"Coding In The Classroom: 10 Tools Students Can Use To Design Apps & Video Games
In this age of social media, edtech, smartphones, tablets and MOOCs, software applications play a larger role than ever in the learning environment. In fact, apps have reached such a level of ubiquity and everyday integration that a number of software companies are turning out apps that can help students create apps of their own. Here's a list of 10 software tools that can jumpstart a student's knowledge and skill in computer programming"
"What Are Rubrics
Students have been known to refer to rubrics as "those things with the little boxes", while teachers know rubrics as a set of scoring guidelines that evaluate students' work and provide a clear teaching directive. Rubrics are a powerful, authentic tool used to assess students' work. This scoring tool lists specific criteria for a project or piece of work. The criterion helps students to have a concrete understanding and visualization of "what counts". Each standard or criteria also includes a gradation scale of quality. The rating scale could be numerical, qualitative, or a combination of both. Rubrics seek to evaluate assignments based on the sum of a full range of criteria rather than a single numerical score."
[about http://www.ted.com/talks/lang/en/a_ted_speaker_s_worst_nightmare.html ]
Actually, this TED page has an English subtitle-generated transcript (as well as translated transcripts in the 47 other languages the video is subtitled in). And the transcript in http://amara.org/en/videos/h60BL6bU49WF/en/2426/ page where the English subtitles were made shows an average 90 wpm in the passages where Collins actually speaks.
This remains rather slow indeed, however non natives may find it difficult to grasp the written texts that appear very briefly on-screen, and hence Collins' allusions to these texts. (CA)
"EFS 693B - STANFORD UNIVERSITY
Advanced Listening and Vocabulary Development (...)
TED Talks
Introduction
Below are groups of TED Talks, curated from http://www.ted.com and organized roughly by level and topic. You should do a full group (divided across several sessions if desired) and see if the integration makes them easier to understand (especially the later ones). Be sure to interact with them--don't just watch all of them straight through. However, you can do all or parts of some more intensively than others. Use your best judgment, and return to previous class notes as needed. Note that you are provided with the following information about the talk:
1. length
2. the overall speed in words-per-minute (WPM)
3. the vocabulary profile by percent of words at set frequency levels of the British National Corpus (3K, 5K, 10K, and more than 20K (off-list=OL))
4. Accent (US, British, etc.)
5. Comments
6. Brief description of the content (from the TED website)
(...)
Last modified November 12, 2013, by Phil Hubbard"
Grazie, Fabrizio,
Ho taggato con "EFS_Stanford" - tra altri tag - questo webquest e i video ivi elencati dopo un webinar con Phil Hubbard organizzato via hangout da Vance Stevens domenica scorsa (8 ottobre). Nel webinar Hubbard ha insistito sul fatto che la forma di webquest direttivo era meglio delle forme di collaborazione sociali come tagging e condivisione, perché gli consentiva, da esperto, di dare informazioni coerenti. Allora taggare queste sue risorse TED su Diigo è anche un modo di esprimere il mio dissenso ;-)
In effetti a proposito di http://www.ted.com/talks/gel_gotta_share.html , elencato in questo webquest, dice di non poter indicare le parole per minuto "perché non c'è trascrizione". Invece c'è, se si va alla pagina YT originale del video embeddato. Ora se invece di un webquest statico avesse condiviso questa risorsa con i suoi studenti in un gruppo come questo, c'è da scommettere che almeno uno di loro avrebbe rimediato all'errore in un commento - come d'altronde ho fatto in https://groups.diigo.com/group/ltis13/content/tag/EFS_Stanford%20GelConference ...
"Using PBworks in your academic environments.
PBworks hosts over 300,000 educational workspaces, and has helped transform teaching and learning for millions of students, parents and teachers. Educators ranging from major universities like DePaul, school districts like Baltimore County Public Schools and individual teachers trust PBworks as their collaborative learning environment.
In your Classroom, Library, District or University
Encourage student-centered learning. Even young students can build web pages, embed images & video, and post documents.
Provide access to information sources, book lists, and links to good articles. Have the resources stored for future use.
Host and share information between students, faculty and staff. Encourage staff development and shared resources across schools.
Make distance learning more interactive and collaborative, support research teams, and improve inter-departmental coordination."
"How can we help you? TELeurope offers you an ideal platform for engaging with dialogues with some of your peers, with TEL researchers, and with TEL providers and for seeking ways to jointly promote the progress of learning technologies.
We want to provide you with information about on going research efforts in the academia related to your field and offer possibilities of collaboration with senior researchers, as well as with promising students and young researchers.
Here is a list of key documents and activities you might be interested in:"
"About the Project
Open Library is an open, editable library catalog, building towards a web page for every book ever published. More
Just like Wikipedia, you can contribute new information or corrections to the catalog. You can browse by subject, author or lists members have created. If you love books, why not help build a library?
Developers
If you're even remotely interested in libraries or big data, we encourage you to have a look around the Open Library API.
We welcome any and all patches and data re-use."
"4. Titles
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"Cinematic Montage II
from GameOvais 1 day ago All Audiences
The second cinematic montage created by me.
Over 300 movies used.
I hope you enjoy the video as much as I enjoyed making it.
