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Stephanie Cooper

May, 1998, From Now On - 1 views

www.fno.org/cov98may.html

shared by Stephanie Cooper on 28 Jun 10 - Cached
  • it is reckless and irresponsible to continue requiring topical "go find out about" research projects in this new electronic context. To do so extends an invitation (perhaps even a demand) to "binge" on information.
    • Keith Hamon
      Keith Hamon on 28 Jun 10
       
      I agree that too many research assignments encourage plagiarism. Stopping plagiarism begins with crafting better research assignments.
    • Stephanie Cooper
      Stephanie Cooper on 28 Jun 10
       
      True. This definitely needs to be addressed at the beginning of our workshop as a "what not to do."
  • Little thinking is required. This is information gathering at its crudest and simplest level.
    • Keith Hamon
      Keith Hamon on 28 Jun 10
       
      An assignment that requires little thinking will encourage plagiarism.
  • Students become producers of insight and ideas rather than mere consumers.
    • Keith Hamon
      Keith Hamon on 28 Jun 10
       
      This is the key to avoiding plagiarism: providing students with a real situation (writer's role, reader's need, real-world problem) that demands the student be a producer of information rather than a repackager and redistributor of information.
  • ...5 more annotations...
  • questions worth asking
    • Keith Hamon
      Keith Hamon on 28 Jun 10
       
      Questions are never automatically worth asking; rather, they are always worth asking for someone specifically. Questions should be have value for the students.
  • While some claim that "There are no new ideas under the sun," our students must learn how to apply some extra color or tone it down. They must learn to see the underlying structure and then construct or deconstruct the original until it shimmers with originality.
    • Keith Hamon
      Keith Hamon on 28 Jun 10
       
      Even if there are no new ideas to express, there are new ideas to express to a given audience. Our research assignments too often leave out audience-always to the detriment.
  • We show students how to take notes with a database program.
    • Keith Hamon
      Keith Hamon on 28 Jun 10
       
      Evernote is a useful online note-taking tool.
  • we keep an eye on the note-taking and idea development as they evolve.
    • Keith Hamon
      Keith Hamon on 28 Jun 10
       
      Too many teachers ignore this phase because of the administrative overhead suggested; however, it is much easier & less burdensome to do this online than on paper.
  • We build our programs around what I called The Prime Questions in the October, 1997 issue of From Now On, "The Question is the Answer:" http://fno.org/oct97/question.html Why How Which is best? We transform topical research into projects which demand that students move past mere gathering of information to the construction of new meanings and insight. Example: Instead of asking why events turned out particular ways in our past (a question fraught with plagiaristic opportunities since historians have probably already offered answers), we might ask students to hypothesize why various outcomes did not occur. Example: Instead of asking how we might protect an endangered species whose chances have already been improved (the bald eagle), we might focus on one which no one has managed to protect (various Australian marsupials, for example). Example: Instead of asking students to study a single country or city, we might ask them to decide which is best for various purposes (the Winter Olympics, a university degree, the building of a theme park, etc.).
  • Keith Hamon on 28 Jun 10
     
    Under the old system of "go find out about" topical research, it took students a huge amount of time to move words from the encyclopedia pages onto white index cards. The New Plagiarism requires little effort and is geometrically more powerful.
  • Stephanie Cooper on 28 Jun 10
     
    Under the old system of "go find out about" topical research, it took students a huge amount of time to move words from the encyclopedia pages onto white index cards. The New Plagiarism requires little effort and is geometrically more powerful.
Keith Hamon

The Best Posts On The "Flipped Classroom" Idea | Larry Ferlazzo's Websites of... - 0 views

larryferlazzo.edublogs.org/...-on-the-flipped-classroom-idea

Larry Ferlazzo flipped classroom elearning

shared by Keith Hamon on 15 Jan 13 - No Cached
  • Keith Hamon on 15 Jan 13
     
    I'm a bit wary/skeptical about this whole "Flipped Classroom" idea and how it works in practice.
Stephanie Cooper

