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J Black

ed4wb » Blog Archive » The New Bottom-up Authority - 0 views

www.ed4wb.org/?p=164

21stcenturyskills education learning learners

shared by J Black on 27 Jan 09 - Cached
  • It appears that most teachers today underestimate the amount of learning that is happening among youth outside of schools.  Since this informal learning sometimes dubbed “hanging out”, “messing around” or “geeking out”  happens outside of the classroom and doesn’t look like traditional learning, it’s easy for educators to miss. The quality and quantity of learning, the process by which it occurs, and the way authority is established in these informal environments, should be something that teachers become familiar with. Will Richardson, who writes extensively on these matters, believes that, “One of the biggest challenges educators face right now is figuring out how to help students create, navigate, and grow the powerful, individualized networks of learning that bloom on the Web and helping them do this effectively, ethically, and safely.” (see article)
  • It appears that most teachers today underestimate the amount of learning that is happening among youth outside of schools.  Since this informal learning sometimes dubbed “hanging out”, “messing around” or “geeking out”  happens outside of the classroom and doesn’t look like traditional learning, it’s easy for educators to miss. The quality and quantity of learning, the process by which it occurs, and the way authority is established in these informal environments, should be something that teachers become familiar with. Will Richardson, who writes extensively on these matters, believes that, “One of the biggest challenges educators face right now is figuring out how to help students create, navigate, and grow the powerful, individualized networks of learning that bloom on the Web and helping them do this effectively, ethically, and safely.” (see article)
  • It appears that most teachers today underestimate the amount of learning that is happening among youth outside of schools.  Since this informal learning sometimes dubbed “hanging out”, “messing around” or “geeking out”  happens outside of the classroom and doesn’t look like traditional learning, it’s easy for educators to miss. The quality and quantity of learning, the process by which it occurs, and the way authority is established in these informal environments, should be something that teachers become familiar with. Will Richardson, who writes extensively on these matters, believes that, “One of the biggest challenges educators face right now is figuring out how to help students create, navigate, and grow the powerful, individualized networks of learning that bloom on the Web and helping them do this effectively, ethically, and safely.” (see article)
  • ...2 more annotations...
  • Schools, in general, are not taking advantage of the power of peer-based learning or the benefits of a more decentralized type of expertise which lies outside of its ivory walls.
  • The same study later describes a writer’s heightened sense of authenticity that comes from peer feedback as opposed to school evaluations: “It’s something I can do in my spare time, be creative and write and not have to be graded,” because, “you know how in school you’re creative, but you’re doing it for a grade so it doesn’t really count?”
  • J Black on 27 Jan 09
     
    The top-down, authoritarian model found in most classrooms today looks very different from the model many students experience when they learn online. The classroom's hierarchical approach, with the sage on the stage, requires, (and, ultimately demands) passivity and deference on the part of the learner. Informal, interest-driven networked learning, with its access to large stores of information and variety of opinion, on the other hand, takes a much different view of authority. It's usually peer based, largely democratic, meritocratic, often creates dissonance due to variety and demands evaluation. Knowing what we do about active learning, one would seem clearly superior to the other.
J Black

Designing for Civil Society: Not getting it may be a worldview thing - 0 views

www.designingforcivilsociety.org/...not-getting-it.html

socialmedia web2.0 education

shared by J Black on 17 Jan 09 - Cached
  • J Black on 17 Jan 09
     
    When people are unenthusiastic about social media and other Web 2.0 stuff it is tempting to be a bit sneery and say they don't "get it". Who can fail to see the benefits of publishing without publishers, and organising without organisations? The tools may take a little getting used to, but surely they are worth trying in pursuit of a better world? Maybe for you, but not necessarily for them. It could be people do get it and don't like what they see, because your world view isn't theirs. If they say We can't do that - and they mustn't do it either, it may be a reflection of organisational culture - or something deeper about the way thing work.
J Black

