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Paul Beaufait

OneLook Dictionary Search - 0 views

www.onelook.com

dictionaries English references tools wink_students

shared by Paul Beaufait on 27 Jan 11 - Cached
  • Paul Beaufait on 27 Jan 11
     
    Thanks to Yuly for pointing out this powerful toolkit allowing wildcard searches and including a reverse dictionary. OneLook contains "19,044,271 words in 1062 dictionaries indexed" (home page, bottom line, 2011.01.28).
Paul Beaufait

BBC News - The top 100 sites on the internet - 0 views

news.bbc.co.uk/...8562801.stm

BBC graphics interactive Nielsen visualization websites wink_students

shared by Paul Beaufait on 26 Jan 11 - Cached
  • Paul Beaufait on 26 Jan 11
     
    One of four tabs in the SuperPower: Visualizing the internet collection, including: The top 100, ..., Net growth, & How it works
Paul Beaufait

CCCC Statement on Second Language Writing and Writers - 0 views

www.ncte.org/...secondlangwriting

CCCC communication composition EAL teacher education writing

shared by Paul Beaufait on 05 Jan 11 - No Cached
  • Paul Beaufait on 05 Jan 11
     
    Although this entire document focuses on N. American higher education settings (Part One, ¶1), Part Two: Guidelines for Writing and Writing-Intensive Courses will interest and hopefully inform administrators, course designers, program planners, and teachers working in other regional and perhaps even global contexts as well. Part two covers: Class Size, Assignment Design, Assessment, Textual Borrowing, Teacher Preparation, and resource provisions. Part Four: Guidelines for Teacher Preparedness will interest those involved in teacher education, or pre- and in-service teacher development. Part Six comprises an extensive bibliography for further reading.
Paul Beaufait

The Dark Side Of The Online Struggle Against Plagiarism - 0 views

www.readwriteweb.com/...truggle-against-plagiarism.php

education plagiarism teaching writing

shared by Paul Beaufait on 06 Oct 12 - No Cached
  • Paul Beaufait on 06 Oct 12
     
    This post focuses on： The Weapons of War [Hate the metaphor!], The Problems with the Solutions, Setting Up for Failure, and Is There a Better Way? [title case applied]. "There's also an ethical issue with plagiarism checkers - the questionable use of students' work as a money maker for these services. ... Turnitin and the other services are making money off of content that they did not create. Perhaps worse, unlike Facebook where the content owner typically uploads it willingly, students have no say in whether their paper is uploaded by the teacher to the plagiarism checker. Many students and teachers are less than thrilled by this idea. Turnitin has specifically claimed fair use in defense of its use of this content, and in 2008 Turnitin's parent company iParadigms won a lawsuit brought against the company by four students claiming copyright violation. In its ruling, the court agreed that the content's use was indeed fair. 'It is clear that iParadigms' use of the Plaintiff's works has caused no harm to the market value of these works,' Judge Claude Hilton ruled at the time. That has not stopped faculty and students from having qualms about the use of students' papers in a for-profit enterprise." (The Problems with the Solution, para. 4-7)
Paul Beaufait

Paragraphs | Explorations of Style - 0 views

explorationsofstyle.wordpress.com/...paragraphs

academic writing paragraphs revision topics writing

shared by Paul Beaufait on 04 Oct 11 - No Cached
  • Paul Beaufait on 04 Oct 11
     
    2nd of five post in a series about revising academic writing
Paul Beaufait

Educational Leadership:Reading Comprehension:Making Sense of Online Text - 0 views

www.ascd.org/...king-Sense-of-Online-Text.aspx

education educational online literacy reading research searching strategies texts

shared by Paul Beaufait on 21 Sep 11 - Cached
  • Four challenges face students as they use Internet technologies to search for, navigate, critically evaluate, and synthesize information. Here I pose each challenge as a question and suggest a corresponding activity that models effective strategies to help students meet that challenge.
  • The following strategy lesson invites students to stop, think, and anticipate where important information about a Web site's content might be found
  • To move students beyond simply cutting and pasting their notes directly into their final projects, teachers can provide students with a word-processing document (see fig. 3) that serves as a template to help them organize their research
  • Paul Beaufait on 21 Sep 11
     
    Coiro, Julie. (2005). Making sense of online text. Educational Leadership 62(2), 30-35. Retrieved September 21, 2011, from http://www.ascd.org/publications/educational-leadership/oct05/vol63/num02/Making-Sense-of-Online-Text.aspx
Paul Beaufait

