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The openness-creativity cycle in education | Weller | Journal of Interactive Media in E... - 0 views

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    This is a brief, interesting article that highlights some of the components we have been learning in EME5050.  The author discusses and evaluates the increasing openness of education, particularly through online environments.  
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New Documentary Explores Impact of Mobile Devices on Teens' Lives -- THE Journal - 0 views

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    Documentary explores the effect of mobile devices on various aspects of teenagers' lives.
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Assessing the needs of training on inclusive education for public school administrators... - 0 views

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    UCF Faculty Article

EME 5050 mod 7 search and reflect - 0 views

started by Professor Scott Hull on 01 Mar 17 no follow-up yet
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Journal of Educational Technology & Society - 0 views

shared by Mark Corey on 19 Apr 12 - Cached
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    If you are looking to feel really smart give a shot at these articles.
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UCF Research Article about "Taking Educational Games Seriously" - 1 views

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    This is a link to the full-text research article authored by Glenda A. Gunter, Robert F. Kenny and Erik H. Vick. The title is "Taking educational games seriously: using the RETAIN model to design endogenous fantasy into standalone educational games". The authors argue that for educational games to be effective, a new design paradigm needs to be utilized. They recommend the RETAIN design and evaluation model. The article is published in Education Tech Research Dev (2008) 56:511-537 and the DOI is 10.1007/s11423-007-9073-2.
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Larry Cuban on School Reform and Classroom Practice | Just another WordPress.com weblog - 0 views

  • He pointed out to me how similar teachers experiencing failures with students is to physicians erring in diagnoses or treatments (or both) of their patients.
  • In the other book, surgeon Atul Gawande described how he almost lost an Emergency Room patient who had crashed her car when he fumbled a tracheotomy only for patient to be saved by another surgeon who successfully got the breathing tube inserted. Gawande also has a chapter on doctors’ errors. His point, documented by a paper in the New England Journal of Medicine (1991) and subsequent reports  is that nearly all physicians err. If nearly all doctors make mistakes, do they talk about them? Privately  with people they trust, yes. In public, that is, with other doctors in academic hospitals, the answer is also yes. There is an institutional mechanism where hospital doctors meet weekly called Morbidity and Mortality Conferences (M & M for short) where, in Gawande’s words, doctors “gather behind closed doors to review the mistakes, untoward events, and deaths that occurred on their watch, determine responsibility, and figure out what to do differently (p. 58).” He describes an M & M (pp.58-64) at his hospital and concludes: “The M & M sees avoiding error as largely a matter of will–staying sufficiently informed and alert to anticipate the myriad ways that things can go wrong and then trying to head off each potential problem before it happens” (p. 62). Protected by law, physicians air their mistakes without fear of malpractice suits.
  • Nothing like that for teachers in U.S. schools. Sure, privately, teachers tell one another how they goofed with a student, misfired on a lesson, realized that they had provided the wrong information, or fumbled the teaching of a concept in a class. Of course,  there are scattered, well-crafted professional learning communities in elementary and secondary schools where teachers feel it is OK to admit they make mistakes and not fear retaliation. They can admit error and learn to do better the next time. In the vast majority of schools, however, no analogous M & M exists (at least as far as I know).
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  • substantial differences between doctors and teachers. For physicians, the consequences of their mistakes might be lethal or life-threatening. Not so, in most instances, for teachers. But also consider other differences:
  • From teachers to psychotherapists to doctors to social workers to nurses, these professionals use their expertise to transform minds, develop skills, deepen insights, cope with feelings and mend bodily ills. In doing so, these helping professions share similar predicaments.
  • *Doctors see patients one-on-one; teachers teach groups of 20 to 35 students four to five hours a day.
  • While these differences are substantial in challenging comparisons, there are basic commonalities that bind teachers to physicians. First, both are helping professions that seek human improvement. Second, like practitioners in other sciences and crafts, both make mistakes. These commonalities make comparisons credible even with so many differences between the occupations.
  • *Most U.S. doctors get paid on a fee-for-service basis; nearly all full-time public school teachers are salaried.
  • *Expertise is never enough. For surgeons, cutting out a tumor from the colon will not rid the body of cancer; successive treatments of chemotherapy are necessary and even then, the cancer may return. Some high school teachers of science with advanced degrees in biology, chemistry, and physics believe that lessons should be inquiry driven and filled with hands-on experiences while other colleagues, also with advanced degrees, differ. They argue that naïve and uninformed students must absorb the basic principles of biology, chemistry, and physics through rigorous study before they do any “real world” work in class.
  • For K-12 teachers who face captive audiences among whom are some students unwilling to participate in lessons or who defy the teacher’s authority or are uncommitted to learning what the teacher is teaching, then teachers have to figure out what to do in the face of students’ passivity or active resistance.
  • Both doctors and teachers, from time to time, err in what they do with patients and students. Patients can bring malpractice suits to get damages for errors. But that occurs sometimes years after the mistake. What hospital-based physicians do have, however, is an institutionalized way of learning (Mortality and Morbidity conferences) from their mistakes so that they do not occur again. So far, among teachers there are no public ways of admitting mistakes and learning from them (privately, amid trusted colleagues, such admissions occur). For teachers, admitting error publicly can lead directly to job loss). So while doctors, nurses, and other medical staff have M & M conferences to correct mistakes, most teachers lack such collaborative and public ways of correcting mistakes (one exception might be in special education where various staff come together weekly or monthly to go over individual students’ progress).
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    Teacher vs. Doctor
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Technology Tools for Teachers - 0 views

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    Take classroom discussions online, where some students might feel freer and more comfortable in some ways to ask questions and respond to each other, and where there's no bell to end the discussion period. (Blog posts can even be made into a homework assignment - as an online journal of sorts - or part of a class participation requirement.)
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Project MUSE - Introduction: The Future of Sound Studies - 0 views

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    This article was written by UCF professors Dr. Tony Grajeda and Jay Beck discussing the importance of "sound studies" on the discipline of humanity, specifically, but also across academic disciplines.
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Freeology - 0 views

shared by Theresa Cavins on 09 Sep 11 - Cached
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    This website includes free templates and ideas for back to school, calendars, journal topics, graphic organizers and classrooom signs. The graphic organizers are really great.
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Education Week American Education News Site of Record - Education Week - 0 views

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    This is a wonderfully written education magazine covering topics relevant in today's schools. They have won journalism awards for their professional reporting on school issues facing the nation today.
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International Review of Research in Open and Distance Learning - 0 views

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    "The International Review of Research in Open and Distance Learning is a refereed, open access e-journal that disseminates original research, theory, and best practice in open and distance learning worldwide."
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JTE - Journal of Technology Education - 1 views

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    Access full-text current research in education technology.
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Treating the Sexually Addicted Client: Establishing a Need for Increased Counselor Awar... - 1 views

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    Seventeen to 37 million Americans struggle with sexual addictions (P. Carnes, 1994b; A. Cooper, D. L. Delmonico, & R. Burg, 2000; B. Morris, 1999; J. L. Wolf, 2000), yet traditionally trained addictions and offender counselors often find themselves unprepared to assist clients who are sexually addicted.
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Advances in the application of information technology to sport performance - Journal of... - 0 views

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    Article on sports advances via tech
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