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Matt LeClair

World Without Walls: Learning Well with Others: How to teach when learning is everywhere. - 0 views

www.edutopia.org/age-technology-will-richardson

collaborate technology learning school explore network community trust

shared by Matt LeClair on 27 Oct 11 - Cached
  • Our ability to learn whatever we want, whenever we want, from whomever we want is rendering the linear, age-grouped, teacher-guided curriculum less and less relevant.
  • Experts are at our fingertips,
  • Content and information are everywhere, not just in textbooks.
  • ...15 more annotations...
  • And the work we create and publish is assessed by the value it brings to the people who read it, reply to it, and remix it.
  • Much of what our students learn from us is unlearned once they leave us; paper is not the best way to share our work, facts and truths are constantly changing, and working together is becoming the norm, not the exception.
  • It's about solving problems together and sharing the knowledge we've gained with wide audiences.
  • Inherent in the collaborative process is a new way of thinking about teaching and learning
  • As connectors, we provide the chance for kids to get better at learning from one another.
  • In fact, we need to rely on trusted members of our personal networks to help sift through the sea of stuff, locating and sharing with us the most relevant, interesting, useful bits.
  • That means that as teachers, we must begin to model our own editorial skills
  • Collaboration in these times requires our students to be able to seek out and connect with learning partners, in the process perhaps navigating cultures, time zones, and technologies.
  • they come into contact with: Who is this person? What are her passions? What are her credentials? What can I learn from her?
  • As Clay Shirky writes in Here Comes Everybody: The Power of Organizing Without Organizations, "Knowingly sharing your work with others is the simplest way to take advantage of the new social tools."
  • Fortunately, social tools like wikis, blogs, and social-bookmarking sites make working with others across time and space easier than it's ever been. They are indeed "weapons of mass collaboration," as author Donald Tapscott calls them.
  • The Collaboration Age comes with challenges that often cause concern and fear. How do we manage our digital footprints, or our identities, in a world where we are a Google search away from both partners and predators?
  • What are the ethics of co-creation when the nuances of copyright and intellectual property become grayer each day? When connecting and publishing are so easy, and so much of what we see is amateurish and inane, how do we ensure that what we create with others is of high quality?
  • I believe that is what educators must do now. We must engage with these new technologies and their potential to expand our own understanding and methods in this vastly different landscape.
  • And we must be able to model those shifts for our students and counsel them effectively when they run across problems with these tools.
  • Matt LeClair on 27 Oct 11
     
    World Without Walls: Learning Well with Others How to teach when learning is everywhere. By Will Richardson Facebook 16 Twitter 25 Share 136 Email Four teachers from High Tech High. Bringing Their A-Game: Humanities teacher Spencer Pforsich, digital arts/sound production teacher Margaret Noble, humanities teacher Leily Abbassi, and math/science teacher Marc Shulman make lessons come alive on the High Tech campuses in San Diego. Credit: David Julian Earlier this year, as I was listening to a presentation by an eleven-year-old community volunteer and blogger named Laura Stockman about the service projects she carries out in her hometown outside Buffalo, New York, an audience member asked where she got her ideas for her good work. Her response blew me away. "I ask my readers," she said. I doubt anyone in the room could have guessed that answer. But if you look at the Clustrmap on Laura's blog, Twenty Five Days to Make a Difference, you'll see that Stockman's readers -- each represented by a little red dot -- come from all over the world. 1 She has a network of connections, people from almost every continent and country, who share their own stories of service or volunteer to assist Stockman in her work. She's sharing and learning and collaborating in ways that were unheard of just a few years ago. Welcome to the Collaboration Age, where even the youngest among us are on the Web, tapping into what are without question some of the most transformative connecting technologies the world has ever seen. These tools are allowing us not only to mine the wisdom and experiences of the more than one billion people now online but also to connect with them to further our understanding of the global experience and do good work together. These tools are fast changing, decidedly social, and rich with powerful learning opportunities for us all, if we can figure out how to leverage their potential. For e
Matt LeClair

InspireLearningForAll - 0 views

www.inspiringlearningforall.gov.uk/...policymaps.html

research methods guidelines resources best practices templates research survey Learning Organization learning style quiz learning presentation template presentation presentation template learning team build

shared by Matt LeClair on 02 Apr 13 - No Cached
  • Matt LeClair on 02 Apr 13
     
    " What makes a learning organisation (Word, 43kb) This document explores the characteristics of a learning organisation Find out what your learning style is (Word, 52kb) An activity you could do with your staff or users to discover their preferred learning styles Defining learning: outline for a training session (Word, 52kb) This training session is designed to be used with groups of up to 15 staff, working with a facilitator to help them explore the broad definition of learning adopted by Inspiring Learning. The session should run for up to 1.5 hours. Building a learning team (Word, 58kb) A document to support you to build a learning team. It identifies that a balance needs to be struck between achieving a task and providing opportunities to reflect on the process itself to promote individual and collective learning within your organisation."
Matt LeClair