(Moral) Hazards of Scanning for Plagiarists: Evidence from Shoplifting | David E. Harri... - 0 views

davideharrington.com/?p=594

anti-plagiarism Google Internet online plagiarism scanning software Turnitin WriteCheck writing

shared by Paul Beaufait on 12 Sep 11 - No Cached
  • Paul Beaufait on 12 Sep 11
     
    Harrington suggests that plagiarism is endemic, and that originality reports from automated checking services enable writers to polish their work to make plagiarism difficult to detect. 
Paul Beaufait

Create a Google Map from a Spreadsheet | Zadling - 0 views

www.zadling.com/...-google-map-from-a-spreadsheet

blogging blogs education embedding geography Google Docs Google Maps maps online resources technology tools websites

shared by Paul Beaufait on 07 Sep 11 - No Cached
  • Paul Beaufait on 07 Sep 11
     
    This tutorial by Zachary Zawarski explains "how to create a map with custom locations that you can publish on your website" (¶1). "The greatest benefit of this tool is that current entries can be edited and new entries can be added to the map through the Google spreadsheet without having to update the map's code..." (¶2, retrieved 2011.09.07). Thanks to Denise Krebs for pointing it out, and demonstrating how to do it in a recorded RSCON3 session (Elluminate recording entitled: Where in the world? Or, adding a directory map using a spreadsheet to your wiki.  For more info., please see her blog posts: http://mrsdkrebs.edublogs.org/2011/07/28/posting-a-directory-map-at-rscon3/ http://mrsdkrebs.edublogs.org/2011/08/06/mapping-our-connections-my-rscon3-session/
Paul Beaufait

Embedding mind maps | MindMeister Blog - 0 views

www.mindmeister.com/...embedding-mind-maps

Blogger blogging blogs embedding mindmaps Tumblr WordPress concept mapping and outlining

shared by Paul Beaufait on 30 Aug 11 - No Cached
  • Paul Beaufait on 30 Aug 11
     
    "...[Y]ou can embed a fully interactive mind map into your blogging/publishing platform of choice" (Embed a map? ¶1, 2011.08.30).
Paul Beaufait

The Moodle Reader Module - 0 views

moodlereader.org/index.html

extensive reading Moodle Moodle Reader Module quizzes reading

shared by Paul Beaufait on 29 Aug 11 - Cached
  • Paul Beaufait on 29 Aug 11
     
    "This site is for the support of the Moodle Reader Module, a module that provides quizzes on over 1600 graded readers and books for young readers, so that teachers can have a simple way to assess their students' work" (¶1, retrieved 2011.08.29).
Paul Beaufait

Three generations of distance education pedagogy | Anderson | The International Review ... - 0 views

www.irrodl.org/...1663

cognitive-behaviouris community of inquiry connectivism content context distance education education expectations learning learning design pedagogy social constructivist technology typologies