The End in Mind » A Post-LMS Manifesto - 0 views

www.jonmott.com/blog

Blackboard Moodle LMS Achievement

shared by J Black on 09 May 09 - Cached
    • J Black
      J Black on 09 May 09
       
      This is a very profound statement that we should closely look at. Do LMS do nothing more than perpetuate the traditional classroom model?
  • Technology has and always will be an integral part of what we do to help our students “become.” But helping someone improve, to become a better, more skilled, more knowledgeable, more confident person is not fundamentally a technology problem. It’s a people problem. Or rather, it’s a people opportunity.
  • The problem with one-to-one instruction is that is simply doesn’t scale. Historically, there simply haven’t been enough tutors to go around if our goal is to educate the masses, to help every learner “become.”
  • ...10 more annotations...
  • Through experimental investigation, Bloom found that “the average student under tutoring was about two standard deviations above the average” of students who studied in a traditional classroom setting with 30 other students
  • We can extend, expand, enhance, magnify, and amplify the reach and effectiveness of human interaction with technology and communication tools, but the underlying reality is that real people must converse with each other in the process of “becoming.”
  • Because the LMS is primarily a traditional classroom support tool, it is ill-suited to bridge the 2-sigma gap between classroom instruction and personal tutoring.
  • undamentally human endeavor that requires personal interaction and communication, person to person.
  • here is, at its very core, a problem with the LMS paradigm. The “M” in “LMS” stands for “management.” This is not insignificant. The word heavily implies that the provider of the LMS, the educational institution, is “managing” student learning. Since the dawn of public education and the praiseworthy societal undertaking “educate the masses,” management has become an integral part of the learning. And this is exactly what we have designed and used LMSs to do—to manage the flow of students through traditional, semester-based courses more efficiently than ever before. The LMS has done exactly what we hired it to do: it has reinforced, facilitated, and perpetuated the traditional classroom model, the same model that Bloom found woefully less effective than one-on-one learning.
  • n the post-LMS world, we need to worry less about “managing” learners and focus more on helping them connect with other like-minded learners both inside and outside of our institutions.
  • We need to foster in them greater personal accountability, responsibility and autonomy in their pursuit of learning in the broader community of learners. We need to use the communication tools available to us today and the tools that will be invented tomorrow to enable anytime, anywhere, any-scale learning conversations between our students and other learners
  • However, instead of that tutor appearing in the form of an individual human being or in the form of a virtual AI tutor, the tutor will be the crowd.
  • The paradigm—not the technology—is the problem.
  • Building a better, more feature-rich LMS won’t close the 2-sigma gap. We need to utilize technology to better connect people, content, and learning communities to facilitate authentic, personal, individualized learning. What are we waiting for?
  • J Black on 09 May 09
     
    A very insightful look into LMS use and student achievment. Highly recommended read for users of BB or Moodle.
J Black

Books Are Becoming Fringe Media - GigaOM - 1 views

gigaom.com/...ooks-are-becoming-fringe-media

books media

shared by J Black on 07 Jul 10 - Cached
  • Whether published in ink or pixels, books are facing tough competition from updates, posts, and a blizzard of free, brief and ephemeral writings that distract eyeballs from the task of digesting 300 pages of text.
  • Book publishers may be hoping the iPad and other tablets will solve this problem, but I think such devices are only going to make things worse.
  • It’s a refuge from the distractions of the web, a quiet garden walled off from the web except to download a book.
  • ...1 more annotation...
  • since the advent of the web reading has increased drastically and publishers are publishing more titles than ever. Merely looking at last year’s stats is poor reporting- last year the economy was in a deep recession and people weren’t buying. However, library use was up sharply. I don’t believe there is a future for printed volumes. It makes no sense economically. However, I do believe there is a book-like format that will survive because all the media you describe do not deliver long format information, including stories, well. Books are an immersion experience, not a skimming experience.
  • J Black on 07 Jul 10
     
    "But notably, according to an informal survey of Kindle devotees, 59 percent of people who buy the e-readers are over 55. Meanwhile, as a NEA study pointed out two years ago, people under 25 were already doing most of their reading on the web, with only 7 minutes a day devoted to books."
Michael Wacker

APA Style Blog: How to Cite Twitter and Facebook, Part II: Reference List Entries and I... - 0 views

blog.apastyle.org/...tter-and-facebook-part-ii.html

APA citation bibliography research reference intext

shared by Michael Wacker on 10 Dec 09 - Cached
  • Michael Wacker on 10 Dec 09
     
    Previously I talked about how to cite Twitter and Facebook posts or feeds in general, which you can do quite easily by mentioning the URLs in text (with no reference list entries required). Today I address some of the issues pertaining to citing particular posts, which require both reference list entries and in-text citations. As you may have noticed, the Publication Manual does not give specific guidance on how to do this. This is an evolving area, and blog discussions will be considered as we create guidelines related to these new references sources for future APA Style products.
Michael Wacker