Movies used are:
21
300
2012
12 Years a Slave
3:10 to Yuma
300 Rise of an Empire
A Christmas Carol
A Few Good Men
A Good Day to Die Hard
A League of Their Own
A Little Princess
Abraham Lincoln - Vampire Hunter
Alien
Aliens
Aliens vs Predator
American Beauty
American Gangster
American History X
Angels and Demons
Apocalypse Now
Apocalypto
Avatar
Back to The Future I,II & III
Bad Boys II
Bambi
Bangkok Dangerous
Beauty and the Beast
Ben Hur
Berverly Hills Cop III
Big Fish
Big Hero 6
Black Hawk Down
Blade Trinity
Blood Diamond
Braveheart
Bridge on the River Kwai
Brotherhood
Captain America: Winter Soldier
Cars
Casino Royale
Cast Away
Catch Me If You Can
Chronicles of Narnia
Cleopatra
Constantine
Cool Hand Luke
Crimson Tide
Dawn of the Planet of the Apes
Defendor
Deja Vu
Despicable Me II
Die Hard
District 9
Donnie Darko
Drive
Eagle Eye
Edward Scissorhands
End of Days
Enemy of the State
Fantastic Four: Rise of the Silver Surfer
Fast & Furious
Field of Dreams
Fight Club
Forrest Gump
Gangs of New York
Ghosbusters
GI Joe: The Rise of the Cobra
Gladiator
Godzilla
Gone Baby Gone
Gone With The Wind
Good Will Hunting
Goodfellas
Gran Torino
Grease
Harry Potter: The Complete Saga
High Plains Drifter
Hitman
Home Alone I & II
Hook
How to Train Your Dragon
I Robot
Ice Age
Immortals
In The Heart of The Sea
Inception
Independance Day
Indiana Jones: Quadrilogy
Inglorious Basterds
Inside Man
Into The Woods
Iron Man I, II & III
Jack the Giant Slayer
James Bond: The Franchise
Jaws
John Carter
Jonah Hex
Jumanji
Jurassic Park: The Trilogy
Jurassic World
Kick Ass
Kill Bill: Vol 2
Kindergarten Cop
King Kong
Kingdom of Heaven
Kung Fu Panda
Lawrence of Arabia
Leon: The Professional
Little Miss Sunshine
Live Free or Die Hard
Lockout
Loncoln
Lone Survivor
Lord of The Rings: The Fellowship of the Ring
Lord of The
"Privacy Shield Policy
Introduction.
Coursera, Inc. (referred to as "we," "us," or "our"), believes in protecting your privacy.
We participate in and commit to adhering to the EU-U.S. Privacy Shield Framework which includes the Privacy Shield Principles of notice, choice, onward transfer, security, data integrity, access and enforcement (the "Principles") for all transfers of personal data from EEA to the U.S. To learn more about Privacy Shield, please visit the U.S. Department of Commerce Privacy Shield website: https://www.privacyshield.gov/. For more information regarding our Privacy Shield certification, please see: https://www.privacyshield.gov/list (Note: Coursera is currently in the process of obtaining formal self-certification to Privacy Shield)."
"Amara Tools for TED Translators
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User Guide
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a me sembra utile "education" qui, appunto perché "googleapps" da solo si potrebbe anche riferire a google apps per le imprese. E comunque la playlist è intitolata - da te - "google apps for education"
Fantastica serie di 16 video YT su tutti i problemi che possono crearsi con la Flipped class. Considerate il primo titolo: "E se i miei studenti non guardano i video?"
In inglese.
Interessante ... però questi filoneisti dovrebbero controllare se non stiano reinventando l'ombrello. Vedi http://cyber.law.harvard.edu/cyberone/wiki/Weeks_Pages . Questa pagina del wiki del corso Cyberone - Law in the Court of Public Opinion (autunno 2006) di Charles e Rebecca Nesson a Harvard elenca le sottopagine di approfondimento per ogni settimana del corso: ciascuna delle quali comprende una sezione di appunti sui video.
CyberOne 2006 non era né un "MOOC" né una "flipped class" perché allora quei termini non c'erano (e il famigerato numero di TIME sul Web 2.0, con "The Person of the Year is... [pezzo di plastica riflettente] You" in copertina, è arrivato solo qualche mese dopo, a dicembre 2006). Era un corso con risorse online condivise e tre categorie di studenti: quelli che seguivano le lezioni ed esercitazioni in aula al Berkman Center, gli "Extension students" cioè iscritti alla formula "a distanza" del corso, e gli "At Large students", che potevano partecipare a una lista di discussione, ad attività in Second Life e anche a quel wiki (non ho idea di quanti At Large students fossimo, ma è stata una grande esperienza)
Altra cosa: nel autunno 2006 non c'erano nemmeno strumenti online per una facile annotazione collaborativa dei video: Mojiti (poi rapidamente scomparso) è di dicembre 2006, DotSUB - web app di sottotitolazione, quindi dirottabile per prendere appunti anziché sottotitolare - del 2007. E Universal Subtitles (adesso Amara), ancora più comoda per questo tipo di dirottamento, è del 2010.
Però oggi DotSUB e Amara ci sono. Allora non si dovrebbe parlare di annotazione collaborativa di video senza menzionarle, e soprattutto senza menzionare nemmeno la possibilità ancora più vecchia di adoperare un wiki per queste annotazioni collaborativa.
"\n Represents a line break that was inserted with the Shift+Enter key combination. To change a line break into a paragraph break, enter \n in the Search for and Replace with boxes, and then perform a search and replace.
\n in the Search for text box stands for a line break that was inserted with the Shift+Enter key combination.
\n in the Replace with text box stands for a paragraph break that can be entered with the Enter or Return key.
\t Represents a tab. You can also use this expression in the Replace with box.
\b Match a word boundary. For example, "\bbook" finds "bookmark" but not "checkbook" whereas "book\b" finds "checkbook" but not "bookmark". The discrete word "book" is found by both search terms.
^$ Finds an empty paragraph."