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Maria Rosario Di Mónaco

Education Week Teacher: How Teachers Can Build Emotional Resilience - 0 views

www.edweek.org/...tln_resilience.html

evomlit evomlit11 multiliteracies emotional-resilience resources

shared by Maria Rosario Di Mónaco on 20 Jan 11 - No Cached
  • "I’ve come to the frightening conclusion that I am the decisive element in the classroom. It's my daily mood that makes the weather."
  • in order to forge on I needed to learn more about managing my emotions. While our working conditions need to be improved, that will take time. In the interim, we can change how we experience the stress; we can increase our emotional resilience. I suspect that if I did, I’d be more effective and feel better.
  • Emotional resilience is defined as how you roll with the punches, how you handle and adapt to stressful situations. Emotionally resilient people understand what they’re feeling and why.
  • ...13 more annotations...
  • Our emotions are fundamental to our ability to be effective, and there’s unanimous consent that our jobs are stressful.
  • As I explored this concept, what seemed critical was the notion that emotional resilience can be developed
  • They persevere and believe that they are in control of their lives, and they are optimistic and believe in their own strength.
  • 1. Have personal values that guide their decision-making.
  • Resilient teachers:
  • If I was the education czar, I would mandate that everyone working in schools have one component of their professional development—and a certain number of hours per year and minutes per meeting—allocated to developing emotional resiliency. If we really are going to transform our system, we need to start by attending to people’s emotional experiences and well-being.
  • 2. Place a high value on professional development and actively seek it out.
  • 3. Mentor others.
  • 4. Take charge and solve problems.
  • 5. Stay focused on children and their learning.
  • 6. Do whatever it takes to help children be successful.
  • 7. Have friends and colleagues who support their work emotionally and intellectually. 8. Are not wedded to one best way of teaching and are interested in exploring new ideas. 9. Know when to get involved and when to let go.
  • These
Maria Rosario Di Mónaco

Education Week: Cyber Students Taught the Value of Social Skills - 0 views

www.edweek.org/...5edtech_socialization.h30.html

education evomlit evomlit11 multiliteracies

shared by Maria Rosario Di Mónaco on 20 Jan 11 - No Cached
  • Socialization of students is education in itself,”
  • Many cyber schools regularly use social-networking tools in their online classes and are also moving to incorporate some face-to-face interaction into their classes
  • The ubiquitous use of tools such as Skype, a free Web-based videoconferencing service, and webcams let students see their peers and their teachers, even in cyberspace.
  • ...10 more annotations...
  • Polling of parents often shows that socialization is a key concern
  • “The Big Think” as an alternative to Facebook, the popular social-networking site that causes angst for many brick-and-mortar schools over online bullying that can spill over from the site into school hallways. The Big Think is a closed social-networking site open only to K12 Inc., students and their parents
  • cyber students were rated significantly higher by both parents and students themselves in various areas of social skills, though teacher ratings for those students did not differ significantly from those for students in traditional public schools. Problem behaviors among online students, as rated by the parents, teachers, and students themselves, were either significantly lower or not significantly different when compared with national norms.
  • The quality of the online program is a factor in socialization, as is the type of student enrolling, she said
  • For a student already lacking in socialization in a traditional school setting, online education could be even more isolating. And for low-achieving students taking online classes, Ms. Minke said, families may not be as involved as they need to be to ensure their children are “academically progressing and to monitor their social development.”
  • From a larger, societal perspective, she said, online students may not be exposed to the diverse viewpoints or communities they might see in a regular school.
  • I’d worry that [online students] might not have the diversity of positive adult role models.”
  • Adding a layer of socialization to cyber school can make the difference in a student’s experience.
  • “This gives them the opportunity to collaborate on their work or mingle and become more invested in the educational process,
  • “We want to build a student-student relationship as well as a relationship with a teacher,”
Vanessa Vaile

MOOC newbie Voice - Week 2 Big Data… must be important… it's big! » Dave's Ed... - 0 views

davecormier.com/...data-must-be-important-its-big

mooc lak11 week2 #evomlit11 #evomlit

shared by Vanessa Vaile on 20 Jan 11 - No Cached
  • we are increasingly at the mercy of the data that is out there
  • Week 1 skimming
  • The Telegraph article on the 10 ways data is changing how we live
  • ...7 more annotations...
  • Notes on some of the other resources
  • This one... a gonzo style interview with a dude who’s been in the industry
  • “more is different” it’s a classic. it says that… uh… more is different. Is short and approachable.
  • http://www.dataists.com/2010/09/the-data-science-venn-diagram/ A beginners guide to figuring out what the charts might mean
  • This week’s presentation – Ryan S.J.d Baker
  • a sense of what they actually do with the testing
  • This week’s activity SNAPP is uh… kind of a snap.
Vanessa Vaile

