Group items tagged

By Caralee Adams in the College Bound section of Education Week, October 5 2010. Adams reports on the White House Summit on Community Colleges, held on October 5.

Published in AccreditedOnlineColleges.org on March 16, 2010. For the Twitterers among us, some feeds worth review.

By Betty Ray, on Edutopia, July 8 2010. This is a post by guest blogger Rob Jacobs, a recent participant in twitter group #edchat's topic, "What actions are needed to move the education reform movement from conversation to action." This guest post is on the same topic. Not only is this an interesting post, but #edchat sounds like a great twitter to follow.

Posted by UsingMoodle on YouTube, June 20 2010.

Leadbeater is a "management thinker" and an "authority on innovation and creativity." This site contains links to his publications (most notably We-think) and his recent work. For more on Leadbeater, see the leadbeater tag.

Article by Amy Cavender on issues and gains from using eportfolios with college students. Mentions several eportfolio possibilities in article and in comments, such as Google Sites, Mahara, Yola, Weebly, or WordPress.

This research is why I was encouraging host ambassadors to upload their pictures and profiles--they can be far more successful than I at engaging their peers in Polilogue-learning prior to the Conference.

Apparently, crowdsourcing of scholarly work requires support just as online networks/communities require assistance for 'voluntary' members to identify desired outcomes within a fleshed out change model; design and rollout processes and collaborative technologies; sometimes analyze content generated, provoke movement or change in tactics, etc.

"But many of the problems we face today are COMPLEX, and methods to solve simple and complicated problems will not work with complex ones. One of the ways we addressed simple & complicated problems was through training. Training works well when you have clear and measurable objectives. However, there are no clear objectives with complex problems. Learning as we probe the problem, we gain insight and our practices are emergent (emerging from our interaction with the changing environment and the problem). Training looks backwards, at what worked in the past (good & best practices), and creates a controlled environment to develop knowledge and skills."

A glimpse at learning networks vs. work teams vs. communities of practice.

Whole page of resources on distance learning for college students--really like the podcast: New Gates Foundation Grants Focus on "The Learning Moment." Mark Milliron, Gates dep director for higher education (in February 2011 at least) focuses on data to target at risk students, triggering student support, and tailoring that student support to meet the students' needs. He also emphasizes the leveraging of technology to support students and for data collection and analysis

"where most participants were involved with blended education, Ms. Joosten was shocked to learn that only about 20 percent had faculty development.)"

"Corporations use TWO process form, BOTH missing entirely from dowdy lazy sloppy dishonest (Harvard) universities; a) process weaves----emediated process flows PUNCTUATED with mass workshop EVENTS b) pulsed systems---rhythms of engagement with disengagement, sameness with difference, local with global---so that mere addition of connectedness is not allowed to destroy all creativity. "

provides a comparison of e-learning authoring tools

From the homepage description, "gRSShopper is a personal web environment that combines resource aggregation, a personal dataspace, and personal publishing."

"Making Data More Usable with ScraperWiki," by Jason B. Jones in PROFHACKER, The Chronicle of HE. Includes a short (2.36 minutes) video on ScraperWiki, a tool to gather information systematically from websites, Twitter, etc. and download it into an Excel spreadsheet for further study. September 20, 2011

to see if I could fundamentally change the way the teachers related to technology, not just in the classroom as a tool for teaching learners, but as a tool within their everyday working practice.

"Unlike most traditional academic conferences, sessions at an unconference don't consist of one or three or five people delivering papers to an audience. Instead, they might feature project demonstrations, discussions, creative work sessions, or other formats that build on the knowledge and expertise of whoever attends. For the Texas THATCamp (and I think this is fairly typical at others), participants posted session ideas beforehand on the website, followed by a 45-minute scheduling process as THATCamp began. Topic headings generated by those initial session ideas were posted on the walls of a large meeting room, and participants circulated through the space to meet up with others interested in similar topics. After some productive chaos (which admittedly tested my structure- and schedule-loving personality a bit) the group developed a schedule of sessions that represented not only a variety of interests but also the desire to cluster certain topics into tracks. Like any conference, I frequently wanted to be in two places at once - which I see as one marker of the event's success."