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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?
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  • 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

Needed: A New Model of Pedagogy : : Don Tapscott - 0 views

dontapscott.com/...needed-a-new-model-of-pedagogy

education technology laptop nell

shared by Andrew Barras on 16 Nov 10 - No Cached
  • The film Waiting for Superman
  • argues that teachers are at the center of the problem and that the solution is charter schools.
  • But it’s wrong to blame teachers, who are usually a) underpaid, and b) striving to do the best with the limited resources they are given. Nor does the research show that charter schools achieve better outcomes.  The root of the malaise in our schools is the outmoded model of pedagogy.  Teachers and text books are assumed to be the source of knowledge.  Teachers “teach” – they impart knowledge to their students, who through practice and assignments learn how to perform well on tests.
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  • This is the very best model of pedagogy that 18th century technology can provide.  It’s teacher-centered model that is one way, one-size-fits-all and the student is isolated in the learning process. It’s time for a rethinking of the entire model of learning.  We need to move to a customized and collaborative model that embraces 21st century learning technology and techniques.  This is not about technology per se – it’s about a change in the relationship between the student and teacher in the learning process.
  • Are we willing to accept that an Industrial Age form of education isn’t much good for children who have to work in a digital age?
  • Portugal launched the biggest program in the world to equip every child in the country with a laptop and access to the web and the world of collaborative learning. To pay for it, Portugal tapped into both government funds and money from mobile operators who were granted 3G licenses. That subsidized the sale of one million ultra-cheap laptops to teachers, school children, and adult learners.
  • The impact on the classroom is tremendous, as I saw this spring when I toured a classroom of seven-year-olds in a public school in Lisbon. It was the most exciting, noisy, collaborative classroom I have seen in the world.
  • too often, in the American and Canadian school system, teachers still rely on the traditional model of education. Teachers often feel that this is the only way to teach a large classroom of kids, and yet the classroom in Portugal shows that giving kids laptops can free the teacher to introduce a new way of learning that’s more natural for kids who have grown up digital at home.
  • First, it allows teachers to step off the stage and start listening and conversing instead of just lecturing. Second, the teacher can encourage students to discover for themselves, and learn a process of discovery and critical thinking instead of just memorizing the teacher’s information. Third, the teacher can encourage students to collaborate among themselves and with others outside the school. Finally, the teacher can tailor the style of education to their students’ individual learning styles.
  • simply providing computers in schools is not enough. Teachers facing a classroom of kids with laptops need to learn that they are no longer the expert in their domain; the Internet is.
  • Andrew Barras on 16 Nov 10
     
    Fantastic article about 1:1 classrooms
chris deason

Archived -- Prisoners Of Time - 0 views

www2.ed.gov/...Prisoners.html

prisoners archived education

shared by chris deason on 06 Jan 11 - Cached
  • chris deason on 06 Jan 11
     
    "Learning in America is a prisoner of time. For the past 150 years, American public schools have held time constant and let learning vary. The rule, only rarely voiced, is simple: learn what you can in the time we make available. It should surprise no one that some bright, hard-working students do reasonably well. Everyone else-from the typical student to the dropout- runs into trouble. Time is learning's warden. Our time-bound mentality has fooled us all into believing that schools can educate all of the people all of the time in a school year of 180 six-hour days. The consequence of our self-deception has been to ask the impossible of our students. We expect them to learn as much as their counterparts abroad in only half the time. As Oliver Hazard Perry said in a famous dispatch from the War of 1812: "We have met the enemy and they are [h]ours." If experience, research, and common sense teach nothing else, they confirm the truism that people learn at different rates, and in different ways with different subjects. But we have put the cart before the horse: our schools and the people involved with them-students, parents, teachers, administrators, and staff-are captives of clock and calendar. The boundaries of student growth are defined by schedules for bells, buses, and vacations instead of standards for students and learning."
Andrew Barras

