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Keith Hamon

Getting More Out of Student Blogging | Sue Waters Blog - 0 views

suewaters.com/...g-more-out-of-student-blogging

Sue Waters blogging elearning writing

shared by Keith Hamon on 16 Mar 13 - No Cached
  • Keith Hamon on 16 Mar 13
     
    So I've put together tips for getting the most out of blogging with your student (you can watch the recorded ETMOOC student blogging session here). For more information I recommend you work through our step by step guide to blogging with students.
Thomas Clancy

Educanto Marches On - Paul Greenberg - [page] - 1 views

townhall.com/...full

back-to-basics Education 2.0

shared by Thomas Clancy on 26 Jun 12 - No Cached
  • It's a firm rule in educanto: The vaguer the idea, the wordier its description.
  • the educantists' inflated language is a sure sign of their insecurity, which they try to mask by ever more convoluted language. Pretension remains the first symptom of a profession unsure of itself.
  • American society's in this postmodern, robotic, deconstructed age. We confuse data with information, information with knowledge and knowledge with wisdom.
  • ...1 more annotation...
  • if a quality can't be quantified -- like intuition, say, or poetry or faith or insight -- it doesn't exist. At least not to the well-trained mind. With each such "reform" in basic education, the basics grow dimmer. We seem bent on learning more and more about less and less till we finally succeed in knowing everything about nothing.
  • Thomas Clancy on 26 Jun 12
     
    I'm not familiar with this term "Educanto," but the article hits a concept that is close to us--assessment. If "grades" don't reflect a grasp of "basics," then what is it that we want to measure?
Keith Hamon

Teachers Guide on The Use of Wikis in Education - 1 views

www.educatorstechnology.com/...-guide-on-use-of-wikis-in.html

Med Kharbach wikis elearning Education 2.0 Web 2.0 social networking writing

shared by Keith Hamon on 03 Jul 12 - No Cached
  • Keith Hamon on 03 Jul 12
     
    According to Leuf and Cunningham, a wiki is "a free expandable collection of interlinked webpages, a hypertext system for storing and modifyinh information, a data base, where each page is easily edited by any user." A Wiki can be thought of as a combination of a web site and a Word document. At its simplest, it can be read just like any other web site, with no access privileges necessary, but its real power lies in the fact that groups can collaboratively work on the content of the site using nothing but a standard web browser. The Wiki is gaining  traction in education as an ideal tool for collaborative work.
Keith Hamon

The Flipped Class Manifest - THE DAILY RIFF - Be Smarter. About Education. - 1 views

www.thedailyriff.com/...flipped-class-manifest-823.php

flipped classroom JiTT

shared by Keith Hamon on 03 Dec 11 - No Cached
  • Keith Hamon on 03 Dec 11
     
    The "Flipped Classroom" is a term that has recently taken root in education.  Much information and misinformation currently surrounds the conversation.  We, as outspoken advocates for the "Flipped Classroom" concept, believe the following:
Keith Hamon

DH Syllabi - CUNY Academic Commons - 0 views

commons.gc.cuny.edu/...DH_Syllabi

syllabi digital humanities writing Education 2.0

shared by Keith Hamon on 16 Dec 11 - No Cached
  • Keith Hamon on 16 Dec 11
     
    A brief selection of DH-related syllabi. Readers, let us know if you have syllabus, curriculum, or program information that you'd like to share here.
Stephanie Cooper

Using Online Tools To Research, Organise And Process Information - 1 views

www.slideshare.net/...nd-process-information-2274758

online tools research

shared by Stephanie Cooper on 04 Jun 10 - Cached
  • Stephanie Cooper on 04 Jun 10
     
    A whole bunch of great resources are shown and explained in this slideshow.
Keith Hamon

