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Katie Day

Say Goodbye to Creativity Awards - Werner Reinartz and Peter Saffert - Harvard Business... - 0 views

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    measuring creativity.... "A metric that we have applied is originally based on the famous Torrance Tests of Creative Thinking (TTCT). We compared 437 ad campaigns from 90 leading brands in 10 different FMCG categories in Germany. Using an advertising creativity scale developed from communications researchers at Indiana University in 2007 we evaluated and indexed each campaign's creativity levels. Specifically, we measured five dimensions of advertising creativity: (1) originality (was the ad original, rare, surprising, unique?); (2) flexibility (does the ad link the product to different ideas, concepts, or subjects?); (3) elaboration (does the ad contain intricate or numerous details?); (4) synthesis (does the ad blend normally unrelated objects or ideas?); and (5) artistic value (does the ad excel visually, verbally, or graphically?). "
Louise Phinney

Photos of Children From Around the World With Their Most Prized Possessions | Feature S... - 4 views

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    Shot over a period of 18 months, Italian photographer Gabriele Galimberti's project Toy Stories compiles photos of children from around the world with their prized possesions-their toys. Galimberti explores the universality of being a kid amidst the diversity of the countless corners of the world; saying, "at their age, they are pretty all much the same; they just want to play."
Sean McHugh

Open University research explodes myth of 'digital native' - 0 views

  • here are clear differences between older people and younger in their use of technology, there’s no evidence of a clear break between two separate populations.
  • So Prensky was right the first time – there really is digital native generation? No, certainly not – and that’s what’s important about this study. It shows that while those differences exist, they are not lined up on each side of any kind of well-defined discontinuity. The change is gradual, age group to age group. The researchers regard their results as confirming those who have doubted the existence of a coherent ‘net generation’. “We found no evidence for any discontinuity in technology use around the age of 30 as would be predicted by the Net Generation and Digital Natives hypothesis," says the report. What the reseachers do find interesting and worthy of further study is the correlation – which is independent of age -- between attitudes to technology and approaches to studying. In short, students who more readily use technology for their studies are more likely than others to be deeply engaged with their work. “Those students who had more positive attitudes to technology were more likely to adopt a deep approach to studying, more likely to adopt a strategic approach to studying and less likely to adopt a surface approach to studying.”
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    So Prensky was right the first time - there really is digital native generation? No, certainly not - and that's what's important about this study. It shows that while those differences exist, they are not lined up on each side of any kind of well-defined discontinuity. The change is gradual, age group to age group. The researchers regard their results as confirming those who have doubted the existence of a coherent 'net generation'. "We found no evidence for any discontinuity in technology use around the age of 30 as would be predicted by the Net Generation and Digital Natives hypothesis," says the report. What the reseachers do find interesting and worthy of further study is the correlation - which is independent of age -- between attitudes to technology and approaches to studying. In short, students who more readily use technology for their studies are more likely than others to be deeply engaged with their work. "Those students who had more positive attitudes to technology were more likely to adopt a deep approach to studying, more likely to adopt a strategic approach to studying and less likely to adopt a surface approach to studying."
Louise Phinney

8 Steps To Great Digital Storytelling | Edudemic - 0 views

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    Great digital stories: Are personal Begin with the story/script Are concise Use readily-available source materials Include universal story elements Involve collaboration at a variety of levels
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    Thanks Louise!
Katie Day

Futurity.org - 0 views

shared by Katie Day on 04 Jan 13 - Cached
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    Research news from top universities in the US, UK, Canada, & Australia
Louise Phinney

Teaching and Modeling Good Digital Citizenship | MindShift - 1 views

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    Somewhere between kids' intuitive social savvy and their online behavior lies an opportunity for both parents and educators to teach responsible digital citizenship, and there are plenty of organizations dedicated to this task alone. Define the Line, a project of McGill University in Canada, was recently awarded a digital citizenship grant by Facebook to help further its work in creating materials to open dialogue about finding the line where joking crosses into negative or criminal behavior. The site includes videos and scenarios designed to enhance discussion of real-world digital topics. Common Sense Media recently launched a free digital citizenship curriculum categorized by age. The curriculum includes both paper-based and digital activities and teaches online safety and Internet research skills in combination with ethics.
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.
Jeffrey Plaman

Analytics, Nudges, and Learner Persistence (EDUCAUSE Review) | EDUCAUSE.edu - 0 views

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    What happens when academic support that is time sensitive, event sensitive, and machine aware is delivered to online learners via their own mobile devices? The University of Washington Tacoma (UWT) and Persistence Plus are seeking to apply analytics to this question with a system of behavioral interventions and support to enhance student learning.
Katie Day

