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"At Google we have experts on everything from Python to penguins. However, connecting our expert teachers to eager students around the globe can be a complicated business. To that end, we are excited to release our new internal learning platform, CloudCourse under an open source license. Built entirely on App Engine, CloudCourse allows anyone to create and track learning activities. CloudCourse also offers calendaring, waitlist management and approval features.\n\nCloudCourse is fully integrated with Google Calendar and can be further customized for your organization with the following service provider interfaces (replaceable components):\n\n * Sync service - to sync CloudCourse data with your internal systems\n * Room info service - to schedule classes in your locations\n * User info service - to look up user profile (employee title, picture, etc)\n\nCloudCourse has been developed in Python, using the Django web application framework and the Closure Javascript library. Deploying CloudCourse on App Engine is a breeze, and should take less than 5 minutes."
"Web 1.0 was largely a ‘push' operation, taking already existing content and posting it online," said Bower. "Web 2.0 is driven by ‘pull,' not push. ... Kids can create their own content and interact."
Before the internet, Bower said, the two most important developments from an educational perspective were the invention of the printing press and the creation of a university system. But both of these developments were "push" operations, he said--meaning they pushed information out to students, rather than letting students experience learning for themselves.
Now that we have the right medium, Bower said, we have to figure out how to take advantage of it. When any new technology comes out, he explained, we typically superimpose our old ways of doing things on this new medium--and education has been no different.
We haven't figured out how to leverage Web 2.0 yet" in schools, Bower said. Instead of pushers and producers of content knowledge, he added, teachers must become pullers and directors.
"If we're not engaging these kids, they're not learning."
** good to share with PLC
Copyright for Kids: A Three Part Lesson
One of the most challenging aspects of my job is teaching copyright to elementary school kids. They honestly just don't get the idea that they can't take others' work and then claim it as their own. It's widely known that the problem lies with 20th Century teaching in a 21st Century environment: When finding information is no longer a challenge in the age of the Internet, why do we continue to assign research projects that register way-low on Bloom's taxonomy (Remember, Understand)? We need to cater our projects to the higher levels, like analyze, evaluate and create. So if I'm going to walk the walk, I need to create a project that helps students to evaluate, analyze and synthesize information and ideas about COPYRIGHT.
Podstock 2009!\nSubmitted by johnessdack on Tue, 10/14/2008 - 12:51\n\nPodstock is a brand new conference designed to bring podcast creators and those who see the real value of podcasting as creators and consumers together. We'll have breakout sessions on podcasting for beginners, as well as sessions for and by seasoned pros. We'll explore podcasting as well as many other web 2.0 tools that can exhance learning and communication in your world. We invite you to join this site and add your thinking to the initial planning for this event. The conference will be held in Old Town Wichita, located in Wichita, Kansas and host participants from all over the country. It will be 2 days of education, learning & fun, so we hope you won't miss it!
Storynory is an online treasure trove of audio stories. Here you will find a mixture of new stories, fairy tales, and specially adapted myths and histories. We also have a sprinkling of verse.
We have published an audio story every week since November 2005. Storynory has grown and grown in popularity, and now around a quarter of a million mp3 files are downloaded every month from our servers.
Our stories are read by Natasha Gostwick and her clear story-telling voice has won a place in the hearts of children and adults all over the world.
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.
Below Information copied from Youtube (written by MWesch)
This video explores the changes in the way we find, store, create, critique, and share information. This video was created as a conversation starter, and works especially well when brainstorming w...
This video explores the changes in the way we find, store, create, critique, and share information. This video was created as a conversation starter, and works especially well when brainstorming with people about the near future and the skills needed in order to harness, evaluate, and create information effectively.
High Quality WMV download:
http://www.mediafire.com/?atyamxuyn2p
Quicktime:
http://www.mediafire.com/?6hqygitsy0v
If you are interested in this topic, check out Clay Shirky's work, especially: http://www.shirky.com/writings/ontolo...
Also check out David Weinberger's Everything is Miscellaneous:
http://www.everythingismiscellaneous....
This video is licensed under a Creative Commons
Attribution-Noncommercial-Share Alike 3.0 License. So you are welcome to download it, share it, even change it, just as long as you give me some credit and you don't sell it or use it to sell anything.
The Web has changed dramatically since Landmarks for Schools was launched in 1995. At that time, virtually all of its content was published by organizations. Today, an increasing portion of the Web-based information that people are using is published by individuals. We are not only consuming information, but also sharing knowledge and ideas that we care about. Below, I have installed a number of widgets that serve to mine this new social web and provide glimpses at the global conversation -- as of this minute
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This app for watching Python tutorials for learning Python programming language.This app providing the functionality for easy to learn and working with very powerful and simple programming language Python.
In this app we are providing two language tutorials Hindi and English, you can easily change the language of tutorials using menu .
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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."
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.
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.