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Katie Day

Education Week Teacher Professional Development Sourcebook: Change Agent - 0 views

www.edweek.org/...01richardson.h04.html

teaching 21stcenturylearning

shared by Katie Day on 17 Oct 10 - No Cached
  • You’ve written that too many teachers are “un-Googleable.” What do you mean by that and why does it matter? What I mean is that too few teachers have a visible presence on the Web. The primary reason this matters is that the kids in our classrooms are going to be Googled—they're going to be searched for on the Web—over and over again. That's just the reality of their lives, right? So they need models. They need to have adults who know what it means to have a strong and appropriate search portfolio—I call it the “G-portfolio.” But right now—and this is my ongoing refrain—there’s no one teaching them how to learn and share with these technologies. There's no one teaching them about the nuances involved in creating a positive online footprint. It's all about what not to do instead of what they should be doing. The second thing is that, if you want to be part of an extended learning network or community, you have to be findable. And you have to participate in some way. The people I learn from on a day-to-day basis are Googleable. They’re findable, they have a presence, they’re participating, they’re transparent. That’s what makes them a part of my learning network. If you’re not out there—if you’re not transparent or findable in that way—I can’t learn with you.
  • Why do you think many teachers are not out there on the Web? I think it’s a huge culture shift. Education by and large has been a very closed type of profession. “Just let me close my doors and teach”—you hear that refrain all the time. I’ve had people come up to me after presentations and say, “Well, I’m not putting my stuff up on the Web because I don’t want anyone to take it and use it.” And I say, “But that’s the whole point.” I love what David Wiley, an instructional technology professor at Brigham Young University, says: “Without sharing, there is no education.” And it’s true.
  • What could a school administrator do to help teachers make that shift? Say you were a principal? What would you do? Well, first of all, I would be absolutely the best model that I could be. I would definitely share my own thoughts, my own experiences, and my own reflections on how the environment of learning is changing. I would be very transparent in my online learning activity and try to show people in the school that it’s OK, that it has value. I think it’s very hard to be a leader around these types of changes without modeling them.
  • ...6 more annotations...
  • Secondly, I would try to build a school culture where sharing is just a normal part of what we do and where we understand the relevance of this global exchange of ideas and information to what we do in the classroom.
  • There’s a great book called Rethinking Education in an Era of Technology by Allan Collins and Richard Halverson. For me, these guys absolutely peg it. They talk about how we went from a kind of apprenticeship model of education in the early 19th century to a more industrialized, everybody-does-the-same-thing model in the 20th century. And now we’re moving into what they call a “lifelong learning” model—which is to say that learning is much more fluid and much more independent, self-directed, and informal. That concept—that we can learn in profound new ways outside the classroom setting—poses huge challenges to traditional structures of schools, because that’s not what they were built for.
  • What we have to do is build a professional culture that says, “Look, you guys are learners, and we’re going to help you learn. We’re going to help you figure out your own learning path and practice.” It’s like the old “give a man a fish” saying. You know, we’re giving away a lot of fish right now, but we’re not teaching anybody how to fish.
  • If you were a principal, in order to foster network literacy as you envision it, what kind of professional development would you provide to teachers? I think that teachers need to have a very fundamental understanding of what these digital interactions look like, and the only way that you can do that is to pretty much immerse them in these types of learning environments over the long term. You can’t workshop it. That’s really been the basis of our work with Powerful Learning Practice: Traditional PD just isn’t going to work. It’s got to be long-term, job-embedded. So, if I’m a principal, I would definitely be thinking about how I could get my teachers into online learning communities, into these online networks. And again, from a leadership standpoint, I’d better be there first—or, if not first, at least be able to model it and talk about it.
  • But the other thing is, if you want to have workshops, well, that’s fine, go ahead and schedule a blogging workshop, but then the prerequisite for the workshop should be to learn how to blog. Then, when you come to the workshop, we’ll talk about what blogging means rather than just how to do it.
  • If you were starting a school right now that you hoped embodied these qualities, what traits would you look for in teachers? Well, certainly I would make sure they were Googleable. I would want to see that they have a presence online, that they are participating in these spaces, and, obviously, that they are doing so appropriately. Also, I’d want to know that they have some understanding of how technology is changing teaching and learning and the possibilities that are out there. I would also look for people who aren’t asking how, but instead are asking why. I don’t want people who say, “How do you blog?” I want people who are ready to explore the question of, “Why do you blog?” That’s what we need. We need people who are willing to really think critically about what they’re doing.
Katie Day

