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Darcy Goshorn

Experience with facilitating professional development and TurnItIn - 0 views

akoaotearoa.ac.nz/...t-turnitin---owen--narayan.pdf

plagiarism professional development pd turnitin training writing language arts pedagogy

shared by Darcy Goshorn on 09 Jan 13 - No Cached
  • Darcy Goshorn on 09 Jan 13
     
    In an environment where global economy, global collaboration, and global 'knowledge' are  the aspiration of many countries, the understanding of the complexities of plagiarism becomes  a global requirement that needs to be addressed by all educators and learners. This paper  considers a simple definition of plagiarism, and then briefly considers reasons why students  plagiarise. At Unitec NZ, Te Puna Ako: The Centre for Teaching and Learning Innovation  (TPA:CTLI) is working closely with faculty, managers, student support services and library  personnel to introduce strategies and tools that can be integrated into programmes and  curricula whilst remaining flexible enough to be tailored for specific learners. The authors  therefore provide an overview of one of the tools available to check student work for  plagiarism - Turnitin - and describe the academic Professional Development (PD)  approaches that have been put in place to share existing expertise, as well as help staff at  Unitec NZ to use the tool in pedagogically informed ways, which also assist students in its  use. Evaluation and results are considered, before concluding with some recommendations. It  goes on to theorise how blended programmes that fully integrate academic literacy skills and  conventions might be used to positively scaffold students in the avoidance of plagiarism.  Conference participants will be asked to comment on and discuss their institutions' approach  to supporting the avoidance of plagiarism (including the utilisation of PDS and other  deterrents), describe their own personal experiences, and relate the strategies they employ in  their teaching practice and assessment design to help their learners avoid plagiarism. It is  planned to record the session so that the audience's narratives can be shared with other  practitioners.
Barbara Lindsey

Harvard Grad School of Ed Change Leadership Group - 0 views

www.gse.harvard.edu/...aboutus2.html

teaching leadership harvard education k-12

shared by Barbara Lindsey on 21 Dec 09 - Cached
  • Barbara Lindsey on 21 Dec 09
     
    Reinventing Leadership in K-12 Education. Section on Tony Wagner. Angela Maiers recommended him.
Arthur Cane

Excellent SEO Service That Last - 1 views

I have been working with Syntactics Inc. for five years now, and I have entrusted my online business to them for that long because I found their services really excellent. In fact, for that five...

seo services

started by Arthur Cane on 28 Dec 11 no follow-up yet
Barbara Lindsey

ASCD Express 5.18 - Cell Phones Allow Anytime Learning - 0 views

www.ascd.org/...518-varlas.aspx

mobiles mobile Kolb ascd

shared by Barbara Lindsey on 10 Jun 10 - Cached
  • She is currently writing a book tentatively titled Cases for Using Students' Cell Phones in Education: A Practical Guide to Using Cell Phones in K–12 Schools, which looks at 11 U.S. and 5 international case studies of teachers integrating students' own cell phones into instruction.
  • One of Larry Cuban's (Teachers and Machines, Oversold and Underused) theories about why ed technology often fails in schools is that we use this top-down approach where administrators or tech coordinators introduce the technologies to the teachers, and they in turn try to introduce and teach it to the students. It's a very foreign concept for the students, as well as the teachers. And often what happens is maybe a handful of teachers end up using this very expensive technology, and students don't have any access to it outside of school. Cuban recommends a much more bottom-up approach to ed technology. Rather than making specialized software and hardware just for school learning, students and society introduce the technologies that schools should be integrating into learning.
  • People who know the history of ed technology know that it hasn't been that successful, long-term, with sustaining learning because it's often attached to a tool that students don't have access to outside of school.
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  • For many schools, the hardest part is making it acceptable to turn to technologies that aren't traditionally used in schools. It's a culture that has to be cultivated at the school itself. In the book I'm working on now, many of the teachers in the case studies I discuss approached their administrators with something they'd been using with success outside of school, and their administrators were open to trying it out within school. Kipp Rogers at Passages Middle School in Newport News, Va., has done a phenomenal job modeling that approach and valuing not only his teachers, but also his students, who are involved in planning, as well.
  • Q: From what you've seen in the field, what's the most interesting instructional use of mobile devices happening now? Keren-Kolb: Definitely what's going on in Australia. Teachers are using QR (two-dimensional bar codes) for activities and learning. In the United States, about 60 percent of the phones can do this, but in most other countries, it's almost universal. So, in some Australian schools, this means [that] students come in on the first day of class and their entire syllabus is on a bar code they scan directly into their phone—same thing with some books and homework assignments. They'll scan a code for their homework, and it'll link to video tutorials and activities. So, moving away from textbooks and moving toward paperless learning that's much more interactive. I think that's exciting—how much information you can attach to that little bar code, and use it to extend learning.
  • When students can use whatever tools are around them, obviously, testing changes. It's not just about a right or wrong answer—it's about inquiry, collaboration, and the higher-order thinking skills we want students to do.
Barbara Lindsey