Brandon Hall - Technology Selection Methodology - 0 views

brandonhall.com/technology-methodology.php

best practices methods resources brandon hall technology selection methodology research organization consulting best practice resource

shared by Matt LeClair on 28 May 13 - No Cached
  • Matt LeClair on 28 May 13
     
    Choosing the right learning or talent management technology is a daunting task. A bad decision could cost an organization immeasurable time and dollars, not to mention the negative impact on talent development. Whether an organization is considering keeping its current learning or talent management technology, or exploring the replacement or supplement of its current technology, Brandon Hall Group's consulting team can provide expert analysis and recommendations. Our proven technology selection methodologies accelerate the time to decision by leveraging Brandon Hall Group's key practices and great research from over 25 industry sectors, covering small and large organizations, public, government, non-profit, and global.
Matt LeClair

QUALITATIVE FORMS OF ART EDUCATION RESEARCH - 0 views

www.public.asu.edu/...qualformsarted.htm

qualitative research learning tools methodology questions inquiry ethnography survey mapping

shared by Matt LeClair on 20 Mar 12 - Cached
  • Ethnography is an inquiry process carried out by a person from a point of view based on experience and knowledge of prior research. Anthropologists try to understand the significance or meaning of an experience from the participants' views. Some researchers also use the term ethnography to refer to all techniques used in fieldwork, not a single method; for example Stuhr (1986).
  • Following are some suggestions for collecting data. Start by writing first impressions, making a space map, called a sociogram, which requires following participant interactions and recording field notes to include dates and times, and dialogues and gestures among participants.
  • Following are some suggestions for collecting data. Start by writing first impressions, making a space map, called a sociogram, which requires following participant interactions and recording field notes to include dates and times, and dialogues and gestures among participants.
  • ...11 more annotations...
  • Following are some suggestions for collecting data. Start by writing first impressions, making a space map, called a sociogram, which requires following participant interactions and recording field notes to include dates and times, and dialogues and gestures among participants.
  • Following are some suggestions for collecting data. Start by writing first impressions, making a space map, called a sociogram, which requires following participant interactions and recording field notes to include dates and times, and dialogues and gestures among participants.
  • Following are some suggestions for collecting data. Start by writing first impressions, making a space map, called a sociogram, which requires following participant interactions and recording field notes to include dates and times, and dialogues and gestures among participants.
  • ollowing are some suggestions for collecting data. Start by writing first impressions, making a space map, called a sociogram, which requires following participant interactions and recording field notes to include dates and times, and dialogues and gestures among participan
  • ollowing are some suggestions for collecting data. Start by writing first impressions, making a space map, called a sociogram, which requires following participant interactions and recording field notes to include dates and times, and dialogues and gestures among participan
  • onduct a sociocultural profile
  • onduct a sociocultural profile
  • onduct a sociocultural profile
  • onduct a sociocultural profile
  • onduct a sociocultural profile
  • onduct a sociocultural profile
  • Matt LeClair on 20 Mar 12
     
    "The purpose of this chapter is to 1) discuss the nature of qualitative inquiry, 2) explore different kinds of qualitative inquiry, 3) explain the role of interpretation, 4) present various participant observation stances, 5) offer ways of gaining access and achieving reciprocity, 6) review stages of qualitative research, 7) suggest practical procedures related to research methods as well as research writing, 8) present sociocultural problems, and 9) give future alternatives for qualitative research. Specifically, stages of qualitative research to be described are data collection, content analysis, and comparative analysis. Practical suggestions for analysis will include such examples as computer programming, icon and color coding of concepts, focus groups and key informants, and spread sheets for comparative and cross-site analysis"
Matt LeClair

Crucial Assessment | Southam Consulting, LLC - 0 views

www.southamconsulting.net/...cc2sa.php

organization workplace success employee learning members value crucial conversations engagement strengths weakness self-assessment assessment improvement skill

shared by Matt LeClair on 06 Mar 12 - No Cached
  • Matt LeClair on 06 Mar 12
     
    "To measure your skill level and see how Crucial Confrontations can best serve your needs, candidly review the following statements. Check "Yes" if they apply to you. Check "No" if they do not. The following questions explore how you typically respond when you're in the middle of a stressful situation."
Matt LeClair

