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chris deason

About this project | Connect all Schools - 0 views

www.connectallschools.org/...overview

all about project this innovation technology education

shared by chris deason on 18 Mar 11 - No Cached
  • chris deason on 18 Mar 11
     
    "Bringing the world into the classroom and building global competency can include the introduction of global issues curriculum, new World Languages, online collaboration, youth and teacher exchanges, professional development on international education, video-conferences, etc. This interactive website has been built to enable schools to indicate how they are connected to the world and for new teachers, school administrators and parents to work with consortium partners on building new links."
chris deason

impossible2Possible » Home » What's Happening - 0 views

impossible2possible.com/i2p

impossible2possible home

shared by chris deason on 20 Sep 10 - Cached
  • chris deason on 20 Sep 10
     
    Mark Dohn. He is an EMDT student currently in Month 5 and one of our ADEs. Mark is involved with an organization called impossible2Possible (i2P), which works to inspire today's youth in becoming leaders in both social and environmental action. On October 20th, he will be leaving for the Amazon jungle and will be returning on November 1st. During this time, Mark will have access to video, photos, authentic jungle sounds, and a satellite dish, which can record and transmit information directly to the Internet. Below is a brief description of the trip he will be going on and a link to the i2P site. In October 2010, four i2P Youth Ambassadors will join Ray Zahab, along with fellow i2P ambassadors and adventurers, in this incredible journey through the Tapajos National Forest. Youth ambassadors will trek for up to 8 days - and nearly 200kms - through incredibly dense jungle, swamps and oppressive humidity in a quest to study and learn about the culture and biodiversity of the region. For more information including a ten minute CNN interview with the founders of i2P, you can visit the site here: http://impossible2possible.com/i2p . This is an incredible opportunity for us to connect with i2P and experience how they are implementing technology, experiential learning and a global community to "educate, inspire, and empower" students. The question is, how can we leverage this trip to benefit both Mark and EMDT. Please bring your ideas to the brainstorming session on Thursday, September 22nd from 6:30-7:30 EST in the PD Wimba room. Hope to see everyone there! Thank you in advance, Rena
Andrew Barras

The Ed Tech Journey and a Future Driven by Disruptive Change -- Campus Technology - 0 views

campustechnology.com/...iven-by-Disruptive-Change.aspx

education technology disruptive nell

shared by Andrew Barras on 14 Sep 10 - No Cached
  • What is “disruptive change”?
  • On April 28, 2003, Apple launched the iTunes Music Store, and on April 3, 2008, less than five years later, it became the largest music retailer in the US, with 50 million customers and 4 billion songs sold. Then about two years down the road, this past February, Apple more than doubled that sales figure to 10 billion songs. This is what I consider to be disruptive change.
  • As educators, we must ask: Could there be a parallel in our own industry, or the potential for other disruptive changes ahead? What might higher education look like in a future filled with disruptive change?
  • ...28 more annotations...
  • a quick historical review of the digital revolution shows us: huge increases in data speeds and transfer rates, exponential growth in computer power, massive increase of storage capacity—again, all while the technology is getting cheaper and smaller.
  • In a 1960s lecture hall you might typically find TV monitors
  • Then if you jump 30 years into the future, to the 1990s, you find that analog technology was replaced by digital technology: projection systems that were considered very, very sophisticated at that time.
  • ask yourself: What did not change? The instructors still lectured, delivering in a broadcast/absorb model the very same way they did in the 1960s. In terms of learning, this was just a little bit of a shift. While the digital revolution disrupted so much of our society and our lives, it impacted education only in small, incremental ways. And generally, that is still true today in 2010.
  • I often make the argument that over the past 50 years, we’ve been primarily focused on automating education
  • but we haven’t really geared up to change or transform the basic way we’re teaching
  • Open Education Trends
  • At the core of the open content movement in higher education are illustrious efforts that have been going on now for almost a decade, to make high-quality university-level course materials free and openly available to the world, via the web.
  • Connexions has focused on building an environment that allows experts to collaborate on developing textbook content.
  • People have raised questions about the sustainability of open content models.
  • But what we’re starting to see now—and it is still relatively early in the unfolding story of open content—is a commercial ecosystem beginning to grow up around existing open content.
  • Impact of Open Content
  • We’re on the verge of seeing the cost of education content fall dramatically. The $150, $200 textbook model, I believe, is simply unsustainable, and we are going to see that model fall apart in the not-too-distant future.
  • I also think we may see an important movement toward best-of-breed content.
  • For example, I might put out a particular piece of educational material. Someone may take that material, modify or tweak it, and bring his own innovation to it. Over a relatively short period of time, we end up with high-quality, innovative, best-of-breed materials.
  • We’re entering an age when it’s becoming more and more ridiculous that our faculty are, every year, re-creating Econ 101 over and over again at our institutions.
  • largest population of users of MIT/OCW materials are not educators, and they’re not students. They are self-directed learners. They’re people who are coming to MIT because they have a passion to learn something.
  • Personal and Open Learning
  • Let’s move on and look at learning technology trends, especially the emergence of the personal learning environment [PLE] and the open learning network [OLN], e-portfolios, and the semantic web.
  • you’re probably aware of the “post-LMS era” that people feel we’re entering.
  • I have yet to find a standard definition of the PLE, but some of its characteristics include that it tends to be a highly customized environment, built by the learner himself.
  • Learners use web 2.0 tools to aggregate content and connections—so you can gather information from many sources, while at the same time making connections with other people around that content.
  • we see that while the LMS has been out there and in development for 10-20 years or so, it has really been built just to support status quo teaching—lecturing and very traditional forms of education—while personal learning environments like mine tend to be much more open and participatory, as well as learner-centric.
  • The question becomes: Will the LMS and the PLE diverge?
  • The idea here is to leverage some of the open standards that are emerging—the IMS Common Cartridge and Learning Tools Interoperability standards, plus standards outside of education like the open social API standards from Google—and to use these standards to allow us to mash up the LMS and personal learning environment.
  • Next, electronic portfolios: Since 2003, the use of e-portfolios on our campuses has tripled.
  • Reflection is a critical component of any really good e-portfolio implementation; it’s a great way for students to engage in learning.
  • A missing piece, I would argue, especially on the reflective side of e-porfolios, is a credentialing model. A new credentialing model will open the doors for better uses of e-portfolios, and possibly unlock the floodgates of disruption in fundamental education practices.
  • Andrew Barras on 14 Sep 10
     
