Group items tagged

"Pick ONE article, post, pdf, etc. that is a MUST READ for educators thinking about change" and tag it 'mustreadfored'

Children at our school produce and record their own radio broadcasts on a regular basis. From this site, you can listen to their shows using the Show Player, subscribe to the show (to receive the latest shows as soon as they are made), find out more about how the shows are made and the children who make it, and also contact us to let us know what you think about it.

Slow blogging makes sense to me because it's about practice in both the traditional and meditative senses of the term. It's about going deep and connecting, but maintaining a powerful mental stillness in which we can really hear the world around us: the whispers, the wind, and the sound of our own thinking.

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.

See http://opensciinfo.blogspot.com/2008/09/adapting-elearning-twitters-to-opml.html for an OPML of these Twitter feeds.

I've been reflecting lately on the claims of Bauerlein in The dumbest generation. Completing his book has come parallel with exposure to some additional materials:

The Stock Market Game™ (SMG) gives students the chance to invest a hypothetical $100,000 in an on-line portfolio. They think they're playing a game. You know they're learning economic and financial concepts they'll use for the rest of their lives.

BBC trailer - sad that for all of you outside the UK you cant get the full programme. "Are we empowered, connected and enlightened with the world's knowledge at our fingertips? Or distracted and addicted with shorter attention spans? Are our skittering brains bombarded and stupified by the 'yuck and wow' of the web? Is the web really changing us - the way we think, the way we behave, the way relate to each other? And is it for better or for worse?"

to think about what we are doing to prepare our students

"Who has the time to read anymore? You do, if you make the time. It's easier than you might think, with these tools and tips that find, recommend, and format good reading anywhere you want to dive into it."

Jesus spoke to him, saying, "What do you think, Simon, of whom do the kings of the earth take custom or tribute [taxes]; from their own children, or from strangers?

Father God. If Jesus needed to spend time alone with You, how much more do I! Please forgive me when I think that I can rush through the day without committing it all to You, and receiving Your love and wisdom. Help me to place today into Your hands, to ask for Your advice and learn how to accept what You say. Most of all, I do need to know that You love me, and I need to learn to love You best of all: so please help me to make the time to pray and find a place where we will not be disturbed. In Jesus' Name. Amen.

"Information graphics give us new ways to understand and think about information. They include a huge category of visuals that are capable of communicating in diverse ways through charts, maps, diagrams, data visualizations and technical, instructional and scientific explanations. It seems that infographics become more valuable as our need to understand a complex world increases."

"Tim's Blog working for social change; thinking about the details "

In this article, Michelle Everson summarized her attempt to use small-group discussion assignments in an online introductory statistics course. She have found that these assignments can be successful, and they can lead to opportunities for students to reason more about statistical concepts and help each other learn important course material. When using such assignments, we would encourage instructors to (1) create assignments that do not have just one "right" answer so that students have ample opportunities to discuss different ideas and respond to what their group members post, (2) allow several days for students to work on the assignment, (3) provide students with clear guidelines for every assignment so they know exactly what they need to do as a group, (4) provide incentives for students to post not only their own thoughts, but respond to what their group members have said, and (5) provide students with examples of what it means to reflectively respond to their peers. Most of all, we would encourage instructors to make their presence known to the discussion group during every discussion. Assure students that you will be there in order to make sure everyone is on the right track, and take whatever opportunity you can to cheer the group on, highlight important ideas that different members of the group have posted, and question the group in order to get them to think more critically about the material.

An interesting selection of projects that will spark your thinking.

Great multipurpose maths thinking blocks. Add different colour blocks, change their size and break into fractions. Click the 'problems' button and give lots of maths questions to work out with the blocks. http://ictmagic.wikispaces.com/Maths

The opportunity we now have is to use technology to move from an event-based learning model that we know to be ineffective, to a more distributed and contextualized environment that elegantly spans the continuum from formal learning to performance support. And this is not science fiction - we have the tools we need now. Even if we didn't, we should be preparing our thinking for this capability."