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J Black

Publications: SRN LEADS - 0 views

www.srnleads.org/...nsdc.html

professionaldevelopment professional_development education

shared by J Black on 12 Feb 09 - Cached
  • Limited influence in decision-making. In many high-achieving nations where teacher collaboration is the norm, teachers have substantial influence on school-based decisions, especially in the development of curriculum and assessment, and in the design of their own professional learning. In the United States, however, less than one-fourth of teachers feel they have great influence over school decisions and policies in seven different areas noted in the SASS surveys. A scant majority feel that they have some influence over curriculum and setting performance standards for students, though fewer than half perceived that they had some influence over the content of their in-service professional development. And very few felt they had influence over school policies and decisions affecting either teacher hiring and evaluation or the allocation of the school budget.
  • Limited influence in decision-making. In many high-achieving nations where teacher collaboration is the norm, teachers have substantial influence on school-based decisions, especially in the development of curriculum and assessment, and in the design of their own professional learning. In the United States, however, less than one-fourth of teachers feel they have great influence over school decisions and policies in seven different areas noted in the SASS surveys. A scant majority feel that they have some influence over curriculum and setting performance standards for students, though fewer than half perceived that they had some influence over the content of their in-service professional development. And very few felt they had influence over school policies and decisions affecting either teacher hiring and evaluation or the allocation of the school budget.
  • Limited influence in decision-making. In many high-achieving nations where teacher collaboration is the norm, teachers have substantial influence on school-based decisions, especially in the development of curriculum and assessment, and in the design of their own professional learning. In the United States, however, less than one-fourth of teachers feel they have great influence over school decisions and policies in seven different areas noted in the SASS surveys. A scant majority feel that they have some influence over curriculum and setting performance standards for students, though fewer than half perceived that they had some influence over the content of their in-service professional development. And very few felt they had influence over school policies and decisions affecting either teacher hiring and evaluation or the allocation of the school budget.
  • ...4 more annotations...
  • Limited influence in decision-making. In many high-achieving nations where teacher collaboration is the norm, teachers have substantial influence on school-based decisions, especially in the development of curriculum and assessment, and in the design of their own professional learning. In the United States, however, less than one-fourth of teachers feel they have great influence over school decisions and policies in seven different areas noted in the SASS surveys. A scant majority feel that they have some influence over curriculum and setting performance standards for students, though fewer than half perceived that they had some influence over the content of their in-service professional development. And very few felt they had influence over school policies and decisions affecting either teacher hiring and evaluation or the allocation of the school budget.
  • Limited influence in decision-making. In many high-achieving nations where teacher collaboration is the norm, teachers have substantial influence on school-based decisions, especially in the development of curriculum and assessment, and in the design of their own professional learning. In the United States, however, less than one-fourth of teachers feel they have great influence over school decisions and policies in seven different areas noted in the SASS surveys. A scant majority feel that they have some influence over curriculum and setting performance standards for students, though fewer than half perceived that they had some influence over the content of their in-service professional development. And very few felt they had influence over school policies and decisions affecting either teacher hiring and evaluation or the allocation of the school budget.
  • Limited influence in decision-making. In many high-achieving nations where teacher collaboration is the norm, teachers have substantial influence on school-based decisions, especially in the development of curriculum and assessment, and in the design of their own professional learning. In the United States, however, less than one-fourth of teachers feel they have great influence over school decisions and policies in seven different areas noted in the SASS surveys. A scant majority feel that they have some influence over curriculum and setting performance standards for students, though fewer than half perceived that they had some influence over the content of their in-service professional development. And very few felt they had influence over school policies and decisions affecting either teacher hiring and evaluation or the allocation of the school budget.
  • Limited influence in decision-making. In many high-achieving nations where teacher collaboration is the norm, teachers have substantial influence on school-based decisions, especially in the development of curriculum and assessment, and in the design of their own professional learning. In the United States, however, less than one-fourth of teachers feel they have great influence over school decisions and policies in seven different areas noted in the SASS surveys. A scant majority feel that they have some influence over curriculum and setting performance standards for students, though fewer than half perceived that they had some influence over the content of their in-service professional development. And very few felt they had influence over school policies and decisions affecting either teacher hiring and evaluation or the allocation of the school budget.
J Black

