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Mary Beth Messner

7 Collaborative Online Diagramming Tools to Draw any Diagram - 18 views

savedelete.com/-online-diagramming-tools.html

Diagram Graphic Syllabus Graphics Images Visual Design Cacoo Gomockingbird Creately DrawAnywhere Lovely Charts Gliffy Lucidchart

shared by Mary Beth Messner on 11 Nov 10 - Cached
  • Though these tools you can draw, edit, save and share your diagrams like flowchart, network diagram, wireframe, Organizational charts etc. Most of them have free basic option or free trail that you could use and experience these tools.
Gytis Cibulskis

SIRTEL'08 - WORKSHOP ON SOCIAL INFORMATION RETRIEVAL FOR TECHNOLOGY ENHANCED LEARNING - 1 views

www.cs.kuleuven.be/...index.php

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shared by Gytis Cibulskis on 08 May 08 - Cached
  • Gytis Cibulskis on 08 May 08
     
    WORKSHOP ON SOCIAL INFORMATION RETRIEVAL FOR TECHNOLOGY ENHANCED LEARNING
Glenn Hoyle

LETSI Blog - Who Needs Teachers? - 1 views

letsi.org/index.php

teaching learning blog

shared by Glenn Hoyle on 19 Jun 09 - No Cached
  • Who Needs Teachers? The elearning zeitgeist is that teaching is passé: Google opens the door to all the world’s knowledge. The “sweet-spot” in corporate training, we are told, is rapid conversion of PowerPoints and SME-created podcasts. E-textbook and enterprise software publishers insist that what students need is better access to digital resources.
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.
Leo de Carvalho

eLearn: Best Practices - Informational Cascades in Online Learning - 0 views

www.elearnmag.org/subpage.cfm

e-learning

shared by Leo de Carvalho on 23 Mar 11 - No Cached
  • It's an appealing vision: If you give the participants enough opportunities to get to know each other and discuss the issues in-depth, then good ideas will naturally tend to emerge.
  • The third branch manager, Carlos, reads Amit's and Jane's posts. Carlos, having delayed a bit in making his decision, doesn't have much time to consider the options. He trusts both Jane and Amit, so he decides just to go with their judgment. In a rush, he posts:
  • Leo de Carvalho on 23 Mar 11
     
    To emphasize that while weblogs and other social information-sharing technologies are not the ultimate cause of informational cascades, they generally don't prevent them and often can amplify and accelerate them.
Cara Whitehead

List Sharing - SpellingCity.com - 0 views

www.spellingcity.com/index.php

spelling vocabulary textbook

shared by Cara Whitehead on 31 Jul 11 - No Cached
  • Cara Whitehead on 31 Jul 11
     
    Word lists from textbook series
Ammar Elhassan ElMerhbi

Options and Issues in Computer-Assisted Language Learning: Largest Web-based, Genre-bal... - 5 views

call4teachers.blogspot.com/...-web-based-genre-balanced.html

shared by Ammar Elhassan ElMerhbi on 28 Oct 09 - Cached
  • Ammar Elhassan ElMerhbi on 28 Oct 09
     
    "Corpus of Contemporary American English was released on the web in 2008 with more than 400 million words of corpus, the largest free web-based corpus. However, what makes this corpus special is not its enormous size but its "
helen hunt

Excellent Help Desk Support from the Professionals - 2 views

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shared by paypal hack on 21 Feb 15 - No Cached
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