Group items tagged

according to Dr. Gary Small, a neuroscientist & professor at UCLA, who spoke at the Learning & the Brain Conference, "The technology train has left. You have to deal with it, understand it, and get some perspective."

The purpose of this paper is to provide a discussion of the transformative potential of blended learning in the context of the challenges facing higher education.

A presentation about Pappas' ideas about integrating reflective practices into education.

Academics have held the online, user-written reference work in some disdain, said Mahzarin R. Banaji, a psychology professor at Harvard University, "but now I'm hearing nothing but enthusiasm, and I really think this is going to work." Ms. Banaji, the association's president, has put the prestige of a leading scholarly group-and her own name-behind the project, which involves a new interface custom-designed to make encyclopedia entries easier to write and edit, a nascent social network that links scholars who share interests, and tutorials for professors on ways to make writing for Wikipedia part of course assignments.

I'm more convinced than ever that blogging and doing it with other students from around the world is essential to helping students connect with themselves and a larger world.

A white paper from Adobe about 21st Century literacy.

This wiki is a collaborative learning space. If you want to contribute to this e-portfolio or digital portfolio page, please join the wiki and then add your thoughts, your notes or describe how you created digital portfolios for your students.

Instead of lecturing about polynomials and exponents during class time - and then giving his young charges 30 problems to work on at home - Fisch has flipped the sequence. He's recorded his lectures on video and uploaded them to YouTube for his 28 students to watch at home. Then, in class, he works with students as they solve problems and experiment with the concepts.

In short, [an eportfolio] is an online space from which to manage your life, learning and goals.

Established in 2009, the Association for Authentic, Experiential and Evidence-Based Learning (AAEEBL, pronounced "able") is a membership organization for the world e-portfolio community that now has established affiliations and collaborations with nearly all world-wide portfolio initiatives, projects and organizations.

A course hosted in Moodle exploring how to create ePortfolios in Google Sites.

Sven Birkerts (The Gutenberg Elegies) on one of the challenges in teaching writing across the curriculum now: "In the world according to 2.0, these are deemed to be some of the big changes of our moment. Expertise, authorship, individual creativity: out. Team collaborations, Wikipedia: in. Inevitably: "Knowledge is growing more broadly and immediately participatory and collaborative by the moment."

I used Google Docs Forms to structure an in-class peer review workshop.

Basically, creative commons licensing provides the creator with a way from an "all rights reserved" model to a "some rights reserved" model on copyrighted material.

The researchers were surprised by how ubiquitous the Internet has become for young people, said Mr. Smith. Nearly 100 percent of college students and 92 percent of nonstudents in the 18-24 age range were Internet users. By comparison, only 75 percent of adults nationally report using the Internet.

My work on blogs, articles, handbooks, and so on is an invitation to engage in conversation, not a proclamation of what I absolutely know.

One of the organizers of Edcamp Philly, a free education "unconference" that took place in Philadelphia last May. The event attracted the attention of educators from around the world--not only for the excellent content and collaborative spirit, but also for the unconference model itself -- one that costs next to nothing to produce by facilitating ad-hoc community participation.

While the next online model remains unclear, Southern New Hampshire's president, Paul J. LeBlanc, has sketched out one possible blueprint. … The vision is that students could sign up for self-paced online programs with no conventional instructors. They could work at their own speeds through engaging online content that offers built-in assessments, allowing them to determine when they are ready to move on. They could get help through networks of peers who are working on the same courses; online discussions could be monitored by subject experts. When they're ready, students could complete a proctored assessment, perhaps at a local high school, or perhaps online. The university's staff could then grade the assessment and assign credit. … The whole model hinges on excellent assessment.