The 21st Century Centurion: 21st Century Questions - 0 views

21stcenturion.blogspot.com/...21st-century-questions.html

21stcenturyskills

shared by J Black on 17 Jan 09 - Cached
  • The report extended literacy to “Five New Basics” - English, mathematics, science, social studies, and computer science. A Nation At Risk specified that all high school graduates should be able to “understand the computer as an information, computation and communication device; students should be able to use the computer in the study of the other Basics and for personal and work-related purposes; and students should understand the world of computers, electronics, and related technologies."That was 1983 - twenty- six years ago. I ask you, Ben: Has education produced students with basic knowledge in the core disciplines and computer science TODAY? Are we there yet? OR - are we still at risk for not producing students with the essential skills for success in 1983?
    • J Black
      J Black on 17 Jan 09
       
      I had never really considered this before...how computer science has been totally left out of the equaltion....why is that? Cost of really delivering this would be enormous -- think how much money the districts would have to pour into the school systems.
  • On June 29, 1996, the U. S. Department of Education released Getting America's Students Ready for the 21st Century; Meeting the Technology Literacy Challenge, A Report to the Nation on Technology and Education. Recognizing the rapid changes in workplace needs and the vast challenges facing education, the Technology Literacy Challenge launched programs in the states that focused on a vision of the 21st century where all students are “technologically literate.” Four goals, relating primarily to technology skills, were advanced that focused specifically on: 1.) Training and support for teachers; 2.) Acquisition of multimedia computers in classrooms; 3.) Connection to the Internet for every classroom; and 4.) Acquiring effective software and online learning resources integral to teaching the school's curriculum.
    • J Black
      J Black on 17 Jan 09
       
      we are really stuck here....the training and support -- the acquisition of hardware, connectivity etc.
  • Our profession is failing miserably to respond to twenty-six years of policy, programs and even statutory requirements designed to improve the ability of students to perform and contribute in a high performance workplace. Our students are losing while we are debating.
    • J Black
      J Black on 17 Jan 09
       
      This is really, really well said here...bravo
  • ...2 more annotations...
  • In 2007, The Report of the NEW Commission on the Skills of the American Workforce: Tough Choices or Tough Times made our nation hyperaware that "World market professionals are available in a wide range of fields for a fraction of what U.S. professionals charge." Guess what? While U.S. educators stuck learned heads in the sand, the world's citizens gained 21st century skills! Tough Choices spares no hard truth: "Our young adults score at “mediocre” levels on the best international measure of performance." Do you think it is an accident that the word "mediocre" is used? Let's see, I believe we saw it w-a-a-a-y back in 1983 when A Nation At Risk warned of a "tide of mediocrity." Tough Choices asks the hard question: "Will the world’s employers pick U.S. graduates when workers in Asia will work for much less? Then the question is answered. Our graduates will be chosen for global work "only if the U.S. worker can compete academically, exceed in creativity, learn quickly, and demonstrate a capacity to innovate." There they are
    • J Black
      J Black on 17 Jan 09
       
      This is exactly what dawns on students when they realize what globalization means for them..the incredibly stiff competition that it is posed to bring about.
  • “Learning is what most adults will do for a living in the 21st century."
  • J Black on 17 Jan 09
     
    The report extended literacy to "Five New Basics" - English, mathematics, science, social studies, and computer science. A Nation At Risk specified that all high school graduates should be able to "understand the computer as an information, computation and communication device; students should be able to use the computer in the study of the other Basics and for personal and work-related purposes; and students should understand the world of computers, electronics, and related technologies." That was 1983 - twenty- six years ago. I ask you, Ben: Has education produced students with basic knowledge in the core disciplines and computer science TODAY? Are we there yet? OR - are we still at risk for not producing students with the essential skills for success in 1983?
J Black

