Skip to main content

Home/ Groups/ Writing Across the Curriculum
Rss Feed
Sort By: Most Recent | Popular Filter: All | Bookmarks | Topics Simple Middle
Keith Hamon

Google Scholar Citations Now Open to All - ProfHacker - The Chronicle of Higher Education - 0 views

chronicle.com/...37372

Ryan Cordell google scholar citations writing

shared by Keith Hamon on 25 Nov 11 - No Cached
  • Keith Hamon on 25 Nov 11
     
    a service that "provides a very handy way to keep track of citations to your work."
Keith Hamon

Teachers as experts in . . . inquiry? « Fires in the Mind - 0 views

firesinthemind.org/...teachers-as-experts-in-inquiry

Kathleen Cushman Inquiry learning

shared by Keith Hamon on 14 Nov 11 - No Cached
  • Keith Hamon on 14 Nov 11
     
    A study just published in Science magazine sure makes one think twice about how we deliver "content knowledge" the classroom. The method by which a course is taught, it indicates, may be even more important than the instructor's background.
Keith Hamon

http://net.educause.edu/ir/library/pdf/ELI7078.pdf - 0 views

net.educause.edu/...ELI7078.pdf

mooc connectivism PLN

shared by Keith Hamon on 11 Nov 11 - No Cached
  • Keith Hamon on 11 Nov 11
     
    An introduction to massive, open, online courses (MOOC) by EDUCAUSE.
Keith Hamon

Why Johnny Can't Search - a Response - 0 views

www.peterpappas.com/...ny-cant-search-a-response.html

Peter Pappas search research information literacy

shared by Keith Hamon on 10 Nov 11 - No Cached
  • Keith Hamon on 10 Nov 11
     
    high school and college students may be "digital natives" but they're wretched at searching. In a recent experiment at Northwestern, when 102 undergraduates were asked to do some research online, none went to the trouble of checking the author's credentials. In 1955, we wondered why Johnny can't read. Today the question is why can't Johnny search?
Keith Hamon

Cool Cat Teacher Blog: Jailbreaking Education - 0 views

coolcatteacher.blogspot.com/...jailbreaking-education.html

Vicki Davis elearning Education 2.0 Web 2.0 PLN social networking

shared by Keith Hamon on 25 Oct 11 - No Cached
  • Keith Hamon on 25 Oct 11
     
    Currently, we have a mass production model of education. But until we personalize things and require each student to learn. Until we do things in creative ways that make sure kids each learn and have to think and process, we will continue to have the select few do the thinking. It is human nature. Education shouldn't be one size fits all. I don't think that getting outside the standardized work we do in education should be considered jailbreaking. But for now, in most schools it is.
Keith Hamon

Connected Knowledge, collective learning - 0 views

www.slideshare.net/...tlejohn-mooc-collectivefinalsm

Allison Littlejohn connectivism Education 2.0

shared by Keith Hamon on 25 Oct 11 - No Cached
  • Keith Hamon on 25 Oct 11
     
    A slideshow about connected knowledge and collective learning.
Stephanie Cooper

MERLOT - Multimedia Educational Resource for Learning and Online Teaching - 0 views

www.merlot.org/index.htm

Education 2.0 search resources teaching multimedia

shared by Stephanie Cooper on 19 Oct 11 - Cached
  • Stephanie Cooper on 19 Oct 11
     
    One of the largest learning object repositories.
Stephanie Cooper

Technorati - 0 views

technorati.com

Education 2.0 education blog search technorati elearning

shared by Stephanie Cooper on 19 Oct 11 - Cached
  • Stephanie Cooper on 19 Oct 11
     
    Searching blogs through a service such as Technorati.com will help identify new repositories of learning objects: videos, etc. to use in your lessons.
Keith Hamon

