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Keith Hamon

450 Free Audio Books: Download Great Books for Free | Open Culture - 4 views

www.openculture.com/freeaudiobooks

audiobooks books ebooks literature writing

shared by Keith Hamon on 03 Jul 12 - Cached
  • Keith Hamon on 03 Jul 12
     
    Download hundreds of free audio books, mostly classics, to your MP3 player or computer. Below, you'll find great works of fiction, non-fiction and poetry.
  • Thomas Clancy on 05 Jul 12
     
    Keith, this is amazing, astounding, and literally science-fiction come to life for us oldsters -- throws the concept of "home schooling" into an entirely new light, not to mention expanding the conventional classroom. In just poking around a little at the site, I also found "gutenberg.org" and "librivox.org" mentioned as sources of more and more treasures. Thanks for this gift!
Keith Hamon

Brainstorm in Progress: Why MOOCs Work - 2 views

cain.blogspot.fr/...why-moocs-work.html

Geoff Cain connectivism elearning Education 2.0 social networking

shared by Keith Hamon on 20 Jul 12 - No Cached
  • Keith Hamon on 20 Jul 12
     
    For Connectivism, the medium is the message - teaching Connectivism any other way than a MOOC is as ridiculous as buying a book about free, open text books from Amazon.Com. I hope that the critics of MOOCs take the time to actually take a course, even as a lurker - they will gain immensely from the experience, and who knows? They might even learn something.
Kelly Gardiner

10 Best Books on the Future of Higher Ed - Online Universities - 0 views

www.onlineuniversities.com/...10-best-books-future-higher-ed

books higher ed online universities

shared by Kelly Gardiner on 18 Jul 12 - No Cached
  • Kelly Gardiner on 18 Jul 12
     
    Some great reading here - for those rainy afternoons.
Keith Hamon

In 500 Billion Words, a New Window on Culture - NYTimes.com - 1 views

www.nytimes.com/...17words.html

Patricia Cohen Google writing Web 2.0 connectivism rhizome critical thinking Education 2.0 social networking

shared by Keith Hamon on 19 Dec 10 - No Cached
  • Keith Hamon on 19 Dec 10
     
    Google has made a mammoth database culled from nearly 5.2 million digitized books available to the public for free downloads and online searches, opening a new landscape of possibilities for research and education in the humanities.
Keith Hamon

4 Ways Mobile Tech Is Improving Education - 1 views

mashable.com/...mobile-education-initiatives

Sarah Kessler mobile learning writing

shared by Keith Hamon on 11 May 11 - No Cached
  • one component of mobile implementation is lecture podcasts, which allow students to consume much of the information typically delivered in the classroom on their own time and in their own dorm rooms.The idea is to free up teachers during class time for interacting with students and working through problems, a concept known as “flipping the classroom.”
    • Keith Hamon
      Keith Hamon on 12 May 11
       
      This is a strong key for Writing. Realized.
  • In a pilot project of the book, students preferred the book over their traditional textbooks (no assessments were taken to see if BioBook resulted in deeper understanding). A final version of the book, which will be piloted at four universities starting in September, will include analytics, multimedia, short quizzes and other options for teachers to interact with students.
    • Keith Hamon
      Keith Hamon on 12 May 11
       
      This is a delightful writing opportunity for students: write the textbook for the class. It also transcends the semester term by extending from class to class and term to term.
  • Keith Hamon on 12 May 11
     
    Students around the world are increasingly bringing their own mini-computers (or some connected device) to class. Whether this creates a distraction or a boon to learning is debatable, but these four uses of mobile phones in education - and countless others - could one day help prove the latter.
Keith Hamon

Cool Cat Teacher Blog: The New Authentic Research Frontier: Google Books nGram Viewer - 0 views

coolcatteacher.blogspot.com/...-research-frontier-google.html

Vicki Davis Google nGram research writing elearning data mining

shared by Keith Hamon on 27 Sep 11 - No Cached
  • Keith Hamon on 27 Sep 11
     
    Google's nGram viewer lets you search over 5 million books for the instances of words. Imagine it as a search engine into the uses of words since 1800.
Keith Hamon

