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susan  carter morgan

Emerging Practice in a Digital Age - 5 views

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    The focus of this guide is on emerging practice rather than emerging technology. The examples and case studies in the section, Exploring emerging practice, show different perspectives and different approaches that reflect the naturally different stages institutions and departments will be at in using technology to enhance learning and teaching. They describe a series of exploratory journeys using a range of technologies to address particular needs or ambitions.
Demetri Orlando

Principles of Good Practice for ePortfolios - 8 views

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    Word doc, Principles of Good Practice in Using Electronic Portfolios. Synthesis of the ideas from the CIEL meeting held at Alverno College in March, 2004. Prepared by Karen Spear, Executive Director of CIEL: http://www.cielearn.org/educators/papers.htm
susan  carter morgan

PLP's Voices from the Learning Revolution: A brief guide to our first 30 posts | Powerf... - 0 views

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    If you are looking for thoughts/reflections from teachers about their experiences in shifting their practice--this is a great place to start
Demetri Orlando

The Key to Transforming Education - 0 views

  • I believe that the secret to change lies in developing the social fabric, capacity and connectedness found in communities of practice and learning networks.
  • building a new future- one that focuses on the gifts each teacher, student, parent and leader
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    SNBeach blogs about reforming vs. transforming. the secret to change lies in developing the social fabric, capacity and connectedness found in communities of practice and learning networks.
Jim Tiffin Jr

K12 Online Conference - 1 views

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    This is a FREE, online conference open to ANYONE organized by educators for educators around the world interested in integrating emerging technologies into classroom practice. A goal of the conference (among several) is to help educators make sense of and meet the needs of a continually changing learning landscape.
Dolores Gende

» Top 100 Articles of 2011 C4LPT - 1 views

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    Articles on how social media tools are impacting personal, professional and organisational learning practices and behaviours.
Dolores Gende

Progressive Education - 0 views

  • conventional practices, including homework, grades, and tests, prove difficult to justify for anyone who is serious about promoting long-term dispositions rather than just improving short-term skills.
  • Some of the features that I’ve listed here will seem objectionable, or at least unsettling, to educators at more traditional schools
  • A truly impressive collection of research has demonstrated that when students are able to spend more time thinking about ideas than memorizing facts and practicing skills — and when they are invited to help direct their own learning — they are not only more likely to enjoy what they’re doing but to do it better. Progressive education isn’t just more appealing; it’s also more productive.
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  • Is the education that the oldest students receive just as progressive as that offered to the youngest, or would a visitor conclude that those in the upper grades seem to attend a different school altogether?
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    Spring 08 article from Independent School magazine does a nice job of getting to the point of progressive education
Demetri Orlando

Brainstorming Bulletin Board for Online Progressive unSchool - 4 views

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    ideas on virtual post-it sticky notes for OPuS and CoP (community of practice)
susan  carter morgan

Design Thinking - 1 views

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    A practical and inspirational site about how to use design thinking in your planning. A must read
Demetri Orlando

Data Entry Rules and Style Guide | williamstites.net - 3 views

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    Nice blog post and comments about data entry standards and practice/
Demetri Orlando

edbuzz.org » Blended Learning Boosts Achievement - 0 views

  • The study identified three important best practices related to online instruction: “Online learning can be enhanced by giving learners control of their interactions with media and prompting learner reflection.” The study seems to indicate that online learning environments improve student learning when students are able to manipulate instruction based on their particular learning needs or when the online curriculum provides learning mechanisms that trigger student reflection or self monitoring of learning. Online learning is more effective when the curriculum includes blended learning elements (e.g., face-to-face interaction, online collaboration, independent practice, etc.). Effective online learning environments include a variety of learning activities. The simple inclusion of online learning activities such as video or online quizzes do not necessarily improve student learning. Although these sorts of instructional activities are often recommended by educators, the study was not able to find a significant connection between the activities and improved student achievement.
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    blog post summarizing the recent DOE findings on blended learning improving student outcomes
Demetri Orlando

Fisher & Phillips LLP - Practical Pandemic Preparation - 0 views

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    suggestions for pandemic preparedness from this law firm.
susan  carter morgan

Home - Guide for Teacher Librarians - LibGuides at Springfield Township High School - 12 views

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    Guide for Teacher Librarians Curating and remixing the tools that define current professional practice
Bill Campbell

Lessons Learned from the Hybrid Course Project at University of Wisconsin-Milwaukee - 0 views

  • Lessons Learned from the Hybrid Course Project
  • Lesson #1: There is no standard approach to a hybrid course.
  • Lesson #2: Redesigning a traditional course into a hybrid takes time.
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  • he broke his content presentations into less than ten minute streaming video clips, and he interspersed his mini-lectures with student-centered problem-solving activities.
    • Bill Campbell
       