How Khan Academy Is Changing the Rules of Education | Magazine - 0 views

www.wired.com/...ff_khan

Clive Thompson flipped classroom khan academy math Education 2.0 Web 2.0

shared by Keith Hamon on 13 Oct 11 - No Cached
  • Keith Hamon on 13 Oct 11
     
    Thordarson thought Khan Academy would merely be a helpful supplement to her normal instruction. But it quickly become far more than that. She's now on her way to "flipping" the way her class works. This involves replacing some of her lectures with Khan's videos, which students can watch at home. Then, in class, they focus on working problem sets. The idea is to invert the normal rhythms of school, so that lectures are viewed on the kids' own time and homework is done at school. It sounds weird, Thordarson admits, but this flipping makes sense when you think about it. It's when they're doing homework that students are really grappling with a subject and are most likely to need someone to talk to. And now Thordarson can tell just when this grappling occurs: Khan Academy provides teachers with a dashboard application that lets her see the instant a student gets stuck.
Keith Hamon

The Ubiquitous Librarian - The Chronicle of Higher Education - 0 views

chronicle.com/...ts-about-post-text-scholarship

Brian Mathews librarian writing elearning Education 2.0 film post-text scholarship

shared by Keith Hamon on 13 Oct 11 - No Cached
  • Keith Hamon on 13 Oct 11
     
    Are we seeing a shift from text to video as a primary form of expression? Perhaps in pop culture this has already happened with television, movies, youtube, and the web-but what if it stretches into academia? In fact, we're already seeing this with math.
Keith Hamon

The Necessity of Funding Failure | Wired Science | Wired.com - 0 views

www.wired.com/...e-necessity-of-funding-failure

Jonah Lehrer risk ambiguity failure Education 2.0 education critical thinking

shared by Keith Hamon on 05 Oct 11 - No Cached
  • The moral is that these scientists weren’t producing better research because they were smarter or more creative or had more money. Instead, they had more success because they were more willing to fail.
    • Keith Hamon
      Keith Hamon on 05 Oct 11
       
      These scientists both failed and succeeded at a higher rate than the other group because they were given space to play in. How do we create those spaces in our classrooms? I think games and free, non-graded writing help.
  • Keith Hamon on 05 Oct 11
     
    A few years ago, a team of economists at MIT and UCSD analyzed the data from NIH and HHMI funded labs to see which funding strategy was more effective. … The data was clear: In every biomedical field, the risky HHMI grants were generating the most important, innovative and influential research.
Keith Hamon

Future Work Skills 2020 - 0 views

apolloresearchinstitute.com/...52

edFutures

shared by Keith Hamon on 30 Jan 12 - No Cached
  • Keith Hamon on 30 Jan 12
     
    An introduction and links to a study by the Apollo Research Institute that list 6 cultural shifts and 10 skills that help people handle those shifts as productively as possible.
Keith Hamon

Every Child Is A Scientist | Wired Science | Wired.com - 0 views

www.wired.com/...le-kids-are-natural-scientists

Jonah Lehrer learning ambiguity research problem-based learning problem solving Education 2.0 critical thinking

shared by Keith Hamon on 05 Oct 11 - No Cached
  • The lesson of the research is that even little kids react to ambiguity in a systematic and specific fashion. Their mode of playing is really a form of learning, a way of figuring out how the world works. While kids in the unambiguous condition engaged in just as much play as kids in the ambiguous condition, their play was just play. It wasn’t designed to decipher the causal mechanisms of the toy.
    • Keith Hamon
      Keith Hamon on 05 Oct 11
       
      The drive for the "correct answer" undermines the role of ambiguity in promoting creativity and critical thinking in students.
  • According to the psychologists, the different reactions were caused by the act of instruction. When students are given explicit instructions, when they are told what they need to know, they become less likely to explore on their own. Curiosity is a fragile thing.
    • Keith Hamon
      Keith Hamon on 05 Oct 11
       
      In our drive to "cover the material," we too often destroy the very curiosity of our students that we so much want to encourage. And public ed has done such a fine job of destroying curiosity with its battery of standardized tests (one correct answer only), that even if we college profs try, we have to work against the learned behaviors and attitudes of our students, esp. our best students who have thoroughly learned & mastered the rote learning game. Free writing can help us create a space in our classes for experimentation and risk-taking, for creativity and critical thinking.
  • Keith Hamon on 05 Oct 11
     