I hate writing but love to blog….why? | The Thinking Stick - 0 views

www.thethinkingstick.com/te-writing-but-love-to-blogwhy

teachers education writing blog

shared by Stephanie Cooper on 29 Mar 10 - Cached
  • o why is it that I hate to write and love to blog? First, I think a lot of it has to do with the computer and word processing. As I type this in my Firefox extension Performancing every misspelled word is underlined in red for me, giving me instant feedback on what I have misspelled. Does it catch all my mistakes, heck no, but you should see a post before it actually goes live. Secondly, I can type faster then I can write…about 75 words/minute and you can actually read what I’ve written when I’m done. Finally, I don’t see blogging as writing…it’s idea generation, it’s the free flow of ideas between people and it is a conversation. I love to talk (if you have a hard time writing you usually do…coping skill). I would rather stand in front of a group of parents and give a presentation, or have a face to face parent conference than write a letter home.
  • Blogging gives me an audience, just like giving a presentation…I almost feel that way sometimes…like I’m presenting information, my thoughts rather than writing. It could be a podcast, a video, or blogging…it’s about having an audience. I wonder if I would have blogged in school, given the chance? It would have depended, I bet, on how the teacher used it as a tool. Was it a reflective journal to layout your thoughts, or did every period, capital and ‘ie, ei’ combination have to be perfect. If that was the case I’d have hated it. Blogging is different…it’s not writing in the sense we think about it. People ask me why I blog and I truly can’t give them an answer…I just do, because it’s an outlet for me. I’d bet that I’ve blogged more in the past year then I wrote my whole life leading up to it. It’s been that powerful for me as a tool, and I see it in my students as well. In myspace and youtube…this networking, conversation, sharing atmosphere is contagious!
  • I think you hit on the larger issue, though, is that blogging is much less structured (mostly) than a typical piece of writing. Blogging is much more stream-of-consciousness than writing. As I am writing this, it is a direct connection from idea to publication. I think that is the blogging revolution. I would wonder how different your post would have been, or my comment for that matter, had we outlined it before writing it.
  • ...2 more annotations...
  • Good writing is really about good editing. Too much time in school is spent on conventions–grammar, spelling–and not on helping people find their voice. Blogging is not writing in the sense that much of blogging comes from a very authentic, unedited perspective. We say what we feel. We mean what we say. We just do not always overprocess it. We have chosen our audience by virtue of the topics and themes we choose.
  • Blogging offers realtime, real world feedback. How many people actually comment on misspellings? Who cares if I end a sentence with a preposition? Perhaps monitors in somepeople’s houses have red circles on them. People comment on the usefulness, the humour, the passion, the ideas. Call it what you will, Blogging is writing with an attitude. Yours. And yours alone. Sure someone might flame you, but you can delete their posts. Now I could proof read this. I could let it sit an daim to craft my thoughts better, but I like the rawness of this.
  • Stephanie Cooper on 29 Mar 10
     
    I liked this article because it talks about how it is easier for resistant writers to write by blogging.
Keith Hamon

Wikipedia And The Death Of The Expert | The Awl - 0 views

www.theawl.com/...ia-and-the-death-of-the-expert

Maria Bustillos wikipedia writing elearning social networking Education 2.0 PLN

shared by Keith Hamon on 30 May 11 - No Cached
  • If the printing press empowered the individual, the digital world empowers collaboration.
    • Keith Hamon
      Keith Hamon on 30 May 11
       
      Collaboration is one of the key principles of connectivism: we must connect to collaborate, and we must collaborate to connect.
  • McLuhan drew from many, many sources in order to develop these ideas; the work of Canadian political economist and media theorist Harold Innis was instrumental for him. Innis's technique, like McLuhan's, forswears the building up of a convincing argument, or any attempt at "proof," instead gathering in a ton of disparate ideas from different disciplines that might seem irreconcilable at first; yet considering them together results in a shifted perspective, and a cascade of new insights.
  • Wikipedia is like a laboratory for this new way of public reasoning for the purpose of understanding, an extended polylogue embracing every reader in an ever-larger, never-ending dialectic. Rather than being handed an "authoritative" decision, you're given the means for rolling your own.
    • Keith Hamon
      Keith Hamon on 30 May 11
       
