • However, experientially I believe that what distinguishes collaboration from cooperation comes down to exactly what is shared. When cooperating, it is only physical resources (objects, time, money) or intellectual resources (knowledge, expertise) that are shared. Whereas when collaborating, in addition to these shared physical and intellectual resources, are shared goals, responsibilities, values, beliefs and attitudes. Some of these intellectual resources (both cognitive and affective) may become shared through the practice of cooperation but with collaboration they are factored in from the start. From this collaborative sharing comes synergy which adds value by producing something new and unique.
  • There is another important area that needs to be addressed with collaborative learning software which is related to communication; namely knowledge construction. It has been noted by researches that threaded discourse, of the type found in Lotus Notes and the majority Web-based conferencing software, actually works against convergent thinking processes over time (Hiltz, 1986; Harassim, 1990; Eastmond, 1994). It is found that this can have "a negative effect both on the learner's efforts to synthesize ideas, and on collaborative processes which become increasingly fragmented as discussion threads and individual interests diverge." (Hewitt, 1997).
  • ...1 more annotation...
    • Reggie Ryan
      Reggie Ryan on 06 Apr 08
       
      Commenting on threaded discussions and their inability to foster creative thinking. This leads to using wikis instead.
  • Reggie Ryan on 06 Apr 08
     
    Collaboration versus Cooperation in networked environment.
Vicki Davis

globalcollaboration - Flat Classroom Workshop 2013 - 1 views

globalcollaboration.flatclassroomproject.org/Flat+Classroom+Workshop+2013

news flatclassroom education tumblr all_teachers

shared by Vicki Davis on 11 Apr 13 - No Cached
  • Vicki Davis on 11 Apr 13
     
    If you're heading to ISTE and you're ready to collaborate globally, Julie Lindsay, Flat Classroom cofounder will be hosting a Flat Classroom workshop at the International School of San Diego on June 20-21 - here's the  information. "Julie Lindsay, co-founder and Director of Flat Classroom, award winning global collaborative projects, and Flat Classroom Conference and Live Events Inc. unique collaborative live events for teachers and students, announces the June 20 & 21, 2-day 'Flat Classroom Workshop - Seven Steps to Global Collaboration'. Educators who want to transform their learning and embrace global collaboration in their curriculum are invited to join Julie for a unique professional development experience at International School of the Americas in San Antonio, Texas."
Vicki Davis

New SMART Table® 442i inspires collaborative learning - SMART Technologies - 8 views

www.smarttech.com/...nspires+collaborative+learning

education news microsoft_surface_techonolgy edu_newapp edu_trends edu_news techintegrator technology

shared by Vicki Davis on 03 Feb 13 - No Cached
  • Vicki Davis on 03 Feb 13
     
    YEs, they are here. Smart furniture. This is the smart table. Expect to see desks and more as we begin to merge our technology with everything around us. This would make a great unit for a demo or cool interactive learning center. " SMART Table® 442i collaborative learning center. Publicly unveiled at the British Education Technology Conference in London today, the SMART Table features an engaging 360 degree, multitouch surface with a brilliant 106.68 cm (42") high-definition 1080p LCD display. The SMART Table enables up to eight students to interact simultaneously and actively collaborate to achieve shared learning goals."
Dave Truss

Google Docs, Wikis, and Tracked changes in Word: Looking at Collaborative Writing :: Ahhhhs and Ahas - 0 views

ahhhhsandahas.blogspot.com/...se-to-kim-mcgills-blog-re.html

collaboration collaborativewriting teaching studentteacher mycomments

shared by Dave Truss on 16 May 09 - Cached
  • writing is moving into the public sphere. Most writing that is published electronically is, by nature, works in progress. We post, we receive feedback (solicited or not) and we often rewrite or reconceptualize. In this way, teaching collaborative writing explicitely is crucial.
  • For me, the value of collaborative writing does not lie in the product but in the process; students are challenged to think critically, negotiate tactfully and engage meaningfully in a real life skill. The learning is layered and seamless.
  • when I first starting incorporating technology into my teaching repetoire, I must admit that it was the driving force of the lesson. In this way, I was trying to teach tech...which is not my area of expertise. However, when I finally figured out that I was not a tech teacher but rather someone who was using technology as a means to teach the skills and processes that have always been important to me...everything seemed so much more focussed and doable.
  • Dave Truss on 16 May 09
     
