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Julie Lindsay

Main Page - WikifiedSchools - 0 views

wikifiedschools.com/index.php

wiki wikibestpractice collaboration acrossmydesk

shared by Julie Lindsay on 09 Mar 09 - Cached
  • Julie Lindsay on 09 Mar 09
     
    Web 2.0 is not just for the classroom. The use of Web 2.0 tools can increase and improve communication, collaboration, and cooperation across all levels of a school or education organization. This wiki, which is the companion wiki to the new book Wikified Schools: Using Wikis to Improve Collaboration and Communication in Education, was developed to explore the use of a wiki as a highly effective communication and collaboration tool that enhances the effectiveness of school or district leadership teams.
Jeffrey Plaman

Professional Learning Communities: What Are They And Why Are They Important?: Shared Pe... - 0 views

www.sedl.org/...shared_practice.html

professional communities learning

shared by Jeffrey Plaman on 21 Sep 10 - Cached
  • Jeffrey Plaman on 21 Sep 10
     
    Information on the structure and purpose of Professional Learning Communities
Jeffrey Plaman

Professional Learning Communities: A Popular Reform of Little Consequence? « ... - 0 views

larrycuban.wordpress.com/...r-reform-of-little-consequence

learning professional communities

shared by Jeffrey Plaman on 06 Oct 10 - No Cached
  • Jeffrey Plaman on 06 Oct 10
     
    Do PLC's matter? Not really when it comes to test scores as a measuring stick.
Julie Lindsay

lrNING 21 - 0 views

lrning21.ning.com

acrossmydesk socialnetworking 21stcenturylearning professionaldevelopment

shared by Julie Lindsay on 24 Feb 09 - Cached
  • Julie Lindsay on 24 Feb 09
     
    lrNING 21 is an online community of educators learning to leverage current technologies to transform learning. Created for teachers at ISB, Beijing and beyond!
Thomas Galvez

Opening Up Education--The Remix | Academic Commons - 0 views

www.academiccommons.org/...opening-education

education learning2.0 change transformation OpenEducation

shared by Thomas Galvez on 22 Apr 09 - Cached
  • that a key tenet of open education is that education can be improved by making educational assets visible and accessible and by harnessing the collective wisdom of a community of practice and reflection
  • the unrelenting velocity of change means that many of our skills have a shorter shelf life, suggesting that much of our learning will need to take place outside of traditional school and university environments.
  • Nor is it likely that current methods of teaching and learning will suffice to prepare students for the lives they will lead in the twenty-first century.
  • ...10 more annotations...
  • In response, we need to find a way to reconceptualize many twentieth-century education models, and at the same time reinforce learning outside of formal schooling. There may be powerful ways to blur the distinction between formal learning and informal where both turn on the social life of learning.
  • So to me, that’s why I find this so exciting, is that in a curious way the explosion of digital technology still increasing this exponential path is driving change, change, change ever faster, which is creating a tremendous problem for the old ways of learning and teaching. But the same thing that’s driving this challenge we have is also providing us the tools and mechanisms to attack this problem in fundamentally new ways.
  • How might the slow-to-change culture of education adapt elements inherent in a fast-paced technological world? When is it most appropriate to do so?
  • As a result, individual educators spend heroic amounts of time on planning and preparation, but with enormous duplication of effort and no economies of scale. Apart from the lack of efficiency in preparation, educational quality also suffers: While some educators regularly create outstanding learning experiences for their students, some do not. How could the best teaching processes be shared among the widest number of educators
  • In these projects, the power of the Internet is used to overcome barriers to access by serving as a medium for freely distributing content. Making existing content available in this way is based on the revolutionary idea that education and discovery are best advanced when knowledge is shared openly.
  • Because teaching and learning are so hard to see and know, they are even harder to systematically analyze and improve. One reason why policymakers have turned their attention to the clamor and cry for assessment and accountability is higher education’s “black box” of classroom excellence and student success. If the so-called “best practices” of teaching and learning could be identified and articulated beyond local environs, shared in a transparent and transferable mode with an assurance of accomplishment at the end of the day, then educators the world over might be convinced to embrace change.
  • The failure is harder to put into words. It could be described as our lack of progress on sharing “pedagogical know-how” among educators
  • but we have not captured the teaching processes that expert educators use to bring learning alive in their e-learning courses
  • We think of this genre as embracing the ideals of scholarship and the practices of our contemporary, digital-participatory culture.
  • Our knowledge and understanding of “technology-enhanced learning” will accelerate faster in a teaching community that acts like a learning system--one that makes knowledge of what it takes to learn explicit, adapts it, tests it, refines practice, reflects, rearticulates, and shares that new knowledge
Jeffrey Plaman

Technology: Textese May Be the Death of English | Newsweek International Edition | News... - 0 views

www.newsweek.com/150449

sms writing techlearning

shared by Jeffrey Plaman on 05 Feb 09 - Cached
  • Jeffrey Plaman on 05 Feb 09
     
    Relevant article to our discussion on communication.
Julie Lindsay

Communities of Learners Redefined: Customized Networks That Impact Learning : January 2... - 0 views

www.thejournal.com/23837

acrossmydesk constructionism constructivism 21stcenturylearning

shared by Julie Lindsay on 24 Feb 09 - Cached
  • Julie Lindsay on 24 Feb 09
     
    Those educators among us who are familiar with constructivist and constructionist models of learning understand the impact that social learning theory has had on the field. Likewise those of us who are familiar with the application of new technology in learning understand that customization (or "the user") is what drives every structure, every program, and every software function. It seems, then, that as educators we have a struggle between emphasizing the social nature of learning while maximizing the benefits of each learner becoming more clearly identified in the process. New technology, of course, can help in both aspects, but it is the teaching method that is challenged. I hope that eventually teaching methods will have morphed into a flexible model of instructional design and delivery that I will call "Customized Learner Networks": networks that are both socially constructed and individually driven.
Jeffrey Plaman

ficss - 0 views

www.cfa.harvard.edu/...ficss.html

science college success study video

shared by Jeffrey Plaman on 10 Mar 09 - Cached
  • Jeffrey Plaman on 10 Mar 09
     
    Gread example of 21st Century communication AND good stuff on what works in science.
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