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never eat alone blog: Linkedin Factor - 0 views

nevereatalone.typepad.com/...linkedin-factor.html linkedin
shared by Terry Elliott on 15 Dec 08 - Cached
  • Linkedin Factor
    • Terry Elliott
      Terry Elliott on 15 Dec 08
       
      use along with cv work in leadership class
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ed4wb » Blog Archive » Insulat-Ed - 0 views

www.ed4wb.org/?p=152 learning networking design
shared by Terry Elliott on 13 Dec 08 - Cached
  • the educational hegemony of traditional schools continues to decrease.
  • In an effort to stave off obsolescence
  • ...6 more annotations...
  • Institutions that are opening up are betting that the benefits obtained by sharing their resources will outweigh the expenses incurred in their creation.
  • They understand that allowing students to access these sources, sharing their own, and helping students learn how to manage and understand all of it, will add value to what it is that they do as institutions.
  • providing access to these resources and teaching students how to benefit from them not only serves the students, but also keeps the institution from becoming irrelevant, although admittedly, institutional influence will most likely be diminished as more learners self-organize.
  • Terry Elliott on 13 Dec 08
     
    Absolutely fascinating and frightening. Merry Xmas.
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Beware of School "Reformers" - 0 views

www.alfiekohn.org/...soe.htm
shared by Terry Elliott on 18 Dec 08 - Cached
  • Notice that these features are already pervasive, which means “reform” actually signals more of the same—or, perhaps, intensification of the status quo with variations like one-size-fits-all national curriculum standards or longer school days (or years).  Almost never questioned, meanwhile, are the core elements of traditional schooling, such as lectures, worksheets, quizzes, grades, homework, punitive discipline, and competition.  That would require real reform, which of course is off the table.
  • Notice that these features are already pervasive, which means “reform” actually signals more of the same—or, perhaps, intensification of the status quo with variations like one-size-fits-all national curriculum standards or longer school days (or years).  Almost never questioned, meanwhile, are the core elements of traditional schooling, such as lectures, worksheets, quizzes, grades, homework, punitive discipline, and competition.  That would require real reform, which of course is off the table.
  • Notice that these features are already pervasive, which means “reform” actually signals more of the same—or, perhaps, intensification of the status quo with variations like one-size-fits-all national curriculum standards or longer school days (or years).  Almost never questioned, meanwhile, are the core elements of traditional schooling, such as lectures, worksheets, quizzes, grades, homework, punitive discipline, and competition.  That would require real reform, which of course is off the table.
  • ...8 more annotations...
  • Notice that these features are already pervasive, which means “reform” actually signals more of the same—or, perhaps, intensification of the status quo with variations like one-size-fits-all national curriculum standards or longer school days (or years).  Almost never questioned, meanwhile, are the core elements of traditional schooling, such as lectures, worksheets, quizzes, grades, homework, punitive discipline, and competition.  That would require real reform, which of course is off the table.
  • Notice that these features are already pervasive, which means “reform” actually signals more of the same—or, perhaps, intensification of the status quo with variations like one-size-fits-all national curriculum standards or longer school days (or years).  Almost never questioned, meanwhile, are the core elements of traditional schooling, such as lectures, worksheets, quizzes, grades, homework, punitive discipline, and competition.  That would require real reform, which of course is off the table.
  • Notice that these features are already pervasive, which means “reform” actually signals more of the same—or, perhaps, intensification of the status quo with variations like one-size-fits-all national curriculum standards or longer school days (or years).  Almost never questioned, meanwhile, are the core elements of traditional schooling, such as lectures, worksheets, quizzes, grades, homework, punitive discipline, and competition.  That would require real reform, which of course is off the table.
  • Notice that these features are already pervasive, which means “reform” actually signals more of the same—or, perhaps, intensification of the status quo with variations like one-size-fits-all national curriculum standards or longer school days (or years).  Almost never questioned, meanwhile, are the core elements of traditional schooling, such as lectures, worksheets, quizzes, grades, homework, punitive discipline, and competition.  That would require real reform, which of course is off the table.
  • Notice that these features are already pervasive, which means “reform” actually signals more of the same—or, perhaps, intensification of the status quo with variations like one-size-fits-all national curriculum standards or longer school days (or years).  Almost never questioned, meanwhile, are the core elements of traditional schooling, such as lectures, worksheets, quizzes, grades, homework, punitive discipline, and competition.  That would require real reform, which of course is off the table.
  • Notice that these features are already pervasive, which means “reform” actually signals more of the same
  • Both Duncan and Klein pride themselves on new programs that pay students for higher grades or scores.  Both champion the practice of forcing low-scoring students to repeat a grade —a strategy that research overwhelmingly finds counterproductive.  Coincidentally, Darling-Hammond wrote about just such campaigns against “social promotion” in New York and Chicago, pointing out that politicians keep trotting out the same failed get-tough strategies “with no sense of irony or institutional memory.”  In that same 2001 essay, she also showed how earlier experiments with high-stakes testing have mostly served to increase the dropout rate.
  • Political progressives are in short supply on the president-elect’s list of cabinet nominees.  When he turns his attention to the Department of Education, what are the chances he will choose someone who is educationally progressive?
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educon21 » home - 0 views

educon21.wikispaces.com
shared by Terry Elliott on 31 Dec 08 - No Cached
  • What is EduCon 2.1? EduCon 2.1 is both a conversation and a conference. And it is not a technology conference. It is an education conference. It is, hopefully, an innovation conference where we can come together, both in person and virtually, to discuss the future of schools. Every session will be an opportunity to discuss and debate ideas -- from the very practical to the big dreams. The Axioms Guiding Principles of EduCon 2.1 1) Our schools must be inquiry-driven, thoughtful and empowering for all members 2) Our schools must be about co-creating -- together with our students -- the 21st Century Citizen 3) Technology must serve pedagogy, not the other way around. 4) Technology must enable students to research, create, communicate and collaborate 5) Learning can -- and must -- be networked.
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TIP: Theories - 0 views

tip.psychology.org/cronbach.html
shared by Terry Elliott on 01 Jan 09 - Cached
  • Principles: 1. Aptitudes and instructional treatments interact in complex patterns and are influenced by task and situation variables. 2. Highly structured instructional environments tend to be most successful with students of lower ability; conversely, low structure environments may result in better learning for high ability students. 3. Anxious or conforming students tend to learn better in highly structured instructional environments; non-anxious or independent students tend to prefer low structure.
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Pontydysgu - Bridge to Learning » Blog Archive » We have the ideas and the te... - 0 views

www.pontydysgu.org/...-do-we-need-for-open-education ple
shared by Terry Elliott on 27 Dec 08 - Cached
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YouTube - Rives: A 3-minute story of mixed emoticons - 0 views

uk.youtube.com/watch
shared by Terry Elliott on 16 Jan 09 - Cached
  • Terry Elliott on 16 Jan 09
     
    Awesome proof of concept for txtmsng poem

BlogBooker - 0 views

www.blogbooker.com/done.php
shared by Terry Elliott on 24 Dec 08 - Cached

Rhizome - 0 views

rhizome.org/16274 rhizome
shared by Terry Elliott on 27 Dec 08 - Cached
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