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Emmy-Lou Sill

Davos - World Economic Forum News - The New York Times - 0 views

  • The World Economic Forum has for decades served as a Alpine playground where politicians, chief executives, academics, writers and celebrities socialize and exchange ideas. Established in 1971 as the European Management Forum, it has become better known simply as Davos, for the Swiss skiing resort where it is held each January.
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    here is new york tiimes, i enjoy reading it. lots of infomation
J.Randolph Radney

"Look, Ma, No Boundaries!" Relationships in New Literacies Learning and Teaching | BCTELA - 1 views

  • As I think about the ways in which new literacies environments offer possibilities for young people to make relationships, some clear implications for teaching arise. Adults sometimes feel inadequate in newer literacy environments and uncertain about the value of such environments; some continue to deny that there is much new or much of value. But one undeniable value is that these are the environments in which our young people are learning about literacy, and, to some degree, learning about relationships. Our place in this environment is vital-as teachers, parents, researchers, and literate citizens-and our experience gives us a role in helping young people navigate this terrain. So the first point about relationships in new literacies teaching is that we must enter into relationships as participants.
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    This article is a recent discussion of the need to use social media in teaching English language arts in BC.
J.Randolph Radney

The Strength of Weak Ties » On Common Ground - 0 views

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    "I make choices that help me learn and do my best work. I am aware of the needs of others and do great things for them. I learn about myself and all that I can do by trying new things. I think of new ideas and share them with others. I think about people's feelings and help take care of others. I learn from my mistakes and build on the things that I do well. I work with others to learn and complete a task. I push myself to do my personal best and keep improving. I learn about and respect different people and include everyone. I care for and learn from nature. I take time by myself to think about what I have learned."
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    Do these statements apply to you?
J.Randolph Radney

Monitor: The net generation, unplugged | The Economist - 0 views

  • THEY are variously known as the Net Generation, Millennials, Generation Y or Digital Natives. But whatever you call this group of young people—roughly, those born between 1980 and 2000—there is a widespread consensus among educators, marketers and policymakers that digital technologies have given rise to a new generation of students, consumers, and citizens who see the world in a different way. Growing up with the internet, it is argued, has transformed their approach to education, work and politics.
  • But does it really make sense to generalise about a whole generation in this way? Not everyone thinks it does. “This is essentially a wrong-headed argument that assumes that our kids have some special path to the witchcraft of ‘digital awareness’ and that they understand something that we, teachers, don’t—and we have to catch up with them,” says Siva Vaidhyanathan, who teaches media studies at University of Virginia.
  • Any teenager can choose to join a Facebook group supporting the opposition in Iran or the liberation of Tibet, but such engagement is likely to be shallow. A recent study by the Pew Research Center, an American think-tank, found that internet users aged 18-24 were the least likely of all age groups to e-mail a public official or make an online political donation. But when it came to using the web to share political news or join political causes on social networks, they were far ahead of everyone else. Rather than genuinely being more politically engaged, they may simply wish to broadcast their activism to their peers. As with the idea that digital natives learn and work in new ways, there may be less going on here than meets the eye.
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    While it is impossible to classify an entire generation of people regarding characteristics and accurately apply features to an entire population, this article makes some interesting observations with regard to discrepancies between experience and expertise in using the Web. What could you write about such a topic? What does it mean to be a "digital native"?
Danika Bush

GigaPan Epic Pro | PhotographyBLOG - 0 views

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    New panorama technology.
Emmy Sill

Arts news from NY - 0 views

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    This is cool, this is a new blog im going to follow
J.Randolph Radney

Top News - The rise of the globally connected student - 1 views

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    Do any of you use either iEARN or ePals?
Danika Bush

Home | PhotographyBLOG - 0 views

  • Labs have released the Topaz Detail 2 Photoshop plug-in, which features a user-requested speed boost versus Detail 1, a totally redesigned user interface, and more detail enhancement tools and presets. Topaz Detail’s underlying algorithm employs the most recent advances in detail enhancement technology. This new technology provides the unique ability to enhance detail and micro-contrast, with no over-sharpening, edge artifacts or halos, which often occur with other sharpening tools. Topaz Detail features three levels of detail co
  • ntrol, high-quality image sharpening, natural feature enhancement, and black and white conversion. Topaz Detail 2 is a free upgrade for existing customers and retails for $39.99. It is compatible with Windows and Intel-based Macs.
  • Topaz
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  • Topaz Detail 2 for Photoshop Zoltan Arva-Toth | Software
Jak McKinnon