From Knowledgable to Knowledge-able: Learning in New Media Environments | Academic Commons - 0 views

www.academiccommons.org/...knowledgable-knowledge-able

education abundance technology nell

shared by Andrew Barras on 03 Sep 10 - Cached
  • While most of our classrooms were built under the assumption that information is scarce and hard to find, nearly the entire body of human knowledge now flows through and around these rooms in one form or another, ready to be accessed by laptops, cellphones, and iPods. Classrooms built to re-enforce the top-down authoritative knowledge of the teacher are now enveloped by a cloud of ubiquitous digital information where knowledge is made, not found, and authority is continuously negotiated through discussion and participation.
  • This new media environment can be enormously disruptive to our current teaching methods and philosophies.
  • Our physical structures were built prior to an age of infinite information, our social structures formed to serve different purposes than those needed now, and the cognitive structures we have developed along the way now struggle to grapple with the emerging possibilities.
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  • Stadium seating, sound-absorbing panels and other acoustic technologies are designed to draw maximum attention to the professor at the front of the room.
  • The “message” of this environment is that to learn is to acquire information, that information is scarce and hard to find (that's why you have to come to this room to get it), that you should trust authority for good information, and that good information is beyond discussion (that's why the chairs don't move or turn toward one another). In short, it tells students to trust authority and follow along.
  • Most of our assumptions about information are based on characteristics of information on paper.
  • Even something as simple as the hyperlink taught us that information can be in more than one place at one time
  • Blogging came along and taught us that anybody can be a creator of information.
  • Wikipedia has taught us yet another lesson, that a networked information environment allows people to work together in new ways to create information that can rival (and even surpass) the content of experts by almost any measure.
  • Our old assumption that information is hard to find, is trumped by the realization that if we set up our hyper-personalized digital network effectively, information can find us.
  • It is like continuously working with thousands of research associates around the world.
  • Unfortunately, many teachers only see the disruptive possibilities of these technologies when they find students Facebooking, texting, IMing, or shopping during class.
  • We have had our why's, how's, and what's upside-down, focusing too much on what should be learned, then how, and often forgetting the why altogether.
  • All of this vexes traditional criteria for assessment and grades. This is the next frontier as we try to transform our learning environments.
  • Content is no longer king, but many of our tools have been habitually used to measure content recall.
  • Andrew Barras on 03 Sep 10
     
    Great article about the abundance of information
Andrew Barras

Why We Switched to Sakai -- Campus Technology - 0 views

campustechnology.com/...Why-We-Switched-to-Sakai.aspx

education technology LMS nell

shared by Andrew Barras on 13 Oct 10 - No Cached
  • Pepperdine University has made the decision to adopt Sakai as the single, university-wide learning management system (LMS), effective Jan. 1, 2011.
  • because of the significant cost savings that will accrue as a result of this adoption, our decision highlights an approach for proactively dealing with the economic uncertainty arising from the "new normal" that now affects all higher education institutions.
  • Although the LMS often comprises the "third rail" of our technology services, a very large majority of our faculty and students not only support this change, but are applauding it.
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  • Five findings led to our decision:
  • Our research suggests that the potential of the LMS to transform teaching and learning is diminishing quickly. While the LMS is vitally important, in the same sense that commodity services such as e-mail, bandwidth, and disk storage are, the LMS by itself can no longer be considered strategic. Rather, it is the mash-up of different types of collaborative technologies, such as blogs, tweets, wikis, social networking sites, online media, and document sharing systems, together with the LMS, that appears to have the greater potential to transform our technology and learning practices.
  • The LMS is important, but is no longer transformative
  • Students prefer Sakai
  • As a part of our planning process, beginning in the summer of 2009, Pepperdine began running Sakai in parallel with our existing LMS.
  • Greater numbers of student respondents preferred Sakai over our current LMS when comparing the following features: announcements, assignments, gradebooks, resources (course materials), forums, calendars, quizzes and tests, dropboxes, and blogs.
  • So do our faculty
  • Faculty respondents preferred Sakai to our current LMS when comparing the following features: assignments, gradebooks, resources (course materials), forums, calendars, and dropboxes.
  • Our IT staff members find Sakai much easier to support
  • Overall, our IT staff finds that supporting Sakai is a remarkable improvement over our current LMS.
  • The financial savings is equivalent to the salaries of two faculty members
  • Our planning process involved the participation of hundreds of faculty and students, required presentations at dozens of meetings, and necessitated buy-in from our faculty and approval by the provost and deans. Serving as a change advocate regarding the effective delivery and use of technology, particularly in the technology and learning space, is an increasingly important role for our IT organization.
  • My words of advice for other IT leaders contemplating similar initiatives include the following:
  • Don't shy away from this type of challenge: Lead
  • Let faculty be your advocates
  • Use data to break the ice with difficult change initiatives
  • resistance to LMS change efforts is often based on closely held myths that sometimes fall apart under scrutiny. Properly used benchmarks and other measures are effective tools in any change initiative.
  • Andrew Barras on 13 Oct 10
     
