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Dust - Ancient Stories, New Voices - 0 views

www.abc.net.au/...dustEchoesFlash.htm Aboriginal Dreamtime australia digitalstorytelling Animation
shared by Katie Day on 30 Aug 10 - Cached
  • Katie Day on 30 Aug 10
     
    animated Aboriginal tales
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Facing Social Pressures, Families Disguise Girls as Boys in Afghanistan - NYTimes.com - 0 views

www.nytimes.com/...21gender.html afghanistan education girls gender
shared by Katie Day on 21 Sep 10 - No Cached
  • There are no statistics about how many Afghan girls masquerade as boys. But when asked, Afghans of several generations can often tell a story of a female relative, friend, neighbor or co-worker who grew up disguised as a boy. To those who know, these children are often referred to as neither “daughter” nor “son” in conversation, but as “bacha posh,” which literally means “dressed up as a boy” in Dari. Through dozens of interviews conducted over several months, where many people wanted to remain anonymous or to use only first names for fear of exposing their families, it was possible to trace a practice that has remained mostly obscured to outsiders. Yet it cuts across class, education, ethnicity and geography, and has endured even through Afghanistan’s many wars and governments.
  • There are no specific legal or religious proscriptions against the practice. In most cases, a return to womanhood takes place when the child enters puberty. The parents almost always make that decision.
  • A bacha posh can also more easily receive an education, work outside the home, even escort her sisters in public, allowing freedoms that are unheard of for girls in a society that strictly segregates men and women.
  • Katie Day on 21 Sep 10
     
    Article that would be the perfect complement to kids reading "The Breadwinner" by Deborah Ellis -- re girls disguising themselves as boys in Aghanistan
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One Day On Earth - The World's Story is Yours to Tell - 0 views

www.onedayonearth.org global online_projects
shared by Katie Day on 17 Sep 10 - Cached
  • Katie Day on 17 Sep 10
     
    "On October 10, 2010 (10.10.10), across the planet, documentary filmmakers, students, and inspired citizens will record the human experience over a 24-hour period and contribute their voice to the largest participatory media event in history. Founded in 2008, ONE DAY ON EARTH is creating an online community, shared archive, and film. Together, we will showcase the amazing diversity, conflict, tragedy, and triumph that occur in one day. We invite you to join our international community of thousands of filmmakers, hundreds of schools, and dozens of non-profits, and contribute to this unique global mosaic. Through the One Day on Earth platform, we will establish a community that not only watches, but participates."
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The Story of Stuff - 0 views

www.storyofstuff.org consumerism consumption videos teaching environment
shared by Katie Day on 23 Oct 10 - Cached
  • Katie Day on 23 Oct 10
     
    Homepage of the project to explain where our stuff comes from
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YouTube - If the World Were a Village: A Story About the World's People - 0 views

www.youtube.com/watch un_day world statistics videos
shared by Katie Day on 30 Nov 10 - No Cached
  • Katie Day on 30 Nov 10
     
    Excerpt from the video (which you can buy)
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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...
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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....
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Changing how teachers improve | Harvard Gazette - 1 views

news.harvard.edu/...changing-how-teachers-improve teaching professional_development
shared by Katie Day on 05 Feb 11 - No Cached
  • Katie Day on 05 Feb 11
     
    "  For Kane, video is also a key to the project's success.--  "Improving teaching requires adult behavior change.  Imagine trying to get someone to quit smoking by showing them a video of a bunch of happy nonsmokers … and yet that is the way we do professional development for teachers, by showing them some third person teaching instead of showing them their own work." According to Kane, teachers need to see and analyze their own efforts, and then discuss with their supervisors what they are doing well, and what they could do differently to improve. This can be done by showing teachers their own videos and by providing feedback that is related to student achievement. Heather Hill, an associate professor of education at HGSE, developed a rubric for guiding classroom observations that will be used to help score the videos. Project organizers hope the effort will help lead to a new approach to professional development. "We are trying, said Kane, "to get people to quit smoking by taking them into their closet to smell their own clothes."
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CogDogRoo - finding media for your story - 0 views

cogdogroo.wikispaces.com/StoryMedia images audio music creative_commons resources lists
shared by Katie Day on 09 Sep 11 - No Cached
  • Katie Day on 09 Sep 11
     
    Good list of places to find creative commons media (audio, images, video, etc.)
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"What's Your Story?" 2011 Winners - 0 views

whatsyourstory.trendmicro.com/...winners-2011 digitalcitizenship cybersafety cyberbullying video professional_development technology
shared by Keri-Lee Beasley on 20 Sep 11 - No Cached
  • Keri-Lee Beasley on 20 Sep 11
     
    Robyn Treyvaud played the winning video at a parent workshop. Check out the first video about 'the Line'. Very powerful.
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Bitstrips | Under Ten Minutes - ICT and MFL news - 1 views

ictmflnews.posterous.com/bitstrips-under-ten-minutes story tellling languages PD technology
shared by Mary van der Heijden on 16 Apr 11 - No Cached
  • Mary van der Heijden on 16 Apr 11
     