Driving Change: Selling SharePoint and Social Media Inside the Enterprise - ReadWriteWeb - 0 views

www.readwriteweb.com/...social_media_in_enterprise.php

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shared by J Black on 31 Jan 09 - Cached
  • balk at the technology because they have no desire to share their knowledge for the benefit of the organization. These individuals tend to equate their knowledge with job security; therefore, they feel nervous about sharing out of fear that they wouldn't be needed any more.
  • "Look for agnostics, ignore atheists."
  • busy workers will not respond to buzzwords like "wiki," "blog," and "community."
  • ...5 more annotations...
  • The point here is to take collaborative technology and apply it to processes that are routine and can be easily completed.
  • My personal experience has been that most people don't care what tool they are using, just as long as its easy, or easier then the way they had to do it before if that makes sense. And that most people don't want to change the way that they're doing things currently, even if its obviously easier, because currently = comfortable and change = scary.
  • knowledge management is about the people and their attitudes; it is about cooperation.
  • Writing a lot and reading a lot feels natural to us, but to many people it is a chore - so we end up being our wiki's sole active user.
  • You are not selling a tool. You are trying to help people work in a smarter and more efficient way.
  • J Black on 31 Jan 09
     
    Though this article is written for the business sector, there are many great parallels with how we experience social media's acceptance in the educational realm. The suggestions that are given are readily applied to our setting, as well. In the enterprise, many employees think blogs are merely websites on which people talk about their cat or their latest meal. Many don't know the differences between and advantages of such tools as message boards, blogs, and wikis. They have heard of these terms in passing, but the demands of their day-to-day jobs have prevented them from recognizing the distinct benefits of each tool. Solution: It is useless to advocate for social media tools in a vacuum. Unless you're describing a solution to a practical problem, busy workers will not respond to buzzwords like "wiki," "blog," and "community." Your client usually has about a 30-second attention span in which you can sell a social media tool. An aide in my arsenal has been the excellent videos by Lee Lefever at Common Craft. Lee visually explains social media concepts "In Plain English." Common Craft videos quickly explain complex and sometimes unfamiliar technologies in a few minutes, sans the buzzwords, hype, and sensationalism. Problem: Cynical Clients Who Don't Want to Share Information Unfortunately, some potential SharePoint users balk at the technology because they have no desire to share their knowledge for the benefit of the organization. These individuals tend to equate their knowledge with job security; therefore, they feel nervous about sharing out of fear that they wouldn't be needed any more.
Gia DeSelm

Patrick Woessner's Presentations - Digital Storytelling - 11 views

pwoessner.wikispaces.com/Digital+Storytelling

diigo digitalstorytelling

shared by Gia DeSelm on 01 Nov 09 - Cached
  • Michael Wacker on 01 Nov 09
     
    Digital Storytelling Workshop: Storytelling in the K-12 Classroom
  • ...3 more comments...
  • Michael Wacker on 01 Nov 09
     
    Presentation: Digital Storytelling Workshop: Storytelling in the K-12 Classroom
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usasmmcity24

Buy Google Voice Account-PVA Google Voice account... - 0 views

usasmmcity.com/...buy-google-voice-account

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shared by usasmmcity24 on 09 Mar 24 - No Cached
  • usasmmcity24 on 09 Mar 24
     