      Again, we are forced to consider the implications of collaborative thinking in "an extended polylogue" on our traditional notions of critical thinking and reflective practices.
  • ...2 more annotations...
  • The threat to Britannica from Wikipedia is not a matter of dueling methods of providing information. Wikipedia, if it works better than Britannica, threatens not only its authority as a source of information, but also the theory of knowledge on which Britannica is founded. On Wikipedia "the author" is distributed, and this fact is indigestible to current models of thinking. "Wikipedia is forcing people to accept the stone-cold bummer that knowledge is produced and constructed by argument rather than by divine inspiration.
    • Keith Hamon
      Keith Hamon on 30 May 11
       
      Shirkey is often insightful.
  • If my point of view needn't immediately eradicate yours—if we are having not a contest but an ongoing comparison, whether in politics, art or literary criticism, if "knowledge" is and will remain provisional (and we could put a huge shout-out to Rorty here, if we had the space and the breath) what would this mean to the quality of our discourse, or to the subsequent character and quality of "understanding"?
    • Keith Hamon
      Keith Hamon on 30 May 11
       
      This is a nice summary of Morin's concept of the dialogic, the fact of knowledge as always the tension between chaos and order, truth and lie.
  • Keith Hamon on 30 May 11
     
    Wikipedia is forcing us to confront the paradox inherent in the idea of learners as "doers, not recipients." If learners are indeed doers and not recipients, from whom are they learning? From one another, it appears; same as it ever was.
Keith Hamon

http://www-stat.stanford.edu/~cgates/PERSI/papers/thinking.pdf - 0 views

www-stat.stanford.edu/...thinking.pdf

Persi Diaconis critical thinking Education 2.0

shared by Keith Hamon on 29 Mar 11 - No Cached
  • Keith Hamon on 29 Mar 11
     
    The problem is this: We can spend endless time thinking and wind up doing nothing-or, worse, getting involved in the minutiae of a partially baked idea and believing that pursuing it is the same as making progress on the original idea.
Keith Hamon

What is the unique idea in Connectivism? « Connectivism - 0 views

www.connectivism.ca/?p=116

George Siemens connectivism elearning social networking PLN Education 2.0

shared by Keith Hamon on 19 Jan 11 - Cached
  • Keith Hamon on 19 Jan 11
     
    a critical question: what is the unique idea in connectivism?
Keith Hamon

ProfHacker - The Chronicle of Higher Education - 1 views

chronicle.com/...36190

writing reflection public discourse Ryan Cordell

shared by Keith Hamon on 07 Oct 11 - No Cached
  • Writing in class gives students direct access to me as they think through their ideas.
    • Keith Hamon
      Keith Hamon on 11 Oct 11
       
      This is a key benefit of flipping the classroom.
  • Keith Hamon on 07 Oct 11
     
    I suspect that many of us ask students to do some kind of writing in class: whether reflecting on the day's topic, responding to a brief prompt, or outlining their ideas. I include those kinds of writing-to-learn activities in my classes as well.
Keith Hamon

TeachThought8 Ideas, 10 Guides, And 17 Tools For A Better Professional Learning Network... - 0 views

www.teachthought.com/...-professional-learning-network

PLN web2.0 professional development connectivism rhizome

shared by Keith Hamon on 20 Oct 12 - No Cached
  • Keith Hamon on 20 Oct 12
     
    Personal learning networks are a great way for educators to get connected with learning opportunities, access professional development resources, and to build camaraderie with other education professionals. Although PLNs have been around for years, in recent years social media has made it possible for these networks to grow exponentially. Now, it's possible to expand and connect your network around the world anytime, anywhere.
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

Ideas for Writing Assignments - 2 views

gsw.edu/writing_projects.htm

writing assignments ideas

shared by Thomas Clancy on 29 Jun 10 - Cached
  • n this course, you will write a substantial research essay (6+ pages in MLA Style) on a topic of your own choice that relates to some aspect of the course material. In order to combat the procrastination (I-work-better-under-pressure) syndrome, this assignment has several steps all of which you must complete to achieve the best possible result.
    • Stephanie Cooper
      Stephanie Cooper on 29 Jun 10
       