    Pablo Picasso once declared: "Every child is an artist. The problem is how to remain an artist once we grow up." Well, something similar can be said about scientists. According to a new study in Cognition led by Claire Cook at MIT, every child is a natural scientist. The problem is how to remain a scientist once we grow up.
Keith Hamon

Frontal Cortex | Wired Science | Wired.com - 0 views

www.wired.com/...frontal-cortex

Jonah Lehrer neuroscience critical thinking pedagogy Learning failure

shared by Keith Hamon on 05 Oct 11 - Cached
  • Because the subjects were thinking about what they got wrong, they learned how to get it right.
    • Keith Hamon
      Keith Hamon on 05 Oct 11
       
      This suggests one of the strengths of reflective writing & ungraded writing: a space where people can be free to fail without a grade penalty and then reflect on that failure and learn from it. This works very much against our usual drive to transfer the "right answer" to our students.
  • The problem with praising kids for their innate intelligence — the “smart” compliment — is that it misrepresents the psychological reality of education. It encourages kids to avoid the most useful kind of learning activities, which is when we learn from our mistakes. Because unless we experience the unpleasant symptoms of being wrong — that surge of Pe activity a few hundred milliseconds after the error, directing our attention to the very thing we’d like to ignore — the mind will never revise its models. We’ll keep on making the same mistakes, forsaking self-improvement for the sake of self-confidence. Samuel Beckett had the right attitude: “Ever tried. Ever failed. No matter. Try Again. Fail again. Fail better.”
    • Keith Hamon
      Keith Hamon on 05 Oct 11
       
      Let's find ways to reward those who are willing to stretch into failure and then learn from those experiments-NOT those who seek only the safe, sure answer.
  • Keith Hamon on 05 Oct 11
     
    The physicist Niels Bohr once defined an expert as "a person who has made all the mistakes that can be made in a very narrow field." Bohr's quip summarizes one of the essential lessons of learning, which is that people learn how to get it right by getting it wrong again and again. Education isn't magic. Education is the wisdom wrung from failure.
Keith Hamon

5 Tools To Compare Typefaces & Choose The Right Font For Your Work - 0 views

www.makeuseof.com/...are-typefaces-choose-font-work

Saikat Basu makeuseof fonts typefaces typography writing

shared by Keith Hamon on 22 Jul 11 - No Cached
  • Keith Hamon on 22 Jul 11
     
    when we attempt to select a font, we do quite a lot of comparing between the different fonts available to us. Here are seven tools which might help you to pick the right font for your work.
Keith Hamon

Dr. Helen Barrett's Electronic Portfolios - 0 views

electronicportfolios.org

Helen Barrett eportfolio portfolio assessment elearning PLN Education 2.0 Web 2.0

shared by Keith Hamon on 09 Aug 10 - Cached
  • Keith Hamon on 09 Aug 10
     
    Great site for exploring the concept of ePortfolios
Keith Hamon

NCTE Inbox Blog: Building Community in 15 Minutes a Day - 0 views

ncteinbox.blogspot.com/...mmunity-in-15-minutes-day.html

Traci Gardner elearning social networking PLN writing connectivism

shared by Keith Hamon on 07 Sep 10 - Cached
  • you can easily adapt the project for any students and class.
  • Be sure that the writing prompt you choose require a personal response.
    • Keith Hamon
      Keith Hamon on 07 Sep 10
       
      QEP seeks to connect new knowledge to what the student already knows, which is key to connective knowledge.
  • Remember that writers have more authority when they can choose a topic that they are comfortable with.
    • Keith Hamon
      Keith Hamon on 07 Sep 10
       