About Google Wave - 0 views

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    A New Innovative way to communicate with people
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    i dont understand this wave"" i tried" to work with ..... someone show me!!!!!
J.Randolph Radney

Websites and IMs and Blogs, Oh My! : A Response to Dr. Jill McClay's BCTELA Presentatio... - 0 views

  • Jill began by talking about the "new literacies" of technology, including blogs, instant messaging, sharing videos online, and many other kinds of literacy that go well beyond "print on paper." One of the most interesting and potentially alarming things Jill told us was the fact that eight- to ten-year-olds are the fastest-growing group of users on the internet.
  • According to research done by media-awareness.ca, a non-profit organization that develops media literacy programs, kids can be exposed to inappropriate content and risky situations online, including bullying and sexual harassment. On the other hand, the same survey makes it clear that most young people have positive experiences online, and they use the Internet to foster existing social relationships and create new ones. How can we help keep kids' online literacy experiences positive?
  • Jill gave us some examples that made us realize that, regardless of the fears (and often, regardless of the rules) of parents and educators, kids are using the web and joining online communities; they are sharing their writing and secrets, reading those of others, and creating relationships. The Internet is not going away; in fact, access to the web is nearly universal in Canada, either at home, at school, or at public libraries and Internet cafes.
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  • we need to participate in web-based communities and literacy and respect, not dismiss, kids' online relationships. We need to learn the conventions of online literacy. Young people are not going to learn about online safety and security from us unless they see that we know what we're talking about, and that we are also part of that community.
  • Jill's presentation made me realize how much more was out there, and that a lot of it could be very useful in the English classroom and beyond.
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    This is another recent article written on the use of social media in education, particularly by younger students.
J.Randolph Radney

Next Time, Fail Better - Commentary - The Chronicle of Higher Education - 0 views

  • Humanities students are not used to failure. They want to get it right the first time. When they are new to the game, they want to get good grades on what are essentially first drafts. Once they learn how much work it is to write and edit a really good essay, their goals shift—from getting A's on papers written the night before to getting A's and making the difficult process look effortless.
  • I had a colleague who had a poster in his dining room with Samuel Beckett's "Ever tried. Ever failed. No matter. Try again. Fail again. Fail better." We may tell ourselves that, but we don't tell our students. Maybe we should post it in our classrooms, not our dining rooms.
J.Randolph Radney

Social Bookmarking in Education with Diigo - 0 views

  • Social bookmarking in education is a new and exciting opportunity for teachers and students to connect and collaborate online.
J.Randolph Radney

TeachPaperless: Fountain of Youth: Reflections on Teaching Uses of Social Tech to Young... - 1 views

  • Because we need our teachers to understand that it's not about 'using tech', but rather is about fully engaging in the reality of the 21st century. And we need them to understand that -- if anything -- social tech is a fountain of youth when it comes to learning and ideas.
    • J.Randolph Radney
       
      The claim implied here is that the new Web 2.0 technology like social media, social bookmarking, blogs, and the like are not going to go away. Rather, they are going to become the paradigm for social interaction at a distance. How may the development of such technology and its use in classes encourage greater interest among students in what is taught? How can such technology make it easier for students to complete coursework?
J.Randolph Radney

Image: Liu bolin hiding in the surrounding nature part of Liu Bolin the invisible man - 1 views

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    Did you ever wonder what you might do with a fine arts degree? Here's one idea... :)
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    scary, thats one way to spread your name! :D lol thanks for sharing Sensei Radney-Dono!!!! I want to get a Art directomation, Major <3
J.Randolph Radney

YouTube - eyeplorer introduction - 0 views

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    A new search engine; try it out.
J.Randolph Radney

Teaching in Social and Technological Networks « Connectivism - 0 views

  • 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.
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  • Thoughts, ideas, or messages that the teacher amplifies will generally have a greater probability of being seen by course participants.
  • 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.
  • 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.
  • 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.
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    Here are some additional concepts that are a part of my approach to teaching.
Diana Boffa

First Nation firm makes recycling inroads - Business Edge News Magazine Archives - 1 views

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    i thought this was an interesting read..
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    Nice link, Diana! For more on this topic, check out Calvin Helin Dances with Dependency at:http://en.wikipedia.org/wiki/Calvin_Helin
J.Randolph Radney

TeachPaperless: Go Paperless for Earth Day! - 0 views

  • The Clean Air Council produces my favorite image demonstrating what American paper waste looks like: "Each year, Americans trash enough office paper to build a 12-foot wall from Los Angeles to New York City."
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    Why I wanted to go paperless:
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