Connectivism & Connective Knowledge » Narratives of coherence - 1 views

ltc.umanitoba.ca/connectivism

George Siemens connectivism narrative PLN elearning

shared by Keith Hamon on 21 Jun 10 - Cached
  • narrative of coherence
    • Keith Hamon
      Keith Hamon on 21 Jun 10
       
      I really like this phrase - narrative of coherence. I think it captures nicely one of the main techniques of all successful learners: they are able to build a narrative of coherence that connects new knowledge to their existing knowledge base and makes it all coherent.
  • Keith Hamon on 21 Jun 10
     
    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.
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

Author Nicholas Carr: The Web Shatters Focus, Rewires Brains | Magazine - 1 views

www.wired.com/...1

Nicholas Carr neuroscience psychology elearning social networking writing PLN Web 2.0 Education 2.0 connectivism rhizome critical thinking

shared by Keith Hamon on 05 Jul 10 - Cached
  • it would be a serious mistake to look narrowly at such benefits and conclude that the Web is making us smarter.
    • Keith Hamon
      Keith Hamon on 05 Jul 10
       
      Is it not also a mistake to look at the same evidence and conclude that the Web is making us dumber?
  • Keith Hamon on 05 Jul 10
     
    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.
Stephanie Cooper

Education can empower us with skills to act upon the world « Moving at the Sp... - 0 views

www.speedofcreativity.org/...h-skills-to-act-upon-the-world

empower education writing

shared by Stephanie Cooper on 10 Jun 10 - Cached
  • Reading and writing gave me skills to create with and to act on the world... through assignments like these I was learning how to marshal evidence and frame an argument. And I was also becoming more adept at handling a sentence, folding information onto it, making a complex point without losing the reader. These skills played out again and again on different topics and in different settings, leading to the ability to write a research article, a memo advocating a course of action, a newspaper opinion piece, an essay like the present one... All of the forgoing helped me develop a sense of myself as knowledgeable and capable of using what I know. This is a lovely and powerful quality-- cognitive, emotional, and existential all in one. It has to do with identity and agency, with how we define ourselves, not only in matters academic but also in the way we interact with others and with institutions. It has to do with how we move through our economic and civic lives. Education gave me the competence and confidence to independently seek out information and make decisions, to advocate for myself and my parents and those I taught, to probe political issues, to resist simple answers to messy social problems, to assume that I could figure things out and act on what I learned. In a sense, this was the best training I could have gotten for vocation and citizenship.
  • Stephanie Cooper on 10 Jun 10
     
    A strong argument for learning to read and write...
Thomas Clancy

News: Technologically Illiterate Students - Inside Higher Ed - 2 views

www.insidehighered.com/...techliteracy

illiterate technologically

shared by Thomas Clancy on 16 Jul 10 - Cached
  • who has access to information; who has those problem-solving skills. And that’s going to be the digital divide that we’re going to see in the future … the ability to deal with information.”
    • Thomas Clancy
      Thomas Clancy on 16 Jul 10
       
      B-I-N-G-O !!
  • "It is our job to equip students with the critical thinking skills that enable them to use various technologies wisely ... because people who know 'what' and 'how' will always work for people who know 'why.' "
  • , and partially borrowed, quotation on her concluding slide:
  • Thomas Clancy on 16 Jul 10
     
    My daughter just shared this with me. I hope our group is seeing these!
Keith Hamon

Primary Source Materials & Document Based Questions - 1 views

www.kn.pacbell.com/...listdocumentpa.html

Paula Goldstein primary sources writing research critical thinking

shared by Keith Hamon on 25 Aug 10 - Cached
  • Keith Hamon on 25 Aug 10
     
    Don't depend on someone else's interpretation of a document. Read it yourself and draw your own conclusions. Listen to speeches and hear for yourself, who said what. Document based questions (DBQs) are a major focus in schools today. To be answered correctly, students must be adept at analyzing and synthesizing the information provided. They must be able to write coherent and logical essays. This site is meant to provide students with resources to develop the skills needed to effectively respond to DBQs.
Keith Hamon