    A new blogger doing great things... drop by and leave her a comment.
  • Dave Truss on 16 May 09
     
    ...writing is moving into the public sphere. Most writing that is published electronically is, by nature, works in progress. We post, we receive feedback (solicited or not) and we often rewrite or reconceptualize. In this way, teaching collaborative writing explicitely is crucial. For me, the value of collaborative writing does not lie in the product but in the process; students are challenged to think critically, negotiate tactfully and engage meaningfully in a real life skill. The learning is layered and seamless.
Ruth Howard

Future of Learning Institutions in a Digital Age | HASTAC - 0 views

www.hastac.org/...rning-institutions-digital-age

future learning education hastac HASTAC MIT research universities

shared by Ruth Howard on 15 Jul 09 - Cached
  • Forms and models of learning have evolved quickly and in fundamentally new directions.
  • All these acts are collaborative and democratic, and all occur amid a worldwide community of voices.
  • Self-learning: Today’s learners are self-learners.
  • ...21 more annotations...
  • Today’s learning is interactive and without walls. Individuals learn anywhere, anytime, and with greater ease than ever before. Learning today blurs lines of expertise and tears down barriers to admission. While it has never been confined solely to the academy, today’s opportunities for independent learning have never been easier nor more diverse.
  • with participatory learning and digital media, these conventional modes of authority break down.
  • They create their own paths to understanding.
  • learning to judge reliable information.
  • finding reliable sources.
  • learning how.
  • collective pedagogy
  • fostering and managing levels of trust.
  • collective checking, inquisitive skepticism, and group assessment.
  • growing complexities of collaborative and interdisciplinary learning
  • Networked learning
  • in contrast, is committed to
  • cooperation, interactivity, mutual benefit, and social engagement
  • The power of ten working interactively will invariably outstrip the power of one looking to beat out the other nine.
  • contrastingly, is an “open source” culture that seeks to share openly and freely in both creating and distributing knowledge and products.
  • Networking through file-sharing, data sharing, and seamless, instant communication is now possible.
  • Learning never ends. How we know has changed radically.
  • new institutions must begin to think of themselves as mobilizing networks.
  • mobilize flexibility, interactivity, and outcomes. Issues of consideration in these institutions are ones of reliability and predictability alongside flexibility and innovation.
  • Students may work in small groups on a specific topic or together in an open-ended and open-sourced contribution.
  • These ten principles, the authors argue, are the first steps in redesigning learning institutions to fit the new digital world.
Maggie Verster

Study on the Effective Use of Social Software to Support Student Learning & Engagement - 0 views

www.jisc.ac.uk/...socialsoftwarefinalreport.aspx

school2.0 edu_trends social-media

shared by Maggie Verster on 16 Mar 09 - Cached
  • Maggie Verster on 16 Mar 09
     
    "Our investigations have shown that social software tools support a variety of ways of learning: sharing of resources (eg bookmarks, photographs), collaborative learning, problem-based and inquiry-based learning, reflective learning, and peer-to-peer learning. Students gain transferable skills of team working, online collaboration, negotiation, and communication, individual and group reflection, and managing digital identities."
Adrienne Michetti

International Engagement Through Education: Remarks by Secretary Arne Duncan at the Council on Foreign Relations Meeting | U.S. Department of Education - 6 views

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

international education collaboration engagement global DoE

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

Myths About Learning (SMR Blog) - 0 views

smrgroup.wordpress.com

base constructivism constructivist knowledge learning myths theory

shared by Jeff Johnson on 20 Aug 08 - Cached
  • Jeff Johnson on 20 Aug 08
     
    Researchers at the University of Tennessee list out several myths about learning. The premise that everyone starts with the same base of knowledge about a particular subject, everyone learns at the same pace, everyone learns best by listening, everyone will bridge naturally from theory to application, everyone should learn on his or her own rather than in collaboration and learning is the transfer of knowledge from a teacher to a passive learner results in excessive telling or lecture. "We don't remember information totally; we reconstruct the way information connects to [other] information,"…"That means learners have to reconstruct the interconnectors or forget what they've learned in a short time. The stuff you remember is what you use to make the interconnections." FUN can play a great role in making the interconnections or associations.
David Warlick

