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Lucy Gray

Muse - a project of the Internet2 K20 Initiative - 1 views

k20.internet2.edu

education global globaled socialnetworking web2.0 collaboration projects community network

shared by Lucy Gray on 30 Aug 10 - Cached
  • Adrienne Michetti on 30 Aug 10
     
    A social utility that connects you with Internet2-enabled technologies and educators.
  • Adrienne Michetti on 30 Aug 10
     
    This is really a resource-rich site! There is a heavy higher-ed presence here. I encourage a look-through!
Tero Toivanen

Times Higher Education - From where I sit - Everyone wins in this free-for-all - 4 views

www.timeshighereducation.co.uk/story.asp

education higher oer times sharing university digital knowledge learning materials collaboration teaching web2.0 globalawareness globaleducation global

shared by Tero Toivanen on 11 Feb 11 - No Cached
  • The term open educational resources (OER) encapsulates the simple but powerful idea that the world's knowledge is a public good. The internet offers unprecedented opportunities to share, use and reuse knowledge. Sadly, most of the planet is underserved when it comes to post-secondary education.
  • But while in our research we have no problem with sharing and building on the ideas of others, in education the perception is that we must lock teaching materials behind restrictive copyright barriers that minimise sharing.
  • Sometimes universities justify this position on the grounds that the open licensing of courses will damage their advantage in the student recruitment market. These publicly funded institutions expect taxpayers to pay twice for learning materials.
  • ...3 more annotations...
  • Individuals are free to learn from OER hosted on the open web. It is, therefore, plausible that we can design and develop an "OER university" that will provide free learning for all students worldwide.
  • Working with Otago Polytechnic in New Zealand, the University of Southern Queensland in Australia and Athabasca University in Canada as founding anchor partners, we aim to help provide flexible pathways for OER learners to earn formal academic credentials and pay reduced fees for assessment and credit services under the community service mission of modern universities.
  • The OER Foundation will host an open planning meeting on 23 February to lay the foundations for this significant intervention. With support from the United Nations Educational, Scientific and Cultural Organisation, the meeting will be streamed on the web, and we invite all educational leaders to join us at this meeting in planning for the mainstream adoption of OER in post-secondary institutions.
  • Tero Toivanen on 11 Feb 11
     
    The term open educational resources (OER) encapsulates the simple but powerful idea that the world's knowledge is a public good. The internet offers unprecedented opportunities to share, use and reuse knowledge. Sadly, most of the planet is underserved when it comes to post-secondary education.
Linda Nitsche

iEARN - International Education and Resource Network - 1 views

www.iearn.org/

collaboration collaborativeinternetprojects collaborativepartners

shared by Linda Nitsche on 27 Mar 08 - Cached
  • Linda Nitsche on 10 Jul 08
     
    iEARN (International Education and Resource Network) is the world's largest non-profit global network that enables teachers and youth to use the Internet and other technologies to collaborate on projects that enhance learning and make a difference in the world.
Lucy Gray

CONNECT A SCHOOL, CONNECT A COMMUNITY - 1 views

www.connectaschool.org

international education collaboration community schools global ICT development UnitedNations

shared by Lucy Gray on 28 Jul 10 - Cached
  • to promote broadband Internet connectivity for schools in developing countries around the world
  • Adrienne Michetti on 28 Jul 10
     
    An initiative of the International Telecommunication Union and supported by the UN: connect all primary, secondary and post-secondary schools to ICT by 2015.
  • Adrienne Michetti on 28 Jul 10
     
    This seems to be more about the actual connectivity than the education, but still something to keep an eye on.
Lucy Gray

Biblioteca, aprendizaje y acceso a la información en medio del temporal tecno... - 1 views

exagonobibliotecario.blogspot.com/...a-aprendizaje-y-acceso-la.html

Bibliotecología Bibliotecas Internet Software

shared by Lucy Gray on 26 Apr 10 - Cached
  • Javier Mejia Torrenegra on 26 Apr 10
     
    Algunas de las repercusiones de las innovaciones tecnológicas en bibliotecas son explícitas y bien conocidas, otras en cambio provocan cambios muy sutiles, y a veces muy difícilmente percibidos, pero no por ello menos importantes. Es bien sabido que la innovación tecnológica requiere de grandes ajustes en las organizaciones y en las empresas.
Javier Mejia Torrenegra

