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Olga Miles

untitled - 0 views

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    Learn at Camp Ed
Olga Miles

PowToon, free business presentation software animated video maker and PowerPoint altern... - 0 views

shared by Olga Miles on 04 Aug 15 - No Cached
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    PowToon is a brand new presentation tool that allows you to create animated presentations and cartoon style videos just by dragging and dropping.
anonymous

http://net.educause.edu/ir/library/pdf/ELI7112.pdf - 0 views

shared by anonymous on 29 Sep 14 - No Cached
  • These and other innova-tions require an LMS that can get beyond semesters and courses, concentrating instead on individual learners and what they need over the course of their education and into their professional lives.
  • Because they will center on students, LMSs will likely become more personalized and customizable and will need to work well on a broadening pool of mobile devices.
  • With a stronger focus on learners, LMSs might enable deeper engagement and collaboration between learners and instruc-tors, and a new generation of LMSs should allow colleges and universities to build learning ecosystems that promote those kinds of interactions.
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  • Canvas by Instructure bills itself as a platform-based approach, and the company has launched the EduAppCenter, a site that sup-ports learning applications and resources that can be com-bined to create a learning ecosystem.
  • the model of a single, large installation or a suite of tools from the same vendor is in-creasingly giving way to systems composed of elements from many sources.
  • Moreover, an LMS that only accommodates courses and credit hours will not be able to support a growing number of educational models.
  • nstead, CfA adapted a customer relationship management system to function as an LMS.
  • but it is evolving to put learners at the center of what it does.
  • unlikely that such a system can meet the needs of institutions and learners.
  • LMSs are evolving into learner-focused systems that can better meet the changing needs of both institutions and learners
  • The LMS became ubiquitous but in many ways retains its course-centric structure.
anonymous

It's called blended learning (not blended teaching) for a reason | eSchool News | eScho... - 1 views

  • Without this, we are simply moving an old industrial model to a different medium.
    • anonymous
       
      Yes! I SO agree with this! Who is it for? The teachers or the students?
anonymous

14 Little-Known Ways Students Can Get More Out Of Google - Edudemic - 0 views

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    Great infographic for your classroom!
Kenneth Jones

2014 Houston Arts Partners Conference - 0 views

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    Global Communities
anonymous

Blogging About The Web 2.0 Connected Classroom: Why Curation Matters - 2 views

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    "The Internet has allowed us to retrieve as much information on any topic from pretty much any source we want. Wading through the junk can be tough. We have to rely on the collective knowledge of our friends and colleagues to help us sort the good from the bad. (Because remember, alone we are smart but together we are brilliant.) But that is only half of the curation process. Once we find the good we have to be able to store it and find it again. Having good tools at our disposal is crucial so that the hard work we go through to vet resources doesn't go to waste. These tools also allow us to share our learning and curated resources, adding to the global knowledge."
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    It has been a desired "central" lesson when I introduce Symbaloo - COllection & storage certainly, but in the curator aspect, lies evaluation and critical thinking. When I take kids to the art museum, we are looking at the concept of a "collection" - noun and those that assemble the collection are curators - what factors are considered to place an artifact in one collection as opposed to another? I admit that the curation aspect tends to become a mere add-on and gets buried under a mountain of other "stuff". But, as with all things, we endeavor to persevere...
anonymous

Co-inventing the Curriculum | DMLcentral - 2 views

  • students look for problems, ask questions, collect data, try to make sense of the data they have collected, test their hypotheses, apply and integrate what they’ve learned about co-discovering, co-inquiring, and co-learning to all their subject matter. The digital tools make it possible for the data collection to be more extensive and more minutely labeled than overly-simplified toy versions of student data collection. 
  • “the digital tools enable us to capture a large amount of data, dump it on the table, explore it, examine it, roll it around in ways we were never able to do before. Like archeologists out in the field, we need to label everything we find in order to make sense of it when we remove it from the place we found it: go out with your phones, take pictures, write notes, capture video, but also tag it for time and location and other attributes, so when you bring it back to the classroom you can see each piece of data in multiple contexts.
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    "But the best educational outcomes grow from a well thought out program of student empowerment - made both possible and attractive by adopting, adapting and mashing-up digital media."
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    I think I have a convergence of two (+) very important vectors that might actually make something along these lines be realized: (1) I have a three level green light - on one, my "real" boss actually wants me to step out and really do something different, my evaluator likes to see interesting things and realizes a certain challenge to ANY poor evaluation is not in anyone's best interest, and I have friends/support in higher places (Milk it as long as it lasts!); (2) I am too dang old and tired (saying I am tired is akin to referring to the Great Wall of China as a fence!) of making excuses for why I can't and this may actually be my last real opportunity! (BONUS Vector: No one, and I mean NO ONE that might object is paying attention!) Let's set a time - a good long block of time - to map out something SPECIAL!
anonymous

Who do our students consider the audience? SmartBlogs - 1 views

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    "We need to develop more learning opportunities where students constitute the actual evaluators for the work itself. Imagine if students, teachers and others evaluate and provide feedback to determine the effectiveness of a student's creation: Develop an 60-second speech to be shared with the student council and three advertising posters to be copied and placed around school to decrease bullying. Your work will be evaluated according to our rubric by the students in our class, outside professionals and me - as the teacher. These are the experiences that push learning beyond a one-way conversation between student and teacher. They demystify the assessment process and allow each student to be a creator and simultaneous evaluator, providing multiple experiences for students to recognize and apply the criteria for quality."
anonymous