Actually Going to Class? How 20th-Century. - Technology - The Chronicle of Higher Educa... - 0 views

chronicle.com/...126519

education teaching future college classrooms technology

shared by Katie Day on 06 Mar 11 - No Cached
  • Katie Day on 06 Mar 11
     
    Interesting to think how this relates to primary and secondary education.... not just tertiary..... "In an era when students can easily grab material online, including lectures by gifted speakers in every field, a learning environment that avoids courses completely-or seriously reshapes them-might produce a very effective new form of college. That was the provocative notion posed here recently by Randy Bass, executive director of Georgetown University's Center for New Designs in Learning and Scholarship, during the annual meeting of the Educause Learning Initiative. He pointed out that much of what students rate as the most valuable part of their learning experience at college these days takes place outside the traditional classroom, citing data from the National Survey of Student Engagement, an annual study based at Indiana University at Bloomington. Four of the eight "high-impact" learning activities identified by survey participants required no classroom time at all: internships, study-abroad programs, senior thesis or other "capstone" projects, or the mundane-sounding "undergraduate research," meaning working with faculty members on original research, much as graduate students do."
Katie Day

The Educational Benefit Of Ugly Fonts | Wired Science | Wired.com - 0 views

www.wired.com/...the-benefit-of-ugly-fonts

literacy reading online digital research learning cognitive_science

shared by Katie Day on 06 Jan 11 - No Cached
  • Katie Day on 06 Jan 11
     
    "Shouldn't learning be as easy and effortless as possible? Unfortunately, this assumption turns out to be mostly wrong, as numerous studies have found that making material harder to learn - what the researchers call disfluency - can actually improve long-term learning and retention: There is strong theoretical justification to believe that disfluency could lead to improved retention and classroom performance. Disfluency has been shown to lead people to process information more deeply,more abstractly,more carefully, and yield better comprehension, all of which are critical to effective learning. This new paper attempted to provide the most direct test yet of the benefits of disfluency ."
Adrienne Michetti

http://www.christenseninstitute.org/wp-content/uploads/2013/04/A-guide-to-personalizing... - 0 views

www.christenseninstitute.org/...-to-personalizing-learning.pdf

BlendedLearning research whitepaper personalizedlearning

shared by Adrienne Michetti on 27 May 15 - No Cached
  • Adrienne Michetti on 27 May 15
     
    A Guide to Personalizing Learning -- rather USA-centric but very well-referenced and with some clear guidelines as to how online spaces can provide personalized learning experiences.
Sean McHugh

Girls and Games: What's the Attraction? | MindShift - 0 views

blogs.kqed.org/...and-games-whats-the-attraction

games learning girls gaming

shared by Sean McHugh on 04 Mar 13 - No Cached
  • Sean McHugh on 04 Mar 13
     
    Girls and Games: What's the Attraction? Games are increasingly recognized by educators as a way to get kids excited about learning. While the stereotype of a "gamer" may evoke the image of a high school boy holed up in a dark room playing on a console, in reality 62 percent of gamers play with other people either in person or online, and 47 percent of all gamers are girls. Game developers and academics who have been studying the elements that go into making games more attractive to girls found that those very same qualities are also important components of learning. For instance, girls are more drawn to games that require problem solving in context, that are collaborative (played through social media) and that produce what's perceived to be a social good. They also like games that simulate the real word and are particularly drawn to "transmedia" content that draws on characters from books, movies, or toys.
Katie Day

Next Vista for Learning - An online library of free videos for learners everywhere - 0 views

www.nextvista.org

international videos students digital_library teaching learning teacher_#gafesummit

shared by Katie Day on 09 Sep 12 - Cached
  • Katie Day on 10 Sep 12
     
    << Next Vista works to make learning more engaging, with a focus on helping students start strong with any topic they study. Its central project is a free, online library of teacher- and student-made short videos for learners everywhere.>> -- Rushton Hurley's site
Jeffrey Plaman

