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Martin Burrett

GPS Essentials - 0 views

www.gpsessentials.com

gps geography

shared by Martin Burrett on 12 Nov 13 - No Cached
  • Martin Burrett on 12 Nov 13
     
    This is a fabulous GPS and mapping Android app that gives you everything you need to go geocaching and exploring the great outdoors. There are location, compass, photo and tracking tools which should ensure you can always find your way... until your battery runs out! Download the app at https://play.google.com/store/apps/details?id=com.mictale.gpsessentials http://ictmagic.wikispaces.com/PSHE%2C+RE%2C+Citizenship%2C+Geography+%26+Environmental
Raynor Plank

Doorstep Collection Loans- Get Quick Financial Aid At The Doorstep - 0 views

fastpaydayloanuk.tumblr.com/...-loans-get-quick-financial-aid

doorstep collection loans fast payday loans fast payday loans for unemployed quick cash loans no credit check loans small payday loans

shared by Raynor Plank on 10 Jul 15 - No Cached
  • Raynor Plank on 10 Jul 15
     
    Doorstep collection loans bring cash at the doorsill of the borrower when it is needed on simple procedures. It is fast, convenient and hassle free. But the borrower should carefully examine whether he can withstand the interest rate applied and repay the amount in time lest the deal will end up in big financial burden.
Redesign Unit

Things to Consider When Creating Your Company Website - 0 views

webredesigncompany.wordpress.com/...-creating-your-company-website

designing site Redesign Your Web Company

shared by Redesign Unit on 11 Jun 10 - Cached
  • Redesign Unit on 11 Jun 10
     
    Your site should be easy to navigate without broken links. If visitors cannot find the things they need, chances are they will leave the site so therefore, make sure that all the needed information are placed in proper links.
David Wetzel

5 Reasons Why You Should Use LiveBinders - 15 views

www.teachscienceandmath.com/...why-you-should-use-livebinders

learning technology teach applications digital free web2.0 tools resources 2.0 math science and

shared by David Wetzel on 30 Aug 10 - Cached
  • David Wetzel on 30 Aug 10
     
    LiveBinders is a web 2.0 tool which provides the ability to save and organize materials for your science or math class. The great thing about this free tool is that you can update the resources instantly to ensure your lessons include the latest ideas, tips, and resources in science and math.
Mike Chelen

100+ learning professsionals to follow on Twitter - 0 views

c4lpt.co.uk/...edutwitter.html

education elearning twitter

shared by Mike Chelen on 30 Sep 08 - Cached
  • Mike Chelen on 30 Sep 08
     
    I (Jane Hart) am often asked for the names of (e-)learning professionals - from both education and corporate learning - as well as other related professionals to follow on Twitter. I started this list with 101 names on it, now thanks to many people who have submitted recommendations, it has grown. If you know someone you think should be on the list, email me. The list is displayed in alphabetical order by Twitter username.
  • Mike Chelen on 30 Sep 08
Mike Chelen

Putting the Library in Wikipedia - 0 views

www.infotoday.com/...Pressley_McCallum.shtml

shared by Mike Chelen on 12 Oct 08 - No Cached
  • Mike Chelen on 12 Oct 08
     
    Few online resources provoke as much controversy in the library community as Wikipedia. Some librarians hate it, arguing that since anyone can edit it, it can't be trusted. Others love it, because it is fast, easy to use, and a good starting point for research. With such a conflicted relationship, there's no clear answer as to where (or whether) Wikipedia belongs in libraries. We librarians are not sure what we should do with it.
Zsolt Kulcsár

Seven Habits of Highly Connected People - 0 views

www.downes.ca/44261

article cck08 connectivism downes habits

shared by Zsolt Kulcsár on 10 Oct 08 - Cached
  • 4. Share
    • Zsolt Kulcsár
      Zsolt Kulcsár on 10 Oct 08
       
