ScienceDirect - Computers & Education : Why are faculty members not teaching blended co... - 1 views
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This paper describes the findings of an exploratory, qualitative case study and examines problems and impediments faculty members encountered in blended learning environments in Turkish Higher Education system. A total of 117 faculty members from 4 universities responded to 8 interview questions. Findings were based on content analyses of interview transcripts. The results show that faculty members' problems with blended teaching resulted in the identification of three inductive categories: instructional processes, community concerns and technical issues. The eight themes emerged from these three categories include the following: (1) complexity of the instruction, (2) lack of planning and organization, (3) lack of effective communication, (4) need for more time, (5) lack of institutional support, (6) changing roles, (7) difficulty of adoption to new technologies and (8) lack of electronic means. This study indicates that teaching blended courses can be highly complex and have different teaching patterns, which, in turn, impacts successful implementation of the blended college courses.
Why Do You Ask?: Making UbD a "Kid Thing" - 0 views
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I've been rereading parts of Understanding by Design and Preparing Instructional Objectives over the past few weeks. Not really trying to "master" the content (since I've been using it for a few years), but to see if I can glean some insight on how to bring it to the students I'll have in class in a few weeks.
Confessions of an Aca/Fan: Why Universities Shouldn't Create "Something like YouTube" (... - 0 views
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Many universities are trying to figure out how they can build "something like YouTube" to support their educational activities. Most of them end up building things that are very little like YouTube in that they tend to lock down the content and make it hard to move into other spaces and mobilize in other conversations. In a sense, these university based sites are about disciplining the flow of knowledge rather than facilitating it.
edublogs: Angela McFarlane @ BLC07: Why do we build communities? - 0 views
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I think eduBuzz.org has helped create not just this, but far more in terms of explicit reflection that wasn't there before. I'm wondering whether reflection is, in fact, a personal, private thing rather than a community issue, since often the community at large may not choose to be 'interested' in what you have to say. Take live blog posts, for example, written for the author more than the audience. The biggest problem of online communities, and we've seen this, too, in East Lothian and eduBuzz.org, is that novices in particular find it hard to filter information. Angela says that the problem is one students have, but so many of our teachers and managers also have trouble filtering what is important, what is of interest and might be important, what is of interest but might be a waste of time, and what is of no interest at all, personal or professional. Teachers and students are guilty of not knowing how to question the authority of an information source, other than to say blogs must be relatively poor quality and the BBC must be of relatively high quality (both, of course, had had their moments). And again, not just students but for many teachers, too, it is not cool to have an extensive vocabulary to express oneself. We see a resistance in students to use words to say how they are feeling beyond 'good', 'bad' and fine (and I'd be advocating the use of sites like We feel fine to both educate our students and help counter this claim to some extent), and we also see resistance from some teachers to use a more extensive vocabulary to think about teaching and learning. Finally, both teachers and students, because we over test, tend to not want to do anything that doesn't fit into the test. We cut and paste without engaging with material, we can take tests but cannot learn.
Transitioning to Web 2.0: Using Blogs to Promote Authentic Learning in the Classroom - 0 views
Domabotics - 0 views
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Robotics is fast becoming an integral part of the school curriculum with it's ability to integrate across a broad range of topics, most notably the Technology, Science and Math Key Learning Areas. Robotics encourages kids to think creatively, analyse situations and apply critical thinking and problem solving skills to real world problems. Teamwork and co-operation are a cornerstone of any robotics project. Students learn it is acceptable to make mistakes, especially if it leads them to better solutions. Robotics is a fun and engaging way to teach fundamental technology, maths and science concepts.
Ewan McIntosh: iPad Learning for All the Wrong Reasons - 5 views
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"The iPad itself is a great device -- I love mine and it's changed the nature of computing on our couch. It is the ultimate in personal computing; it is not, as my wife and I have discovered, very good at being a shareable device"
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Interesting iPad review. Good reason why kids need these tablet computers in the hands, not locked up in school labs or libraries.
Two spaces after a period: Why you should never, ever do it. - By Farhad Manjoo - Slate... - 6 views
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"when he sits down to type, Julian Assange reverts to an antiquated habit that would not have been out of place in the secretarial pools of the 1950s: He uses two spaces after every period. Which-for the record-is totally, completely, utterly, and inarguably wrong. "
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Well that settles it then, two spaces are out and just one space it shall be.
Political Debate In Australia - 1 views
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Despite the exponential increases in public education and access to information in the past century, the quality of political debate appears to have become increasingly unsophisticated, appealing to the lowest common denominator of understanding
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In 1860 the technology was primitive but the ideas were profound and sophisticated. In 2011 technology is sophisticated but the ideas uttered by presidential aspirants are embarrassing in their banality, ignorance and naivety.
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In 2006 I suggested that it might be time to actually define ''Education'', something omitted in the draft bill, and to explore its role in personal and community life, but this was rejected as too ambitious.
The centrality of leadership in 21st century schools « 21st Century Learning - 3 views
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ideally place students at the centre of learning.
The Gates Foundation as a Philanthropic Case Study | LFA: Join The Conversation - Publi... - 0 views
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“I believe in innovation and that the way you get innovation is you fund research and you learn the basic facts."
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next to nothing is spent on education research. "That's partly because of the problem of who would do it. Who thinks of it as their business? The 50 states don't think of it that way, and schools of education are not about research.
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rving videos
Learning Reimagined: Participatory, Peer, Global, Online | DMLcentral - 4 views
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I work from the first moments to persuade people that it's possible for all of us to learn together as a community in a more deeply satisfying and useful way than if students take responsibility only for their own learning
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shared goal of learning about infotention, curation, personal learning networks, and cooperation theory is our goal of becoming a learning community
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Roles include searchers, chat summarizers, session summarizers, mindmap leaders, session bloggers
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Root Causes and the Save Our Schools March - Practical Theory - 3 views
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we have to see the teachers in front of us.
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I want to know who broke this teacher. I want to know why. I want to understand… and I want to help her see that it doesn't have to be that way… that hurt doesn't have to be permanent… that the kids are still there, waiting for her.
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And that's not going to happen with the current trends in educational policy. In fact, the current movement will engender less empathy, not more.
Why Schools Should Learn To Use Online Services Like Facebook & YouTube Rather Than Ban... - 3 views
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would require a steep learning curve anyway. But incorporating lesson plans and info and assignments into the tools that students already use would be both cheaper and more likely to actually be used. Of course, some will decry that these sites are automatically bad for kids -- or that it makes no sense to waste time on such issues. But the fact is kids are going to use these sites no matter what. Ignoring that doesn't change that. Banning the sites doesn't change that. It just makes the activity more underground without any oversight or reasonable lessons. But incorporating
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