Eric Mazur on new interactive teaching techniques | Harvard Magazine Mar-Apr 2012 - 1 views

harvardmagazine.com/...twilight-of-the-lecture

Craig Lambert Eric Mazur flipped classroom elearning Education 2.0 social networking connectivism

shared by Keith Hamon on 21 Apr 13 - No Cached
  • Keith Hamon on 21 Apr 13
     
    This innovative style of learning grew into "peer instruction" or "interactive learning," a pedagogical method that has spread far beyond physics and taken root on campuses nationally. Last year, Mazur gave nearly 100 lectures on the subject at venues all around the world. (His 1997 book Peer Instruction is a user's manual; a 2007 DVD, Interactive Teaching, produced by Harvard's Derek Bok Center for Teaching and Learning, illustrates the method in detail.)
Keith Hamon

eLearn: Feature Article - E-learning 2.0 - 1 views

www.elearnmag.org/subpage.cfm

Stephen Downes elearning connectivism PLN

shared by Keith Hamon on 21 Jun 10 - Cached
  • Sharing content is not considered unethical; indeed, the hoarding of content is viewed as antisocial [9]. And open content is viewed not merely as nice to have but essential for the creation of the sort of learning network described by Siemens [10].
    • Keith Hamon
      Keith Hamon on 21 Jun 10
       
      Open content is one reason we prefer Google tools over Blackboard or Moodle, both of which are closed systems that restrict access to content.
  • In a nutshell, what was happening was that the Web was shifting from being a medium, in which information was transmitted and consumed, into being a platform, in which content was created, shared, remixed, repurposed, and passed along. And what people were doing with the Web was not merely reading books, listening to the radio or watching TV, but having a conversation, with a vocabulary consisting not just of words but of images, video, multimedia and whatever they could get their hands on. And this became, and looked like, and behaved like, a network.
    • Keith Hamon
      Keith Hamon on 21 Jun 10
       
      QEP wants to join this network, adding its smaller class networks to the larger network, thereby enriching both.
  • Blogging is very different from traditionally assigned learning content. It is much less formal. It is written from a personal point of view, in a personal voice. Students' blog posts are often about something from their own range of interests, rather than on a course topic or assigned project. More importantly, what happens when students blog, and read reach others' blogs, is that a network of interactions forms-much like a social network, and much like Wenger's community of practice.
    • Keith Hamon
      Keith Hamon on 21 Jun 10
       
      Student blogging is still one of the more significant strategies for encouraging students to use writing as a tool for learning and communicating.
  • ...2 more annotations...
  • What happens when online learning ceases to be like a medium, and becomes more like a platform? What happens when online learning software ceases to be a type of content-consumption tool, where learning is "delivered," and becomes more like a content-authoring tool, where learning is created? The model of e-learning as being a type of content, produced by publishers, organized and structured into courses, and consumed by students, is turned on its head. Insofar as there is content, it is used rather than read— and is, in any case, more likely to be produced by students than courseware authors. And insofar as there is structure, it is more likely to resemble a language or a conversation rather than a book or a manual.
    • Keith Hamon
      Keith Hamon on 21 Jun 10
       
      This shift from medium to platform is key to understanding writing in Web 2.0 as opposed to writing in print for it radically shifts the relationships between writer and subject and writer and reader.
  • learning comes not from the design of learning content but in how it is used
    • Keith Hamon
      Keith Hamon on 21 Jun 10
       
      This is a radical shift away from the activity of the teacher to the activity of the students.
  • Keith Hamon on 21 Jun 10
     
    E-learning has been around for ten years or so. During that time, it has emerged from being a radical idea-the effectiveness of which was yet to be proven-to something that is widely regarded as mainstream. And now, e-learning is evolving with the World Wide Web as a whole and it's changing to a degree significant enough to warrant a new name: E-learning 2.0.
Thomas Clancy

Podcasts of CliffsNotes Literature Notes - CliffsNotes - 0 views

www.cliffsnotes.com/...cramcasts.html

literature notes podcast

shared by Thomas Clancy on 07 Sep 10 - Cached
  • Thomas Clancy on 07 Sep 10
     
    Each CramCast is a three- to four-minute overview of a classic work of literature and gives you background on the author, a brief summary of the book or play, and ends with the top three things you should know about the work.
Stephanie Cooper