WorldImages - 0 views

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    "The internationally recognized WorldImages database provides access to the California State University IMAGE Project. It contains almost 75,000 images, is global in coverage and includes all areas of visual imagery. WorldImages is accessible anywhere and its images may be freely used for non-profit educational purposes. The images can be located using many search techniques, and for convenience they are organized into over 800 portfolios which are then organized into subject groupings. To explore them click below. "
Katie Day

YouTube - Univ. of Bergen funny take on plagiarism....Et Plagieringseventyr - 0 views

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    aimed at university students, but still great for secondary  -- acts out Dickens' Christmas Carol as showing what will happen if you plagiarize
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

STEM Education Has Little to Do With Flowers - NYTimes.com - Natalie Angier - 0 views

  • “A program officer from a foundation recently asked me, ‘Is the work you’re doing STEM education or science education?’ ” said Elizabeth Stage, the director of the Lawrence Hall of Science at the University of California, Berkeley. “I drew him a Venn diagram, showing him what’s central about science and how that overlaps with technology, engineering and math.” Dr. Stage, a mathematician by training, thinks it’s a “false distinction” to “silo out” the different disciplines, and would much prefer to focus on what the fields have in common, like problem-solving, arguing from evidence and reconciling conflicting views. “That’s what we should have in the bulls’-eye of our target,” she said.
  • Yet others don’t frame the word “science” so narrowly, as the province of the given rather than of the forged. Science has always encompassed the applied and the basic, and the impulses to explore and to invent have always been linked. Galileo built a telescope and then trained it on the sky. Advances in technology illuminate realms beyond our born senses, and those insights in turn yield better scientific toys. Engineers use math and physics and the scientific mind-set in everything they design; and those who don’t, please let us know, so we can fly someone else’s airplane and not cross your bridge when we come to it. Whatever happened to the need for interdisciplinary thinking? Why promote a brand that codifies atomization? Besides, acronyms encourage rampant me-tooism. Mr. Dyak said that some have lobbied for the addition of medicine to the scholastic program, complete with a second M. “It’s called STEM squared,” he said. Even the arts are hankering for an orthographic position, he added. STEAM education: great books, labs and motherboards, and free rug cleaning, too.
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    "For readers who heretofore have been spared exposure to this little concatenation of capital letters, or who have, quite understandably, misconstrued its meaning, STEM stands for Science, Technology, Engineering and Mathematics, supposedly the major food groups of a comprehensive science education."
Katie Day

Games for Change (G4C) -- HUMAN RIGHTS - 0 views

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    A list of games related to:  "Universal rights to which every person is entitled, by a moral standard that stands above the laws of any individual nation."
Keri-Lee Beasley

BBC/OU Open2.net - Creative Archive - A-Z of video - 0 views

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    This content from the Open University is provided for you to use free of charge under the terms of the Creative Archive licence.
Katie Day

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

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    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

Collaborative Learning for the Digital Age - The Chronicle Review - The Chronicle of Hi... - 1 views

  • We used a method that I call "collaboration by difference." Collaboration by difference is an antidote to attention blindness. It signifies that the complex and interconnected problems of our time cannot be solved by anyone alone, and that those who think they can act in an entirely focused, solitary fashion are undoubtedly missing the main point that is right there in front of them, thumping its chest and staring them in the face. Collaboration by difference respects and rewards different forms and levels of expertise, perspective, culture, age, ability, and insight, treating difference not as a deficit but as a point of distinction. It always seems more cumbersome in the short run to seek out divergent and even quirky opinions, but it turns out to be efficient in the end and necessary for success if one seeks an outcome that is unexpected and sustainable. That's what I was aiming for.
  • had the students each contribute a new entry or amend an existing entry on Wikipedia, or find another public forum where they could contribute to public discourse. There was still a lot of criticism about the lack of peer review in Wikipedia entries, and some professors were banning Wikipedia use in the classroom. I didn't understand that. Wikipedia is an educator's fantasy, all the world's knowledge shared voluntarily and free in a format theoretically available to all, and which anyone can edit. Instead of banning it, I challenged my students to use their knowledge to make Wikipedia better. All conceded that it had turned out to be much harder to get their work to "stick" on Wikipedia than it was to write a traditional term paper.
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    Cathy N. Davidson on experiments at Duke University in instigating digital devices and teaching ..... what the students learned and what she learned....
Katie Day

GeoGebra - 0 views

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    Free mathematics software for learning and teaching --  Interactive graphics, algebra and spreadsheet,  From elementary school to university level,  Free learning materials
Jeffrey Plaman

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

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    Stanford course for iOS developers
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