Idaho Teachers Fight a Reliance on Computers - NYTimes.com - 8 views

www.nytimes.com/...t-a-reliance-on-computers.html

shared by David Warlick on 05 Jan 12 - No Cached
  • The idea was to establish Idaho’s schools as a high-tech vanguard.
    • David Warlick
      David Warlick on 05 Jan 12
       
      I'm not sure what this means, "High-tech Vangard," though I guess I understand why a state would want to make up a term like this and use it to label what they are trying to do.  
  • To help pay for these programs, the state may have to shift tens of millions of dollars away from salaries for teachers and administrators.
    • David Warlick
      David Warlick on 05 Jan 12
       
      To me, the salient question is, "Are teachers and administrators less important than technology?"  If they're not, then you find some other way to pay for the tech.
  • And the plan envisions a fundamental change in the role of teachers, making them less a lecturer at the front of the room and more of a guide helping students through lessons delivered on computers.
    • David Warlick
      David Warlick on 05 Jan 12
       
      OK, several comments here. 1. I have no problem with "less a lecturer."  However, I do not advocate the elimination of lecture.  It is one of many methods for teacher and learning. 2. The implication of the last part of the sentence is that the computer is becoming the/a teacher, delivering instruction.  I do not agree with this characterization of technology.  It is a tool for helping students learn, not for teaching them (with some exceptions).  It extends the learners access to knowledge and skills...
  • ...17 more annotations...
  • And some say they are opposed to shifting money to online classes and other teaching methods whose benefits remain unproved.
    • David Warlick
      David Warlick on 05 Jan 12
       
      My question here is, "Why are the requiring online classes?"  If it is part of the "high-tech vangard" thing, then I don't really understand.  If it is because they believe that it is more effective for learning, well, that's a complex issue that depends on so many things that have NOTHING to do with the state's legislature.  If it is because students will be taking online courses in their future, and then need to learn to take online courses while in high school, then I can support that.  I do not believe that it is appropriate to compare online courses to face-to-face courses.  Fact is, sometime online is the only way you can access the knowledge/skills that you need.  We need to be comfortable with that.  But it has little to do with technology.  It's learning!
  • improve student learning.
    • David Warlick
      David Warlick on 05 Jan 12
       
      This is a phrase that irks me.  I think that we should be using contemporary information and communication technologies for teaching and learning, because our prevailing information environment is networked, digital, and info-abundant.  We should be using tech to make learning more relevant to our time...
  • “I fought for my country,” she said. “Now I’m fighting for my kids.” Gov. C. L. Otter, known as Butch, and Tom Luna, the schools superintendent, who have championed the plan, said teachers had been misled by their union into believing the changes were a step toward replacing them with computers. Mr. Luna said the teachers’ anger was intensified by other legislation, also passed last spring, that eliminated protections for teachers with seniority and replaced it with a pay-for-performance system. Some teachers have also expressed concern that teaching positions could be eliminated and their raises reduced to help offset the cost of the technology. Mr. Luna acknowledged that many teachers in the state were conservative Republicans like him — making Idaho’s politics less black and white than in states like Wisconsin and New Jersey, where union-backed teachers have been at odds with politicians.
  • The teacher does become the guide and the coach and the educator in the room helping students to move at their own pace.
    • David Warlick
      David Warlick on 05 Jan 12
       
      This is so far off the mark that I do not know where to begin.  OK, here's what I would say.  "Our children live in a time of rapid change.  Therefore, they must become resourceful and relentless learners.  Being a teacher in such classrooms requires an expanding array of skills and activities, among them, being resourceful and relentless learners in front of their students -- adapting to today's prevailing information environment and the information and communication technologies that work it."  Probably need to find a simpler way to express this.
  • The plan requires high school students to take online courses for two of their 47 graduation credits
    • David Warlick
      David Warlick on 05 Jan 12
       
