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Dr. Nellie Deutsch

Moodle for Teachers (M4T) Hands-on Workshops for April & May - 4 views

Spring is a great time to follow old and new dreams. Mine has always been to teach online. Teaching online is a great way to make extra money or earn a living by creating your very own online cours...

Moodle for Teachers M4T Professional Development Integrating Technology

started by Dr. Nellie Deutsch on 09 Apr 12 no follow-up yet
olivier alfieri

Collaborative Drag and Drop (a prototype for increasing collaboration in Mood... - 3 views

www.moodlenews.com/...easing-collaboration-in-moodle

shared by olivier alfieri on 23 Apr 12 - No Cached
  • olivier alfieri on 23 Apr 12
     
    plugin Drag and Drop Fichiers
LUCIAN DUMA

Microsoft news and personal reflections after Innovative Education Forum in Education 2012 - 0 views

teacherluciandumaweb20.blogspot.com/...ns-after-innovators-forum.html

Innovative Education Forum Microsoft eSafety4eTwinners social media web 2.0

shared by LUCIAN DUMA on 17 Mar 12 - No Cached
  • LUCIAN DUMA on 17 Mar 12
     
    If you want to discover the power of Curation, Follow https://twitter.com/#!/web20education
J.Randolph Radney

Be Careful Whom You Befriend on Social Networks - 1 views

www.readwriteweb.com/...efriend_on_social_networks.php

social social networks networks security

shared by J.Randolph Radney on 31 Dec 11 - No Cached
  • a new study from Bitdefender shows exactly how easy it is to compromise personal information across social media.
J.Randolph Radney

neccunplugged - home - 6 views

www.isteunplugged.com

iste conferences

shared by J.Randolph Radney on 15 Jun 10 - Cached
  • ISTE (International Society for Technology in Education) conference, the "world's premier educational technology event (formerly the National Educational Computing Conference, NECC). Each year nearly 20,000 enthusiastic ed tech professionals and corporate representatives from around the globe unite for five days of professional learning, collaboration, and hands-on demonstration of the best new technologies for the classroom, school, or district."
J.Randolph Radney

YouTube - Create a new Google Presentation - 2 views

www.youtube.com/watch

youtube google tutorials

shared by J.Randolph Radney on 23 Jul 10 - Cached
  • J.Randolph Radney on 23 Jul 10
     
    Here is a video on the use of Google Docs for presentations.
J.Randolph Radney

Quest Atlantis | Professional Development Workshops - 0 views

atlantis.crlt.indiana.edu/...pd_list

shared by J.Randolph Radney on 30 Jul 10 - Cached
  • Quest Atlantis is a technologically-rich learning environment that requires certain skills and knowledge to use effectively in a classroom context. Therefore, the QA Team has developed both face-to-face and online professional development workshops. Both types of workshops are scheduled on an as-needed basis to meet the needs of incoming teachers and new Centers.
  • J.Randolph Radney on 30 Jul 10
     
    This group quest area is available for students ages 9-16.
J.Randolph Radney

New Jersey Education Association - 0 views

www.njea.org/page.aspx

Todaysmeet backchannel backchanneling collaboration web2.0 education technology chat engagement

shared by J.Randolph Radney on 28 Jul 10 - Cached
  • J.Randolph Radney on 28 Jul 10
     
    Using backchanneling in class is like having the chat session in a WiZiQ M4T session.
J.Randolph Radney

The Creativity Crisis - Newsweek - 1 views

www.newsweek.com/...the-creativity-crisis.html

creativity education learning Newsweek psychology innovation crisis children

shared by J.Randolph Radney on 06 Aug 10 - Cached
  • Treffinger’s Creative Problem-Solving method
  • The home-game version of this means no longer encouraging kids to spring straight ahead to the right answer. When UGA’s Runco was driving through California one day with his family, his son asked why Sacramento was the state’s capital—why not San Francisco or Los Angeles? Runco turned the question back on him, encouraging him to come up with as many explanations as he could think of.
  • They didn’t stop asking questions because they lost interest: it’s the other way around. They lost interest because they stopped asking questions.
  • ...1 more annotation...
  • The new view is that creativity is part of normal brain function. Some scholars go further, arguing that lack of creativity—not having loads of it—is the real risk factor. In his research, Runco asks college students, “Think of all the things that could interfere with graduating from college.” Then he instructs them to pick one of those items and to come up with as many solutions for that problem as possible. This is a classic divergent-convergent creativity challenge.
  • J.Randolph Radney on 06 Aug 10
     
    What are some of the key problems students have in getting through a Moodle course?
J.Randolph Radney