The iPad and Information's Third Age | Open Culture - 2 views

www.openculture.com/...nd_informations_third_age.html

ipad openculture abilene

shared by Barbara Lindsey on 29 Jan 10 - Cached
  • Though the university initially fought its introduction, the printed textbook provided broad access to information that, for the first time, promised the possibility of universal education.
  • A barrier of symbolic complexity emerged between people and information for one of the first times in history. And the superabundance of information created a world that by necessity had to be divided into smaller and smaller subsections for organizational reasons. As people began to feel increasingly disconnected from information and as its relational and contextual aspects began to fade, we saw a transformation in teaching and learning. Hands-on apprenticeships and small teacher/student cohorts began to disappear, replaced by teachers delivering carefully parsed and categorized information to “standardized” students, all while trapped in classrooms isolated from the world in order to limit “distraction.”
  • It has become virtually impossible for a person to assess the quality, relevance, and usefulness of more information than she can process in a lifetime. And this is a problem that will only get worse as information continues to proliferate. But a quick look at popular technologies shows some of the ways people are working to address it. Social networking leverages selected communities to recommend books, restaurants, and movies. Context- and location-aware applications help focus search results and eliminate extraneous complexity. And customization and personalization allow people to create informational spaces that limit the intrusion of informational chaos.
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  • Any genuine solution will have to address the problems of the current informational age — and it will need to continue answering the problems of the previous informational ages. From what I’ve seen, Apple’s new iPad is the first device to promise this (even if that promise isn’t yet fully realized). That is what makes it such a compelling candidate to be the first platform that serves true digital books.
  • Books that are static, don’t allow customization, don’t connect with other information on the device, and don’t leverage social connectivity aren’t the future, no matter how sophisticated the device that serves them. They’re simply the past repackaged.
  • Given what I’ve seen of its features and approaches, the iPad shows the promise to engender such a change, though much development will have to take place for it to realize its potential. Nonetheless, the innovation it offers in three critical areas is especially compelling: accessibility, participation, and customization. Central to all three of these is the fact that the iPad is not a single-use, standalone device; it’s a powerful, converged platform with robust development tools and capabilities.
  • I would argue that the key accessibility feature of the iPad is its apparent “lack” of an interface (a feature Apple’s marketing is working hard to underscore). Unlike all of the other similar devices (including those running Apple’s standard OS), which require users to learn to negotiate complex symbolic interfaces — files, folders, hierarchies, toolbars, navigational buttons — the iPad limits or even eliminates these in favor of touch, an approach intuitive even to those too young to read.
  • The collapsing of symbolic complexity into the simplicity of touch enables participation by new groups of people — even relative technophobes — and this mirrors the increased accessibility offered by Gutenberg’s revolution while lowering the barrier characteristic of most recent technologies.
  • For those interested in culture and creativity, this is an exciting prospect.
  • In Gutenberg’s case, the increase in accessibility led to a dramatic increase in cultural participation, and this is another way the iPad differentiates itself from many of its peer devices.
  • Put in the hands of readers and students, the robust capabilities of its new version of iWork, combined with access to the complete range of apps on the App Store and an entirely new generation of native apps, the iPad could provide access to professional-quality creative tools that empower a new set of participants
  • the iPad’s blend of social and contextual technologies and its ease of customization offer useful ways for the device to help users sort, focus, and control the information around them. The iPad’s networking capabilities, linked to a new generation of digital books, could help people discover both new texts and the members of a discussion group who could help them process what they’re reading. Combined with a portable format that allows readers to carry their books into various contexts, this could be incredibly powerful. One imagines, for example, a field-guide to forests linked to live discussion partners, allowing a reader to discover the forest in a new and engaging way that offers the advantages of both the first and second informational ages. Yet this sort of capability also reveals an area where the iPad falls surprisingly short: its lack of a camera (let alone two, one forward and one backward facing) means the device has limited capabilities for interesting emerging technologies like augmented reality — a staple of recently-developed apps. In terms of future eBooks, a volume of Hemingway that could alert readers that they were only two blocks from the café Les Deux Magots, for example, and offer an augmented tour of the place or that could direct the reader of Brontë to a moor would be transformational indeed. Perhaps we’ll see such capabilities on iPad 2.0.
Pump Wat

Best Quality Clean Water Pumps - 1 views

In the previous months, I was looking for quality water pumps for my house that will ensure safe drinking water for my family. I have asked several friends where I could possibly look for the best ...

pumps

started by Pump Wat on 26 Sep 11 no follow-up yet
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