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Randy Ziegenfuss

the Data Liberation Front - 0 views

www.dataliberation.org

google data privacy dataliberation export cloud

shared by Randy Ziegenfuss on 29 Sep 10 - Cached
  • Randy Ziegenfuss on 29 Sep 10
     
    "We intend for this site to be a central location for information on how to move your data in and out of Google products. Welcome. Click on any product link on the left hand side for more information on how to liberate your data from (or to!) that product."
Randy Ziegenfuss

Top 100 Tools for the Twittering Teacher | Best Colleges Online - 0 views

www.bestcollegesonline.com/...ols-for-the-twittering-teacher

twitter education tools web2.0 teaching resources apps social

shared by Randy Ziegenfuss on 12 Apr 09 - Cached
  • Randy Ziegenfuss on 12 Apr 09
     
    Twitter has become a powerful tool for community organizers, marketers, and others who want to share and receive information in a fast, friendly environment. It's no wonder, then, that teachers have also found success on Twitter, using the tool to connect with students, share information with parents, and find useful resources. Here, we'll take a look at 100 tools that can help twittering teachers make the most out of this helpful microblogging tool.
Randy Ziegenfuss

21st Century Information Fluency Home - 0 views

21cif.com

21stcenturyskills fluency literacy information_literacy research 21stcentury information literacy information

shared by Randy Ziegenfuss on 22 Jan 10 - Cached
  • Randy Ziegenfuss on 22 Jan 10
     
    The Wizard Tools look interesting - Citation Wizard, Web Site Evaluation Wizard, and Search Wizard
Randy Ziegenfuss

Google CS4HS: Computer Science for High School - 0 views

www.cs4hs.com/index.html

google cs4hs computer science

shared by Randy Ziegenfuss on 02 Jul 10 - Cached
  • Randy Ziegenfuss on 02 Jul 10
     
    "CS4HS (Computer Science for High School) is a workshop sponsored by Google to promote Computer Science in high school curriculum. With a grant from Google's Education Group, colleges develop a 2 day program for local high school CS teachers that incorporates informational talks by industry leaders, and discussions on new and emerging CS curricula at the high school level."
Randy Ziegenfuss

WatchKnow - Videos for kids to learn from. Organized. - 0 views

www.watchknow.org

education web2.0 tutorials youtube watchknow teaching podcasting teacher

shared by Randy Ziegenfuss on 02 Jul 10 - Cached
  • Randy Ziegenfuss on 02 Jul 10
     
    The Internet is full of useful information, but it's disorganized and often unreliable. Despite its problems, the potential of the Internet for education is especially huge. Imagine tapping into that potential. Imagine collecting all the best free educational videos made for children, and making them findable and watchable on one website. Then imagine creating many, many more such videos. Just think: millions of great short videos, and other watchable media, explaining every topic taught in schools, in every major language on Earth. Finally, imagine them all deeply and usefully categorized according to subject, education level, and placed in the order in which topics are typically taught. WatchKnow-as in, "You watch, you know"-has started building this resource.
Randy Ziegenfuss

iCivics | The Democracy Lab - 0 views

www.icivics.org

civics socialstudies democracy government education icivics social studies

shared by Randy Ziegenfuss on 02 Jul 10 - Cached
  • Randy Ziegenfuss on 02 Jul 10
     
    iCivics is a web-based education project designed to teach students civics and inspire them to be active participants in our democracy. iCivics is the vision of Justice Sandra Day O'Connor, who is concerned that students are not getting the information and tools they need for civic participation, and that civics teachers need better materials and support.
Randy Ziegenfuss

Learning: Peering Backward and Looking Forward in the Digital Era - 0 views

www.mitpressjournals.org/...ijlm.2009.0005

learning journals mit education technology

shared by Randy Ziegenfuss on 28 Mar 09 - Cached
  • those competencies that require some kind of formal instruction, tuition, or scaffolding on the part of the individuals, organizations, and/or media of the ambient society.
  • Randy Ziegenfuss on 28 Mar 09
     