Weblogg-ed » Teachers as Master Learners - 9 views

weblogg-ed.com/...teachers-as-master-learners

teachers master learner blog

shared by J.Randolph Radney on 25 Feb 10 - Cached
  • More and more, though, as I look at my own kids and try to make sense what’s going to make them successful, I care less and less about a particular teacher’s content expertise and more about whether that person is a master learner, one from whom Tess or Tucker can get the skills and literacies to make sense of learning in every context, new and old. What I want are master learners, not master teachers, learners who see my kids as their apprentices for learning.
  • We still need to be teachers, but kids need to see us learning at every turn, using traditional methods of experimentation as well as social technologies that more and more are going to be their personal classrooms.
  • J.Randolph Radney on 25 Feb 10
     
    The teacher must be a master learner more than a master content expert.
J.Randolph Radney

Teaching in Social and Technological Networks « Connectivism - 6 views

www.connectivism.ca/?p=220

teaching connectivism networks social eLearning

shared by J.Randolph Radney on 22 Feb 10 - Cached
  • Technological networks have transformed prominent businesses sectors: music, television, financial, manufacturing. Social networks, driven by technological networks, have similarly transformed communication, news, and personal interactions. Education sits at the social/technological nexus of change – primed for dramatic transformative change. In recent posts, I’ve argued for needed systemic innovation. I’d like focus more specifically on how teaching is impacted by social and technological networks.
  • social and technological networks subvert the classroom-based role of the teacher. Networks thin classroom walls. Experts are no longer “out there” or “over there”. Skype brings anyone, from anywhere, into a classroom. Students are not confined to interacting with only the ideas of a researcher or theorist. Instead, a student can interact directly with researchers through Twitter, blogs, Facebook, and listservs. The largely unitary voice of the traditional teacher is fragmented by the limitless conversation opportunities available in networks. When learners have control of the tools of conversation, they also control the conversations in which they choose to engage.
  • Course content is similarly fragmented. The textbook is now augmented with YouTube videos, online articles, simulations, Second Life builds, virtual museums, Diigo content trails, StumpleUpon reflections, and so on.
  • ...14 more annotations...
  • Thoughts, ideas, or messages that the teacher amplifies will generally have a greater probability of being seen by course participants.
    • J.Randolph Radney
      J.Randolph Radney on 22 Feb 10
       
      definition of amplification
  • The following are roles teacher play in networked learning environments: 1. Amplifying 2. Curating 3. Wayfinding and socially-driven sensemaking 4. Aggregating 5. Filtering 6. Modelling 7. Persistent presence
  • Views of teaching, of learner roles, of literacies, of expertise, of control, and of pedagogy are knotted together. Untying one requires untying the entire model.
  • The curator, in a learning context, arranges key elements of a subject in such a manner that learners will “bump into” them throughout the course. Instead of explicitly stating “you must know this”, the curator includes critical course concepts in her dialogue with learners, her comments on blog posts, her in-class discussions, and in her personal reflections.
    • J.Randolph Radney
      J.Randolph Radney on 22 Feb 10
       
      definition of curating
  • I found my way through personal trial and error. Today’s social web is no different – we find our way through active exploration. Designers can aid the wayfinding process through consistency of design and functionality across various tools, but ultimately, it is the responsibility of the individual to click/fail/recoup and continue.
  • Fortunately, the experience of wayfinding is now augmented by social systems.
  • Sensemaking in complex environments is a social process.
    • J.Randolph Radney
      J.Randolph Radney on 22 Feb 10
       
      Therefore, the teacher helps with wayfinding, but it is also the province of the learning community.
  • Perhaps we need to spend more time in information abundant environments before we turn to aggregation as a means of making sense of the landscape.
  • magine a course where the fragmented conversations and content are analyzed (monitored) through a similar service. Instead of creating a structure of the course in advance of the students starting (the current model), course structure emerges through numerous fragmented interactions. “Intelligence” is applied after the content and interactions start, not before.
  • Aggregation should do the same – reveal the content and conversation structure of the course as it unfolds, rather than defining it in advance.
  • Filtering resources is an important educator role, but as noted already, effective filtering can be done through a combination of wayfinding, social sensemaking, and aggregation. But expertise still matters. Educators often have years or decades of experience in a field. As such, they are familiar with many of the concepts, pitfalls, confusions, and distractions that learners are likely to encounter.
  • To teach is to model and to demonstrate. To learn is to practice and to reflect.”
  • Apprenticeship learning models are among the most effective in attending to the full breadth of learning.
  • Without an online identity, you can’t connect with others – to know and be known. I don’t think I’m overstating the importance of have a presence in order to participate in networks. To teach well in networks – to weave a narrative of coherence with learners – requires a point of presence. As a course progresses, the teacher provides summary comments, synthesizes discussions, provides critical perspectives, and directs learners to resources they may not have encountered before.
  • J.Randolph Radney on 22 Feb 10
     
    This is a discussion of connectivist learning, particularly the teacher's role(s).
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