      4. Oszd meg! A win-win, quick-win és egyéb idióta kifejezések már a könyökömen jönnek ki. Futótűzként szoktak az üzletágon végigsöpörni, és mindenki ismételgeti, mintha ez lenne a lényeg... A konnektivista szervezetben ez a (versenyszellemű) szemlélet nem értelmezett. Akkor működik hatékonyan egy csoport, ha a tagok nem kotlóstyúkként ülnek a tudásukon rettegve azon, hogy más is megszerezheti azt a tudást, ami most számára a pótolhatatlanság illúzióját nyújtja. Ne oszd meg, és pótolhatatlanná teszed - ez a szabály egy versengő szervezetben. Ha hosszú távon akarsz sikeres lenni, kapcsolatokra van szükséged. Ez a fajta attitűd bezár, ellehetetleníti a kommunikációt és a tudáscserét, mely nélkül roppant nehezen fejlődik a szervezet. Oszd meg feltétel nélkül. Paradoxonnak tűnhet, de ez vezet a valódi sikerhez.
  • When you share, people are more willing to share with you. In a networked world, this gives you access to more than you could ever produce or buy by yourself. By sharing, you increase your own capacity, which increases your marketability.
  • 5. RTFM
  • Zsolt Kulcsár on 10 Oct 08
     
    Stephen Downes The first thing any connected person should be is receptive. Whether on a discussion forum, mailing list, or in a blogging community or gaming site, it is important to spend some time listening and getting the lay of the land.
Leo de Carvalho

elearnspace. Connectivism: A Learning Theory for the Digital Age - 2 views

www.elearnspace.org/...connectivism.htm

social network e-learning

shared by Leo de Carvalho on 07 Aug 08 - Cached
  • John Seely Brown presents an interesting notion that the internet leverages the small efforts of many with the large efforts of few.
    • Leo de Carvalho
      Leo de Carvalho on 24 Apr 11
       
      Few add value to knowledge 
  • The central premise is that connections created with unusual nodes supports and intensifies existing large effort activities.
    • Leo de Carvalho
      Leo de Carvalho on 24 Apr 11
       
      many support few
  • Leo de Carvalho on 24 Apr 11
     
    Behaviorism, 4cognitivism, and constructivism are the three broad learning 1theories most often utilized in the creation of instructional environments. These theories, however, were developed in a time when learning was not impacted through technology. Over the last twenty years, technology has reorganized how we live, how we communicate, and how we learn. 1Learning needs and theories that describe learning principles and processes, should be reflective of underlying social environments. Vaill emphasizes that "learning must be a way of being - an ongoing set of attitudes and actions by individuals and groups that they employ to try to keep abreast o the surprising, novel, messy, obtrusive, recurring events…" (1996, p.42).
Jez Cope

Why Technology? Because... by Ben Grey - 0 views

www.techlearning.com/20664

technology learning teaching elearning education

shared by Jez Cope on 02 Jun 09 - No Cached
  • If I was asked, "Why should we continue to use and pursue technology?" I'd start by saying we shouldn't.  At least, we shouldn't pursue technology.  Above all else, we should pursue learning.
Gary Spirer

Steps To - 7 Steps to a More Sound Economy - 0 views

www.stepsto.com/...-steps-to-a-more-sound-economy

government marketplace powerful sound economy stepsto

shared by Gary Spirer on 09 Dec 09 - No Cached
  • Gary Spirer on 09 Dec 09
     
    Our Government must park its ego and realize that the natural forces of the marketplace are larger and more powerful than itself. What does this mean? The Government should be the referee - not the player.
Mike Fandey

Curriculum - 22 views

www.qualityresearchinternational.com/...curriculum.htm

shared by Mike Fandey on 16 May 10 - Cached
  • An educational plan that spells out which goals and objectives should be achieved, which topics should be covered and which methods are to be used for learning, teaching and evaluation.
    • Mike Fandey
      Mike Fandey on 16 May 10
       
      Traditionally "curriculum" refers to education solutions, i.e. solutions for which providing information is the appropriate intervention.  I believed that this same concept can be useful for training and learning interventions as well, i.e. when new skills and behaviors are required.
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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