    Good article about changing LMS technologies
Andrew Barras

Derek's Blog » Creativity vs. stress - 0 views

blog.core-ed.net/...creativity-vs-stress.html

education creativity nell

shared by Andrew Barras on 01 Sep 10 - Cached
  • an article from Newsweek titled “the Creativity Crisis“. It begins with the assertion that for the first time, research shows that American creativity is declining.
  • The Newsweek article cites a recent IBM poll of 1,500 CEOs identified creativity as the No. 1 “leadership competency” of the future. And yet it is declining (apparently), both in society as a whole, and in our schools in particular. The authors identify two of the possible reasons for the decline…
  • the impact of television and the number of hours kids now spend in front of the TV and playing videogames rather than engaging in creative activities
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  • the lack of creativity development in our schools, there’s no concerted effort to nurture the creativity of all children.
  • n her writing about The Neuroscience of Joyful Education, Judy Willis highlights the importance of novelty in our teaching, stress-free classrooms, and pleasurable associations linked with learning as essential pre-cursors to joyful learning and the development of creativity. She goes on to suggest that when planning for the ideal emotional atmosphere we should be mindful of the following;
  • Make it relevant – when stress in the classroom is getting high, it is often because a lesson is overly abstract or seems irrelevant to students.
  • Give them a break – students can reduce stress by enjoying hobbies, time with friends, exercise, or music.
  • Create positive associations – by avoiding stressful practices like calling on students who have not raised their hands, teachers can dampen the stress association.
  • Prioritize information – helping students learn how to prioritize and therefore reduce the amount of information they need to deal with is a valuable stress-buster.
  • Allow independent discovery learning – students are more likely to remember and understand what they learn if they find it compelling or have a part in figuring it out for themselves.
  • Others, including Richard Millwood who has written about ‘delight’ in learning, emphasise similar conditions for learning – minimising stress and allowing for more risk-taking, learning from mistakes, discovery and so forth.
  • Andrew Barras on 01 Sep 10
     
    Nice article about classroom environments
chris deason

Action research - Wikipedia, the free encyclopedia - 0 views

en.wikipedia.org/...Action_research

research action actionresearch

shared by chris deason on 04 Oct 10 - Cached
  • chris deason on 04 Oct 10
     
    "Jack Whitehead's Living Theory and Jean McNiff's Action Research approaches In generating a living educational theory [http://www.actionresearch.net Living Theories; Whitehead, 1989), most recently explained in Whitehead and McNiff (2006), individuals generate explanations of their educational influences in their own learning, in the learning of others and in the learning of social formations. They generate the explanations from experiencing themselves as living contradictions in enquiries of the kind, 'How do I improve what I am doing?' They use action reflection cycles of expressing concerns, (saying why you are concerned in relation to values), imagining possibilities in developing action plans, acting and gathering data, evaluating the influences of action, modifying concerns, ideas and action in the light of the evaluations. The explanations include life-affirming, energy-flowing values as explanatory principles."
chris deason

Final Presentation Action Research Great Testament - 2 views

web.me.com/...Final_Presentation.html

presentation final technology

shared by chris deason on 14 Oct 10 - No Cached
  • chris deason on 14 Oct 10
     
    Maintaining student engagement within large lecture environments has never been an easy proposition. This 6-month study analyzed student surveys and test scores taken before and after the implementation of a variety of digital technologies designed to increase engagement and retention in lecture settings. While student responses indicated an appreciation for the inclusion of multimedia within daily lessons, this study found no statistical evidence that such resources increase student achievement. A review of the literature suggests that the lack of observable gains in student grades after implementation could be related to an uncoordinated deployment of said technologies. The author intends to repeat this analysis in the coming school year with a more considered deployment of multimedia and Internet based resources.
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
chris deason

International Research Journals - 0 views

interesjournals.org/about%20us.htm

research international journals

shared by chris deason on 26 Sep 10 - No Cached
  • chris deason on 26 Sep 10
     
    "PROCESSING FEE POLICY It is the vision of International Research Journals to support the Open Access initiative. All journals by International Research Journals are published without restriction to the global community. We strongly believe that the open access model will spur researches across the world especially in developing nations as researchers gain unrestricted access to high quality research articles. It is the policy of International Research Journals not to request for grants for its operations as grants sometimes fail forcing the organization to discontinue its operations. Rather we have chosen the model of self sustenance through collecting processing fee for articles published. Authors are required to make payment only after their articles have been accepted. Thus, we resulted to collecting the processing fee once an article has been reviewed and accepted for publication by an editor. Also, most authors receive a partial waiver (usually 70% - 90% - sometimes articles are published free of charge) depending on the country or sponsorship of the author. Waivers account for about 90% of all published articles."
Andrew Barras