The Importance of Teaching Technology to Teachers - TheApple.com - 0 views

theapple.monster.com/...eaching-technology-to-teachers

teaching teachers technology writing literacy

shared by Stephanie Cooper on 25 Feb 10 - Cached
  • Because technology has increased the intensity and complexity of literate environments, the twenty-first century demands that a literate person possess a wide range of abilities and competencies, many literacies. These literacies—from reading online newspapers to participating in virtual classrooms—are multiple, dynamic, and malleable. As in the past, they are inextricably linked with particular histories, life possibilities and social trajectories of individuals and groups. Twenty-first century readers and writers need to: > 1. Develop proficiency with the tools of technology > 2. Build relationships with others to pose and solve problems collaboratively and cross-culturally > 3. Design and share information for global communities to meet a variety of purposes > 4. Manage, analyze and synthesize multiple streams of simultaneous information > 5. Create, critique, analyze, and evaluate multi-media texts > 6. Attend to the ethical responsibilities required by these complex environments
    • Stephanie Cooper
      Stephanie Cooper on 25 Feb 10
       
      This sounds right on track with our QEP mission!
  • Teachers are hungry to use technology in their classrooms. But they don’t. While part of this lack of usage stems from problems with education reform that emerges from administrators and education boards not fully understanding the technologies themselves, another part of teachers not using technology in the classroom comes from the simple fact that they don’t know how to use the technologies, let alone how to incorporate these technologies into their classrooms. In some cases, the teachers don’t know about the technologies at all.
  • How in god’s name can we talk seriously about 21st Century skills for kids if we’re not talking 21st Century skills for educators first? (URGENT: 21st Century Skills for Educators (and Others) First )
  • ...1 more annotation...
  • Take a minute and ask yourself what technologies you are well versed in. Have you posted to YouTube? Do you use PowerPoint to aid in your lectures? What other technologies do you use? Do you have a Twitter account? Make a list. When you have your list made, consider your colleagues. Do they know these technologies? Do they know how they can use them in the classroom? Is there a technology that you know one of your colleagues knows that you would like to be familiar with? Now, instead of waiting for somebody to put together a workshop on one of these technologies, consider creating your own workshop. Think about it. You’re a teacher. You know these technologies. Is there really a difference in teaching what you know about Google Earth to your colleagues and teaching it to your students? Within your own school you can create a technology club (much like a book club, except that instead of reading a book a month, you experiment with a technology each month). Get together as a group and discuss the technologies and how you could use these to aid your teachers. This is exactly what I’m doing with the colleagues I know are interested in using the technology but don’t know how. Sure, you may have to wait for education reform to allow you to use these technologies, but if you start using them, you can readily become one of the advocates who aids in getting the reforms to education that we need to teach these technologies to our students.
    • Stephanie Cooper
      Stephanie Cooper on 25 Feb 10
       
      This sounds like something we could incorporate into the QEP classes/workshops that Hugh & Tom conduct. A "tech club" might even appeal to people not currently involved in QEP at this moment.
Keith Hamon

Planning a Class with Backward Design - ProfHacker - The Chronicle of Higher Education - 1 views

chronicle.com/...33625

Mark Sample Grant Wiggins Jay McTighe instructional design Education 2.0

shared by Keith Hamon on 01 Jun 11 - No Cached
  • For example, they offer a three-stage diagram of the backward design process that looks deceptively simple: Identify desired results Determine Acceptable Evidence Plan Learning Experiences
    • Keith Hamon
      Keith Hamon on 01 Jun 11
       
      Starting with the results is often a fine way to achieve those results.
  • Keith Hamon on 01 Jun 11
     
    In their excellent book Understanding by Design, Grant Wiggins and Jay McTighe call the process of designing courses around learning goals "the backward design process."
Keith Hamon