FlockDraw - 3 views

flockdraw.com

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shared by Michael Wacker on 10 Dec 09 - Cached
  • Michael Wacker on 10 Dec 09
     
    Paint a simple masterpiece. Make a point visually. Do whatever you want. Do it together. Grab a tool. Pick a color. Draw something. Show a friend. Show the world. Share your vision.
J Black

The Three-E Strategy for Overcoming Resistance to Technological Change (EDUCAUSE Quarte... - 0 views

www.educause.edu/...163448

technology adotion education web2.0

shared by J Black on 03 Apr 09 - Cached
  • According to a 2007 Pew/Internet study,1 49 percent of Americans only occasionally use information and communication technology. Of the remaining 51 percent, only 8 percent are what Pew calls omnivores, “deep users of the participatory Web and mobile applications.”
  • According to a 2007 Pew/Internet study,1 49 percent of Americans only occasionally use information and communication technology. Of the remaining 51 percent, only 8 percent are what Pew calls omnivores, “deep users of the participatory Web and mobile applications.”
  • Shaping user behavior is a “soft” problem that has more to do with psychological and social barriers to technology adoption. Academia has its own cultural mores, which often conflict with experimenting with new ways of doing things. Gardner Campbell put it nicely last year when he wrote, “For an academic to risk ‘failure’ is often synonymous with ‘looking stupid in front of someone’.”2 The safe option for most users is to avoid trying something as risky as new technology.
  • ...10 more annotations...
  • Shaping user behavior is a “soft” problem that has more to do with psychological and social barriers to technology adoption. Academia has its own cultural mores, which often conflict with experimenting with new ways of doing things. Gardner Campbell put it nicely last year when he wrote, “For an academic to risk ‘failure’ is often synonymous with ‘looking stupid in front of someone’.”2 The safe option for most users is to avoid trying something as risky as new technology.
  • The first instinct is thus to graft technology onto preexisting modes of behavior.
  • First, a technology must be evident to the user as potentially useful in making his or her life easier (or more enjoyable). Second, a technology must be easy to use to avoid rousing feelings of inadequacy. Third, the technology must become essential to the user in going about his or her business. This “Three-E Strategy,” if applied properly, has been at the core of every successful technology adoption throughout history.
  • The first instinct is thus to graft technology onto preexisting modes of behavior.
  • First, a technology must be evident to the user as potentially useful in making his or her life easier (or more enjoyable). Second, a technology must be easy to use to avoid rousing feelings of inadequacy. Third, the technology must become essential to the user in going about his or her business. This “Three-E Strategy,” if applied properly, has been at the core of every successful technology adoption throughout history.
  • Technology must be easy and intuitive to use for the majority of the user audience—or they won’t use it.
  • Complexity, however, remains a potent obstacle to realizing the goal of making technology easy. Omnivores (the top 8 percent of users) revel in complexity. Consider for a moment how much time some people spend creating clothes for their avatars in Second Life or the intricacies of gameplay in World of Warcraft. This complexity gives the expert users a type of power, but is also a turnoff for the majority of potential users.
  • Web 2.0 and open source present another interesting solution to this problem. The user community quickly abandons those applications they consider too complicated.
  • any new technology must become essential to users
  • Finally, we have to show them how the enhanced communication made possible through technologies such as Web 2.0 will enhance their efficiency, productivity, and ability to teach and learn.
  • J Black on 03 Apr 09
     
    First, a technology must be evident to the user as potentially useful in making his or her life easier (or more enjoyable). Second, a technology must be easy to use to avoid rousing feelings of inadequacy. Third, the technology must become essential to the user in going about his or her business. This "Three-E Strategy," if applied properly, has been at the core of every successful technology adoption throughout history.
J Black