      I like how this assignment was broken down into several steps. The part where they have to share their paper with their classmates is great. This means that they will actually have to do some thinking to be able to answer questions about the topic. This would definitely help with critical thinking skills, thus preventing most opportunites for plagiarism.
    • Thomas Clancy
      Thomas Clancy on 30 Jun 10
       
      I agree, Steph. That's what I'm trying to help our faculty see--their assignments in steps or phases that students can easily accomplish within a short lab visit.
  • It seems natural to assume that students in upper level courses will know the difference between a good term paper and a poor one. I've learned the hard way that this is an unwarranted assumption! My first attempts to use term paper assignments in my psychology courses were disappointing. The failure was partly my fault because I was not very specific in stating my expectations and the characteristics of good writing. Term paper assignments should be used as an opportunity to clearly demonstrate the differences between good and poor writing by communicating practices to avoid in the course assignment.
  • The following is a term paper assignment that I use in my Biopsychology course. The trend that you will notice in this assignment is that the expectations are very clear. For example, acceptable topics and information that should be covered within a topic are stated. In addition, classic space wasters such as huge direct quotes, long bulleted lists, large margins, and oversized fonts are illustrated as practices to avoid. As for the sources, the assignment clearly states that academic or peer reviewed sources are preferred whereas information from encyclopedias is considered unacceptable. These specific expectations help to clearly delineate the differences between good and poor writing practices.
  • ...1 more annotation...
  • Dan Askren
Keith Hamon

10 Google Forms for the Classroom | edte.ch - 1 views

edte.ch/...google-forms-for-the-classroom

Tom Barrett google googledocs GoogleForms googleapps Education 2.0 Web 2.0

shared by Keith Hamon on 22 Jun 10 - Cached
  • Keith Hamon on 22 Jun 10
     
    I thought I would share 10 ideas for using Forms in the classroom.
Stephanie Cooper

Anti-Plagiarism Strategies - 0 views

www.virtualsalt.com/antiplag.htm

plagiarism cheating research teaching writing academic education ethics

shared by Stephanie Cooper on 28 Jun 10 - Cached
  • Students are faced with too many choices, so they put off low priorities.
  • A remedy here would be to customize the research topic to include something of real interest to the students or to offer topics with high intrinsic interest to them.
  • If you structure your research assignment so that intermediate parts of it (topic, early research, prospectus, outline, draft, bibliography, final draft) are due at regular intervals, students will be less likely to get in a time-pressure panic and look for an expedient shortcut.
  • ...8 more annotations...
  • Many students have poor time management and planning skills. 
  • Some students fear that their writing ability is inadequate.
  • Reassuring students of the help available to them (your personal attention, a writing center, teaching assistants, online writing lab sites, etc.) may give them the courage to persevere.
  • Do not assume that students know what plagiarism is, even if they nod their heads when you ask them. Provide an explicit definition for them.
  • In addition to a definition, though, you should discuss with your students the difference between appropriate, referenced use of ideas or quotations and inappropriate use. You might show them an example of a permissible paraphrase (with its citation) and an impermissible paraphrase (containing some paraphrasing and some copying), and discuss the difference.
  • A degree will help students get a first job, but performance--using the skills developed by doing just such assignments as research papers--will be required for promotion.
  • Many students do not seem to realize that whenever they cite a source, they are strengthening their writing. Citing a source, whether paraphrased or quoted, reveals that they have performed research work and synthesized the findings into their own argument. Using sources shows that the student in engaged in "the great conversation," the world of ideas, and that the student is aware of other thinkers' positions on the topic. By quoting (and citing) writers who support the student's position, the student adds strength to the position. By responding reasonably to those who oppose the position, the student shows that there are valid counter arguments. In a nutshell, citing helps make the essay stronger and sounder and will probably result in a better grade.
  • Strategies of Prevention
Keith Hamon

