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Alexis Krysten

ICT in my Classroom - 1 views

tbarrett.edublogs.org

blog edublogs ict teacher teaching technology twitter web2.0

shared by Alexis Krysten on 31 Mar 08 - Cached

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        Merchantville, New Jersey arrived from groups.diigo.com on "ICT in my Classroom"
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      Dennis OConnor

      Martin Dougiamas Keynote at Moodlemoot Canada | Some Random Thoughts - 0 views

      www.somerandomthoughts.com/...s-keynote-at-moodlemoot-canada

      keynote martin dougiamas imoot moodle

      shared by Dennis OConnor on 07 May 11 - No Cached
      • Martin Dougiamas presented the keynote at the Canadian Moodlemoot in Edmonton.
      • Martin updated us with the current stats on Moodle 54,000 verified sites worldwide. 41 Million users 97 language packs (17 fully complete, the rest are in various states) 54 Moodle Partners who fund the project and its going very well ensuring the project will continue into the future. (such as Remote-Learner who I work for) USA still has the highest raw number of installations and Spain has half of that with much less population. Brazil is now 3rd in the world and has overtaken the UK now in total installs. 3 of the top 10 are English speaking per head of population, Portugal has the largest number of Moodle installations.
      • As many may have seen before, there are 10 steps of pedagogical usage of Moodle, which is outlined on Moodle Docs. It details the typical 10 step progression which looks like: Putting up the handouts (Resources, SCORM) Providing a passive Forum (unfacilitated) Using Quizzes and Assignments (less management) Using the Wiki, Glossary and Database tools (interactive content) Facilitate discussions in Forums, asking questions, guiding Combining activities into sequences, where results feed later activities Introduce external activities and games (internet resources) Using the Survey module to study and reflect on course activity Using peer-review modules like Workshop, giving students more control over grading and even structuring the course in some ways Conducting active research on oneself, sharing ideas in a community of peers
      • ...10 more annotations...
      •  ”a lot of people find that giving students the ability to teach is a valuable learning process” – Martin Dougiamas.
      • A lot of people want that secure private place in the LMS with big gates, with students needing to gain competencies and knowledge.  Many people really want this “Content Pump” focus, becuase it is what they need. Others use it as a community of practitioners, connected activities, content created by students and teachers alike and many methods of assessment. These are the two ends of the spectrum of usage.
      • Moodle has two roles: to be progressive and integrate with things coming up, and a drag and drop UI, with innovate workflows and improve media handling and mobile platforms to be conservative and improve  security and usability and assessment , accredition, detailed management tracking and reports and performance and stability
      • Since Moodle 1.9 came out three years ago,  March 2008 and most are still using the three year old code which has had fixes applied since then (1.9.11 is the current release.) The support for 1.9 will continue until the middle of 2012 as it is understood that it will be a big move to Moodle2.   “If you are going to Moodle2, you may as well go to Moodle 2.1 as it is better with 6 months more work” .
      • However, the ongoing support for each release will be 1 yr moving to the future. Moodle will be released every 6 months which enables the organisations to plan their upgrade times ahead of time.
      • What will be in Moodle 2.1? Performance Restore 1.9 backups Quiz/question refactor Page course format Interface polishing Official Mobile app (there now is a Mobile division)
      • HQ are working on an official app which uses Moodle 2 built-in web services. This provides a secure access to the data in Moodle 2 for people who have accounts in Moodle which greatly benefits mobile apps.
      • Moodle HQ has looked at what is Mobile really good at and identified them one by one and implemented them.  This includes messaging, list of participants in your course, marking attendence (in class roll call). This will be for the iPhone first and then someone will make it for Android so it will lag behind, but will be the same.
      • What is going to happen in 2.2 and beyond?
      • Grading and Rubrics Competency Tracking (from activity level, course level, outside courses to generate a competency profile) Assignment (planning to combine all 4 into one type and simplify it) Forum (big upgrade probably based on OU Forum) Survey (to include feedback/questionnaire – being rewritten currently) Lesson Scorm 2 Improved reporting IMS LTI IMS CC (although it is in 1.9 needs to be redone)
      • Dennis OConnor on 07 May 11
         
        An important overview for any one using Moodle, especially useful for those contemplating an upgrade to 2.0 .  (I'll make the move when we have 2.1 or 2.2.)  
      vardakhan

      Top 3 Best Examples of Excellent Customer Service in Healthcare Using Custom CRM Software - 0 views

        Top 3 Best Examples of Excellent Customer Service in Healthcare Using Custom CRM Software Table of Contents Overview: Examples of Excellent Customer Service in Healthcare Using Cus...

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      started by vardakhan on 01 Jul 21 no follow-up yet
      sillymenstyling

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      stefan_adam

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      Shannon Panzo

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      Mike Hasley

      The Pulse: How Do You Define 21st Century Skills? - 0 views

      blogs.districtadministration.com/...how-do-you-defi.html

      shared by Mike Hasley on 22 May 08 - Cached
      • Crafting a well-written email to an adult Holding online video chats with community members, leaders, and decision makers Analyzing the differences between viewpoint-clashing Web sites such as Wikipedia.org and Conservapedia.com Blogging responsibly Having one student write a research paper using only online resources, and another write a paper on the same topic using only print resources, and compare and contrast the final papers
        • Mike Hasley
          Mike Hasley on 22 May 08
           