Study: class podcasts can lead to better grades - Ars Technica - 0 views

arstechnica.com/...ter-than-going-to-lectures.ars

podcasts learning ipod study

shared by J Black on 01 Mar 09 - Cached
  • Listening to podcasted versions of university lectures seems to be better for students than simply going to class, according to new research by State University of New York (SUNY) Fredonia psychologist Dani McKinney. Her study, titled "iTunes University and the classroom: Can podcasts replace Professors?" suggests that students who download the podcast version of a class tend to achieve better academic performance than those who don't, though it's more about what the students do when they download the podcast than the existence of the podcast itself.
  • J Black on 01 Mar 09
     
    Listening to podcasted versions of university lectures seems to be better for students than simply going to class, according to new research by State University of New York (SUNY) Fredonia psychologist Dani McKinney. Her study, titled "iTunes University and the classroom: Can podcasts replace Professors?" suggests that students who download the podcast version of a class tend to achieve better academic performance than those who don't, though it's more about what the students do when they download the podcast than the existence of the podcast itself.
J Black

Blog : - 0 views

www.timefinder4you.com/blog

social_bookmarking diigo

shared by J Black on 21 Jan 09 - Cached
  • What is social bookmarking exactly and why do we need it?  Bookmarking sites help to solve a huge problem on the internet. Did you know there are over 16 billion WebPages? How do you make sense of all that information? Of course you can add sites to your favorite’s folder in your web browser but soon that list grows long and messy.  Then you make folders to group sites together but the same thing happens. I long messy list of folders full of long lists of WebPages.   How do you remember which folder you put something in?
J Black

Fliggo: Create Your Own Video Sharing Website - 0 views

www.makeuseof.com/...your-own-video-sharing-website

video_sharing video video_blog

shared by J Black on 02 Mar 09 - Cached
  • All you have to do is select a title and address for your site, fill out description, choose site template, upload videos and invite friends. You can build a simple private site to share videos with friends, a video blog  or a full-featured community video site like YouTube, where other users can upload videos, leave comments etc.
  • J Black on 02 Mar 09
     
    Fliggo allows you to create your own video sharing website in seconds. It makes the process very easy by taking care of the technical part. All you have to do is select a title and address for your site, fill out description, choose site template, upload videos and invite friends. You can build a simple private site to share videos with friends, a video blog or a full-featured community video site like YouTube, where other users can upload videos, leave comments etc.
J Black

Building the 21st-Century Mind: Scientific American - 0 views

www.sciam.com/article.cfm

education gardner brain 21stcentury learning intelligences 21st-century

shared by J Black on 06 Apr 09 - Cached
  • Gardner is probably best known in educational circles for his theory of multiple intelligences, which is a critique of the notion that there exists but a single human intelligence that can be assessed by standard psychometric instruments. His most recent book, Five Minds for the Future, offers some advice for policy-makers on how to do a better job of preparing students for the 21st century. Mind Matters editor Jonah Lehrer chats with Gardner about his new book, the possibility of teaching ethics and how his concept of multiple intelligences has changed over time.
  • To summarize, they push the mind in three ways: disciplined (depth), synthesizing (breadth) and creative (stretch). There may be some division of labor across individuals, but everyone should have at least some experience with each kind of mind, otherwise we wouldn’t be able to work productively with others.
  • J Black on 06 Apr 09
     
    Gardner is probably best known in educational circles for his theory of multiple intelligences, which is a critique of the notion that there exists but a single human intelligence that can be assessed by standard psychometric instruments. His most recent book, Five Minds for the Future, offers some advice for policy-makers on how to do a better job of preparing students for the 21st century. Mind Matters editor Jonah Lehrer chats with Gardner about his new book, the possibility of teaching ethics and how his concept of multiple intelligences has changed over time.
J Black

Free Technology for Teachers: Free Online Conversion of Many Media Formats - 8 views

www.freetech4teachers.com/...-conversion-of-many-media.html

tools web2.0 converter

shared by J Black on 07 Jul 10 - Cached
  • Need to convert a document to HTML of PDF? Online-ConVert does that. Want to convert a video to a new format or download a video from the web? Online-Convert does that too. Do you need to convert an audio file to MP3 or WAV? No problem, Online-Convert has you covered.
  • J Black on 07 Jul 10
     
    "Need to convert a document to HTML of PDF? Online-ConVert does that. Want to convert a video to a new format or download a video from the web? Online-Convert does that too. Do you need to convert an audio file to MP3 or WAV? No problem, Online-Convert has you covered."
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Buy Verified Paxful Account- 100% Fully Verified & safe... - 0 views