    Great article about disruptive change in education!
Andrew Barras

The Wild World of Massively Open Online Courses « Unlimited Magazine - 0 views

www.unlimitedmagazine.com/...-massively-open-online-courses

education mooc learning2.0

shared by Andrew Barras on 21 Sep 10 - Cached
  • In a traditional university setting, a student pays to register for a course. The student shows up. A professor hands out an outline, assigns readings, stands at the front and lectures. Students take notes and ask questions. Then there is a test or an essay.
  • But with advancing online tools innovative educators are examining new ways to break out of this one-to-many model of education, through a concept called massively open online courses. The idea is to use open-source learning tools to make courses transparent and open to all, harnessing the knowledge of anyone who is interested in a topic.
  • George Siemens, along with colleague Stephen Downes, tried out the open course concept in fall 2008 through the University of Manitoba in a course called Connectivism and Connective Knowledge, or CCK08 for short. The course would allow 25 students to register, pay and receive credit for the course. All of the course content, including discussion boards, course readings, podcasts and any other teaching materials, was open to anyone who had an internet connection and created a user profile.
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  • Course facilitators, Siemens and Downes, gave learners control over how they learned.
  • The concept was enough to lure in D’Arcy Norman
  • He was one of the 2,300 students who signed up for a free account that would allow him to access class documents, receive emails from the facilitators and participate in online class discussions.
  • Norman was one of the more passive participants, while others participated fully, doing all the reading and the assignments, without receiving recognized credit for their work. The instructors only marked papers and the final project from for-credit students, but others were free to post papers on the course website for other students to view and comment on.
  • “At the beginning, we had quite a number of students feeling quite overwhelmed because you would get 200 or 300 posts going into a discussion forum per day and that’s just about impossible to follow,” Siemens says.
  • “You have people in there who were really interested, but they were afraid to explore the technologies that were being used and they got lost,” Lane says.
  • Even if students in massively open online courses master the technology and overcome their virtual stage fright, a third problem remains: how to recognize the value of a learning experience that isn’t for credit.
  • “If you’re in a business and you’re a young professional and you want to take an open class, how do you get your superiors to respect that, and say ‘Wow, that’s really good professional development. We should put that in your personnel file,’” Lane questions. “If it’s open and everyone can drop in and drop out, it’s just not seen in the same way.”
  • Wend Drexler, a professor and grant administrator at the University of Florida who also took Siemen’s class as a for-credit student, says that as more professors are posting their content online, figuring out how to recognize non-credit learning will continue to be an issue.
  • “You could really piece together a good undergraduate education based on what’s available out there, but how do you prove to an employer that you have done that?” Drexler questions. “I don’t know, but it’s something that everyone is trying to work through.”
  • Andrew Barras on 21 Sep 10
     
    More details on MOOC
Tom Lucas

Figment: Write yourself in. - 0 views

figment.com

reading writing education resources

shared by Tom Lucas on 09 Dec 10 - No Cached
  • Tom Lucas on 09 Dec 10
     
    "Figment is a community where you can share your writing, connect with other readers, and discover new stories and authors. Whatever you're into, from sonnets to mysteries, from sci-fi stories to cell phone novels, you can find it all here."
chris deason