News: The Rise of the 'Edupunk' - Inside Higher Ed - 0 views

www.insidehighered.com/...cref

education highered edupunk nell

shared by Andrew Barras on 09 Nov 10 - No Cached
  • Those in higher education who continue hand-wringing over the relative merits of online learning and other technology-driven platforms will soon find themselves left in the dust of an up-and-coming generation of students who are seeking knowledge outside academe. Such was an emerging consensus view here Monday, as college leaders gathered for the TIAA-CREF Institute's 2010 Higher Education Leadership Conference.
  • “We're still trying to fit the Web into our educational paradigm.… I just don't think that's going to work,” said Mary Spilde, president of Lane Community College, in Eugene, Ore.
  • several panelists alluded here to the possibility that if colleges don't change the way they do business, then students will change the way colleges do business.
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  • College leaders don't yet know how to credential the knowledge students are gaining on their own, but they may soon have to
  • While the concept of a self-educated citizenry circumventing the traditional system of higher education may have sounded far-fetched a decade ago, the fact that the likes of Spilde gave it more than lip service marks something of a shift. Indeed, there was more than a subtle suggestion across hours of sessions Monday that colleges are in for a new world, like it or not, where they may not be the winners.
  • Andrew Barras on 09 Nov 10
     
    Panel about Edupunks
chris deason

HippoCampus: Online Content In and Out of Class | MindShift - 0 views

mindshift.kqed.org/...ne-content-in-and-out-of-class

hippocampus content online

shared by chris deason on 23 Feb 11 - No Cached
  • chris deason on 23 Feb 11
     
    "Technology is revolutionizing the world of education - replacing familiar classroom tools and changing the way we learn. MindShift will explore the future of learning in all its dimensions - covering cultural and technology trends, groundbreaking research, education policy and more. The site is curated by Tina Barseghian, a former editor of Edutopia and the mother of a grade-schooler."
chris deason

School of One - School Of One - New York City Department of Education - 0 views

schools.nyc.gov/...default.htm

learning technology NYC education innovation school

shared by chris deason on 19 Oct 10 - Cached
  • chris deason on 19 Oct 10
     
    School of One - School Of One - New York City Department of Education
Andrew Barras

News: The Thinking LMS - Inside Higher Ed - 0 views

www.insidehighered.com/...phoenix

education technology LMS profound learning2.0 nell

shared by Andrew Barras on 18 Oct 10 - No Cached
  • What can colleges learn from Facebook?
  • Where Facebook has shown unique value is as a data-gathering tool. Never has a website been able to learn so much about its users. And that is where higher education should be taking notes, said Angie McQuaig, director of data innovation at the University of Phoenix, at the 2010 Educause conference on Friday.
  • If Facebook can use analytics to revolutionize advertising in the Web era, McQuaig suggested, colleges can use the same principles to revolutionize online learning.
  • ...8 more annotations...
  • The trick, she said, is individualization.
  • The most successful commercial websites are already moving in this direction, and higher education — which itself is growing increasingly Web-based — needs to catch up, McQuaig said. “What we really need to do now is deeply understand our learners,” she said.
  • This is where the University of Phoenix is headed with its online learning platform. In an effort ambitiously dubbed the "Learning Genome Project,” the for-profit powerhouse says it is building a new learning interface that gets to know each of its 400,000 students personally and adapts to accommodate the idiosyncrasies of their “learning DNA.”
  • “[Each student] comes to us with a set of learning modality preferences,” McQuaig said. The online learning platform Phoenix wants to build, she said, “reject[s] the one-size-fits-all model of presenting content online.” In the age of online education and the personal Web, the standardized curriculum is marked for extinction, McQuaig said; data analytics are going to kill it.
  • Phoenix is certainly not the only institution focusing on how data logged by learning management systems can be used to improve learning.
  • envoys from the South Orange Community College District had unveiled a project called Sherpa, which uses information about students to recommend courses and services. McQuaig said Phoenix has been in conversations with a number of universities that are working toward similar learner-centered online platforms.
  • In any case, she said, it will be expensive to make.
  • But that is where online education, and the Internet as a whole, is headed, McQuaig said.
  • Andrew Barras on 18 Oct 10
     
    Very cool article. Shows how personalization will arise in Higher Ed
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
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

