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Tarmo Toikkanen

Attacking the Factory Model School System - 0 views

www.dyslexicstoryteller.com/12ways.htm

sometu education policy practices

shared by Tarmo Toikkanen on 04 Sep 09 - Cached
  • The only way to make learning easy, is to create a passion and safe culture for easy learning. The only way to make learning any subject easy is to create a community of learners where the students feel comfortable and safe to take risks. I have broken down this "easy" rule into four steps that make it easier to understand. A. Listen to why students are participating in the classroom and fulfill the learning needs that they are identifying. When these needs are being met. the student’s interest level and cooperation with the teacher will be highest. B. Understand how the classwork relates to the student’s daily lives. The student’s have to see the connection between the material and who they are to feel motivated C. Immerse the students in both the theoretical and material ways that the classwork affects the students lives. If the teacher presents the material in a complete fashion the classwork will be easier to place in its context. D. Give students the chance to learn. Create a community of learners where every member is trying to learn. Students and teachers have the ability to learn at every moment of their lives
  • Tarmo Toikkanen on 04 Sep 09
     
    Attacking the Factory Model School System (or) 12 easy steps to turn a teacher into a prison guard and one very hard way to make it easy to learn.
Tarmo Toikkanen

Socrative | Student response system | Engage audiences - 0 views

www.socrative.com

interactive response socrative quiz srs

shared by Tarmo Toikkanen on 02 Jul 11 - No Cached
  • Tarmo Toikkanen on 02 Jul 11
     
    "Socrative is a smart student response system that empowers teachers to engage their classrooms through a series of educational games and exercises via smartphones and tablets. Our apps are super simple and take seconds to load and run. Teachers control the questions and games on their laptop, while students respond and interact through their smartphones/laptops. Run it as an app or on any web browser."
Jukka Purma

JIME - Building Open Educational Resources from the Ground Up: South Africa's Free High... - 0 views

jime.open.ac.uk/...jime-2008-07.html

oer agile community collaboration

shared by Jukka Purma on 07 Oct 09 - Cached
  • Ultimately this involves instilling practices within the organization or project that imitate the very characteristics of the resources that OER projects serve to create and support.
  • In March 2002, Mark Horner, a graduate student in physics at the University of Cape Town (UCT), presented a demonstration on waves at a science fair in South Africa. After the demonstration, several high school students approached him, explaining that they did not have a science textbook, and had never had wave phenomena described to them before. The students had pooled their money to purchase a notebook and pen, and they asked Horner to write down the demonstration, step by step, so they could share the notes with their classmates and teachers. Wanting to give the students more than the steps of a wave demonstration, Horner returned to UCT and engaged his colleagues in writing a high school science text that would be free and sharable for all teachers and learners in South Africa. In the process, Free High School Science Texts (FHSST) was born.
  • Through its communication and networking channels, the project grew from an original group of five graduate students who wrote the content locally, to over 420 volunteers who have, since 2002, signed up for an account and logged onto the project website.[[3]] The number of active and sustained contributors of content, however, was smaller—about 50 volunteer authors globally, from South Africa to India, Pakistan, Scotland, and the United States. Of these 50 active volunteers, approximately ten became core participants, contributing content regularly and consistently (i.e., weekly).
  • ...8 more annotations...
  • Getting volunteers set up to use the CVS repository was a laborious process, and volunteers needed extensive technical understanding. As a result, this placed a substantial burden on the core team volunteers, who had to facilitate contributions from the other volunteers. To lessen this burden, the project experimented with WikiBooks.
  • As a result, FHSST shifted to a third solution, the eventual development and implementation of a content management system (CMS)[[5]]. Drupal was chosen because it was free, relatively easy to set up, and met volunteer needs effectively.
  • In order to submit content to FHSST within the Drupal system, volunteers signed up on the FHSST website, logged on, and chose from the list of available assignments based upon their expertise and interests. The sign-up and log-on processes did not require a screening for credentials. During the initial stages of the project, people volunteered to complete large sections of text, such as chapters. However, FHSST soon found that many of the sections were not being completed within expected timeframes. As a result, FHSST began to divide volunteer tasks into smaller assignments, such as portions of chapters, drawings, illustrations, activities, and examples. FHSST noted that this adaptation facilitated volunteers’ ability to consistently complete assignments within expected timeframes.
  • Since its inception, FHSST offered face-to-face work sessions in which volunteers in the same geographic area met together to develop content collaboratively
  • hackathons
  • The aim of our trials was to identify the weaknesses in the books to inform our second-round editing process and make sure we fix the issues to make the books as usable as possible to our target audience. We also wanted to identify […] what is the [science] laboratory situation at the schools? Do they have equipment to do the experiments so that we could […] tailor our content accordingly.
  • experimentation and adaptation are central components of an open education projects’ ability to sustain itself
  • Since FHSST did not obtain funding until four years after its inception,
  • Jukka Purma on 07 Oct 09
     
    Mielenkiintoinen ja onnistunut "agile" oppikirjankirjoitusprojekti
Tarmo Toikkanen

Social Media is Killing the LMS Star - A Bootleg of Bryan Alexander's Lost Presentation... - 0 views

openedconference.org/...1037

Web2.0 socialmedia education lms CMS social media

shared by Tarmo Toikkanen on 02 Sep 09 - Cached
  • Hence the title of my talk. CMSes lumber along like radio, still playing into the air as they continue to gradually shift ever farther away on the margins. In comparison, Web 2.0 is like movies and tv combined, plus printed books and magazines. That’s where the sheer scale, creative ferment, and wife-ranging influence reside. This is the necessary background for discussing how to integrate learning and the digital world.
  • Students can publish links to external objects, but can’t link back in.
  • Moreover, unless we consider the CMS environment to be a sort of corporate intranet simulation, the CMS set of community skills is unusual, rarely applicable to post-graduation examples. In other words, while a CMS might help privacy concerns, it is at best a partial, not sufficient solution, and can even be inappropriate for already online students.
  • ...4 more annotations...
  • Think of a professor bringing a newspaper to class, carrying a report about the very subject under discussion. How can this be utilized practically? Faculty members can pick a Web service (Google News, Facebook, Twitter) and search themselves, sharing results; or students can run such queries themselves.
  • A second emergent field concerns social media literacy. An increasing amount of important communication occurs through Web 2.0 services.
  • Can the practice of using a CMS prepare either teacher or student to think critically about this new shape for information literacy? Moreover, can we use the traditional CMS to share thoughts and practices about this topic?
  • And so we can think of the CMS. What is it best used for? We have said little about its integration with campus information systems, but these are critical for class (not learning) management, from attendance to grading. Web 2.0 has yet to replace this function. So imagine the CMS function of every class much like class email, a necessary feature, but not by any means the broadest technological element. Similarly the e-reserves function is of immense practical value. There may be no better way to share copyrighted academic materials with a class, at this point. These logistical functions could well play on.
  • Tarmo Toikkanen on 02 Sep 09
     
    Discussion on how LMS and CMS are fading into the margins, and social media is taking the center stage.
Tarmo Toikkanen

Manufacturing Active Collaboration Space (MACS) - Industry Solutions - Cisco Systems - 0 views

www.cisco.com/...ctive_collaboration_space.html

itec collaboration

shared by Tarmo Toikkanen on 01 Jun 11 - No Cached
  • Tarmo Toikkanen on 01 Jun 11
     
    "The Cisco Manufacturing Active Collaboration Space (MACS) is designed for highly interactive meetings joining distributed project teams at multiple locations."
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