      Again, why?
  • Mr. Luna said this would allow students to take subjects that were not otherwise available at their schools and familiarize them with learning online, something he said was increasingly common in college
    • David Warlick
      David Warlick on 05 Jan 12
       
      I agree with this.  It's a good reason to require Online courses, to learn to take them, and to be expected to take some course that is so esoteric that it's not offered locally.
  • becomes the textbook for every class, the research device, the advanced math calculator, the word processor and the portal to a world of information.
    • David Warlick
      David Warlick on 05 Jan 12
       
      I am not in disagreement with this statement.  I'd be no less disagreeable with omission to textbook.
  • Teachers are resisting, saying that they prefer to employ technology as it suits their own teaching methods and styles. Some feel they are judged on how much they make use of technology, regardless of whether it improves learning. Some teachers in the Los Angeles public schools, for example, complain that the form that supervisors use to evaluate teachers has a check box on whether they use technology, suggesting that they must use it for its own sake.
    • David Warlick
      David Warlick on 05 Jan 12
       
      We get so hung up on "technology."  It's the information that's changed.  There should be a check box that says, in what ways is the lesson including networked, digital, and abundant information?
  • That is a concern shared by Ms. Rosenbaum, who teaches at Post Falls High School in this town in northern Idaho, near Coeur d’Alene. Rather than relying on technology, she seeks to engage students with questions — the Socratic method — as she did recently as she was taking her sophomore English class through “The Book Thief,” a novel about a family in Germany that hides a Jewish girl during World War II.
    • David Warlick
      David Warlick on 05 Jan 12
       
      This is a wonderful method for teaching and timeless.  However, if the students are also backchanneling the conversation, then more of them are participating, sharing, agreeing and disagreeing, and the conversation has to potential to extend beyond the sounding of the bell.  I'm not saying, this is a way of integrating technology, I'm saying that networked collaboration is a relevant way for students to be learning and will continue to learn after school is over.
  • Her room mostly lacks high-tech amenities. Homework assignments are handwritten on whiteboards. Students write journal entries in spiral notebooks. On the walls are two American flags and posters paying tribute to the Marines, and on the ceiling a panel painted by a student thanks Ms. Rosenbaum for her service
    • David Warlick
      David Warlick on 05 Jan 12
       
      When I read this, I see a relic of classrooms of the past, that is ignoring today's prevailing information landscape.
  • Ms. Rosenbaum did use a computer and projector to show a YouTube video of the devastation caused by bombing in World War II. She said that while technology had a role to play, her method of teaching was timeless. “I’m teaching them to think deeply, to think. A computer can’t do that.”
    • David Warlick
      David Warlick on 05 Jan 12
       
      Yes, she's helping them to think deeply, but how much more deeply would the be thinking if she asked her students to work in teams and find videos on YouTube that portray some aspect of the book, critique and defend their selections.
  • She is taking some classes online as she works toward her master’s degree, and said they left her uninspired and less informed than in-person classes.
    • David Warlick
      David Warlick on 05 Jan 12
       
      Again, it is not useful to compare online course to f2f.  They're different, and people need to learn to work within them.
  • The group will also organize training for teachers. Ms. Cook said she did worry about how teachers would be trained when some already work long hours and take second jobs to make ends meet
    • David Warlick
      David Warlick on 05 Jan 12
       
      I look forward to learning how they will accomplish this.
  • For his part, Governor Otter said that putting technology into students’ hands was the only way to prepare them for the work force. Giving them easy access to a wealth of facts and resources online allows them to develop critical thinking skills, he said, which is what employers want the most.
    • David Warlick
      David Warlick on 05 Jan 12
       
      It disturbs me that policies may be coming out of an environment where the conversation probably has to be factored down to such simplistic statements.  Education is complex, it's personal, and it is critical -- and it's not just about what employers want!
  • “There may be a lot of misinformation,” he said, “but that information, whether right or wrong, will generate critical thinking for them as they find the truth.”
    • David Warlick
      David Warlick on 05 Jan 12
       
      Bingo!
  • If she only has an abacus in her classroom, she’s missing the boat.
    • David Warlick
      David Warlick on 05 Jan 12
       
