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Katie Day

Scholarly Primitives: common methods & tools to support them - 0 views

people.lis.illinois.edu/...primitives.html

research tools learning academic theories

shared by Katie Day on 06 Feb 13 - No Cached
  • Katie Day on 06 Feb 13
     
    Classic article by John Unsworth (2000): the scholarly primitives are:  Discovering, Annotating, Comparing, Referring, Sampling, Illustrating, Representing
Katie Day

Fashion Institute of Technology - Teaching & Learning Resources - 0 views

www.fitnyc.edu/5966.asp

fashion design technology teacher_resources teaching

shared by Katie Day on 05 May 12 - No Cached
  • Katie Day on 05 May 12
     
    Summary via The Scout Report (May 2012): "Fashion Institute of Technology: Teaching & Learning Resources ---- Located in New York City, the Fashion Institute of Technology (FIT) is known for its excellent programs in fashion design, marketing, and related fields. What people may not know is that FIT also has a great collection of materials for teachers, courtesy of its Center for Excellence in Teaching. The site includes sections such as Printable Resources, Syllabus and Student Learning Outcomes, and Podcasts, Videos and Powerpoints. In the Printable Resources area, visitors can view 15 different handouts, including "Good Teaching Practices for Software" and "Classroom Feedback Questionnaire." Moving on, the Syllabus and Student Learning Outcomes area includes sample syllabi and information on evaluating student learning. Finally, the site also includes helpful videos titles "First-day Icebreakers" and "Tips for Teachers." [KMG]"
Louise Phinney

Comic Creation in the Classroom « Fishing For EdTech - 1 views

fishingforedtech.com/...omic-creation-in-the-classroom

comic edtech

shared by Louise Phinney on 13 May 12 - No Cached
  • Louise Phinney on 13 May 12
     
    I have written several posts before on the importance of making presentation meaningful and interesting. Not just creating a PowerPoint because it's the easiest tool for you to create a visual representation of your content. Comic books are what I consider to be attention grabbers. After bringing out several samples, you now have the student's attention. It's what you do with that attention that really matters. For this post I thought I would share some great web 2.0 tools that allow you and your students to make comic books. I urge you to make these assignments interesting, and relevant. Make sure that they are strongly tied to important curriculum standards and benchmarks. Just because the form of presentation and activity creation is "fun" does not mean that the substance in the curriculum is not important.
Keri-Lee Beasley

Free Samples - Amazing Textures - 2 views

www.amazingtextures.com/...free-samples.html

images free presentations backgrounds textures

shared by Keri-Lee Beasley on 14 Jan 12 - No Cached
  • Keri-Lee Beasley on 14 Jan 12
     
    Some free textures that could be used in presentations.
Jeffrey Plaman

Sample slides by Garr Reynolds - 1 views

www.slideshare.net/...sample-slides-by-garr-reynolds

zen powerpoint slides slideshare reynolds

shared by Jeffrey Plaman on 07 Sep 11 - Cached
  • Jeffrey Plaman on 07 Sep 11
     
    Before/After example slides plus others from Gar Reynolds
Jeffrey Plaman

Student Work Samples 2010-2011 - Mahara - 1 views

mahara.cdnis.edu.hk/...view.php

student samples mahara cdnis

shared by Jeffrey Plaman on 06 Sep 11 - No Cached
  • Jeffrey Plaman on 06 Sep 11
     
    This is a collection of links to public Mahara student-created pages from CDNIS shared by Aaron Metz.
Louise Phinney

Physical Education iPad Lesson Planning - 2 views

www.slideshare.net/...education-ipad-lesson-planning

shared by Louise Phinney on 17 Sep 11 - No Cached
  • Louise Phinney on 17 Sep 11
     
    Lesson Plan sample
Katie Day

Attention, and Other 21st-Century Social Media Literacies (EDUCAUSE Review) | EDUCAUSE ... - 0 views

www.educause.edu/...213922

teaching attention howard_rheingold social_media literacy

shared by Katie Day on 18 Oct 10 - No Cached
  • Howard Rheingold (howard@rheingold.com) is the author of Tools For Thought, The Virtual Community, Smart Mobs, and other books and is currently lecturer at the University of California, Berkeley, and Stanford University.
  • I focus on five social media literacies: Attention Participation Collaboration Network awareness Critical consumption
  • lthough I consider attention to be fundamental to all the other literacies, the one that links together all the others, and although it is the one I will spend the most time discussing in this article, none of these literacies live in isolation.
  • ...6 more annotations...
  • Multitasking, or "continuous partial attention" as Linda Stone has called another form of attention-splitting, or "hyper attention" as N. Katherine Hayles has called another contemporary variant,2 are not necessarily bad alternatives to focused attention. It depends on what is happening in our own external and internal worlds at the moment.
  • As students become more aware of how they are directing their attention, I begin to emphasize the idea of using blogs and wikis as a means of connecting with their public voice and beginning to act with others in mind. Just because many students today are very good at learning and using online applications and at connecting and participating with friends and classmates via social media, that does not necessarily mean that they understand the implications of their participation within a much larger public.
  • ut how to participate in a way that's valuable to others as well as to yourself, I agree with Yochai Benkler, Henry Jenkins, and others that participating, even if it's no good and nobody cares, gives one a different sense of being in the world. When you participate, you become an active citizen rather than simply a passive consumer of what is sold to you, what is taught to you, and what your government wants you to believe. Simply participating is a start. (Note that I am not guaranteeing that having a sense of agency compels people to perform only true, good, and beautiful actions.)
  • I don't believe in the myth of the digital natives who are magically empowered and fluent in the use of social media simply because they carry laptops, they're never far from their phones, they're gamers, and they know how to use technologies. We are seeing a change in their participation in society—yet this does not mean that they automatically understand the rhetorics of participation, something that is particularly important for citizens.
  • Critical consumption, or what Ernest Hemingway called "crap detection," is the literacy of trying to figure out what and who is trustworthy—and what and who is not trustworthy—online. If you find people, whether you know them or not, who you can trust to be an authority on something or another, add them to your personal network. Consult them personally, consult what they've written, and consult their opinion about the subject.
  • Finally, crap detection takes us back, full circle, to the literacy of attention. When I assign my students to set up an RSS reader or a Twitter account, they panic. They ask how they are supposed to keep up with the overwhelming flood of information. I explain that social media is not a queue; it's a flow. An e-mail inbox is a queue, because we have to deal with each message in one way or another, even if we simply delete them. But no one can catch up on all 5,000 or so unread feeds in their RSS reader; no one can go back through all of the hundreds (or thousands) of tweets that were posted overnight. Using Twitter, one has to ask: "Do I pay attention to this? Do I click through? Do I open a tab and check it out later today? Do I bookmark it because I might be interested in the future?" We have to learn to sample the flow, and doing so involves knowing how to focus our attention.
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