University of the future is here | The Australian - 0 views

www.theaustralian.com.au/...story-e6frgcjx-1226066713881

Louise Williams edFutures eduMOOC Education 2.0

shared by Keith Hamon on 28 Jun 11 - No Cached
  • Keith Hamon on 28 Jun 11
     
    Throughout much of the 20th century the getting of wisdom involved a largely one-way transmission of facts, theories and ideas. In school classrooms it was mainly chalk and talk from an authoritative teacher up the front; in universities we had various sages on the (lecture) stage or the less-inspiring drones on the throne. By 2000, 82 per cent of the global population could read and write and the classroom played a critical role in shaping lives worldwide. Knowledge resided in books, publications and educated minds.
Keith Hamon

Gibbon Fairfax Winthrop - 1 views

www.gfw.k12.mn.us/...clientgenie.cgi

iPad

shared by Keith Hamon on 18 Oct 11 - No Cached
  • Keith Hamon on 18 Oct 11
     
    "This is the second year of the GFW High School One-to-One iPad Initiative where every GFW High School student has access to an iPad tablet to use in their classes. Students can use their iPad: -as an organizational tool to track assignments, homework and class projects. -to access the internet to research information needed for class projects. -to create on-line presentations -to word process class papers and projects -to run a variety of applications to enhance their learning experience in class -to read electronic books, tests, newspapers and magazines"
Keith Hamon

Why Flip The Classroom When We Can Make It Do Cartwheels? | Co.Exist: World changing id... - 4 views

www.fastcoexist.com/...n-we-can-make-it-do-cartwheels

Cathy Davidson flipped classroom elearning Education 2.0

shared by Keith Hamon on 13 May 12 - No Cached
  • Keith Hamon on 13 May 12
     
    In some ways, the flipped model is an improvement. Research shows that tailored tutoring is more effective than lectures for understanding, mastery, and retention. But the flipped classroom doesn't come close to preparing students for the challenges of today's world and workforce. As progressive educational activist Alfie Kohn notes, great teaching isn't just about content but motivation and empowerment: Real learning gives you the mental habits, practice, and confidence to know that, in a crisis, you can count on yourself to learn something new. That's crucial in a world where, according to the U.S. Department of Labor Statistics, adults change careers (not just jobs) four to six times or where, as an Australian study predicts, 65% of today's teens will end up in careers that haven't even been invented yet. We don't need to flip the classroom. We need to make it do cartwheels.
  • Thomas Clancy on 13 May 12
     
    I find this paragraph particularly telling: "The cartwheeled classroom not only connects text books and classrooms to the real world, but it also inspires, uplifts, and offers the joy of accomplishment. Transformative, connected knowledge isn't a thing--it's an action, an accomplishment, a connection that spins your world upside down, then sets you squarely on your feet, eager to whirl again. It's a paradigm shift." Imagine what this could mean for our ASU QEP, for example, if we told our twelve 2012-2013 teachers that each of their QEP courses was going to be taught within the larger context of being meaningful to the population of a Haitian, African, Muslim, or Afghan village or community. The difference for the students in their real-world learning would be immeasurable.
Nicolette Elzie

Writing in College - 1. Some crucial differences between high school and college writing - 1 views

writing-program.uchicago.edu/...high_school_v_college.htm

Writing College university composition critical thinking

shared by Nicolette Elzie on 17 Jan 14 - Cached
  • You get no credit for asserting the existence of something we already know exists.
  • You must shape and focus that discussion or analysis so that it supports a claim that you discovered and formulated and that all of your discussion and explanation develops and supports.
  • In that sense, you might state the point of your paper as "Well, I want to show/prove/claim/argue/demonstrate (any of those words will serve to introduce the point) that "Though Falstaff seems to play the role of Hal's father, he is, in fact, acting more like a younger brother who . . . ."" If you include in your paper what appears after I want to prove that, then that's the point of your paper, its main claim that the rest of your paper supports.
  • ...2 more annotations...
  • Most of us begin our research with a question, with a puzzle, something that we don't understand but want to, and maybe a vague sense of what an answer might look like. We hope that out of our early research to resolve that puzzle there emerges a solution to the puzzle, an idea that seems promising, but one that only more research can test.
  • A good point or claim typically has several key characteristics: it says something significant about what you have read, something that helps you and your readers understand it better; it says something that is not obvious, something that your reader didn't already know; it is at least mildly contestable, something that no one would agree with just by reading it; it asserts something that you can plausibly support in five pages, not something that would require a book.
  • Nicolette Elzie on 17 Jan 14
     