      And doing a disservice to Idaho's children!
  • Last year at Post Falls High School, 600 students — about half of the school — staged a lunchtime walkout to protest the new rules. Some carried signs that read: “We need teachers, not computers.” Having a new laptop “is not my favorite idea,” said Sam Hunts, a sophomore in Ms. Rosenbaum’s English class who has a blond mohawk. “I’d rather learn from a teacher.”
    • David Warlick
      David Warlick on 05 Jan 12
       
      What can't we get past "Us vs Them."  Because it gets people elected.
Ted Sakshaug

Center for Interactive Learning and Collaboration (CILC): Advancing education through videoconferencing and other collaborative technologies. - Center for Interactive Learning and Collaboration - 0 views

www.cilc.org

videoconferencing collaboration Video education development

shared by Ted Sakshaug on 02 Apr 09 - Cached
  • Ted Sakshaug on 02 Apr 09
     
    Advanced learning through videoconferencing and other collaborative technologies
Martin Burrett

Does a collaborative learning approach work for everyone? - 1 views

ukedchat.com/...es-collaborative-learning-work

collaboration collaborate

shared by Martin Burrett on 09 Nov 18 - No Cached
  • Martin Burrett on 09 Nov 18
     
    "There's a good reason why universities have spent the last few years dedicating precious resources and time to fostering a collaborative learning environment. Students who are encouraged to participate in discussions, work cooperatively in small-group settings, and actively engage with their peers are believed to gain not only the cognitive skills needed to survive in the professional workplace but also the interpersonal ones needed to thrive. And for many, the approach seems to be working. But is it working for all students?"
Jason Heiser

Copy / Paste by Peter Pappas: The Reflective Principal: A Taxonomy of Reflection (Part IV) - 8 views

peterpappas.blogs.com/...cipal-taxonomy-reflection.html

learningstyles

shared by Jason Heiser on 12 Jan 10 - Cached
  • Jason Heiser on 12 Jan 10
     
    The Reflective Principal: A Taxonomy of Reflection (Part IV) Reflection can be a challenging endeavor. It's not something that's fostered in school - typically someone else tells you how you're doing! Principals (and instructional leaders) are often so caught up in the meeting the demands of the day, that they rarely have the luxury to muse on how things went. Self-assessment is clouded by the need to meet competing demands from multiple stakeholders. In an effort to help schools become more reflective learning environments, I've developed this "Taxonomy of Reflection" - modeled on Bloom's approach. It's posted in four installments: 1. A Taxonomy of Reflection 2. The Reflective Student 3. The Reflective Teacher 4. The Reflective Principal It's very much a work in progress, and I invite your comments and suggestions. I'm especially interested in whether you think the parallel construction to Bloom holds up through each of the three examples - student, teacher, and principal. I think we have something to learn from each perspective. 4. The Reflective Principal Each level of reflection is structured to parallel Bloom's taxonomy. (See installment 1 for more on the model) Assume that a principal (or instructional leader) looked back on an initiative (or program, decision, project, etc) they have just implemented. What sample questions might they ask themselves as they move from lower to higher order reflection? (Note: I'm not suggesting that all questions are asked after every initiative - feel free to pick a few that work for you.) Bloom's Remembering : What did I do? Principal Reflection: What role did I play in implementing this program? What role did others play? What steps did I take? Is the program now operational and being implemented? Was it completed on time? Are assessment measures in place? Bloom's Understanding: What was
Vicki Davis

We heard the President's ConnectED call-to-action, and here is our billion-dollar response to put affordable technology in the hands of U.S. students nationwide - The Official Microsoft Blog - Site Home - TechNet Blogs - 1 views