    Buy Google Voice Account Are you tired of juggling multiple phone numbers and struggling to keep track of them all? Look no further than Google Voice, a versatile service that lets you consolidate all your phone numbers into a single, accessible platform. In today's digitally-driven world, having a Google Voice account can offer you a myriad of benefits, from enhancing your personal privacy to streamlining your business communications. In this article, we will explore the ins and outs of utilizing Google Voice accounts, diving into how they work, their features, and why they have become a popular choice for people from various walks of life. Different uses of Google Voice Google Voice is a versatile and powerful tool that offers a myriad of features to enhance communication and streamline everyday tasks. From managing phone calls to sending text messages, Google Voice provides a convenient platform for individuals and businesses alike. Let's explore some different uses of Google Voice and how it can benefit you in various aspects of your life. Personal communication: Google Voice can serve as your primary phone number, allowing you to consolidate all your calls and texts in one place. Instead of juggling multiple phone numbers, you can direct incoming calls to your Google Voice number, which can then ring on your home phone, work phone, and mobile device simultaneously. This eliminates the hassle of missing important calls while providing a seamless communication experience. Voicemail management: Google Voice offers advanced voicemail features that go beyond just recording messages. You have the ability to transcribe voicemails, which allows you to read them instead of listening to entire messages. This feature comes in handy when you're in a situation where listening to voicemails is inconvenient or not possible. Additionally, voicemails can be stored in your Google account, making them easily accessible anytime, anywhere. Call screening and blocking: Ti
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

Clay Shirky: 'Paywall will underperform - the numbers don't add up' | Technology | The ... - 0 views

www.guardian.co.uk/...internet-television-newspapers

clayshirky technology trends

shared by J Black on 07 Jul 10 - Cached
  • His predictions for the fate of print media organisations have proved unnervingly accurate; 2009 would be a bloodbath for newspapers, he warned – and so it came to pass. Dozens of American newspapers closed last year, while several others, such as the Christian Science Monitor, moved their entire operation online. The business model of the traditional print newspaper, according to Shirky, is doomed; the monopoly on news it has enjoyed ever since the invention of the printing press has become an industrial dodo. Rupert Murdoch has just begun charging for online access to the Times – and Shirky is confident the experiment will fail."Everyone's waiting to see what will happen with the paywall – it's the big question. But I think it will underperform. On a purely financial calculation, I don't think the numbers add up." But then, interestingly, he goes on, "Here's what worries me about the paywall. When we talk about newspapers, we talk about them being critical for informing the public; we never say they're critical for informing their customers. We assume that the value of the news ramifies outwards from the readership to society as a whole. OK, I buy that. But what Murdoch is signing up to do is to prevent that value from escaping. He wants to only inform his customers, he doesn't want his stories to be shared and circulated widely. In fact, his ability to charge for the paywall is going to come down to his ability to lock the public out of the conversation convened by the Times."
  • Cognitive Surplus; Creativity and Generosity in a Connected Age.
  • It proves, Shirky argues, that people are more creative and generous than we had ever imagined, and would rather use their free time participating in amateur online activities such as Wikipedia – for no financial reward – because they satisfy the primal human urge for creativity and connectedness.
  • ...6 more annotations...
  • Just as the invention of the printing press transformed society, the internet's capacity for "an unlimited amount of zero-cost reproduction of any digital item by anyone who owns a computer" has removed the barrier to universal participation, and revealed that human beings would rather be creating and sharing than passively consuming what a privileged elite think they should watch. Instead of lamenting the silliness of a lot of social online media, we should be thrilled by the spontaneous collective campaigns and social activism also emerging. The potential civic value of all this hitherto untapped energy is nothing less, Shirky concludes, than revolutionary.
  • Which is to say that, if in 1994 you'd wanted to understand what our lives would be like right now, you'd still be better off reading a single copy of Wired magazine published in that year than all of the sceptical literature published ever since."
  • The one point of agreement between internet utopians and sceptics has been their techno-deterministic assumption that the web has fundamentally changed human behaviour.
  • But I'm saying if the new technology creates a new behaviour, it's because it was allowing motivations that were previously locked out. These tools we now have allow for new behaviours – but they don't cause them."
  • But even if he's right, and the internet has merely unveiled ancient truths about human behaviour, isn't it still legitimate to feel a little bit dismayed by Facebook's revelation of almost infinite narcissism?
  • Look, we got erotic novels, first crack out of the box, once we had printing presses. It took a century and a half for the Royal Society to start publishing the first scientific journal in English. So even with the sacred printing press, the first things you get serve the basest human urges. But the presence of the erotic novels did not prevent us from pressing the printing presses into the service of the scientific revolution. And so I think every bit of time spent fretting about the fact that people have base desires which they will use this medium to satisfy is a waste of time – because that's been true of every medium ever launched."
  • J Black on 07 Jul 10
     