INSNA - Social Network Analysis Software - 0 views

www.insna.org/index.html

resources analysis text qualitative data research tools Software technology measurement social network

shared by Matt LeClair on 22 May 12 - Cached
  • NodeXL - Network overview, discovery and exploration add-in for Microsoft Excel 2007, Smith, M.
  • ORGAN 1® Social Network Analysis, BENOIT, X.
  • ORA software, Diesner, J.
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  • AutoMap exports data in DyNetML and can be used interoperably with *ORA.
  • terms and themes.
  • Email Analysis
  • Excel 2007 template's \\"Analyze Email Network\\" Ribbon
  • Windows Forms control is one of several graph \\"visualizers\\"
  • VisuaLyzer combines numerous visualization and analysis functions.
  • Matt LeClair on 22 May 12
     
    list of software for social network analysis
Michelle Green

Center For Collaborative Action - developing the literature review - 0 views

ccar.wikispaces.com/veloping+the+literature+review

Lit Review

shared by Michelle Green on 06 Sep 11 - No Cached
  • The Purpose of a Literature Review is to do one or more of the following.. Ground your problem in the content of those who have struggled with the problem or issue in the past. Describe how your approach will be similar or different from what what has been tried in similar settings in the past. Suggest new ways of a solving a problem by combining or contrasting past approaches. Describe a conflict that you are going to explore by trying one or more strategies. Establish the need for your research.
  • Don't be worried if you find someone has already done your study. This is a valuable resource. It will give you clues as to what you might or might not find. It is very useful--your study will be different, because you are in a different setting, so don't worry. Replication is an important part of science.
  • You are welcome to use this form and the spreadsheet as a template and modify it for your own purposes.
    • Michelle Green
      Michelle Green on 08 Sep 11
       
      from Margaret
  • ...1 more annotation...
  • WHEN TO PARAPHASE AND WHEN TO QUOTE.... When should you use a quote and how should you reference the work of others? You use a direct quote ONLY for one of these three reasons... ARTFUL WORDS The text is so wonderfully written that no matter how hard you try to put it in your own words something critical is lost. You cannot paraphrase it. Use the quote and be sure to include the author, publication date and page number.FROM THE EXPERT -The importance is not the words but the fact that a certain person said them. For example, a politician might make a statement that has meaning because of WHO said it. The words might be less then poetic but the reason for the quote is to ties the words to the author. Again you need to indicate the source and if it is cited in an article from another source the correct way to list it is. (Bush, 2004 cited in Steward, 2004, p35). CONCEPTS AS PROPERTY The quote contains a phase or concept that you want to tie to a person. For example "communities of practices" (Lave and Wenger, 1991) But beware of writing in the words of others because you are afraid to interpret a the text. This is a common mistake in graduate student writing. You have a right to make sense of the writing. And with a citation you can paraphrase the results of the study using some of the words that are in the study. Don't be afraid to put it in your own words. Now there are a number of ways to cite the person --Suppose you want to quote Riel for the phrase/idea --"Technology is shared minds made visible"...here are four different ways of doing this.
Michelle Green

Education, Social Media, and Ethics: Howard Gardner, Harvard Graduate School of Education - 2 views

www.technologybitsbytesnibbles.info/...1693

Gardner social media school ethics

shared by Michelle Green on 08 Sep 11 - No Cached
  • Howard Gardner, Hobbs Professor of Cognition and Education at the Harvard Graduate School of Education, discusses the GoodPlay Project, an ongoing study that explores the ways in which young people’s use of social-networking sites, blogging, online games, and other forms of digital media are shaping their “ethical minds” in that realm.
  • Related posts:School change: Social media, it’s everywhere … except schools.’ Social Media Revolution 2 (Refresh) Spreadsheet of Tech Tools & Social Media in Schools KidBlog & Club Penguin: Social Media for the Little Guy Crowd! Classroom 2.0 LIVE show: Using Social Media with Students, Parents and Faculty
Matt LeClair

The Underutilization of Information and Communication Technology-Assisted Collaborative... - 0 views

docs.google.com/viewer

research delphi project-based learning communication

shared by Matt LeClair on 20 Sep 11 - No Cached
  • Matt LeClair on 20 Sep 11
     
    Research exploring barriers to teachers implementing information and communication technology-assisted collaborative project-based learning as a classroom teaching methodology with students.
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