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shared by buyglobalsmm45 on 12 Oct 23 - No Cached
  • buyglobalsmm45 on 12 Oct 23
     
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buyglobalsmm45

Buy Verified Payoneer Account-100% Verified account & cheap. - 0 views

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  • seosmmseller458 on 21 Apr 25
     
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Falcon Emergency Air and Train Ambulance Services in Mumbai - 0 views

www.falconemergency.com/ambulance-services-from-mumbai

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  • Falcon Emergency on 13 Sep 16
     
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Falcon Emergency Air and Train Ambulance Services in Mumbai

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  • sandy rozon on 09 Sep 15
     
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The Nerdy Teacher: Flickr for Homework? - 0 views

thenerdyteacher.blogspot.com/...flickr-for-homework.html

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shared by Gia DeSelm on 07 Jun 10 - Cached
  • Gia DeSelm on 07 Jun 10
     
    My idea consists of creating a class Flickr account and allowing students to upload their photos and descriptions. Students could then view all of the photos and comment on the work of other students. If I give the students enough time to work on the project, about 1 week, they should have plenty of time to take and upload pictures to the site. Once the images are on Flickr, I could do many different things with them. I could take them and make photo mosaic using Big Huge Labs and post it to the class website for everyone to see
J Black

Little Love for the Mobile Web in App-Adoring World - Advertising Age - Digital - 0 views

adage.com/...article

shared by J Black on 07 Jul 10 - Cached
  • What's more, phones will overtake PCs as the most common device to access the internet worldwide by 2013, according to a study from information-technology research company Gartner. So why are mobile sites taking a backseat to iPhone apps? Blame the Apple aura.
  • by presenting a user experience never before seen in mobile.
  • Apps can also use other hardware features on a phone, like its camera or compass, while mobile sites can only really tell where a user is located. Plus, with slow-load speeds, categories popular in apps, such as gaming, are not feasible on the web. Because an app runs offline, users don't have to worry about a slow or spotty network connection.
  • ...13 more annotations...
  • It remains to be seen how long the iPhone app addiction will last, but the mobile web -- what Mr. Outlaw calls "device-agnostic" since it works on any operating system -- will eventually break through when the iPhone buzz dies down and the consumer can get equally rich app experiences on non-Apple operating systems.
  • "App development is not easily scalable," said Mr. Outlaw. It's expensive and time-intensive to get apps on different phones.
  • iPhone's slice of the pie will shrink as more feature-phone users sign up for their first smart device.
  • Right now we're in the Age of the App, but as browsers become more sophisticated, mobile websites will be on the rise and users will barely be able to tell the difference between the app experience and the browser,"
  • "The mobile web will have to be addressed this year," said Mr. Ting. "If you don't have a mobile website up now, it's going to feel like the year 2000, when brands didn't have websites up."
  • Don't just re-create a PC website for mobile, but pare down content for exactly what consumers are looking for on that device. "When you're on the phone, it's a different context," he said. "Consumers are snacking on content; they don't want the full experience." Good mobile websites should feel like apps for consumers. New features like drop-down menus and expandable panels are expected soon. The little things, like a mobile site that redirects when a user taps in the web URL, will make mobile-web adoption smoother.
  • People don't care whether it is a web site or an application. All they care about is they can do "x" simply and pleasantly.
  • . All they care about is they can do "x" simply and pleasantly.
  • If you are trying to decide whether you should build an app or a mobile web site, you probably need to step back and think about a bigger problem - why you aren't able (or are unwilling) to build both.
  • With the release of HTML 5.0 developers will be able to take advantage of GPS, accelerometer, design, etc that will make mobile sites similar to apps in terms of functionality.
  • A game makes more sense on an app but a shopping site may find a happier home on the mobile web. This is because a mobile web developer has a choice of a number of online payment options for a limited fee. Where an iPhone developer must use iTunes and give up 30% of the revenue.
  • "mobile touch web" when deployed with the tools that HTML-5 promises to deliver will be the next important phase towards consuming content on demand and further penetration of location based services (including point of purchase)
  • Engagement may be measured by increased time per session, high frequency of sessions, interactions, and/or some combination thereof.
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