Matching learning spaces to physical and online spaces. - 0 views

blog.edmodo.com/...-to-physical-and-online-spaces

learning spaces online laptop classroom management

shared by Jeffrey Plaman on 15 Oct 11 - No Cached
  • Jeffrey Plaman on 15 Oct 11
     
    I like this post for two reasons. 1) it reinforces the idea that different physical arrangements in our room are possible (and necessary) to promote different types of learning Cave, Watering Hole, and Campfire. 2) it also gets me thinking about these different experiences on line and how we can employ the same concept in the virtual world.
Jeffrey Plaman

calming-parental-anxiety-while-empowering-our-digital-youth.pdf - 2 views

www.fosi.org/...powering-our-digital-youth.pdf

gud parent parents pdf

shared by Jeffrey Plaman on 11 May 13 - No Cached
  • Jeffrey Plaman on 11 May 13
     
    Kids are growing up in a digital world. They connect, share, learn, explore, and play in way unimaginable just a  generation ago. This is the only world they know and their parents, teachers, political leaders and even the media  are all doing what they can to catch up. The emergence of social media, in all its extraordinary forms, is pushing the  boundaries of what we think of as private while giving us all, and our children, a platform to express ourselves anytime,  anywhere.  It can be an unnerving prospect to a parent or teacher to see their kids pack so much processing power in their  pockets. The media have played on these fears with screaming headlines and nightly news leads about cases of  online predators, pornography, cyberbullying and sexting. Some lawmakers have proposed online safety legislation  based on a single event, such as a suicide that had an online component to it. At least RQHVtate Dttorney  Jeneral suggested raising the age limit for kids accessing social media to 16 years.  While understandable, these reactions are not always helpful or healthy
Jeffrey Plaman

Educational Leadership:Giving Students Ownership of Learning:Footprints in the Digital Age - 0 views

www.ascd.org/...prints-in-the-Digital-Age.aspx

digitalfootprint reputation willrichardson ascd google

shared by Jeffrey Plaman on 10 Feb 12 - Cached
  • these shifts demand that we move our concept of learning from a "supply-push" model of "building up an inventory of knowledge in the students' heads" (p. 30) to a "demand-pull" approach that requires students to own their learning processes and pursue learning, based on their needs of the moment, in social and possibly global communities of practice.
    • Jeffrey Plaman
      Jeffrey Plaman on 10 Feb 12
       
      This is the BIG shift in the way we see our jobs as educators. How much push do you do each day VS how much do students pull if from you? How can we help them want to pull, know where to pull from, etc? How does what we do in class day in and day out change if we believe that THIS is the way we need to be heading?
  • Our teachers have to be colearners in this process, modeling their own use of connections and networks and understanding the practical pedagogical implications of these technologies and online social learning spaces.
    • Jeffrey Plaman
      Jeffrey Plaman on 10 Feb 12
       
      What are we modeling for our students?
  • makes us findable by others who share our passions or interests
  • ...1 more annotation...
  • Get Started!Here are five ideas that will help you begin building your own personal learning network.
    • Jeffrey Plaman
      Jeffrey Plaman on 10 Feb 12
       
      Great ideas on how to get started
  • Jeffrey Plaman on 10 Feb 12
     
    "In the Web 2.0 world, self-directed learners must be adept at building and sustaining networks."
  • Jeffrey Plaman on 10 Feb 12
     
    "In the Web 2.0 world, self-directed learners must be adept at building and sustaining networks."
Jeffrey Plaman

http://www.inacol.org/wp-content/uploads/2015/02/iNACOL-Blended-Learning-Teacher-Compet... - 0 views

www.inacol.org/...acher-Competency-Framework.pdf

education online learning elearning K-12 quality BlendedLearning

shared by Jeffrey Plaman on 24 Sep 15 - No Cached
  • Jeffrey Plaman on 24 Sep 15
     
    iNACOL Blended Learning Teacher Competency Framework
Jeffrey Plaman

http://web.media.mit.edu/~kbrennan/files/Brennan_Resnick_AERA2012_CT.pdf - 0 views

web.media.mit.edu/...rennan_Resnick_AERA2012_CT.pdf

scratch programming computational thinking computer science theory

shared by Jeffrey Plaman on 25 Mar 14 - No Cached
  • Jeffrey Plaman on 25 Mar 14
     