    "If you are reading this article on a printed copy of the Guardian, what you have in your hand will, just 15 years from now, look as archaic as a Western Union telegram does today. In less than 50 years, according to Clay Shirky, it won't exist at all. The reason, he says, is very simple, and very obvious: if you are 25 or younger, you're probably already reading this on your computer screen. "And to put it in one bleak sentence, no medium has ever survived the indifference of 25-year-olds.""
J Black

Stats: Old Media's Decline, New Media's Ascent - 0 views

mashable.com/...stats-old-media-decline

blogging podcasting RSS web2.0

shared by J Black on 29 Jan 09 - Cached
  • J Black on 29 Jan 09
     
    Quick: what was the most widely-used form of media in 2008? If you guessed Internet news sites, blogs, or social networks, you'd be way off. Network TV news (NBC, CBS, ABC) is still used by the highest percentage of adult Internet users, with local newspapers and local TV news occupying the 2nd and 3rd positions, respectively, in a recently released survey from Ketchum. While old media is still on top, the trends in the survey, which has been conducted each of the last three years, point to a familiar story: media consumption habits are quickly changing. That said, some forms of new media are performing much better than others. For example: - Blogs are now used by 24% of Internet users, up from 13% in 2006 - Social networks are now used by 26% of Internet users, up from 17% in 2006 - Videocasts are now used by 11% of Internet users, up from 6% in 2006 Slower growers include: - RSS feeds: growing from 5 to 7 percent - Podcasts: growing from 5 to 7 percent - Business news sites: flat at 8 percent
J Black

Education Innovation: 21st Century Education Technology Skills Utilize 20th Century Lat... - 0 views

educationinnovation.typepad.com/...-century-lateral-thinking.html

vertical_thinking lateral_thinking 21stcenturyskills education2.0

shared by J Black on 16 Apr 09 - Cached
  • n his fantastic book Everything Is Miscellaneous, David Weinberger takes the reader through a tour of the digital order that is changing how we approach, knowledge and information. This new digital order, built on bits, not atoms allows students to think about information and knowledge in different ways. In a way, it is very similar to what Edward de Bono spoke of in his book Lateral Thinking, which was first published 38 years ago, in 1970.
  • J Black on 16 Apr 09
     
    n his fantastic book Everything Is Miscellaneous, David Weinberger takes the reader through a tour of the digital order that is changing how we approach, knowledge and information. This new digital order, built on bits, not atoms allows students to think about information and knowledge in different ways. In a way, it is very similar to what Edward de Bono spoke of in his book Lateral Thinking, which was first published 38 years ago, in 1970.
Michael Wacker

Theeter - Simple YouTube Sharing - 9 views

www.theeter.com

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shared by Michael Wacker on 23 Dec 09 - Cached
  • Michael Wacker on 23 Dec 09
     
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Falcon Emergency

Low Cost Air and Train Ambulance Services in Kolkata - 0 views

www.falconemergency.com/mbulance-services-from-kolkata

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shared by Falcon Emergency on 13 Sep 16 - No Cached
  • Falcon Emergency on 13 Sep 16
     
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World no.1 Vashikaran Specialist in Delhi | Powerful Vashikaran Astrologer - Powerful V... - 0 views

powerfulvashikaranastrologer.blogspot.com/...karan-specialist-in-delhi.html

Vashikaran Specialist in Delhi

shared by nkshastriji on 25 Jan 19 - No Cached
  • nkshastriji on 25 Jan 19
     
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Michael Wacker

Shock tactics: 7 ideas for teaching with technology - Articles - Educational ... - 16 views

www.ictineducation.org/...-teaching-with-technology.html

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shared by Michael Wacker on 19 Nov 09 - Cached
J Black

A 'Second Life' For Educators : January 2009 : THE Journal - 0 views

www.thejournal.com/23777

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shared by J Black on 17 Jan 09 - No Cached
  • J Black on 17 Jan 09
     