blogs.technet.com/...f-u-s-students-nationwide.aspx

education news microsoft connected

shared by Vicki Davis on 04 Feb 14 - No Cached
  • Vicki Davis on 04 Feb 14
     
    Microsoft has announced an initiative as part of the ConnectED movement in the US. Here are the details: "Windows 8.1 Pro Operating System: One of the most powerful and flexible operating systems for education, it provides the ability for students and teachers to use education apps and Microsoft Office, search for information across their device and the web, and is optimized for touch, education apps, research, productivity and digital inking, critical keys to better learning outcomes. Office 365 Education Communication and Collaboration Tool: Email, sites, online and offline document editing and storage, IM, and web conferencing capabilities for all you students for free. Plus 5 copies of Office for free for more than 12 million students at qualified institutions. Partners in Learning Network Teacher Training and Resources: Partners in Learning provides educators with a network of nearly 1 million educators from 136 countries. It offers them a forum where they can share ideas, find free lesson plans to inspire classroom learning and develop professionally. Bing for Schools Ad-free search: An ad-free digital literacy platform aimed at helping students learn important digital skills based on access to a connected computing device, daily common-core aligned lesson plans, and a safe, private environment where search history will not be mined for data. Student training and resources: Microsoft IT Academy: For roughly 2,000 high-needs schools, Microsoft is providing academic institutions and their educators, students, and staff with digital curriculum and certification for fundamental technology skills. Affordable Broadband from EveryoneOn: A critical component to connected learning, Microsoft's non-profit partner EveryoneOn is offering home Internet service for as low $10 to the 36 million Americans living in low-income communities."
Vicki Davis

Virtual Book Club - Flat Classroom projects - 9 views

blogs.acpsk12.org/virtualbookclub

education news flatclass teaching tumblr evernote

shared by Vicki Davis on 11 Jan 13 - No Cached
  • Vicki Davis on 11 Jan 13
     
    Kyle Dunbar is running a virtual book club. The first book is Flattening Classrooms, Engaging Minds. This website includes a blog that talks about the takeaways and the recordings that they are discussing. Please feel free to join in and mark your calendars - they are meeting on Tuesdays at 7:30 pm. I hope you'll join in. It is vital that you and I both connect with other classrooms around the world. Students are the greatest textbook ever written for each other - they need to connect and learn from each other. You'll meet other educators and model the kind of learner you want your students to be. If you want your students to innovate YOU must be innovative. If you want your students to collaborate YOU must be collaborative. Here's the schedule: January 7th - Meet the Flat Classroom, Chapters 1 & 2 January 21st - Connection and Communication, Chapters 3 & 4 February 4th - Citizenship, Contribution and Collaboration, Chapters 5 & 6 February 18th - Choice and Creation, Chapters 7 & 8 March 4th - Celebrating, Designing, Managing a Global Project, Chapters 9 & 10 March 18th - Rock the World
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.
Dave Truss

Learning is a Global Collaborative Classroom Project with @scmorgan - 6 views

heatherdurnin.com/...lassroom-project-with-scmorgan

collaboration project20 studentteacher ML-7-9 ML-1-1 voicethread wiki globalcollaboration

shared by Dave Truss on 06 Aug 10 - Cached
  • Dave Truss on 06 Aug 10
     
    Students from our two schools were grouped together to study an issue of social justice using web 2.0 tools. These tools help students put the best practice of collaborative learning into play by working with others to problem solve. Tools such as VoiceThread allow teachers to practice differentiated assessment. Being socially connected, students believe their contributions matter and they feel a stronger degree of responsibility to support their new partners. Students want an authentic audience to express themselves too.
Lisa Johnson, Ph.D.

Tools for Teaching - Collaborative Learning: Group Work and Study Teams - 0 views

teaching.berkeley.edu/...collaborative.html

collaboration design education groupwork learning teaching

shared by Lisa Johnson, Ph.D. on 03 Jun 08 - Cached
  • Lisa Johnson, Ph.D. on 03 Jun 08
     
    A useful primer on collaborative learning designs.... even after all these years. [From the hard copy book: Davis, B. G. (1993). Tools for teaching. San Francisco, Jossey-Bass Publishers.]
Ted Sakshaug

BigMarker | Meet, Learn, Present with Free, Easy, Unlimited Web Conferencing, Online Meetings, Webinars - 6 views

www.bigmarker.com

all_teachers collaboration conference meetings web2.0 learn meet educators

shared by Ted Sakshaug on 18 Jan 11 - No Cached
  • Ted Sakshaug on 18 Jan 11
     
    BigMarker is a community for realtime collaboration, a marketplace for human knowledge. A place to freely express and to broadcast yourself. teach, collaborate, learn something
1 - 20 of 227 Next › Last »
Showing 20▼ items per page