    Fanastic little video (child voice) explaining how to make this comic strip on Bit strips. Lots of potential G1 upwards really as it has enormous creative potential.
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Elyse Eidman-Aadahl on Writing in the 21st Century | Spotlight on Digital Media and Lea... - 2 views

spotlight.macfound.org/...on-writing-in-the-21st-century tcrwp writing literacy poetry technology images creativity games professional_development digital_literacy
shared by Keri-Lee Beasley on 30 Jan 15 - No Cached
  • Absolutely. When we think about writing at the National Writing Project, we think about multimodal composition: words, audio, video, graphic texts, etc. That said, no one is abandoning words. We’re just acknowledging that today your ability to create and publish, say, a video affords opportunities for expression that go beyond just words.
  • Yes, absolutely. Whether in email, texts, or posting status updates, most people in the world are probably writing and publishing more words, images, video and audio now than ever before. Facebook is one of the biggest publishing platforms in the world. It’s word dependent, but it also includes audio and video—and creating audio and video are deeply compositional. The question is how can we take advantage of the fact that so many people are now creating and circulating content to improve teaching and learning.
  • Going public and writing for an audience is something we always cared about. Maybe the real shift is that now it’s easier and more expansive.
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  • There’s a very narrow band of writing that is assessed in schools, and a lot is at stake on that narrow field. So the question is how do we balance helping young people do well in assessment contexts with the other stuff that might actually take them fuarther in the world?
  • You mentioned earlier about teachers needing to have digital lives—why is that important to connected learning? We don’t want to just say to educators, “You do these fives steps and you’ll have active, enquiring learners.” That’s forgetting that the teacher is also a learner. We think if we have active, enquiring, connected, engaged adults, they’ll transfer that culture or learning and inquiry to young people.
  • How do we link what we’re learning about the creative opportunities in new digital environments to how people engage and learn in their communities and in society at large?
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Music Makes You a Better Reader, Says Neuroscience - 0 views

magazine.good.is/...music-literacy-brain music literacy brain neuroscience
shared by Keri-Lee Beasley on 01 Mar 15 - No Cached
  • “We’ve added a critical new chapter to the story about music and education,” says Kraus. “Due to the overlap between neural circuits dedicated to speech and music, and the distributed network of cognitive, sensorimotor, and reward circuits engaged during music making, it would appear that music training is a particularly potent driver of experience-dependent plasticity in the brain that influences processing of sound related to academics.”
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Children benefit from the right sort of screen time - life - 26 March 2014 - New Scientist - 2 views

www.newscientist.com/...right-sort-of-screen-time.html screentime technology
shared by David Caleb on 25 Nov 14 - No Cached
Sean McHugh liked it
    • David Caleb
      David Caleb on 25 Nov 14
       
      Great quote - no effect on those that played video games.
  • When you separate the different types of screen out, the effects start to vary.
  • "It doesn't say anything about what you're using that time for."
  • ...18 more annotations...
  • For instance, a recent longitudinal study of 11,000 British children found that those who watched TV for 3 hours or more a day at age 5 had a small increase in behavioural problems two years later compared with those who watched for under an hour. But they found no effects at all for those who played computer games.
  • Passively watching TV is not the same as learning to read on a touchscreen, which is not the same as killing monsters on a console
  • First of all, lumping all screens into one category is not helpful. "Screen time is a really enticing measure because it's simple – it's usually described as the number of hours a day using screen-based technology. But it's completely meaningless,"
  • "The best research suggests that the content children view is the best predictor of cognitive effects,"
  • But they found no effects at all for those who played computer games.
  • "Children will learn from what they watch, whether that means learning letters and numbers, slapstick humour or aggressive behaviour,
  • The study found that all the children enjoy reading more when they look at stories using books and a touchscreen compared to just books.
  • children who watch age-appropriate, educational TV programmes often do better on tests of school readiness.
  • rise in BMI
  • hard to tease apart whether screen time actually causes the effects or whether they are linked in some other way
  • "It is impossible to determine with certainty that TV is causing obesity, and it is likely that other factors are involved in the complex problem of childhood obesity,
  • Her own studies have shown that children who struggle to learn using books often made more progress with iPads.
  • research in schools also found that iPads made children more cooperative and helped quieter kids to speak up
  • children receive immediate feedback
  • But they found no effects at all for those who played computer games
  • What is becoming clear is that it's not the technologies themselves we should be worried out but how they are used and how people interact with them
  • A lot of it is common sense. Don't unthinkingly hand over your device. There are educational apps whose benefits are backed up by research, says Flewitt.
  • Five hours sitting in front of the TV is not the same as 5 hours of some TV, a couple of hours playing on Dance Dance Revolution or some other kind of active game, followed by a Skype session with a grandparent.
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