A Brief Guide for Selecting and Using Pre-Post Assessments - 0 views

www.neglected-delinquent.org/...spotlight200604a.asp

brief guide education assessment

shared by chris deason on 04 Mar 11 - Cached
  • chris deason on 04 Mar 11
     
    "NDTAC has developed a guide titled A Brief Guide for Selecting and Using Pre-Post Assessments for State, agency, and/or facility administrators who provide education for children and youth who are neglected, delinquent, or at risk (N or D). The guide provides basic information about the ideal characteristics of a pre-post test and highlights important features to consider when requesting and evaluating information from test publishers. The guide is intended primarily as a resource for those who are in the process of choosing a new pre-post assessment or who wish to evaluate their current testing procedures. Although few tests will have all the characteristics of an ideal pre-post test, this guide should help administrators select and use an instrument that best meets the needs of their student population."
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."
Andrew Barras

Tech Learning TL Advisor Blog and Ed Tech Ticker Blogs from TL Blog Staff - TechLearnin... - 0 views

techlearning.com/32872

education project learning pbl nell

shared by Andrew Barras on 17 Sep 10 - No Cached
  • In this post I wish to share with you some of the top sites I have found to be useful on the internet that promote true PBL.
  • Edutopia PBL - Edutopia is a site containing outstanding educational content for teachers. It contains an area devoted to Project Based Learning.
  • PBL-Online Is a one stop solution for Project Based Learning! You'll find all the resources you ne​ed to design and manage high quality projects for middle and high school students.
  • ...8 more annotations...
  • BIE Institite For PBL - The main Buck Institute of On-line Resource Site is a must visit for anyone serious about PBL. There is some good information on the professional development .
  • PBL: Exemplary Projects - A wonderful site for those wanting practical ideas to infuse PBL into the curriculum. This is the creation of a group of experienced teachers, educators, and researchers whom you may contact as resources.
  • 4Teachers.org PBL - This site has a contains some useful information on supplying sound reasoning for PBL in school. Especially interesting are articles on Building Motivation and Using Multiple Intellegences. One very useful resource in this site is the PBL Project Check List Section.
  • Houghton Mifflin Project Based Learning Space - This site from publisher Houghton Mifflin Contains contains some good resources for investigating PBL and was developed by the Wisconson Center For Education Research. Included is a page on Background Knowledge an Theory.
  • Intel® Teach Elements: Project-Based Approaches - If you are looking for free, just-in-time professional development that you can experience now, anytime, or anywhere, this may be your answer. Intel promises that this new series will provide high interest, visually compelling short courses that facilitate deep exploration of 21st century learning concepts using and PBL.
  • New Tech Network - I have personally visited the New Tech Schools in both Napa and Sacramento California. I was impresssed with more then the technology.
  • High Tech High School - These high schools also operate using a project based learning model centered around 21st century skills.
  • GlobalSchoolhouse.net - Great site to begin PBL using the web while cooperating with other schools.   Harness the ability to use the web as a tool for interaction, collaboration, distance education, cultural understanding and cooperative research -- with peers around the globe.
  • Andrew Barras on 17 Sep 10
     
    Via Tim Gregory! Cool list of PBL sites.
  • chris deason on 20 Sep 10
     
    Excellent. This is a great resource. Exploring now.
Andrew Barras

globecampus.ca ~ University lectures: Why they're not the best way to learn - 0 views

www.globecampus.ca/...eyre-not-the-best-way-to-learn

education lecture nell

shared by Andrew Barras on 09 Sep 10 - No Cached
  • The lecture format is an institution at most universities and as money gets tight, it’s also is a favourite way for schools to spread thin resources. Despite its long history, University of Guelph business dean Julia Christensen Hughes argues the traditional lecture is not the best way to learn, pointing to decades of research.
  • What’s wrong with lectures?
  • We try to stuff too much in a lecture.
  • ...12 more annotations...
  • So are you calling for the death of the lecture?
  • Not at all.
  • A lecture done well can be motivating or energizing if the faculty member is communicating their passion.
  • What are common problems?
  • When the lecture model began, the Internet didn’t exist or even the printing press. It was an oral tradition for transferring knowledge. Now information is ubiquitous. If you are curious about something you just Google it.
  • If it doesn’t work, why are universities and professors so fond of the format?
  • it is important to recognize this challenge has been going on for more than 100 years.
  • What’s the answer?
  • You have to look at the education of faculty.
  • they haven’t been taught anything about how people learn.
  • Is it realistic to expect change when universities are scrambling to balance budgets?
  • Given the cost of university, the expectations of students and their families are shifting, as well. They want to know there is a rich learning environment.
  • Andrew Barras on 09 Sep 10
     
    Article about why university lectures aren't effective
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