          Great ideas for the classroom
      Miles Berry

      Online Learning: Trends, Models And Dynamics In Our Education Future - Part 1 - Robin G... - 0 views

      www.masternewmedia.org/in-our-education-future-part-1

      PLE personalisation personalised learning informal learning network Downes

      shared by Miles Berry on 08 Feb 09 - Cached
      • In the case of informal learning, however, the structure is much looser. People pursue their own objectives in their own way, while at the same time initiating and sustaining an ongoing dialogue with others pursuing similar objectives. Learning and discussion is not structured, but rather, is determined by the needs and interests of the participants. There is no leader; each person participates as they deem appropriate. There are no boundaries; people drift into and out of the conversation as their knowledge and interests change.
      • The PLE is not an application, but rather, a description of the process of learning in situ from a variety of courses and according to one’s personal, context-situated, needs. The process, simply, is that learners will be presented with learning resources according to their interests, aptitudes, educational levels, and other factors (including employer factor and social factors) while they are in the process of working at their job, engaging in a hobby, or playing a game.
      • Miles Berry on 08 Feb 09
         
        Stephen Downes on the future of e-learning: personalised learning, networks and PLEs amongst much else
      Dennis OConnor

      ALA | Interview with Keith Curry Lance - 0 views

      www.ala.org/...interviewlance.cfm

      ala 21cif library media specialist library2.0 research

      shared by Dennis OConnor on 11 Jan 11 - No Cached
      • The basic question tackled in school library impact research to date have been if school libraries or librarians make a difference? And, if so, how much and how? At least in recent years, more attention has gone to measuring the impact of school libraries than to explaining how that impact is achieved; but, the focus is beginning to move from the former to the latter. Four studies, or sets of studies, illustrate the formative history of this line of research.
      • The findings documented, and elaborated upon, the SchoolMatch claim that [the level of] school library expenditures was a key predictor of academic achievement, as measured by standardized tests, specifically in Colorado, scores on the Iowa Tests of Basic Skills (ITBS).
      • other key library predictors, including the amount and level of library staffing, collection size, and the amount of time the school librarian spends playing an instructional role.
      • ...12 more annotations...
      • by 2005, the Colorado study model had been replicated and elaborated upon to a greater or lesser extent in Colorado and more than a dozen other states by five different researchers or research teams. Collectively, they have studied the impact of school libraries in approximately 8,700 schools with enrollments totaling more than 2.6 million students.
      • using this research to advocate for school library programs has affected the relationships of school librarians with both principals and teachers. Four out of five respondents (81 percent) reported that they shared the research with their principals. (Between one-third and half also reported sharing this research with their superintendents, other administrators, technology staff, and/or parents.) Almost two out of three respondents (66 percent) reported sharing the research with teachers. As a result, approximately two-thirds of respondents report that sharing the research improved their relationships with their principals (69 percent) or teachers (66 percent).
      • Krashen suggests quite the reverse. Reading and library use are not direct consequences of students being from more prosperous homes, but rather from the fact that more prosperous homes tend to offer more books and other reading materials, and, thereby, to encourage reading and library use. Thus, he hypothesizes, libraries—both public and school—have an important role to play in equalizing access to books and other reading materials for disadvantaged students.
      • Overall, students and teachers confirmed that the school libraries studied helped students by making them more information- and computer-literate generally, but especially in their school work, and by encouraging them to read for pleasure and information—and, in the latter case, to read critically—beyond what they are required to do for school.
      • their core results were remarkably consistent. Across states and grade levels, test scores correlated positively and statistically significantly with staff and collection size; library staff activities related to learning and teaching, information access and delivery, and program administration; and the availability of networked computers, both in the library and elsewhere in the school, that provide access to library catalogs, licensed databases, and the World Wide Web. The cause-and-effect claim associated with these correlations was strengthened by the reliability of the relationships between key library variables (i.e., staffing levels, collection size, spending) and test scores when other school and community conditions were taken into account.
      • A series of studies that have had a great deal of influence on the research and decision-making discussions concerning school library media programs have grown from the work of a team in Colorado—Keith Curry Lance, Marcia J. Rodney, and Christine Hamilton-Pennell (2000).
      • Recent school library impact studies have also identified, and generated some evidence about, potential "interventions" that could be studied. The questions might at first appear rather familiar: How much, and how, are achievement and learning improved when . . . librarians collaborate more fully with other educators? libraries are more flexibly scheduled? administrators choose to support stronger library programs (in a specific way)? library spending (for something specific) increases?
      • high priority should be given to reaching teachers, administrators, and public officials as well as school librarians and school library advocates.
      • Perhaps the most strategic option, albeit a long-term one, is to infiltrate schools and colleges of education. Most school administrators and teachers never had to take a course, or even part of a course, that introduced them to what constitutes a high-quality school library program.
      • Three factors are working against successful advocacy for school libraries: (1) the age demographic of librarians, (2) the lack of institutionalization of librarianship in K–12 schools, and (3) the lack of support from educators due to their lack of education or training about libraries and good experiences with libraries and librarians.
      • These vacant positions are highly vulnerable to being downgraded or eliminated in these times of tight budgets, not merely because there is less money to go around, but because superintendents, principals, teachers, and other education decision-makers do not understand the role a school librarian can and should play.
      • If we want the school library to be regarded as a central player in fostering academic success, we must do whatever we can to ensure that school library research is not marginalized by other interests.    
      • Dennis OConnor on 11 Jan 11
         
        A great overview of Lance's research into the effectiveness of libraries.  He answers the question: Do school libraries or librarians make a difference?  His answer (A HUGE YES!) is back by 14 years of remarkable research.  The point is proved.  But this information remains unknown to many principals and superintendents.  Anyone interested in 21st century teaching and learning will find this interview fascinating.
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