HOUSTON MAKERSPACE - 2 views

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    Houston Makerspace!
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    Totally AWEsome! I LOVE this! I can Totally NOT afford it!
Sara Wilkie

A New Pedagogy - Fullan - 0 views

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    "LEARNing Landscapes | Vol. 6, No. 2, Spring 2013 23 Michael Fullan , University of Toronto ABSTRACT There is currently a powerful push-pull factor in schooling. The push factor is that school is increasingly boring for students and alienating for teachers. The pull fac - tor is that the exploding and alluring digital world is irresistible, but not necessarily productive in its raw form. The push-pull dynamic makes it inevitable that disruptive changes will occur. I have been part of a group that has been developing innova - tive responses to the current challenges. This response consists of integrating three components: deep learning goals, new pedagogies, and technology. The result will be more radical change in the next five years than has occurred in the past 50 years. T here is currently a volatile push-pull dynamic intensifying in public schools. The push factor is that students are increasingly bored in school"
Sara Wilkie

Three Ring - 0 views

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    "Three Ring unlocks the power of your mobile phone or iPad. Now it's easy for teachers and students to document evidence from the classroom. Capture anything, regardless of format, in just seconds. Take a picture of any paper, drawing, or board work. Record presentations or discussions with audio or video. Students can upload their own work from any mobile device or computer."
Sara Wilkie

Implementing the First 5 Days / Interview with Ian VanderSchee - 0 views

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    "BLCFeatureTopicIn this episode of the November Learning Podcast Series, Alan November speaks to Ian VanderSchee, an upper level mathematics teacher at Coppell High School, in Texas. The two discuss Ian's implementation of Alan's "First 5 Days" ideas at the start of this school year and how these ideas have positively impacted his students ever since. To learn more about these and other possible "First 5 Days" implementations, we encourage you to read Alan's book, Who Owns the Learning, and we invite you to attend the Building Learning Communities conference being held this summer in Boston. You can learn about both of these on our Web site at http://www.novemberlearning.com. You might also share your thoughts and stories about the "First 5 Days" on Twitter, using the hashtag #1st5days."
Sara Wilkie

Newsela | Nonfiction Literacy and Current Events - 0 views

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    leveled reading resources about current events Check http://t.co/Bbw8ciB44h to search current events AND Ss select own lexile levels w/quizzes for FREE. #ELAchat #sschat #r4november
Sara Wilkie

BalancEdTech - Mini Challenges - 0 views

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    "Mini challenges are a great alternative to open exploration or direct instruction. They can be a form of guided discovery. We recommend starting with easier (easier to find, more intuitive, etc.) challenges and building up. Ideally these challenges are completed in pairs or small groups so that there is additional support and an immediate opportunity to "teach." A favorite final challenge is for the student(s) to come up with a challenge for the other pairs/groups or to prepare a "discovery" to share with the whole class using an LCD projector."
Sara Wilkie

Educational Leadership:Feedback for Learning:Seven Keys to Effective Feedback - 1 views

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    Advice, evaluation, grades-none of these provide the descriptive information that students need to reach their goals. What is true feedback-and how can it improve learning? Who would dispute the idea that feedback is a good thing? Both common sense and research make it clear: Formative assessment, consisting of lots of feedback and opportunities to use that feedback, enhances performance and achievement. Yet even John Hattie (2008), whose decades of research revealed that feedback was among the most powerful influences on achievement, acknowledges that he has "struggled to understand the concept" (p. 173). And many writings on the subject don't even attempt to define the term. To improve formative assessment practices among both teachers and assessment designers, we need to look more closely at just what feedback is-and isn't.
anonymous

Connectedness: The New Standard - 0 views

  • PLNs can be defined as collections of like-minded people with whom one exchanges information and engages in conversation. Those exchanges— whether they are held in physical or virtual environments—focus on mutual interests and goals, and their main objective is professional growth and improvement.
  • Those who are connected to greater social networks are more informed about their practices, beliefs, and perceptions regarding education. Perhaps more importantly, those educators engage in both consumption and publication. Knowledge is shared and exchanged, not simply taken.
  • It is the consistent give and take at the individual level that makes a collective PLN exponentially stronger, more knowledgeable, and wiser. No leader should miss the opportunity to be part of this human-generated portal of information.
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  • A PLN is a two-way mechanism for constructive feedback, support, and advice.
  • A PLN can provide the seeds of change, but is up to each respective leader to plant and cultivate them to witness their growth and development into transformative culture elements. Through modeling and sharing the benefits of my PLN, I encourage my teachers to use PLNs for their own learning and growth.
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    "It is essential that principals and other school leaders develop professional learning networks (PLNs) both within and beyond their local organizations. Although colleagues at the local level are often generous in their offerings of support, current technologies enable school leaders to reach far beyond the walls of their schools to access the expertise of school administrators and teachers from around the world and bring a wealth of resources to their schools."
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