What is the unique idea in Connectivism? « Connectivism - 0 views

www.connectivism.ca/?p=116

connectivism Siemens #evomlit #evomlit11 #CCK11 multiliteracies mooc web2.0 education technology

shared by Vanessa Vaile on 20 Jan 11 - Cached
  • what is the unique idea in connectivism?
  • a new idea is often an old idea in today’s context.
  • what is the new idea in constructivism? That people construct their own knowledge? Or the social, situated nature of learning? Or that knowledge is not something that exists outside of a knower? (i.e. there is no “there” out there)
  • ...30 more annotations...
  • What is new with constructivism today is that these principles are being (have been) coupled with existing calls for educational reform
  • calls for increased learner control
  • From whence does connectivism originate?
  • 1. Tools augment our ability to interact with each other and to act.
  • “carriers of patterns of previous reasoning”
  • all technology carries an ideology.
  • 2. Contextual/situated nature of learning.
  • 3. Social learning theory
  • 4. Epistemological views: all learning theory is rooted in epistemology
  • concept of rhizomatic knowledge and community as curriculum
  • Stephen Downes’ work on connective knowledge valuable.
  • Dave Cormier has been advancing the
  • 5. Concept of mind.
  • 6. We also find a compatible view of connectivism in the work of new media theorists such as McLuhan
  • 7. We also find support for connectivism in the more nebulous theories of complextiy and systems-based thinking
  • 8. Network theory
  • The Unique Ideas in Connectivism
  • Concepts like small worlds, power laws, hubs, structural holes, and weak/strong ties
  • Networks are prominent in all aspects of society, not just education. This prominence is partly due to the recognizable metaphor of the internet…but networks have always existed. As Barabasi states, networks are everywhere. We just need an eye for them.
  • 1. Connectivism is the application of network principles to define both knowledge and the process of learning.
  • 2. Connectivism addresses the principles of learning at numerous levels – biological/neural, conceptual, and social/external
  • 3. Connectivism focuses on the inclusion of technology as part of our distribution of cognition and knowledge.
  • 1) cognitive grunt work in creating and displaying patterns
  • 2) extending and enhancing our cognitive ability
  • 3) holding information in ready access form
  • 4. Context. While other theories pay partial attention to context, connectivism recognizes the fluid nature of knowledge and connections based on context
  • 5. Understanding. Coherence. Sensemaking. Meaning.
  • These elements are prominent in constructivism, to a lessor extent cognitivism, and not at all in behaviourism.
  • But in connectivism, we argue that the rapid flow and abundance of information raises these elements to critical importance.
  • Connectivism finds its roots in the climate of abundance, rapid change, diverse information sources and perspectives, and the critical need to find a way to filter and make sense of the chaos.
Vanessa Vaile

Half an Hour: What Connectivism Is - 0 views

halfanhour.blogspot.com/...what-connectivism-is.html

connectivism #evomlit multiliteracies mooc social-networking #CCK11 #evomlit11 web2.0 technology education

shared by Vanessa Vaile on 20 Jan 11 - Cached
  • in connectivism, there is no real concept of transferring knowledge, making knowledge, or building knowledge.
  • a pedagogy that (a) seeks to describe 'successful' networks (as identified by their properties, which I have characterized as diversity, autonomy, openness, and connectivity) and (b) seeks to describe the practices that lead to such networks,
Vanessa Vaile

Reflections on the Knowledge Society » Gravity rules the MOOC LAK11 - 0 views

145.20.173.188/...wordpress

#evomlit self-paced learning learning #CCK11 #LAK11 mooc social-networking tools education online conference technology multiliteracies web2.0 #evomlit11

shared by Vanessa Vaile on 19 Jan 11 - No Cached
  • Discussions spread in ever-which way. Participants migrate between discussions and platforms (or shall we say “bounce”?).
  • ‘open space’ conference
  • A MOOC follows the same principles but is entirely virtual.
  • ...6 more annotations...
  • impossible to follow every discussion
  • gravitational fields that people follow, and where they group together
  • Centres of gravity are: platforms (Facebook, Netvibes, Moodle, Twitter, Diigo, and many more), topics, and people (certain people attract a greater following simply by being there).
  • fluidity of people between nodes
  • fixed points of stimulating weekly keynote presentations
  • strategy to manage my approach of accessing the knowledge spread across the course.
TESOL CALL-IS