      As I was reviewing information from Brain Rules to confirm my recollection about the 10 minute rule, I found the following quote from Medina that also seems signficant with regard to a possible hybrid course advantage. He says the most common communication mistake is "relating too much information with not enough time devoted to connecdting the dots. Lots of force feeding, very little digestion." Might this be an advantage of presenting information online in a content-heavy course? Maybe the logistics of breaking up a 45 minute period that don't work well face-to-face might work better by presenting some content online. My gut says yet, but I'd like to see real examples of this.
    • Bill Campbell
       
      This is interesting because it is consistent with the research report in the book Brain Rules by John Medina. Brain Rules reported that students attention in a class drops a significant amount after 10 minutes and that you need to change gears to get another 10 minutes. So breaking up a video lecture into 10 minutes segments seperated by releveant problem sovling fits right in with that.
  • Hybrid instructors should allow six months lead time for course development.
  • Lesson #3: Start small and keep it simple.
  • "Integrate online with face-to-face, so there aren't two separate courses."
  • "The emphasis is on pedagogy, not technology. Ask yourself what isn't working in your course that can be done differently or better online."
  • Lesson #4: Redesign is the key to effective hybrid courses to integrate the face-to-face and online learning.
  • , instructors need to make certain that the time and resources required to create a hybrid course are available before they commit to the process.
  • Students need to have strong time management skills in hybrid courses, and many need assistance developing this skill.
    • Bill Campbell
       
      Participation in an online course might be an authentic way to provide high-school (and maybe older middle-school) students the opportunity to practice time management skills in an authentic way. However, this would need to be handled carfully so students who are not successful at first are not completey lost or so far behind that they can't be successful later after learning from their mistakes.
  • Contrary to many instructors' initial concerns, the hybrid approach invariably increases student engagement and interactivity in a course.
  • Lesson #6: Students don't grasp the hybrid concept readily.
  • Lesson #5: Hybrid courses facilitate interaction among students, and between students and their instructor.
  • Surprisingly, many of the students don't perceive time spent in lectures as "work", but they definitely see time spent online as work, even if it is time they would have spent in class in a traditional course.
  • Lesson #7: Time flexibility in hybrid courses is universally popular.
  • Lesson #8: Technology was not a significant obstacle.
  • Lesson #9: Developing a hybrid course is a collegial process.
  • Lesson #10: Both the instructors and the students liked the hybrid course model.
  • They stated that the hybrid model improved their courses because Student interactivity increased, Student performance improved, and They could accomplish course goals that hadn't been possible in their traditional course.
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    Teaching with Technology Today: Volume 8, Number 6: March 20, 2002
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    This article about the lessons learned during a higher-ed blended learning project is a decade old but still interesting and relevant.
Sarah Hanawald

Study Guide for Schooling by Design - 0 views

  • we suggest forming a study group with others who have read (or are reading) Schooling by Design: Mission, Action, and Achievement.
  • do our practices and structures align with the mission?
  • like athletic and performing arts coaches.
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  • staff, students, and parents know and agree with the mission?
  • learner outcomes
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    Perhaps the 21st Century group would be interested in reading this and discussing these questions along the way. Nice framework.
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    Peter Gow has been working along this vein for a while.
susan  carter morgan

Raise Your Hands (Techlearning blog) - 0 views

  • Alan November adds, "The best thing to invest in right now is collegiality. The number one skill that teachers will need is to be team-based, collegial, sharing their knowledge and wisdom."
  • Dedicate a portion of your day to honing your professional practice
  • Establish a professional learning network
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  • . Establish and maintain a virtual professional learning space that fosters shared knowledge and resources
  • Make professional reflection and scholarly work a priority and make it public.
  • 5. Model professional learning for colleagues, students, and parents
  • We effect change by engaging in robust conversations with ourselves, our colleagues, our customers, our family, the world.... Your time of holding back, of guarding your private thoughts, is over. Your function in life is to make a declarative statement" - Susan Scott
Scott Merrick

Educational Benefits Of Social Networking Sites Uncovered - 0 views

  • The study also goes against previous research from Pew in 2005 that suggests a "digital divide" where low-income students are technologically impoverished. That study found that Internet usage of teenagers from families earning $30,000 or below was limited to 73 percent, which is 21 percentage points below what the U of M research shows. The students participating in the U of M study were from families whose incomes were at or below the county median income (at or below $25,000) and were taking part in an after school program, Admission Possible, aimed at improving college access for low-income youth.
    • Scott Merrick
       
      This has huge ramifications for public school educators and should inform practices at independent schools. Are we realistic in our appraisals of our own academic leadership?
susan  carter morgan

The Nuts & Bolts of 21st Century Teaching | Powerful Learning Practice - 0 views

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    his is the sixth time I've taught a unit on the Holocaust, each one slightly different than the last. In the past, my students learned most of the information via lecture, notes and videos. Because I was responsible for distilling the information, I learned much more than they did. This semester they're doing it all themselves. And the end result will be a classroom Holocaust museum curated by my grade 10 English students. The unit involves inquiry, collaborative, and project-based learning all in one.
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