Contents contributed and discussions participated by Yin Wah Kreher
Syracuse University News » » Faculty Member Launches New Tool for Digital Lea... - 1 views
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"The site provides science students and educators, at levels from kindergarten to college, with a free online space to create, collaborate and share their own digital drawings, Wang says. It initially was inspired by Frankel's Picturing to Learn project, where MIT and Harvard undergraduates majoring in science created drawings to explain scientific phenomena to high school students, according to Wang. Excited about the potential for drawing as a tool for students and science enthusiasts in and out of the classroom, Wang saw an opportunity in that space to infuse new energy and greater creativity into science education, he said."
No Significant Difference - Presented by WCET - 0 views
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Quoting Mr. Russell from the introduction to his book,
"These studies tell me that there is nothing inherent in the technologies that elicits improvements in learning. Having said that, let me reassure you that difference in outcomes can be made more positive by adapting the content to the technology. That is, in going through the process of redesigning a course to adapt the content to the technology, it can be improved."
This idea is reflected in the history of the No Significant Difference literature. Over the last 50 years, the question for media comparison studies (MCS) has evolved from, "Can students learn at a distance?" to "What is the effect of distance delivery on student outcomes?" Over the years, especially since the internet revolution, the conviction that distance delivery is necessarily inferior to face to face instruction has faded a bit. As we accept that it is not the technology itself, but the application of technology, that has the potential to affect learning, it is our hope that future research will strive to identify the instructional methods that best utilize technology attributes to improve student outcomes.
Disability studies scholars present accessibility guidelines | InsideHigherEd - 0 views
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A group of renowned disability studies scholars are seeking to clarify what makes a book accessible with a set of guidelines that authors can use to help publishers make their books readable by anyone.
The guidelines, a one-page template letter, read a little like an ultimatum. The letter opens by asking a would-be publisher to confirm in writing that print books and accessible formats will be made available simultaneously, then launches into an explanation of how publishers should handle everything from digital rights management to authoring software.
Lennard J. Davis, professor of English at the University of Illinois at Chicago, said the letter is meant less to threaten a boycott and more as a public service announcement. Some authors may not budge from the demands in the letter, he said, but others are likely to use it as a way to spread awareness about accessibility.
That's Not a Rubric, and You're Using It Wrong: 5 Ways to Clean Up The Mess - Brilliant... - 2 views
Learning Through Reflection - 1 views
DML2015 Videos | DML2015 - 1 views
The Near-Sighted Monkey - 1 views
Spin Weave and Cut | the Shape of Our Thoughts in VisArts Journal - 1 views
ESCAPE FROM FLATNESS | educationalchemy - 1 views
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Maxine Greene (1995) writes:
"The role of the imagination is not to resolve, not to point the way, not to improve. It is to awaken, to disclose the ordinarily unseen, unheard, and unexpected" (p. 28)
In this age of constant information and busy lives, it's difficult to get teachers and parents to read large amounts of research, or to understand the importance of boycotts, resolutions or petitions. The information we wish to share regarding the ill purpose and effects of corporate ownership of education must be expressed using all of the senses, in our bodied actions-instantaneously and with the emotion it warrants. As Nick Sousanis considers, we have to remember that conception (i.e as what we believe, what we think of as "real") largely comes through our perception (i.e what we see with our eyes and how we construct meaning).
Greene writes that through the "art of knowing"-"The experience and knowledge gained by this way of knowing opens new modalities for us in the lived world; it brings us in touch with our primordial landscapes, our original acts of perceiving" (p. 149).
We need to redesign the social landscape with new images, new stories, new ways of understanding what corporate reform "is" and how it works. What we need is action-creative action collectively inspired in local communities and through national organizing-to UNFLATTEN our worlds.
Teaching Visual Literacy to Students - 1 views
Comic book dissertation demonstrates capacity of picture writing | InsideHigherEd - 0 views
Moving past summative vs. formative assessments | Christensen Institute - 0 views
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Assessment, or testing, was still administered, but now it was used as an integral part of the learning process. As a result, when he eventually took his spot on Toyota's production line, Spear was able to assemble his part the first time and every time. In other words, assessment was used both for and of learning. Toyota doesn't have to treat formative and summative assessments as two different things-just as we don't have to do so in education when we move to a truly competency-based system.
Popcorn Maker - 2 views
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