    Computational thinking is a phrase that has received considerable attention over the past several years - but there is little agreement about what computational thinking encompasses, and even less agreement about strategies for assessing the development of computational thinking in young people. We are interested in the ways that design-based learning activities - in particular, programming interactive media - support the development of computational thinking in young people. Over the past several years, we have developed a computational thinking framework that emerged from our studies of the activities of interactive media designers. Our context is Scratch - a programming environment that enables young people to create their own interactive stories, games, and simulations, and then share those creations in an online community with other young programmers from around the world. The first part of the paper describes the key dimensions of our computational thinking framework: computational concepts (the concepts designers engage with as they program, such as iteration, parallelism, etc.), computational practices (the practices designers develop as they engage with the concepts, such as debugging projects or remixing others' work), and computational perspectives (the perspectives designers form about the world around them and about themselves). The second part of the paper describes our evolving approach to assessing these dimensions, including project portfolio analysis, artifact-based interviews, and design scenarios. We end with a set of suggestions for assessing the learning that takes place when young people engage in programming.
Keri-Lee Beasley

Re-envisioning Writing for a Networked Age: A Few Moments with Elyse Eidman-Aadahl | DM... - 1 views

dmlcentral.net/...ew-moments-elyse-eidman-aadahl

writing digital writers workshop online technology literacy

shared by Keri-Lee Beasley on 23 Mar 12 - No Cached
  • To write still means to make something. Writers are makers.
  • much of the power of writing is that it takes thought and externalizes it
  • whether we are writing on a digital platform or in our spiral notebooks. There is a core to writing that is still about creating and sharing knowledge
  • ...20 more annotations...
  • some components that have hugely changed, mainly the issues of what we can create and how it circulates.
  • teacher who acted as the sole reader of our material.
  • The internet and 21st century tools have opened up the possibility for one individual to not only produce the text but also to design it, circulate it, and manage publicity
  • very young or beginning writers can actually participate in all of those processes
  • we think of digital writing as writing that is not only created using digital tools, but is also typically created in or for a networked environment and meant to be interacted with on a screen.
  • We need to be able to make that part of our understanding of the new normal of writing -- not an additional piece -- but the new normal.
  • As computers become increasingly networked, teachers could see the potential for the read/write web, for writing as a way to participate in online communities, to hyperlink vast amounts of information connected to a text, and to interact and even collaborate directly with others to create something
  • being a writer yourself and participating in digital environments alongside the youth you work with, you are able to observe patterns and experience the new in such a way that you could be part of remaking knowledge in the field of composition. The writing revolution is not done and we can be right in the middle of it.
  • it's all about an inquiry stance and creating learning experiences where students can do the same because the "textbook" is all around us in the reading and writing going on in the world
  • participating as a digital writer and deeply reflecting upon your work by looking for patterns and understanding what shifts are being required of you
  • shift from being the person who hands out formulas for writing success to the person who stands shoulder-to-shoulder with the students to understand what happens when we write for real in world.
  • build the platforms for publishing and circulation of student work
  • It’s vital for teachers and curriculum developers to start with the assumption that every young person not only can become a participant in the public internet, but will become a participant and likely already is a participant.
  • youth are going to have to manage their online identity. How they present and represent their identities and manage the multiple footprints they leave on the web are going to be key things for students to understand.
  • develop a sense of responsibility around what they put out there
  • sense of power and authority
  • making, creating, and collaborating about real work that matters to them
  • tools are not the issue
  • They allow us to do new things and expand our capacity to make things, yet deep, consistent issues remain at the center: what am I saying? Is what I have to say warranted? Have I been accurate and credible? Have I crafted something that my reader and my audience can take in? Am I listening to response and looking at my drafts iteration by iteration?
  • it’s so important to slow oneself down and to take one’s text quite seriously.
  • Keri-Lee Beasley on 23 Mar 12
     