    At this point in their proliferation, much remains unknown concerning the educational and learning impacts of NDM: Will they be large or small, will the outcomes be positive, negative, mixed, or neutral? It is still too early to tell. That having been said, we believe that a "perfect storm" of NDM affordances, sociocultural changes associated with globalization, and the growing pace and interconnectedness of human life may potentially add up to a formidable tipping point. We operate on the assumption that NDM contain affordances that, if leveraged properly, could create future learning environments and cultures in which the promises of constructivist, social, situated, and informal learning are realized.
Randy Ziegenfuss

Minds on Fire: Open Education, the Long Tail, and Learning 2.0 (EDUCAUSE Review) | EDUC... - 0 views

www.educause.edu/...162420

john seely brown social networking social learning learning2.0

shared by Randy Ziegenfuss on 03 May 09 - Cached
  • virtually any place on earth can be connected to markets anywhere else on earth and can become globally competitive.
  • continuous learning and for the ongoing creation of new ideas and skills.
  • f access to higher education is a necessary element in expanding economic prosperity and improving the quality of life,
  • ...21 more annotations...
  • much of what we will need to know will not be what we learned in school decades earlier
  • It is unlikely that sufficient resources will be available to build enough new campuses to meet the growing global demand for higher education—at least not the sort of campuses that we have traditionally built for colleges and universities.
  • created a series of building blocks that could provide the means for transforming the ways in which we provide education and support learning.
  • Open Educational Resources (OER) movement,
  • support and expand the various aspects of social learning.
  • based on the premise that our understanding of content is socially constructed through conversations about that content and through grounded interactions, especially with others, around problems or actions. The focus is not so much on what we are learning but on how we are learning.5
  • Light discovered that one of the strongest determinants of students’ success in higher education—more important than the details of their instructors’ teaching styles—was their ability to form or participate in small study groups.
  • The Cartesian perspective assumes that knowledge is a kind of substance and that pedagogy concerns the best way to transfer this substance from teachers to students.
  • Mastering a field of knowledge involves not only “learning about” the subject matter but also “learning to be” a full participant in the field.
  • networked communities of practice
  • its principles have been adopted by communities dedicated to the creation of other, more widely accessible types of resources
  • In a traditional Cartesian educational system, students may spend years learning about a subject; only after amassing sufficient (explicit) knowledge are they expected to start acquiring the (tacit) knowledge or practice of how to be an active practitioner/professional in a field.
  • change the game in education
  • using technology to enhance social learning within formal education, it also seems likely that a great deal of informal learning is taking place both on and off campus via the online social networks that have attracted millions of young people.
  • By enabling students to collaborate with working scientists, this movement provides a platform for the “learning to be” aspect of social learning.
  • what happened when his students were required to share their coursework publicly
  • As more of learning becomes Internet-based, a similar pattern seems to be occurring. Whereas traditional schools offer a finite number of courses of study, the “catalog” of subjects that can be learned online is almost unlimited. There are already several thousand sets of course materials and modules online, and more are being added regularly. Furthermore, for any topic that a student is passionate about, there is likely to be an online niche community of practice of others who share that passion.
  • We need to construct shared, distributed, reflective practicums in which experiences are collected, vetted, clustered, commented on, and tried out in new contexts.
  • We now need a new approach to learning—one characterized by a demand-pull rather than the traditional supply-push mode of building up an inventory of knowledge in students’ heads.
  • embedded in a community of practice
  • emergence of new kinds of open participatory learning ecosystems
  • Randy Ziegenfuss on 03 May 09
     
    The most profound impact of the Internet, an impact that has yet to be fully realized, is its ability to support and expand the various aspects of social learning. What do we mean by "social learning"? Perhaps the simplest way to explain this concept is to note that social learning is based on the premise that our understanding of content is socially constructed through conversations about that content and through grounded interactions, especially with others, around problems or actions. The focus is not so much on what we are learning but on how we are learning….
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