    I thought this was a great article on the differences between collegiate level writing and high school writing. Moreover, it lays a groundwork for writing a paper. If only there was some way to convey these differences to our students in a way that they will understand without feeling discouraged. I think the weakness of the article is that it is very long, if I wanted to pass this on to a student I fear that the sheer length would deter them away from both reading it and/or finishing it. On the other hand, if we could manage to make this simpler or convert it into a series of short workshops for students then I think the content would be extraordinarily beneficial.
Nicolette Elzie

From the Campfire to the Holodeck: Creating Engaging and Powerful 21st Century Learning... - 0 views

www.amazon.com/...1118633938

traditional learning lecture nontraditional balanced classrooms environments

shared by Nicolette Elzie on 22 Nov 13 - No Cached
  • Nicolette Elzie on 22 Nov 13
     
    Author David Thornburg explores the importance of a balanced learning environment. An article by The Atlantic sums up his main ideology. http://www.theatlantic.com/education/archive/2013/11/lectures-didnt-work-in-1350-and-they-still-dont-work-today/281514/
Keith Hamon

Foundation for Critical Thinking: Books, Conferences and Academic Resources for Educato... - 0 views

www.criticalthinking.org/index.cfm

critical thinking education teaching learning writing

shared by Keith Hamon on 20 Sep 10 - Cached
  • Keith Hamon on 20 Sep 10
     
    The Foundation and Center for Critical Thinking aim to improve education in colleges, universities and primary through secondary schools. We present publications, conferences, workshops and professional development programs, emphasizing instructional strategies, Socratic questioning, critical reading and writing, higher order thinking, assessment, research, quality enhancement, and competency standards.
Stephanie Cooper

Why I Will Not Teach to the Test| The Committed Sardine - 1 views

www.21stcenturyfluency.com/blogpost.cfm

writing critical thinking

shared by Stephanie Cooper on 30 Nov 10 - No Cached
  • Any teacher worth his or her salt knows that if you really want to measure the level of student thinking, you have to have students write. Answers to multiple-choice questions can often be faked; answers to essay questions cannot.
  • I also find it odd that while many states have raised their test scores over the past few years, we as a country continue to fall in international comparisons of academic achievement. How can this be? If we are getting “better,” why are we declining internationally? In an attempt to answer these questions, Linda Darling-Hammond of Stanford University studied high-achieving countries from around the world. Her findings? School systems in high-achieving countries value higher-order thinking. They parse their standards to make them lean. They use very little, if any, multiple-choice assessments to monitor student progress. They require students to research, to inquire, to write—to think critically. They give students time to reflect upon their learning. They emphasize the skills graduates will need to be college- or career-ready in a globally competitive marketplace. They surround their students with interesting books. Because their assessments demand critical thinking, their students are moving ahead. Because our assessments demand shallow thinking, our students are falling behind.
Keith Hamon

OnFiction: Gateway of Imagination - 1 views

www.onfiction.ca/...gateway-of-imagination.html

play imagination fiction work writing

shared by Keith Hamon on 17 Feb 10 - No Cached
  • One might think that this kind of imaginative play is mildly interesting but essentially frivolous. Not so. Imagination of the kind that starts in childhood is the gateway not just to literature, as Keats discerned, but to adult thinking. In her experiment-based book on how imagination is necessary for creating mental models (including models of how the world might be but is not), Ruth Byrne (2005) has said that rational thought has turned out to be: “more imaginative than cognitive scientists ... supposed,” and that “imaginative thought is more rational than scientists imagined” (xi).
  • Keith Hamon on 17 Feb 10
     
    Imagination of the kind that starts in childhood is the gateway not just to literature, as Keats discerned, but to adult thinking.
  • Thomas Clancy on 18 Feb 10
     
    However, was it not "imagination" that got the students into trouble who were "filming" their classmate's beating with their "newscameras" and "microphones"? They seem to have gotten swept up in the pretense of their imaginative play to the point of disregarding the reality that was happening before them, or, if not disregarding it, feeling that a make-believe distancing actually removed them from active engagement.
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