    "A learning environment expert and education advocate, Elyse is dedicated to improving the teaching of writing by helping educators understand the changing nature of the discipline in a digital age."
Louise Phinney

5 Free Online Courses For Social Media Beginners | Edudemic - 0 views

edudemic.com/...ses-for-social-media-beginners

social media courses beginners

shared by Louise Phinney on 30 May 13 - No Cached
  • Louise Phinney on 30 May 13
     
    "Whether you're new to technology, just getting started with a social network, or looking for some useful tips then these courses are for you. They're part of a new idea that I've been working on with a few friends. We're calling it Modern Lessons and it's essentially a 'Khan Academy for real-world skills' where a small handful of people build free online courses designed to help you learn some important things."
Jeffrey Plaman

Video Training and Online Learning | Today's Online Education - 0 views

www.grovo.com

tutorial education howto Internet e-learning tutorials

shared by Jeffrey Plaman on 19 Mar 12 - Cached
  • Jeffrey Plaman on 19 Mar 12
     
    Thousands of video lessons covering Internet products you love or didn't know about. Teach and learn from your friends.
Adrienne Michetti

Blended and Online Assessment Taxonomy Infographic - e-Learning Infographics - 0 views

elearninginfographics.com/ssessment-taxonomy-infographic

BlendedLearning assessment infographic taxonomy grading

shared by Adrienne Michetti on 27 May 15 - No Cached
  • Adrienne Michetti on 27 May 15
     
    How does assessment work in an online or blended environment? This resource has many ideas and suggestions to align with taxonomy. 
Katie Day

Playware Studios Asia - 0 views

playwarestudios.com

gaming education singapore

shared by Katie Day on 10 Mar 13 - No Cached
  • Katie Day on 10 Mar 13
     
    Some of our successes include the Future School's 4Di Lab at Canberra primary school, Singapore, The immersive simulation lab at the 'Classroom of the Future' at the National Institute of Education, Singapore and the Mystery Matters online portal at the Centre for Learning Innovation, Department of Education and Training in New South Wales, Australia.
Katie Day

Welcome | First World War Poetry Digital Archive - 1 views

www.oucs.ox.ac.uk/ww1lit

poetry WWI History literature collections

shared by Katie Day on 19 Apr 12 - Cached
  • Katie Day on 19 Apr 12
     
    "The First World War Poetry Digital Archive is an online repository of over 7000 items of text, images, audio, and video for teaching, learning, and research. The heart of the archive consists of collections of highly valued primary material from major poets of the period, including Wilfred Owen, Isaac Rosenberg, Robert Graves, Vera Brittain, and Edward Thomas. This is supplemented by a comprehensive range of multimedia artefacts from the Imperial War Museum, a separate archive of over 6,500 items contributed by the general public, and a set of specially developed educational resources. These educational resources include an exciting new exhibition in the three-dimensional virtual world Second Life. Freely available to the public as well as the educational community, the First World War Poetry Digital Archive is a significant resource for studying the First World War and the literature it inspired."
Louise Phinney

A Class to Teach You How to Use Google - NYTimes.com - 0 views

bits.blogs.nytimes.com/...to-teach-you-how-to-use-google

how to google

shared by Louise Phinney on 17 Sep 12 - No Cached
  • Louise Phinney on 17 Sep 12
     
    some resources and a free online course to learn more about google
Keri-Lee Beasley

30 Goals 2012 : Teacher Reboot Camp - 0 views

teacherbootcamp.edublogs.org/30-goals-2012

connectingeast 30goals professional_development technology

shared by Keri-Lee Beasley on 16 Jan 12 - No Cached
  • Jeffrey Plaman on 16 Jan 12
     
    Goals challenge for educators
  • Keri-Lee Beasley on 16 Jan 12
     
    Great lot of PD ideas for online, independent learning. We're looking to integrate some of these for Connecting East 2.0.
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