    ELIZABETH KNITTLE, technology integration specialist for the Barnstable Public School District in Massachusetts, took her first tentative steps in the 3D online virtual world known as Second Life about two years ago. She wasn't impressed. "I looked around and I thought, this is crazy," Knittle recalls. "I just couldn't see the value of it, so I left. But then people starting blogging about it-- a lot of people-- so I had to reconsider. I decided that if I was going to understand this thing and be able to answer questions about it intelligently, I really just had to suck it up and get in there and participate. Once I connected with people inworld, it made all the difference." That early buzz among K-12 educators centered on Second Life's potential as a learning platform. And in the last few years, many colleges, universities, and libraries have established resources in what has become the preeminent multiuser virtual environment (MUVE). Today, more than 100 Second Life "regions" are used for educational purposes.
J Black

10 Best Practices for using wikis in education « Technology Teacher - 0 views

itcboisestate.wordpress.com/...s-for-using-wikis-in-education

shared by J Black on 01 Feb 09 - Cached
  • J Black on 01 Feb 09
     
    Just because you build a wiki, doesn't mean they will come. This has been my and other faculty members' experiences in using wikis in the classroom. We all know the feeling . . . the excitement of seeing and then using a type of software that should be just perfect to engage students and to enable community-building. We work during our break time to incorporate this learning technology in our course only to find out that students aren't that excited about it. I think one of the reasons for the lackluster student enthusiasm toward any type of new technology tool is that they need to learn it. I'm not saying that students are lazy . . . it's just that the internal question, "what's in it for me?" probably needs to be answered.
J Black

Office of Library Information Services - 0 views

www.bcps.org/web2.0

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shared by J Black on 16 Apr 09 - Cached
  • J Black on 16 Apr 09
     
    Podcasting / Vodcasting * Podcasting in Education - great resource from a 5th grade teacher in Canada with definition, technical helps, ideas, curriculum links, and how-tos * Podcasting and Vodcasting: Flash Gordon meets iPod ... slideshare slideshow with general information, how to, and sites * Education Podca (EPNst Network) - site which houses podcasts as well as provides some tutorials * Audacity - free sound editing software * Audacity Wiki - Tutorials * Podcasting in the Classroom * Podcasts: a New Twist on Net Radio * Podcasting in Education Wiki * Podcasting Tools * Podcasting - Ann Bell * How to Podcast - nice tutorial with screenshots and graphics * Video Podcasting * Podcasting Software * How to register your podcast in iTunes * Smithsonian Podcasts * Teacher Tube * TitlepageTV * School Tube
hanch91

Development and Changes in Gambling Strategies with Experience Growth - 2 views

In the world of gambling, where every move can determine your success or failure, the development and adaptation of gaming strategies are key aspects of achieving maximum winnings. With experience ...

