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LUCIAN DUMA

It is #eegos and #edwebnet a alternative for #facebook to make #edtech20 groups in educ... - 0 views

web20ineducation2010.ning.com/...it-is-eegos-and-edwebnet-a

eegoes edwebnet facebook #edtech20

shared by LUCIAN DUMA on 26 Jan 11 - No Cached
  • LUCIAN DUMA on 26 Jan 11
     
    It is #eegos and #edwebnet a alternative for #facebook to make #edtech20 groups in education in XXI century ?
Paul Beaufait

Tomorrow's Professor eNewsletter: 1390. Guidelines for Inquiry-Based Project Work - 2 views

cgi.stanford.edu/...enewsletter.php

assessment blended learning communities of inquiry education engagement groups groupwork guidelines learning projects reflection rubrics task-based learning teamwork

shared by Paul Beaufait on 27 Feb 15 - No Cached
  • Paul Beaufait on 27 Feb 15
     
    This TP eNews... post featured an adopted and adapted rubric for group project work, "an inquiry-based project rubric that consists of eight dimensions." (Guidelines for Inquiry-Based Project Work, ¶2, 2015.02.17). Determining the extent and substance of adaptations noted in the excerpt may require both access to the source of the excerpt and the source of the original rubric.
Paul Beaufait

MOOCs: What Part of Learning Goes on Where and How? - 3 views

www.ntlf.com/...ing-goes-on-where-and-how.aspx

communities crowd-sourcing deep learning education guided feedback interaction learners learning MOOCs

shared by Paul Beaufait on 26 Feb 13 - No Cached
  • I like the idea that really good teachers could be challenged to change the way they think about learning and put their talents to work finding new ways to structure learning environments that can handle the ever-expanding population of students with widely varying backgrounds.
  • information is not synonymous with understanding, and delivery is not synonymous with education
  • Learning means focusing attention on the key concepts in a topic.
  • ...10 more annotations...
  • Learning means making connections with a learner’s prior knowledge.
  • Learning means actively processing the incoming information, digesting it, working with it, summarizing, paraphrasing, applying it.
  • Learning also requires that the learners’ attempts receive guiding feedback.
  • There are ways of providing electronic feedback to this kind of active learning. Our solution was to provide examples of answers that would fit the task and let the learners compare theirs. Not totally satisfying and sometimes not totally accurate.
  • One is the “community of learners”
  • possibilities
  • a more elaborate version of peer feedback, where the large group of learners respond to one another’s ideas in hopes of finding some kind of consensus.
  • I think this probably works in an informed community of participants where there is a distribution of prior knowledge that can be drawn on.
  • I think a community of novices still needs the guidance of a more informed individual or group of individuals.
  • the essence of deep learning is in the interaction with others as we grapple with what we think we know versus what we really know. That’s the kind of online learning I’d like to see us build.
  • Paul Beaufait on 26 Feb 13
     
    Svinicki posits what learning means, and the kinds of guided feedback necessary, especially for "deep learning . . . [through] interaction with others as we grapple with what we think we know versus what we really know" (¶8).
Paul Beaufait

Brainstorming with a Virtual Whiteboard - YouTube (Sale, 2013.01.14) - 3 views

www.youtube.com/watch

activities brainstorming collaboration education Google Drive learning activities sharing tools whiteboards

shared by Paul Beaufait on 24 Jan 13 - No Cached
  • Paul Beaufait on 24 Jan 13
     
    Dr. Rachel Sale presents a succinct, six and a half minute demonstration of how to use Google Drive tools as a whiteboard for collective brain-storming and other group project endeavors.
mbarek Akaddar

Twubs - 0 views

twubs.com

Hashtags twitter socialmedia

shared by mbarek Akaddar on 29 Nov 10 - Cached
  • mbarek Akaddar on 29 Nov 10
     
    Twubs are Twitter groups built around content aggregated from #hashtags.
Dr. Nellie Deutsch

21st Century learning for the EFL class: introductions by Doris Molero - 0 views

www.wiziq.com/...or-the-EFL-class-introductions

Integrating technolopgy IT-efl

shared by Dr. Nellie Deutsch on 08 Mar 09 - Cached
  • Dr. Nellie Deutsch on 08 Mar 09
     
    The first meeting of a series of on line meetings for a professional development course for EFL teachers in the 21st Century. The program for this session: * Participants will introduce themselves to the group and interact among each other. * Presenters will be discussing the following topics: 1. Learning in the 21s century 2. Multiliteracies in the EFL class 3. What is Web 2.0? Friday March, 13th. Time in Venezuela and around the world: http://www.timeanddate.com/worldclock/fixedtime.html?month=3&day=13&year=2009&hour=17&min=0&sec=0&p1=559
anonymous

The Future of Tablets in Education: Potential Vs. Reality of Consuming Media | MindShift - 0 views

blogs.kqed.org/...education-potential-vs-reality

iPad Tech-Coach TIC

shared by anonymous on 12 Aug 13 - No Cached
  • deep integration of new learning technologies into classrooms requires substantially rethinking pedagogy, curriculum, assessment, and teacher practice (someday
  • teachers need to start somewhere (Monday
  • Both pathways are important to teacher growth and meaningful, sustained changes in teaching and learning.
  • ...16 more annotations...
  • four dimensions
  • consumption of media to curation, creation, and connection
  • flexible, mobile device for creating multimedia performances of understanding
  • foster critical reading of text, images, audio, and film
  • read in communal settings, leveraging social technologies to allow users to share notes, highlighted passages, questions, and ideas.
  • Focused and connected modes of reading are both vital, but they require different habits, disciplines, and settings, and they serve different ends.
  • focused reading mode, we hope young people will engage deeply with a text.
  • imagine how differentiated reading experiences in classes could be more social, how literature circles or book groups could collaborate in reading at home and then discuss their insights together in class.
  • it will be practices rather than apps that help students develop the capacity to read deeply.
  • learn both habits of mind for disciplined reading and how to control their technology environment to minimize distraction.
  • recognize how to strike the right balance between exploring a networked of hyperlinked texts while not wandering away from the core purpose of one’s reading
  • naming “attention” as a skill: having students reflect metacognitively on their attention strategies and weaknesses and think about how best to exercise their own attention muscles.
  • iOS 6 has a Guided
  • shutting down all apps before reading can be a kind of ritual of concentration, like clearing way books and papers from a desk before sitting down to read
  • develop new habits to make the most of our new tools. If our tools can distract us, then we need to learn more about focusing attention and managing distraction.
  • We ask them to quickly synthesize multiple
  • anonymous on 12 Aug 13
     
    Consumption
Dr. Nellie Deutsch

WebQuests for Teachers (W4T) - 8 views

www.integrating-technology.com/...ts+for+Teachers+%28W4T%29.html

WebQuest

shared by Dr. Nellie Deutsch on 22 Jun 10 - Cached
  • Dr. Nellie Deutsch on 22 Jun 10
     
    IT4ALL - A community of educators and learners passionate about collaborative learning!
Barbara Lindsey

Classroom 2.0 LIVE-Resources for 12-12-09-Cell Phones as Classroom Learning T... - 5 views

gl.am/BXUpW

cellphones Kolb learning

shared by Barbara Lindsey on 12 Dec 09 - Cached
  • Barbara Lindsey on 12 Dec 09
     
    Resources for Liz Kolb's Classroom 2.0 Live presentation on December 12, 2009.
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