What2Learn - 2 views

www.what2learn.com

games online_lessons teachers adult_students VSL tools

shared by TESOL CALL-IS on 18 Jan 11 - Cached
  • TESOL CALL-IS on 18 Jan 11
     
    "What2Learn is a national award-winning interactive learning solution which provides effective educational resources and revision games. A great tool for students with literacy and learning difficulties such as ADHD. It is also a great resource for high achieving students keen to work independently to get ahead." Teachers can also create games and activities for ESOL.
Vanessa Vaile

What We Do - OpenStudy - 1 views

openstudy.com/what-we-do.html

#lak11 learning evomlit tools resources multiliteracies #evomlit #evomlit11 connectivism self organized learning self paced study open access open courses

shared by Vanessa Vaile on 16 Jan 11 - No Cached
  • OpenStudy is a social learning network where students ask questions, give help, and connect with other students studying the same things. Our mission is to make the world one large study group, regardless of school, location, or background.
  • AI recommendation engines to match students, and really real-time technologies to facilitate online interaction
Vanessa Vaile

All too much | The Economist - 0 views

www.economist.com/15557421

learning analytics #lak11 analytics learning education database data chaos management chaos

shared by Vanessa Vaile on 16 Jan 11 - Cached
  • QUANTIFYING the amount of information that exists in the world is hard. What is clear is that there is an awful lot of it, and it is growing at a terrific rate (a compound annual 60%) that is speeding up all the time.
  • data from sensors, computers, research labs, cameras, phones and the like surpassed the capacity of storage technologies in 2007. Experiments at the Large Hadron Collider at CERN, Europe’s particle-physics laboratory near Geneva, generate 40 terabytes every second—orders of magnitude more than can be stored or analysed.
  • scientists collect what they can and let the rest dissipate into the ether.
  • ...9 more annotations...
  • What about the information that is actually consumed?
  • households were bombarded with 3.6 zettabytes of information (or 34 gigabytes per person per day)
  • In terms of bytes, written words are insignificant
  • half of all bytes are received interactively
  • “information created by machines and used by other machines will probably grow faster than anything else,”
  • ‘database to database’ information
  • “It is a very sad thing that nowadays there is so little useless information,” quipped Oscar Wilde in 1894.
  • Only 5% of the information that is created is “structured”, meaning it comes in a standard format of words or numbers that can be read by computers.
  • changing as content on the web is increasingly “tagged”, and facial-recognition and voice-recognition software can identify people and words in digital files.
Vanessa Vaile

Artifacts of sensemaking | Learning and Knowledge Analytics - 2 views

www.learninganalytics.net/?p=94

sensemaking analytics learning Siemens learning analytics #lak11 #evomlit11 #evomlit chaos management

shared by Vanessa Vaile on 16 Jan 11 - No Cached
  • sensemaking attempts include: blog posts, summary Moodle forum posts, images, analysis of discussion forum activity, social network analysis, etc.
  • Creating and sharing artifacts of sensemaking is an important activity in open online courses.
  • filtering (or forming sub-networks/groups/discussion clusters) happens once the course is underway
  • ...9 more annotations...
  • learners are a diverse group
  • uniformity of university program tracks masks the differences of learners.
  • In an open course, participants aren’t filtered in the same way.
  • Higher education generally homogenizes learners through pre-requisites or subject streams (programs).
  • we begin to connect with those who respond favorably, we gravitate toward those who we find interesting (but not so interesting that we feel no connection),
  • One of the primary ways of connecting with others in an open course is through creating and sharing artifacts of sensemaking.
  • When our learning is transparent, we become teachers.
  • Essentially, we form small sub-networks that connect (lattice-like) to other sub-networks
  • fluidity of interaction across novice-intermediate-expert networks is one of the main points of value in open courses.
Vanessa Vaile

