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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

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.
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

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.
  • ...12 more annotations...
  • 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

After Watching This Video, You Will Like to Be an Astronaut Too - 0 views

gizmodo.com/...under-an-astronaut-at-17239mph

video space

shared by Andrew Barras on 02 Sep 10 - Cached
  • I've never seen anything like this: The Earth captured in time lapse by an astronaut at the International Space Station, cruising at 17,239 miles per hour—that's 7.7 kilometers per second, or 4.7 miles per second.
  • Andrew Barras on 02 Sep 10
     
    This is mostly for Joe but these vids are amazing!
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.
  • ...7 more annotations...
  • 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

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

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."
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

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.
  • ...17 more annotations...
  • 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

Project-Based Learning Strategies and Research for Educators - 0 views

www.guidetoonlineschools.com/...project-based-learning

pbl project research

shared by Andrew Barras on 02 Sep 10 - Cached
  • This resource will direct you to a variety of resources on this approach, the research behind it, and how you can use it in your class to transform your students into engaged and interested independent thinkers.
  • Andrew Barras on 02 Sep 10
     
    A page with lots of links to PBL pages
chris deason

Participate in Worldwide Media Event - One Day on Earth - with your class - Ning in Edu... - 0 views

education.ning.com/...participate-in-worldwide-media

education ning culture web2.0 community worldwide participate

shared by chris deason on 22 Sep 10 - No Cached
  • chris deason on 22 Sep 10
     
    Tom, CHeck this out. One day on Earth
chris deason

Web Meeting, Document Sharing Free instant and fully synchronized sessions - 1 views

www.showdocument.com/main.jsf

collaboration sharing Whiteboard tools webconferencing web2.0

shared by chris deason on 20 Sep 10 - Cached
  • chris deason on 20 Sep 10
     
    This tool is fantastic for sharing your course syllabus.
Andrew Barras

YouTube - Chat between Personal Learning Environment ( PLE ) and Learning Management Sy... - 0 views

www.youtube.com/watch

technology learning lms ple

shared by Andrew Barras on 17 Sep 10 - Cached
  • Andrew Barras on 17 Sep 10
     
    This is a cute video showing the differences between PLEs and LMS
  • chris deason on 20 Sep 10
     
    nice.
Tom Lucas

paper.li - read Twitter as a daily newspaper - 0 views

paper.li

twitter socialmedia

shared by Tom Lucas on 02 Sep 10 - Cached
  • Tom Lucas on 02 Sep 10
     
    This website takes a Twitter feed, the twitters you follow, or searched topics and turns it into a newspaper-style digest of the days tweets. An interesting way to view your Twitter-based information.
chris deason

About 'Milarepa' | Milarepa's musings - 0 views

milarepa.edublogs.org/about

film education web2.0 collaboration teaching milarepa 'milarepa' about resources

shared by chris deason on 08 Oct 10 - No Cached
  • chris deason on 08 Oct 10
     
    This is the professional blog of Steven Caldwell - an Australian Middle School teacher with an interest in utilising virtual world learning to develop positive values. Presently he works at MLC School in Burwood - a day school for girls from Pre-K to 12 (and IB) Key to his teaching is the concept of play - learning through narrative play in interdisciplinary domains.
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
Tom Lucas

Online converter - convert video, images, audio and documents for free - 0 views

www.online-convert.com

converter fileconverter

shared by Tom Lucas on 21 Oct 10 - Cached
  • Tom Lucas on 21 Oct 10
     
    "This free online file converter lets you convert media easy and fast from one format to another."
chris deason

Format & Headings - APA Style - 6th edition - LibGuides at University of Northern Colorado - 1 views

libguides.unco.edu/content.php

format apa 6th headings

shared by chris deason on 11 Nov 10 - No Cached
  • chris deason on 11 Nov 10
     
    This is what we need to make for EMDT as a collaborative process with a Google Site. We can keep it private.
chris deason

Challenge-based learning: José Garcia's innovative approach to student inquiry - 0 views

www.learnnc.org/6375

learning resources challenge based

shared by chris deason on 01 Dec 10 - Cached
  • chris deason on 01 Dec 10
     
    This article discusses the instructional strategies of Greene County Middle School science teacher José Garcia. Mr. Garcia employs challenge-based learning, which marries project-based learning with student inquiry and makes effective use of technology. José Garcia received an Apple Distinguished Educator award in 2009 and was Teacher of the Year in his school and county in 2008-2009.
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