Skip to main content

Home/ UWCSEA Teachers/ Group items tagged framework

Rss Feed Group items tagged

Filter: All | Bookmarks | Topics Simple Middle
Adrienne Michetti

Blended Learning Framework | The Learning Accelerator - 0 views

learningaccelerator.org/...blended-learning-framework

BlendedLearning learning framework

shared by Adrienne Michetti on 16 Apr 15 - No Cached
  • Adrienne Michetti on 16 Apr 15
     
    A framework for Blended Learning. Love the different options. 
Sean McHugh

pr0tean: A Framework for Transformational Technology - SAMMS - 2 views

pr0tean.blogspot.co.uk/...ational-technology-simple.html

cpd PD professional_development technology framework SAMMS SAMR

shared by Sean McHugh on 04 Aug 13 - No Cached
    • Sean McHugh
      Sean McHugh on 04 Aug 13
       
      SAMMS. Transform teaching with digital technologies by focusing on what  makes tech transformational.
  • Frameworks like SAMR and RAT are incredibly helpful here, but we still need a framework to assist with the top levels of redefinition/transformation of learning through effective uses of digital technologies.
  • what are the transformative, unique affordances of digital technologies?
  • ...1 more annotation...
  • Five features or facets of pixels that out perform paper -  (SAMMS): Situated practice (work anywhere)Accessibility (access to information)Multi-modality (screen centred creations)Mutability (provisionality/fluidity/malleability)Social networking (syncronous/asyncronous people power) 
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
Katie Day

Standards and Curriculum - Library Services - New York City Department of Education - 1 views

schools.nyc.gov/...default.htm

information_literacy curriculum Standards digital_literacy

shared by Katie Day on 06 Dec 10 - Cached
  • Katie Day on 06 Dec 10
     
    "The Information Fluency Continuum provides a framework for the instructional aspects of a library program. The framework is based on three standards that form the basis for the skills and strategies that are essential for students to become independent readers and learners."
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.
Katie Day

Decoding Learning report - Nesta - UK - November 2012 - 1 views

www.nesta.org.uk/...decoding_learning_report

research technology education uk

shared by Katie Day on 22 Nov 12 - No Cached
  • Katie Day on 22 Nov 12
     
    "In the last five years UK schools have spent more than £1 billion on digital technology. From interactive whiteboards to tablets, there is more digital technology in schools than ever before. But so far there has been little evidence of substantial success in improving educational outcomes. Something is going wrong. Nesta commissioned the London Knowledge Lab (LKL) and Learning Sciences Research Institute (LSRI), University of Nottingham, to analyse how technology has been used in the UK education systems and lessons from around the world. Uniquely, we wanted this to be set within a clear framework for better understanding the impact on learning experiences. Decoding Learning finds proof of technology supporting effective learning, emerging technologies that show promise of impact, and exciting teacher practice that displays the potential for effective digital education."
Louise Phinney

Technology in Schools: Defining the Terms | Edutopia - 0 views

www.edutopia.org/...s-defining-terms-matt-levinson

technology edtech

shared by Louise Phinney on 02 Jun 13 - No Cached
  • Louise Phinney on 02 Jun 13
     
    "In fact, the focus of the framework rests on a much larger concept of the ways in which humans have altered and continue to alter the "natural world" with the goal of fulfilling "needs and desires." Technology is much bigger and more complex than a single device or site."
Katie Day

RSA - Opening Minds - British educational initiative - 0 views

www.thersa.org/...opening-minds

uk teaching learning 21stcenturylearning

shared by Katie Day on 18 Oct 10 - Cached
  • Katie Day on 18 Oct 10
     
    "Opening Minds aims to help schools to provide young people with the real world skills or competencies they need to thrive in the real world. It is a broad framework through which schools can deliver the content of the national curriculum in a creative and flexible way so that young people leave school able to thrive in and to shape the real world. Opening Minds was developed by the RSA at the turn of the millennium in response to a belief that the way young students were being educated was becoming increasingly detached from their needs as citizens of the 21st century."
Sean McHugh

sines & wonders: The ten commandments of CPD - 1 views

sinesandwonders.blogspot.co.uk/...e-ten-commandments-of-cpd.html

cpd PD InSET training professional_development

shared by Sean McHugh on 04 Aug 13 - No Cached
    • Sean McHugh
      Sean McHugh on 04 Aug 13
       
      OK this guy is a bit of a twazzock, but there's no denying the truth of a lot of this, especially 7, 4 and 2. The comment at the bottom is as good, if not better than the article!
  • Point 3: This depends whether you have a static or evolutionary view of language. Neologisms are always uncomfortable until familiarity breeds acceptance. In English, we've been verbing nouns for centuries. If you don't like it then you must reject Shakespeare and most other great writers who indulged in the creation of new verbs this way. Caution, self-awareness and a hint of irony can make this practice more acceptable.
  • Point 8: Providing simple frameworks to help people more easily structure and remember complex knowledge can be useful as long as one acknowledges the flaws and limitations of any model. 'It's only a model'
  • ...4 more annotations...
  • CPD isn't just about the acquisition of new knowledge from experts. Just as valuable sometimes is reflection on existing knowledge in order to share it, consolidate it, reorganise it and apply it more widely.
  • Don't give us sheets of A2 paper and ask us to "brainstorm"
  • Stop mentioning the 21st Century
  • Don't just read out your slides
Jeffrey Plaman

trudacot v1 annotated - Google Docs - 0 views

docs.google.com/...edit

coaching technology integration framework design observation tool walkthrough

shared by Jeffrey Plaman on 27 Sep 14 - No Cached
  • Jeffrey Plaman on 27 Sep 14
     
