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Katie Day

How to Teach Students to Think Like Historians | History News Network - 0 views

  • The seminal figure in the current movement is Sam Wineburg, a cognitive psychologist who possesses a deep appreciation of the philosophy and practice of history.  His book, Historical Thinking and Other Unnatural Acts (Temple University Press, 2001), which includes research reaching back into the 1980s, is a founding text, along with Knowing, Learning, and Teaching History, cited above.  Wineburg is now Professor of Education and History at Stanford University, and director of the Stanford History Education Group, of which Reisman was an active member.
  • The seminal figure in the current movement is Sam Wineburg, a cognitive psychologist who possesses a deep appreciation of the philosophy and practice of history.  His book, Historical Thinking and Other Unnatural Acts (Temple University Press, 2001), which includes research reaching back into the 1980s, is a founding text, along with Knowing, Learning, and Teaching History, cited above.  Wineburg is now Professor of Education and History at Stanford University, and director of the Stanford History Education Group, of which Reisman was an active member.
  • The seminal figure in the current movement is Sam Wineburg, a cognitive psychologist who possesses a deep appreciation of the philosophy and practice of history.  His book, Historical Thinking and Other Unnatural Acts (Temple University Press, 2001), which includes research reaching back into the 1980s, is a founding text, along with Knowing, Learning, and Teaching History, cited above.  Wineburg is now Professor of Education and History at Stanford University, and director of the Stanford History Education Group, of which Reisman was an active member.
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    "The seminal figure in the current movement is Sam Wineburg, a cognitive psychologist who possesses a deep appreciation of the philosophy and practice of history. His book, Historical Thinking and Other Unnatural Acts (Temple University Press, 2001), which includes research reaching back into the 1980s, is a founding text, along with Knowing, Learning, and Teaching History, cited above. Wineburg is now Professor of Education and History at Stanford University, and director of the Stanford History Education Group, of which Reisman was an active member."
Jeffrey Plaman

Free iPhone & iOS Development Video Courses from Stanford University - 0 views

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    Stanford course for iOS developers
Katie Day

Welcome to the Virtual Crash Course in Design Thinking - 0 views

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    from the d-school at Stanford
Katie Day

HighWire Free Online Full-text Articles - Stanford - Science - 0 views

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    "HighWire Press is the largest archive of free full-text science on Earth! As of 11/30/12, we are assisting in the online publication of 2,121,227 free full-text articles and 6,690,060 total articles. There are 35 sites with free trial periods, and 61 completely free sites. 283 sites have free back issues, and 1342 sites have pay per view! "
Jeffrey Plaman

Social Media Literacies Syllabus: High School - Google Drive - 3 views

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    As an instructor of undergraduate and graduate students at University of California, Berkeley, and Stanford University, I created a syllabus for the benefit of other college/university level instructors. I created a copy of the original syllabus for modification to use with high school students (probably juniors or seniors). I will rely on actual high school teachers to help me modify this source document. Please feel free to use, modify, and share this syllabus in your own way. Reorder the modules, add or subtract required or recommended texts and learning activities. Use your own assessment methods. If you wish to help improve this seed document, contact howard@rheingold.com and I will add you as a commenter and/or editor. 
Mary van der Heijden

Learning to Tweet: One professor's digital education | Stanford University School of Ed... - 0 views

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    Excellent justification for twitter and change in how we see/share research!
Katie Day

Historical Thinking Matters: Why Historical Thinking Matters - 0 views

  • Winner of the American Historical Association's 2008 James Harvey Robinson Prize for an Outstanding Teaching Aid. A project of the Roy Rosenzweig Center for History and New Media, George Mason University, and School of Education, Stanford University with support from the William and Flora Hewlett Foundation and additional support from the Carnegie Corporation of New York.
Katie Day

Paper Prototyping - The k12 Lab Wiki - 0 views

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    lesson to demonstrate the value of rapid prototyping and provide designers with a tool for prototyping that is easy to use and allows quick iteration
Katie Day

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

  • 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.
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  • 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.
Katie Day

Powers of Ten - the k12 Lab Wiki - 0 views

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    re Charles & Ray Eames movie/book and its possible uses in the classroom.... "Powers of Ten is a reframing technique that can be used as a synthesis or ideation method. It allows the design team to use an intentional approach to considering the problem at varied magnitudes of framing."
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