Stages of PLN adoption - 0 views

www.thethinkingstick.com/stages-of-pln-adoption

Jeff Utecht connectivism PLN

shared by Keith Hamon on 27 Sep 10 - Cached
  • Try and find that balance between learning and living. Understanding that you can not know it all, and begin to understand that you can rely on your network to learn and store knowledge for you.
    • Keith Hamon
      Keith Hamon on 27 Sep 10
       
      Here is a key justification for Connectivism: we simply cannot contain all the information we need in our one little head. We must rely on our networks to collect, store, and critical think about information for us.
  • Keith Hamon on 27 Sep 10
     
    I have noticed an emerging trend of what one goes through when adopting a PLN for the first time. I myself continue to look at the stages I am going through in adopting this new way of learning, interacting, and teaching in a collaborative, connected world.
Keith Hamon

Lines on Plagiarism Blur for Students in the Digital Age - NYTimes.com - 0 views

www.nytimes.com/...02cheat.html

Trip Gabriel plagiarism writing connectivism Web 2.0

shared by Keith Hamon on 07 Sep 10 - Cached
  • Keith Hamon on 07 Sep 10
     
    concepts of intellectual property, copyright and originality are under assault in the unbridled exchange of online information, say educators who study plagiarism. Digital technology makes copying and pasting easy, of course. But that is the least of it. The Internet may also be redefining how students - who came of age with music file-sharing, Wikipedia and Web-linking - understand the concept of authorship and the singularity of any text or image.
Keith Hamon

http://www.booz.com/media/uploads/Rise_Of_Generation_C.pdf - 1 views

www.booz.com/...Rise_Of_Generation_C.pdf

Roman Friedrich Michael Peterson Koster Sebastian Blum Generation-C social networking PLN connectivism Education 2.0 Web 2.0 rhizome

shared by Keith Hamon on 02 Sep 10 - No Cached
  • Keith Hamon on 02 Sep 10
     
    In the course of the next 10 years, a new generation-Generation C-will emerge. Born after 1990, these "digital natives," just now beginning to attend university and enter the workforce, will transform the world as we know it. Their interests  will help drive massive change in how people around the world socialize, work, and live their passions-and in the information age.
Keith Hamon

Building an Online Presence More Important Than Ever - 0 views

www.findingdulcinea.com/...-More-Important-Than-Ever.html

Colleen Brondou social networking writing PLN Education 2.0 Web 2.0 critical thinking connectivism elearning

shared by Keith Hamon on 21 Sep 10 - No Cached
  • For older students, Silvia Tolisano, a technology and 21st-century learning specialist, offers a comprehensive blog post on helping students take their blog skills to the next level. She focuses on the ability of blogs to help students become better writers, and be part of a network and contribute to a larger community.
    • Keith Hamon
      Keith Hamon on 21 Sep 10
       
      This is close to the heart of what we are doing in ASU's QEP.
  • Keith Hamon on 21 Sep 10
     
    Educators have long cautioned students about posting damaging information online, but now it's also becoming important to build a positive digital footprint. When should students start building their online persona? The earlier, the better.
Keith Hamon

http://family.lskc.edu.hk/files/dwn/LearningWithWeblogs.pdf - 1 views

family.lskc.edu.hk/...LearningWithWeblogs.pdf

Helen S Du Christian Wagner blogging Web 2.0 writing social networking PLN connectivism constructivism

shared by Keith Hamon on 02 Dec 10 - No Cached
  • Keith Hamon on 02 Dec 10
     
    Study of blogging in higher ed information systems course suggests that blogging is a significant predictor for learning outcomes while traditional coursework is not, that blogging has the highest predictive power for high & low students but much less for medium performers, and that blogging has a positive learning effect.
Keith Hamon