    Create a unit (re)design template and/or classroom walkthrough template that will allow educators to think about technology integration within the context of student agency and higher-order thinking skills steeped in important disciplinary concepts
Katie Day

Oxfam Education: Resources index | Your World, My World - 0 views

www.oxfam.org.uk/...index.htm

united_nations teacher_resources un_day

shared by Katie Day on 30 Nov 10 - No Cached
  • Children love learning from other children!  This resource helps pupils to explore their own lives – and the world around them – by looking at the lives of four children from around the world.  The stories of children from Ethiopia, Brazil, Russia, and India, allow discussion of themes such as ‘myself’, ‘helping out’, and ‘caring and sharing’.  The materials link with the Citizenship and PSHE/PSD/PSE frameworks for students aged 4–7.
  • Katie Day on 30 Nov 10
     
    For younger kids - explores the lives of four kids around the world...
Katie Day

In Pursuit of the Perfect Brainstorm - NYTimes.com - 0 views

www.nytimes.com/...19Industry-t.html

cognitive_science creativity ideas thinking

shared by Katie Day on 20 Dec 10 - No Cached
  • Jump’s work has elements of management consulting and a bit of design-firm draftsmanship, but its specialty is conceiving new businesses, and what it sells is really the art of innovation. The company is built on the premise that creative thinking is a kind of expertise. Like P.&G. and Mars, you can hire Jump to think on your behalf, for somewhere between $200,000 to $500,000 a month, depending on the complexity and ambiguity of the question you need answered. Or you can ask Jump to teach your corporation how to generate better ideas on its own; Jump imparts that expertise in one- and five-day how-to-brainstorm training sessions that can cost $200,000 for a one-day session for 25 employees.
  • What’s clear is that in recent years, much of corporate America has gone meta — it has started thinking about thinking. And all that thinking has led many executives to the same conclusion: We need help thinking. A few idea entrepreneurs, like Jump, Ideo and Kotter International, are companies with offices and payrolls. But many are solo practitioners, brains for hire who lecture at corporations or consult with them regularly. Each has a catechism and a theory about why good ideas can be so hard to come by and what can be done to remedy the situation.
  • “We’re not only blind to certain things, but we’re blind to the fact that we’re blind to them.”
  • ...7 more annotations...
  • You often hear this from idea entrepreneurs: Don’t ask us for the answers. Let us help you frame the questions, so you can answer them yourself.
  • At Jump, they prefer to brainstorm with a variation of a technique pioneered in improv theater. A comic offers the first sentence of a story, which lurches into a (hopefully funny) tale, when someone else says, “Yes, and?” then adds another sentence, which leads to another “Yes, and?”— and back and forth it goes. In the context of brainstorming, what was once a contest is transformed into a group exercise in storytelling. It has turned into a collaboration.
  • Why now? Why did innovation-mania take hold in the last decade or so? One school of thought holds that corporations both rise and die faster than ever today, placing a premium on the speedy generation of ideas.
  • Other ideas entrepreneurs offer a “great man” theory, pointing to the enormous influence of Clayton M. Christensen, a Harvard Business School professor and an author of books including “The Innovator’s Dilemma”and “Innovation and the General Manager.”
  • Dev Patnaik of Jump has his own answer to the why-now question. He contends that advances in technology over the past three decades have gradually forced management to reconceive its role in the corporation, shifting its focus from processing data to something more esoteric.
  • “Suddenly it’s about something else. Suddenly it’s about leadership, creativity, vision. Those are the differentiating things, right?” Patnaik draws an analogy to painting, which for centuries was all about rendering reality as accurately as possible, until a new technology — photography — showed up, throwing all those brush-wielding artists into crisis.
  • Most idea entrepreneurs offer what could be described as Osborn deluxe. Govindarajan, the Dartmouth professor, presents companies with what he calls the three-box framework. In Box 1, he puts everything a company now does to manage and improve performance. Box 2 is labeled “selectively forgetting the past,” his way of urging clients to avoid fighting competitors and following trends that are no longer relevant. Box 3 is strategic thinking about the future. “Companies spend all of their time in Box 1, and think they are doing strategy,” he says. “But strategy is really about Box 2 and 3 — the challenge to create the future that will exist in 2020.” He recommends to clients what he calls the 30-30 rule: 30 percent of the people who make strategic decisions should be 30 years old or younger.
  • Katie Day on 20 Dec 10
     
    long article on creativity, innovation, and people who are dedicated to the process of coming up with ideas....
1 - 13 of 13
Showing 20▼ items per page