Group items tagged

Students across the world are using the Twitter hashtag #tweetyourthesis to shrink their academic thesis work down to single 140-character posts.

The Stanford University professor who taught an online artificial intelligence course to more than 160,000 students has abandoned his tenured position to aim for an even bigger audience.

In an effort to help schools become more reflective learning environments, I've developed this "Taxonomy of Reflection." - modeled on Bloom's approach.  It's posted in four installments: 1.  A Taxonomy of  Reflection  2. The Reflective Student 3. The Reflective Teacher  4. The Reflective Principal 

This website has been designed to describe mobile learning and technology-based activities that facilitate a sense of community in a variety of educational and training settings. The links in the menu lead to descriptions of the individual activities.  They rely mostly on texting, emailing, and photo-taking activities.  Free, group sharing internet sites are also used which require access to the Internet via a smartphone or computer.  Sites such as Flickr Photo Sharing, Google Docs, and Web 2.0 tools supplement some of the activities.

Connected Learning is " when you are pursuing knowledge and expertise around something you care deeply about, and you're supported by friends and institutions who share and recognize this common passion or purpose".

Educators like Greg Green of Clintondale High School are flipping their school's teaching model upside down with TechSmith tools. Discover what the flipped classroom model is and how it can benefit any school.

Will Google ever replace traditional LMSs like Moodle?  I hope so!!

This chart could apply to MOOCs or to any innovation that we bring to our teachers and that they bring to their classrooms.

Reasons to "Flip".

In a traditional course, the educator hacks the trails to complex information landscapes. The educator's bias influences what is included and excluded. What we're talking about here is the ability for each learner to create their own narrative of coherence.

Here are 48+ neat providers of content that you can embed--or place--on a web page. This is content that can easily be "embedded" in blogs, wikis, and/or Moodle. Some of it you can make yourself, while others comes from other sources.

A video that answers the question: Is Social Media a Fad?

A wiki devoted to connecting social networking to education, esp. in K12.

At least four short blogs here about using an e-portfolio from the beginning of a class.

George Siemens advances a theory of learning that takes into account trends in learning, the use of technology and networks, and the diminishing half-life of knowledge. It combines relevant elements of many learning theories, social structures, and technology to create a powerful theoretical construct for learning in the digital age.

What kind of brain is the Web giving us? There is much we know or can surmise-and the news is quite disturbing. Dozens of studies by psychologists, neurobiologists, and educators point to the same conclusion: When we go online, we enter an environment that promotes cursory reading, hurried and distracted thinking, and superficial learning. Even as the Internet grants us easy access to vast amounts of information, it is turning us into shallower thinkers, literally changing the structure of our brain.

the history department at Middlebury College voted this month to bar students from citing the Web site as a source in papers or other academic work.

I don't think that banning Wikipedia is going to solve the problem of students using sources without checking their reliability, which is the actual problem at hand here. I think Wikipedia is a great place to start, but that's where its usefulness ends. I propose using students' fondness of Wikipedia as a place to start teaching the principles of triangulation, as mentioned in the article.