Half an Hour: Connectivism and Transculturality - 1 views

halfanhour.blogspot.com/...vism-and-transculturality.html

network connectivism Stephen Downes social networking elearning PLN Education 2.0 rhizome

shared by Keith Hamon on 15 Jun 10 - Cached
  • you need a mixture of materials, you need a collection of different perspectives, different points of view, in order to come to any new understanding.
    • Keith Hamon
      Keith Hamon on 15 Jun 10
       
      Do teachers approach any class with the ambitions of gaining new understanding? Why not? What would change about a class if they did?
  • Communities have to be open, they have to have some source of new material coming in, whether its raw material, resources, ideas, etc., and then they have to have some place where they can send their creative product, the things that they make, the ideas that they have.
    • Keith Hamon
      Keith Hamon on 15 Jun 10
       
      How in QEP do we overcome the static curriculum closed to any new information?
  • A third criterion that distinguishes a community defines as a network from a community defined as a group is autonomy. And what that means is that each of the members of that community are working toward their own sense of values, their own sense of purpose, their own goals or endeavours.
    • Keith Hamon
      Keith Hamon on 15 Jun 10
       
      College classes too seldom incorporate the value of the student into the mix, ignoring the purposes, goals, and experiences of the student and delivering a plain vanilla product, one-size-fits-all.
  • ...1 more annotation...
  • When I say 'interactivity' I say the knowledge in the community is created by the interaction of the members of the community rather than created in one person and then spread through the community.
    • Keith Hamon
      Keith Hamon on 15 Jun 10
       
      This is a key to connectivism: that learning emerges, either in our minds or in our communities, from the patterns and interactions of individual people or neurons.
  • Keith Hamon on 15 Jun 10
     
    Our knowledge, our intelligence, must be based on something emergent from the connective activity of many individual neurons, can't be based on the content of a neuron, has to be based on the pattern of connectivity of these neurons. We replicate that in connectivist teaching.
Keith Hamon

Looking Ahead at Social Learning: 10 Predictions - 2010 - ASTD - 1 views

www.astd.org/...0710_meister.htm

Jeanne Meister Karie Willyerd learning edFutures elearning social networking PLN connectivism Web 2.0

shared by Keith Hamon on 03 Aug 10 - Cached
  • Keith Hamon on 03 Aug 10
     
    Throughout the last three years, we have researched what the future holds for fields as diverse as human longevity and the future of the web. That research helped us come up with 10 predictions for the future of social learning. If you are just now dipping your toes into the social learning pool, we hope the following predictions will give you some ideas about where the future is headed so that you can prepare accordingly.
Keith Hamon

The Wild World of Massively Open Online Courses « Unlimited Magazine - 1 views

www.unlimitedmagazine.com/...-massively-open-online-courses

Emily Senger elearning social networking PLN Education 2.0 Web 2.0 connectivism rhizome

shared by Keith Hamon on 02 Sep 10 - Cached
  • “There’s this notion that technology is networked and social. It does alter the power relationship between the educator and the learner, a learner has more autonomy, they have more control. The expectation that you wait on the teacher to create everything for you and to tell you what to do is false.”
    • Keith Hamon
      Keith Hamon on 02 Sep 10
       
      This is perhaps the practical heart of Connectivism: that the world is networked and that the learner is at the center of their own personal learning network.
  • “At the beginning, we had quite a number of students feeling quite overwhelmed because you would get 200 or 300 posts going into a discussion forum per day and that’s just about impossible to follow,” Siemens says.
    • Keith Hamon
      Keith Hamon on 02 Sep 10
       
      PLNs must have filters and aggregators to help us manage the massive flow of information in MOOCs.
  • Even if students in massively open online courses master the technology and overcome their virtual stage fright, a third problem remains: how to recognize the value of a learning experience that isn’t for credit.
    • Keith Hamon
      Keith Hamon on 02 Sep 10
       
      Validation remains a very sticky issue for online learning and for PLNs. However, I'm not sure the resolution will be to find a method for online validation, redefinition of validation, or a mixture of both.
  • ...1 more annotation...
  • It’s a question that proponents of online education continue to grapple with. Even if a student in an open course gains from their experience, there is no guarantee that the boss, or a potential employer, will recognize their learning without a certificate or other official, institution-approved record to prove it.
  • Keith Hamon on 02 Sep 10
     