shared by Paul Beaufait on 28 Aug 11 - No Cached
  • Some technologies may embody pedagogies, thereby hardening them, and it is at that point that they, of necessity, become far more influential in a learning design, the leaders of the dance rather than the partners. For example, a learning management system that sees the world in terms of courses and content will strongly encourage pedagogies that fit that model and constrain those that lack content and do not fit a content-driven course model. The availability of technologies to support different models of learning strongly influences what kinds of model can be developed
  • 30 years of research has yet to show differences in learning outcomes between learning designs with high or low levels of social presence, that is if one confines the definition of learning to the CB notions of acquisition of pre-specified facts and concepts.
  • Social-constructivist pedagogies, perhaps not coincidently, developed in conjunction with the development of two-way communication technologies. At this time, rather than transmitting information, technology became widely used to create opportunities for both synchronous and asynchronous interactions between and among students and teachers. Michael Moore’s famous theory of transactional distance (1989) noted the capacity for flexible interaction to substitute for structure in distance education development and delivery models.
  • ...19 more annotations...
  • It is notable that social-constructivist models only began to gain a foothold in distance education when the technologies of many-to-many communication became widely available, enabled first by email and bulletin boards, and later through the World Wide Web and mobile technologies. While such models had been waiting in the wings for distance education since Dewey or earlier, their widespread use and adoption was dependent on the widespread availability of workable supporting technologies.
  • It remains challenging to apply learning where it can blossom into application and thus demonstrate true understanding.
  • Teaching presence extends beyond facilitation of learning to choosing and constructing educational interventions and to providing direct instruction when required.
  • teaching presence in constructivist pedagogical models focuses on guiding and evaluating authentic tasks performed in realistic contexts.
  • Ironically, constructivist models of distance education began to share many of the affordances and liabilities of campus-based education, with potential for teacher domination, passive lecture delivery, and restrictions on geographic and temporal access.
  • Connectivist learning focuses on building and maintaining networked connections that are current and flexible enough to be applied to existing and emergent problems. Connectivism also assumes that information is plentiful and that the learner’s role is not to memorize or even understand everything, but to have the capacity to find and apply knowledge when and where it is needed. Connectivism assumes that much mental processing and problem solving can and should be off-loaded to machines
  • Connectivist cognitive presence begins with the assumption that learners have access to powerful networks and, as importantly, are literate and confident enough to exploit these networks in completing learning tasks. Thus, the first task of connectivist education involves exposing students to networks and providing opportunities for them to gain a sense of self-efficacy in networked-based cognitive skills and the process of developing their own net presence.
  • The artifacts of connectivist learning are usually open, accessible, and persistent. Thus, distance education interaction moves beyond individual consultations with faculty (CB pedagogy) and beyond the group interactions and constraints of the learning management systems associated with constructivist distance-education pedagogy.  Cognitive presence is enriched by peripheral and emergent interactions on networks, in which alumni, practicing professionals, and other teachers are able to observe, comment upon, and contribute to connectivist learning.
  • Connectivist pedagogy stresses the development of social presence and social capital through the creation and sustenance of networks of current and past learners and of those with knowledge relevant to the learning goals. Unlike group learning, in which social presence is often created by expectation and marking for participation in activities confined to institutional time frames, social presence on networks tends to be busy as topics rise and fall in interest.
  • Connectivist learning is also enhanced by the stigmergic knowledge of others and the signs that they leave as they navigate through learning activities. The activities, choices, and artifacts left by previous users are mined through network analytics and presented as guideposts and paths to knowledge that new users can follow (Dron, 2006). In this way, the combination of traces of people’s actions and activities generate an emergent collective, which may be seen as a distinctive individual in itself, both greater and lesser than the sum of its parts: it is a socially constituted entity that is, despite this, soulless, a reflection of the group mind that influences but does not engage in dialogue (Dron & Anderson, 2009).
  • As in constructivist learning, teaching presence is created by the building of learning paths and by design and support of interactions, such that learners make connections with existing and new knowledge resources. Unlike earlier pedagogies, the teacher is not solely responsible for defining, generating, or assigning content. Rather, learners and teacher collaborate to create the content of study, and in the process re-create that content for future use by others. Assessment in connectivist pedagogy combines self-reflection with teacher assessment of the contributions to the current and future courses.
  • Teaching presence in connectivist learning environments also focuses on teaching by example.
  • A final stress to teaching presence is the challenge presented by rapidly changing technologies. No one is current on all learning and communications applications, but teachers are often less competent and have less self-efficacy; thus, connectivist learning includes learners teaching teachers and each other, in conjunction with teachers aiding the connectivist learning of all.
  • Learning in connectivist space is, paradoxically, plagued by a lack of connection.
  • In connectivist space, structure is unevenly distributed and often emergent, with that emergence seldom leading to structure that is optimally efficient for achieving learning goals.
  • Cognitive-behaviourist models are most notably theories of teaching and social–constructivist models are more notably theories of learning, but both still translate well into methods and processes for teaching. Connectivist models are more distinctly theories of knowledge, which makes them hard to translate into ways to learn and harder still to translate into ways to teach. Indeed, the notion of a teacher is almost foreign to the connectivist worldview, except perhaps as a role model and fellow node (perhaps one more heavily weighted or connected) in a network.
  • As concerns about privacy mount and we come to adopt a more nuanced approach to connections and trust, our networks are bound to become more variegated and specialized. It is already becoming clear that connectivist approaches must become more intelligent in enabling people to connect to and discover sources of knowledge.
  • Although the prime actors in all three generations remain the same—teacher, student, and content—the development of relationships among these three increases from the critical role of student–student interaction in constructivism to the student–content  interrelationship celebrated in connectivist pedagogies, with their focus on persistent networks and user-generated content. The popular community-of-inquiry model, with its focus on building and sustaining cognitive, social, and teaching presence, can be a useful heuristic in selecting appropriate pedagogies.
  • It is clear that whether the learner is at the centre or part of a learning community or learning network, learning effectiveness can be greatly enhanced by applying, at a detailed level, an understanding of how people can learn more effectively: Cognitivist, behaviourist, constructivist, and connectivist theories each play an important role.
  • Paul Beaufait on 28 Aug 11
     
    Anderson, T., & Dron, J. (2010). Three generations of distance education pedagogy. The International Review Of Research In Open And Distance Learning, 12(3), 80-97. Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/890/1663
Paul Beaufait