CITE Journal - Language Arts - 2 views

www.citejournal.org/...article1.cfm

Ewa McGrail J. Patrick McGrail copyright Web 2.0 Fairuse

shared by Keith Hamon on 19 Nov 10 - No Cached
  • Keith Hamon on 19 Nov 10
     
    Understanding the tenets of copyright in general, and in particular, in online communication and publishing with Web 2.0 tools, has become an important part of literacy in today's Information Age, as well as a cornerstone of free speech and responsible citizenship for the future.
Keith Hamon

From Degrading to De-Grading - 0 views

www.alfiekohn.org/...fdtd-g.htm

grading critical thinking

shared by Keith Hamon on 16 Feb 10 - Cached
  • Grades tend to reduce the quality of students’ thinking.  Given that students may lose interest in what they’re learning as a result of grades, it makes sense that they’re also apt to think less deeply.  One series of studies, for example, found that students given numerical grades were significantly less creative than those who received qualitative feedback but no grades.  The more the task required creative thinking, in fact, the worse the performance of students who knew they were going to be graded.  Providing students with comments in addition to a grade didn’t help:  the highest achievement occurred only when comments were given instead of numerical scores (Butler, 1987; Butler, 1988; Butler and Nisan, 1986).
  • what grades offer is spurious precision – a subjective rating masquerading as an objective evaluation
  • Grades spoil students’ relationships with each other.  The quality of students’ thinking has been shown to depend partly on the extent to which they are permitted to learn cooperatively (Johnson and Johnson, 1989; Kohn, 1992).  Thus, the ill feelings, suspicion, and resentment generated by grades aren’t just disagreeable in their own right; they interfere with learning.
    • Keith Hamon
      Keith Hamon on 16 Feb 10
       
      In QEP, we seek to enable students to connect to one another. Grading systems that promote competition among students tend to undermine that willingness to connect and collaborate.
  • ...4 more annotations...
  • The competition that turns schooling into a quest for triumph and ruptures relationships among students doesn’t just happen within classrooms, of course.  The same effect is witnessed at a schoolwide level when kids are not just rated but ranked, sending the message that the point isn’t to learn, or even to perform well, but to defeat others.  Some students might be motivated to improve their class rank, but that is completely different from being motivated to understand ideas.  (Wise educators realize that it doesn’t matter how motivated students are; what matters is how students are motivated.  It is the type of motivation that counts, not the amount.)
  • Even when students arrive in high school already accustomed to grades, already primed to ask teachers, “Do we have to know this?” or “What do I have to do to get an A?”, this is a sign that something is very wrong.  It’s more an indictment of what has happened to them in the past than an argument to keep doing it in the future.
  • Research substantiates this:  when the curriculum is engaging – for example, when it involves hands-on, interactive learning activities -- students who aren’t graded at all perform just as well as those who are graded (Moeller and Reschke, 1993).
  • abolishing grades doesn’t mean eliminating the process of gathering information about student performance – and communicating that information to students and parents.  Rather, abolishing grades opens up possibilities that are far more meaningful and constructive.  These include narratives (written comments), portfolios (carefully chosen collections of students’ writings and projects that demonstrate their interests, achievement, and improvement over time),  student-led parent-teacher conferences, exhibitions and other opportunities for students to show what they can do.
  • Keith Hamon on 16 Feb 10
     
    Grades tend to reduce the quality of students' thinking.  Given that students may lose interest in what they're learning as a result of grades, it makes sense that they're also apt to think less deeply.  One series of studies, for example, found that students given numerical grades were significantly less creative than those who received qualitative feedback but no grades.  The more the task required creative thinking, in fact, the worse the performance of students who knew they were going to be graded.  Providing students with comments in addition to a grade didn't help:  the highest achievement occurred only when comments were given instead of numerical scores (Butler, 1987; Butler, 1988; Butler and Nisan, 1986).
  • Keith Hamon on 16 Feb 10
     
    The spurious nature of grading seems particularly true in the case of writing. Most any piece of writing can, and often does, receive any grade.
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.
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