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J Black

Educational Leadership:Literacy 2.0:Orchestrating the Media Collage - 1 views

www.ascd.org/...trating_the_Media_Collage.aspx

literacy digitalliteracy medialiteracy

shared by J Black on 02 May 09 - Cached
  • New media demand new literacies. Because of inexpensive, easy-to-use, widely distributed new media tools, being literate now means being able to read and write a number of new media forms, including sound, graphics, and moving images in addition to text.
  • New media coalesce into a collage. Being literate also means being able to integrate emerging new media forms into a single narrative or "media collage," such as a Web page, blog, or digital story.
  • New media are largely participatory, social media. Digital literacy requires that students have command of the media collage within the context of a social Web, often referred to as Web 2.0. The social Web provides venues for individual and collaborative narrative construction and publication through blogs and such services as MySpace, Google Docs, and YouTube. As student participation goes public, the pressure to produce high-quality work increases.
  • ...7 more annotations...
  • Historically, new media first appear to the vast majority of us in read-only form because they are controlled by a relatively few technicians, developers, and distributors who can understand or afford them. The rest of us only evolve into writers once the new media tools become easy to use, affordable, and widely available, whether these tools are cheap pencils and paper or inexpensive digital tools and shareware.
  • Thus, a new dimension of literacy is now in play—namely, the ability to adapt to new media forms and fit them into the overall media collage quickly and effectively.
  • n the mid 1960s, Marshall McLuhan explained that conventional literacy caused us to trade an ear for an eye, and in so doing, trade the social context of the oral tradition for the private point of view of reading and writing. To him, television was the first step in our "retribalization," providing a common social experience that could serve as the basis for dialogue in the global village.2  However, television told someone else's story, not ours. It was not until Web 2.0 that we had the tools to come full circle and produce and consume social narrative in equal measure. Much of the emerging nature of literacy is a result of inexpensive, widely available, flexible Web 2.0 tools that enable anyone, regardless of technical skill, to play some part in reinventing literacy.
  • What is new is that the tools of literacy, as well as their effects, are now a topic of literacy itself.
  • Students need to be media literate to understand how media technique influences perception and thinking. They also need to understand larger social issues that are inextricably linked to digital citizenship, such as security, environmental degradation, digital equity, and living in a multicultural, networked world. We want our students to use technology not only effectively and creatively, but also wisely, to be concerned with not just how to use digital tools, but also when to use them and why.
  • The fluent will lead, the literate will follow, and the rest will get left behind.
  • They need to be the guide on the side rather than the technician magician.
J Black

Where's the Innovation? | always learning - 0 views

mscofino.edublogs.org/...wheres-the-innovation

innovation technology learning change

shared by J Black on 04 Jun 09 - Cached
  • Tom refers to this as the “Red Queen Effect” after a scene in Alice’s Adventures Through the Looking Glass, where Alice is shocked to be standing in the same place after running quite fast for an extended period of time and the Red Queen explains, “if you want to get somewhere else, you must run at least twice as fast as that.”
  • nother Hong Kong presenter, Stephen Heppell, was also careful to emphasize that the biggest challenge today is the pace of change: exponential. With this rapid pace of change there is no time for the “staircase mentality” (pilot, review etc).
  • what are we mistakenly not valuing now?
  • ...7 more annotations...
  • Tom explained that innovation falls squarely in quadrant 2 of Steven Covey’s matrix: it’s “Important”, but “Not Urgent”. For example, we absolutely have to have a new math/science/reading/social studies program. The teachers can’t teach without one, so picking a new one is going to fall in quadrant 1, and ultimately, innovation gets put off until tomorrow. However, innovation has an urgency all its own and those that don’t place innovation as a priority will find themselves displaced.
  • his is a good example of the difficulty people face in conceptually realizing the advantages of bold innovation: we naturally assume that slow steady progress will be best (as we are taught from an early age, when the tortoise wins the race).
  • The time for innovation is now, as Stephen described (and Marco Torres’ slide below emphasizes), “learning is at a crossroads:” we’re looking at a choice between productivity and new approaches, those new approaches being: student portfolios; making huge leaps in our model of education, not tiny steps forward; working to produce ingenious, engaged, inspired, surprising, collegiate students; and developing learning experiences that are open-ended, project-focused, multidisciplinary.
  • I can’t remember who said this first but, “technology is just an amplifier” - technology doesn’t change the quality of teaching or learning, it will only amplify it, either in a positive or negative way. What we need to be looking at is changing our approaches to learning, not modifying our curriculum to a “newer” version of what we’ve already had for the past 20 years.
  • bsolutely fabulous. This is great stuff. I just wrote a post on Thursday arguing that the “learning management system” paradigm prevents innovation and change. If we don’t break out of it, we’re destined to get out-innovated, as you suggest.
  • I came across a great quote from Frank Tibolt this morning: “We should be taught not to wait for inspiration to start a thing. Action always generates inspiration. Inspiration seldom generates action.”
  • “The best way to predict the future is to invent it.” - Alan Kay
  • J Black on 04 Jun 09
     
    Tom explained that innovation falls squarely in quadrant 2 of Steven Covey's matrix: it's "Important", but "Not Urgent".
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.
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