Arquitectura De Las Bibliotecas Virtuales - 0 views

exagonobibliotecario.blogspot.com/...ectura-de-las-bibliotecas.html

education global_education bibliotecas bibliotecología virtual digital internet

shared by Javier Mejia Torrenegra on 27 Jan 11 - No Cached
  • Javier Mejia Torrenegra on 27 Jan 11
     
    La arquitectura de las bibliotecas virtuales posee dos aspectos: la arquitectura del edificio de la biblioteca virtual (su sitio web) y la arquitectura de la información allí contenida. Cada uno de estos temas constituye hoy una especialización profesional. Cuando una universidad necesita crear una nueva biblioteca tradicional, existe cierto consenso internacional, y mucho se ha publicado sobre ello, respecto de los requerimientos arquitectónicos de un edificio destinado a una biblioteca universitaria y la forma recomendada de construir cada una de las secciones de ésta, así como las características de construcción de cada uno de los muebles para cada servicio y para los procesos técnicos.
Lucy Gray

Technology in Schools Faces Questions on Value - NYTimes.com - 4 views

www.nytimes.com/...-faces-questions-on-value.html

technology schools change critique measurement effectiveness integration

shared by Lucy Gray on 04 Sep 11 - No Cached
  • When it comes to showing results, he said, “We better put up or shut up.”
  • Critics counter that, absent clear proof, schools are being motivated by a blind faith in technology and an overemphasis on digital skills — like using PowerPoint and multimedia tools — at the expense of math, reading and writing fundamentals. They say the technology advocates have it backward when they press to upgrade first and ask questions later.
  • how the district was innovating.
  • ...24 more annotations...
  • “We’ve jumped on bandwagons for different eras without knowing fully what we’re doing. This might just be the new bandwagon,” he said. “I hope not.”
  • there is no good way to quantify those achievements — putting them in a tough spot with voters deciding whether to bankroll this approach again
  • district was innovating
  • “Test scores are the same, but look at all the other things students are doing: learning to use the Internet to research, learning to organize their work, learning to use professional writing tools, learning to collaborate with others.”
  • If we know something works
  • it is hard to separate the effect of the laptops from the effect of the teacher training
  • The high-level analyses that sum up these various studies, not surprisingly, give researchers pause about whether big investments in technology make sense.
  • Good teachers, he said, can make good use of computers, while bad teachers won’t, and they and their students could wind up becoming distracted by the technology.
  • “It’s not the stuff that counts — it’s what you do with it that matters.”
  • creating an impetus to rethink education entirely
    • Steve Ransom
      Steve Ransom on 04 Sep 11
       
      Like teaching powerpoint is "rethinking education". Right.
  • “There is a connection between the physical hand on the paper and the words on the page,” she said. “It’s intimate.”
  • “They’re inundated with 24/7 media, so they expect it,”
  • The 30 students in the classroom held wireless clickers into which they punched their answers. Seconds later, a pie chart appeared on the screen: 23 percent answered “True,” 70 percent “False,” and 6 percent didn’t know.
  • rofessor Cuban at Stanford argues that keeping children engaged requires an environment of constant novelty, which cannot be sustained.
  • engagement is a “fluffy
  • term” that can slide past critical analysis.
  • that computers can distract and not instruct.
  • guide on the side.
  • Professor Cuban at Stanford
  • But she loves the fact that her two children, a fourth-grader and first-grader, are learning technology, including PowerPoint
  • $46.3 million for laptops, classroom projectors, networking gear and other technology for teachers and administrators.
  • Mr. Share bases his buying decisions on two main factors: what his teachers tell him they need, and his experience. For instance, he said he resisted getting the interactive whiteboards sold as Smart Boards until, one day in 2008, he saw a teacher trying to mimic the product with a jury-rigged projector setup. “It was an ‘Aha!’ moment,” he said, leading him to buy Smart Boards, made by a company called Smart Technologies.
  • This is big business.
  • “Do we really need technology to learn?” she said. “It’s a very valid time to ask the question, right before this goes on the ballot.”
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