About Us | Internet for Everyone - 0 views

www.internetforeveryone.org/principles

about internet us

shared by chris deason on 10 Jan 11 - No Cached
  • chris deason on 10 Jan 11
     
    "As the Internet has become a critical part of our daily lives, it is clear that everyone in America must have access to play a part in our economy and democracy. High-speed Internet, or "broadband," is no longer a luxury; it's a lifeline to contemporary society. Our broad alliance is working together with citizens across the country and national leaders to create a plan to bring a high-speed Internet connection into every home and business, at a price all of us can afford."
chris deason

Connect Safely |About Us - 1 views

www.connectsafely.org/about-us.html

connect safely

shared by chris deason on 02 Mar 11 - Cached
  • chris deason on 02 Mar 11
     
    "ConnectSafely is for parents, teens, educators, advocates - everyone engaged in and interested in the impact of the social Web. The user-driven, all-media, multi-platform, fixed and mobile social Web is a big part of young people's lives, and this is the central space - linked to from social networks across the Web - for learning about safe, civil use of Web 2.0 together. Our forum is also designed to give teens and parents a voice in the public discussion about youth online safety begun back in the '90s. ConnectSafely also has all kinds of social-media safety tips for teens and parents, the latest youth-tech news, and many other resources. "
chris deason

Technology4JewishEducation - home - 0 views

technology4jewisheducation.wikispaces.com

home technology4jewisheducation

shared by chris deason on 22 Mar 11 - No Cached
  • chris deason on 22 Mar 11
     
    "This course examines the theoretical foundations for best practice in teaching the 21st century Jewish learner. Educational theory will be applied to the analysis of critical elements of Web 2.0 inspired learning, including connectivity, communication, collaboration, problem solving, transformational play, creative expression and customization. Class work is be based on hands-on exploration of various digital applications that will provide the backdrop for analysis. Participants are challenged to envision educational solutions that align Jewish education with the social and technological developments of the 21st century. Registration in this course is limited to graduate education students."
chris deason

SoundCloud - Your Sound, At The Heart - 0 views

soundcloud.com

music audio sharing web2.0 sound soundcloud collaboration share

shared by chris deason on 22 Mar 11 - Cached
  • chris deason on 22 Mar 11
     
    "SoundCloud is a platform that puts your sound at the heart of communities, websites and even apps. Watch conversations, connections and social experiences happen, with your sound as the spark."
chris deason

Welcome to Skype in the classroom | Skype Education - 0 views

education.skype.com

skype collaboration education web2.0 technology resources tools

shared by chris deason on 31 Mar 11 - No Cached
  • chris deason on 31 Mar 11
     
    "Skype in the classroom is a free community to help teachers everywhere use Skype to help their students learn. It's a place for teachers to connect with each other, find partner classes and share inspiration. This is a global initiative that was created in response to the growing number of teachers using Skype in their classrooms. Read more"
chris deason

Personal Learning Envronments Networks and Knowledge ~ PLENK 2010 - 0 views

connect.downes.ca/index.html

learning course personal PLENK2010 envronments connectivism ple pln

shared by chris deason on 13 Sep 10 - Cached
  • chris deason on 13 Sep 10
     
    Personal Learning Envronments Networks and Knowledge ~ PLENK 2010
Andrew Barras

Five Tips for Helping Students Become Better Bloggers | BlogWalker - 0 views

blogwalker.edublogs.org/...tudents-become-better-bloggers

education blogging

shared by Andrew Barras on 22 Sep 10 - Cached
  • how do we transition new bloggers from the “That’s cool!” or “Me too!” kinds of fluff responses to meatier responses that are likely to foster extended conversations, invite dynamic classroom connections, and push literacy skills to the next level?
  • Provide students with examples.
  • Include reflection  and self-evaluation as part of the blogging process.
  • ...3 more annotations...
  • Teach students how to hyperlink.
  • Invite students to share their strategies for bringing others into their conversations.
  • Begin an on-going conversation on digital citizenship.
  • Andrew Barras on 22 Sep 10
     
    Good list
chris deason

Music and Literacy...A Perfect Match! | Literacy Connections - 0 views

www.literacyconnections.com/...music-and-literacy

literacy music

shared by chris deason on 01 Dec 10 - Cached
  • chris deason on 01 Dec 10
     
    According to neurobiologist Norman M. Weinberger, music exists in every culture. Parents all over the world sing to their babies. Music provides us with a natural and rhythmic way to learn.
chris deason

Zbang - One Place to Connect, Share & Collaborate with Everyone - 0 views

zbang.it

collaboration zbang web2.0 Tools share place one Online

shared by chris deason on 18 Dec 10 - Cached
  • chris deason on 18 Dec 10
     
    "Zbang integrates all your online activity into a single place, allowing you to seamlessly work across different platforms, without having to flip from one site to the other. By using Zbang's interface, you can share your digital content with your friends via social media venues and collaborate with colleagues. Join the growing Zbang community to enjoy a simple, intuitive and effortless experience. "
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