    With advancing online tools innovative educators are examining new ways to break out of this one-to-many model of education, through a concept called massively open online courses. The idea is to use open-source learning tools to make courses transparent and open to all, harnessing the knowledge of anyone who is interested in a topic.
Keith Hamon

Using Google Docs for Peer Editing « Epic Epoch - 0 views

epicepoch.wordpress.com/?p=838&preview=true

David Freeburg writing elearning social networking PLN Education 2.0 Web 2.0 critical thinking

shared by Keith Hamon on 21 Sep 10 - No Cached
  • Keith Hamon on 21 Sep 10
     
    Over time, I'd like my students to become purveyors of their own work more and more.  The idea (and I'm sure it's not mine) is for the students to be able to critically analyze what each other written work to improve their own writing.
Keith Hamon

The Creativity Crisis - Newsweek - 0 views

www.newsweek.com/...the-creativity-crisis.html

Po Bronson Ashley Merryman creativity education learning innovation writing problem-based learning

shared by Keith Hamon on 21 Sep 10 - Cached
  • The correlation to lifetime creative accomplishment was more than three times stronger for childhood creativity than childhood IQ.
    • Keith Hamon
      Keith Hamon on 21 Sep 10
       
      Creativity is key to success in 21st Century, but are we creating opportunities for creativity in our classrooms?
  • The European Union designated 2009 as the European Year of Creativity and Innovation, holding conferences on the neuroscience of creativity, financing teacher training, and instituting problem-based learning programs—curricula driven by real-world inquiry—for both children and adults. In China there has been widespread education reform to extinguish the drill-and-kill teaching style. Instead, Chinese schools are also adopting a problem-based learning approach.
    • Keith Hamon
      Keith Hamon on 21 Sep 10
       
      Problem-based learning matches QEP's emphasis on moving content-delivery out of the classroom to replace it with classroom activities that apply the content to problem solving and critical thinking.
  • The creative problem-solving program has the highest success in increasing children’s creativity
    • Keith Hamon
      Keith Hamon on 21 Sep 10
       
      Creative problem-solving? Is creativity a part of critical thinking? What's the benefit in separating them?
  • Keith Hamon on 21 Sep 10
     
    What's shocking is how incredibly well Torrance's creativity index predicted those kids' creative accomplishments as adults. Those who came up with more good ideas on Torrance's tasks grew up to be entrepreneurs, inventors, college presidents, authors, doctors, diplomats, and software developers. Jonathan Plucker of Indiana University recently reanalyzed Torrance's data. The correlation to lifetime creative accomplishment was more than three times stronger for childhood creativity than childhood IQ.
Keith Hamon

Materials for Faculty: Teaching Forum: Teaching Ideas: Thesis - 1 views

www.dartmouth.edu/...thesis.shtml

Karen Gocsik writing thesis

shared by Keith Hamon on 12 Nov 10 - Cached
  • Keith Hamon on 13 Nov 10
     
    Most writing instructors have a repertoire of methods to help students find a thesis that will focus and guide an interesting and persuasive academic paper. We offer some of those methods here, with the observation that these instructors in fact teach the thesis in multiple ways in their classrooms.
Keith Hamon

Google Earth for Educators: 50 Exciting Ideas for the Classroom | Associate Degree - Fa... - 0 views

www.associatesdegree.com/...citing-ideas-for-the-classroom

Google Earth

shared by Keith Hamon on 18 Mar 10 - Cached
  • Keith Hamon on 18 Mar 10
     
    these exciting ways to use Google Earth are sure to infuse your lessons with plenty of punch.
Keith Hamon

An Idea Worth Spreading: The Future is Networks « emergent by design - 2 views

emergentbydesign.com/...reading-the-future-is-networks

rhizome social networking Web 2.0 emergence

shared by Keith Hamon on 23 Mar 10 - Cached
  • Keith Hamon on 23 Mar 10
     
    A wonderful explanation of how the author came to realize that networks are the way that humanity will structure itself in the future.
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