Video Introduction to SpiderScribe.net - 0 views

www.spiderscribe.net/...VideoIntroduction.php

brainstorming free mind mapping online SpiderScribe tools concept mapping and outlining

shared by Paul Beaufait on 17 Aug 11 - No Cached
  • Paul Beaufait on 17 Aug 11
     
    Two-minute intro. to SpiderScribe brainstorming and mind-mapping tools
Paul Beaufait

100 Key Words : NPR - 0 views

www.npr.org/...story.php

dictionaries NPR SAT standardized tests tests verbal scores vocabulary wink_students word lists words

shared by Paul Beaufait on 17 Aug 11 - No Cached
  • Paul Beaufait on 17 Aug 11
     
    "... Jacki Lyden talks to the senior editor of the American Heritage College Dictionary, now in its fourth edition, about the list of 100 words their editors think all college students (and their parents) should know" (September 17, 2002).
Paul Beaufait

"Narrate, Curate, Share:" How Blogging Can Catalyze Learning -- Campus Technology - 0 views

campustechnology.com/...ing-Can-Catalyze-Learning.aspx

blogging citizenship curation Campus Technology framework learning self-awareness sharing

shared by Paul Beaufait on 14 Aug 11 - No Cached
  • Paul Beaufait on 14 Aug 11
     
    "... [T]hree imperatives underlie some of the most important aspects of an educated citizen's contributions to the human record. And in my experience, blogging offers a uniquely powerful way of becoming a self-aware learner in the process of making those contributions" (Campbell, 2011, para. 2).
Paul Beaufait

Good PowerPoint Design - for business presenters - 0 views

www.slideshare.net/...siness-presenters-presentation

creativity design inspiration Keynote Osterwalder PowerPoint presentations Slideshare wink_students

shared by Paul Beaufait on 09 Aug 11 - Cached
  • Paul Beaufait on 09 Aug 11
     
    "Modeling design principles for business presenters, Ostewalder showed and told it all in 135 slides, including step-by-step builds and appendices..." (pab, The Writing Studio Blog, 2011.08.09).
Paul Beaufait

28 Creative PowerPoint and Keynote Presentation Designs - 0 views

workawesome.com/...d-keynote-presentation-designs

creativity design designs inspiration Keynote PowerPoint presentations wink_students

shared by Paul Beaufait on 09 Aug 11 - Cached
  • Paul Beaufait on 09 Aug 11
     
    Screenshots of a slide or two from each example, followed by a list of other presentation resources.
Paul Beaufait

Blog U.: Search: How Libraries Do it Wrong - Library Babel Fish - Inside Higher Ed - 0 views

www.insidehighered.com/...arch_how_libraries_do_it_wrong

databases frustration libraries journals reasoning research students

shared by Paul Beaufait on 05 Aug 11 - No Cached
  • The ultimate purpose is to prepare students to develop a habit of finding evidence and reasoning from it, which involves being thoughtful about both the search process and sources encountered as our graduates go forth to think for themselves.
  • It turns out the databases we use are more likely to include content from mega-corporations that from societies or universities, and the content of over 40% of the new journals was available in only a very few libraries, so even if a database identified a citation, it wouldn’t be accessible to most library users. Many open access journals would be available – just not discoverable through library tools.
  • we need to make sure that we aren’t turning libraries into walled gardens of overpriced material only available to the few, that when we introduce undergraduates to search, we recognize that searching is not a matter of tool use but is a creative and critical part of the research process and so teach it in the context of learning language, finding connections, and looking for patterns
  • Paul Beaufait on 05 Aug 11
     
    Highlights weaknesses in collections and uses of library resources
Paul Beaufait

Transitions | Explorations of Style - 0 views

explorationsofstyle.wordpress.com/...transitions

academic writing paragraphs revision topics transitions writing wink_students

shared by Paul Beaufait on 04 Oct 11 - No Cached
  • Paul Beaufait on 04 Oct 11
     
    Third of five key strategies for revising academic writing
Paul Beaufait

Verbs | Explorations of Style - 0 views

explorationsofstyle.wordpress.com/...verbs

academic writing revision verbs writing wink_students

shared by Paul Beaufait on 04 Oct 11 - No Cached
  • Paul Beaufait on 04 Oct 11
     
    Fourth of five key strategies for revising academic writing, moving from global to local revisions
Paul Beaufait

Subjects | Explorations of Style - 0 views

explorationsofstyle.wordpress.com/...subjects

academic writing revision style subjects writing wink_students

shared by Paul Beaufait on 04 Oct 11 - No Cached
  • Paul Beaufait on 04 Oct 11
     
    Fifth of five key strategies for revising academic writing
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