Reflections on Open Courses: Curation, Ombuds, and Concierges | Learning and Knowledge ... - 0 views

www.learninganalytics.net/?p=89

#evomlit #evomlit11 analytics siemens learning mooc #LAK11

shared by Vanessa Vaile on 13 Jan 11 - No Cached
  • Part of the focus in LAK11 is to explore how we can better use data to make sense of complex topics such as:
  • How students interact
  • patterns of activity
  • ...31 more annotations...
  • How knowledge is “grown” as individuals interact with others
  • How individual learners develop their conceptual understanding of a topic
  • How teams solve complex problems
  • tools and activities that are most effective
  • How individual learners “eliminate” unneeded or irrelevant ideas and concepts
  • explore various methods for analyzing data
  • tools that aid that analysis.
  • limitations of an algorithmically-defined world of education
  • Google’s search algorithm has been ruined
  • Reflections on Open Courses: Curation, Ombuds, and Concierges
  • focus in LAK11 is to explore how we can better use data
  • methods for analyzing data produced by learners and numerous tools that aid that analysis
  • Google’s search algorithm has been ruined argues
  • What’s the solution? Well, a return to curation, of course.
  • What does this have to do with LAK11?
  • over the last five years, social networks and social media have taken over the web
  • Google is driven by the mission to organize the world’s information. Facebook is driven by the mission to “help you connect and share with the people in your life”. The two companies are on a collision course: is the future informationally or socially based? Eventually, social bleeds into informational. And vice versa.
  • We trust people we like, people with whom we feel a connection
  • All social interactions are information. Many information interactions are social.
  • urators – they present their views and spin existing stories within the framework of their beliefs
  • “temporary centres”.
  • problem of how to create temporary centres
  • ome commentary or facilitator posts
  • LAK11, we’ve taken a different approach. We’ve retained similar course design elements to previous open online courses (OOCs – I’m starting to think that M=Massive part of MOOCs is misleading or even off-putting
  • What we gain in our decision to run this course on various sites, using more or less accessible tools, is the demonstration that anyone with an interesting topic/idea and a willingness to experiment can open up a course for a broader audience.
  • What we lose – and I’m still uneasy about this trade off – is the integrated archive of activity in the course.
  • Complexity cannot be understood solely through algorithms
  • Curation is an important component in the process
  • data mining, visualization
  • wayfinding and sensemaking in social systems
  • human aspect of data, sensemaking, curation, and trust
Vanessa Vaile

For All Its Flaws, Wikipedia is the Way Information Works Now - 0 views

gigaom.com/...-the-way-information-works-now

#evomlit resources wiki Wikepedia information tools analytics #evomlit11 information management chaos chaos management crowdsourcing evomlit #LAK11

shared by Vanessa Vaile on 13 Jan 11 - No Cached
  • Wikipedia, which turns 10 years old this weekend, has taken a lot of heat over the years.
  • But as a Pew Research report released today confirms, Wikipedia has become a crucial aspect of our online lives, and in many ways it has shown us — for better or worse — what all information online is in the process of becoming: social, distributed, interactive and (at times) chaotic.
  • 53 percent of American Internet users said they regularly look for information on Wikipedia, up from 36 percent of the same group the first time the research center asked the question in February of 2007
  • ...5 more annotations...
  • more popular than sending instant messages
  • only a little less popular than using social networking services
  • powerhouse of “crowdsourcing,” before most people had even heard that word
  • With Twitter, we are starting to see how a Wikipedia-like approach to information scales even further.
  • Along the way, there are errors and all kinds of other noise — but over time, it produces a very real and human view of the news.
TESOL CALL-IS

Free Pictures of Everything on Earth -- Ookaboo! - 0 views

ookaboo.com/pictures

digital_images digital_literacy adult_learners young_learners teachers tools VSL

shared by TESOL CALL-IS on 12 Jan 11 - No Cached
  • TESOL CALL-IS on 12 Jan 11
     
    "All pictures on Ookaboo are available free under public domain or Creative Commons and can be used on web sites and for classwork and other creative projects." The site begins at a map with pegs for locations, or you can use a modet search engine. It willtake a little time to find something you want. Commons licensing for most pictures.
TESOL CALL-IS

Created by Russell Stannard for Teacher Training videos.com - 1 views

www.teachertrainingvideos.com/...index.html

twitter tools teacher-training teachers project-based web2.0 VSL online_lessons

shared by TESOL CALL-IS on 29 Dec 10 - No Cached
  • TESOL CALL-IS on 29 Dec 10
     
    How to use Twitter for your classroom. Another great video by Russell Stannard. that shows you all the ins and outs of this social networking device as it would be used for educational purposes.
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