      Building a sense of authority is key to good writing. Real writers always try to write from a position of relative authority. If they can't, then they ask good questions or keep quiet.
  • ...3 more annotations...
  • Invite students to do whatever kind of writing they want to. The important thing is to write. Exactly how they write is less important.
    • Keith Hamon
      Keith Hamon on 07 Sep 10
       
      In QEP, we seek first to encourage student writing, build participation, regardless of the kind or quality of the writing. Those issues emerge ONLY after people are writing in a group.
  • Once students do their writing, it's time to use their texts to build community.
    • Keith Hamon
      Keith Hamon on 07 Sep 10
       
      This is a key: we must find ways to pull student ideas into the classroom. This invests the students in their own learning and connects them to the class, the content, and to each other.
  • Using Anderson's project as a model, you can jump start community building in the classroom this fall. The first days of school can be very scary. As teachers, we need to make students feel comfortable with each other as quickly as possible. Writing is the answer. Welcome students as writers, give them advice and encouragement, and watch discussions about writing blossom as students build connections and encourage one another to write. And you can do it all in about 15 minutes a day!
    • Keith Hamon
      Keith Hamon on 07 Sep 10
       
      This is why our QEP focuses so much on writing in social networks.
  • Keith Hamon on 07 Sep 10
     
    Laurie Halse Anderson… invites readers to spend 15 minutes writing every day during the month. She provides writing prompts, advice, and encouragement. All readers have to do is set aside 15 uninterrupted minutes and write.
Keith Hamon

NCTE Inbox Blog: Five Ways to Learn about Students This Fall - 0 views

ncteinbox.blogspot.com/...learn-about-students-this.html

Traci Gardner social networking connectivism PLN writing Education 2.0

shared by Keith Hamon on 07 Sep 10 - Cached
  • Ask students to reflect on their writing habits and process.
  • Ask students to tell you about their regular or most significant interactions with technology
  • ongoing reflection on the writing students do, a process that will keep you informed about the writers you teach.
  • ...2 more annotations...
  • You can learn much about students' prior knowledge by asking them to tell you about what they want to do in the future.
  • asking students to share an artifact of their writing process that is significant—a favorite pen, something they have written, a diary. Anything.
  • Keith Hamon on 07 Sep 10
     
    New students… bring with them literacy experiences from other classrooms, from their homes, and from their communities. The challenge is to figure out what they know and connect to that prior knowledge and experience as soon as possible. … Here are five strategies:
Keith Hamon

A Primer About Successful Online Communities - FeverBee - The Online Community Guide - 0 views

www.feverbee.com/...primeronlinecommunity.html

Richard Millington social networking writing PLN connectivism

shared by Keith Hamon on 07 Sep 10 - Cached
  • identifying something people believe in and inviting them to talk to each other. You don’t create the interest, you create the platform
    • Keith Hamon
      Keith Hamon on 07 Sep 10
       
       Are most college profs reluctant to tackle the issue of student interest in the profs' classes? Why? And is it worth addressing in a class?
  • The better you get to know and like your fellow members, and the more you care about their opinion of you, the more you participate and thus work towards a successful goal.
    • Keith Hamon
      Keith Hamon on 07 Sep 10
       
      Studies show that student success in a class depends on the level of engagement with fellow students, teacher, and content. Too many teachers assume that engagement is a given in their classes and refuse to cultivate it. Too many don't know how to cultivate engagement.
  • designing your community that reflects both the common interest and the individual contributions as equals.
  • ...3 more annotations...
  • Bonding a community means doing things together.
  • This self-disclosure is important. If you’re not continuously asking members to share their thoughts and experiences, members will never truly bond as a group. No bonds means low engagement and participation rate. More importantly, it means no community spirit (the something special we mentioned at the beginning).
  • as your community grows you need to begin decentralizing responsibility. Give popular members their own forums/groups to moderate.
  • Keith Hamon on 07 Sep 10
     
    Successful online community building is connecting a group of people online and making them feel a part of something special. This 'something special' element is the overlooked bit.
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.
« First ‹ Previous 341 - 360 Next › Last »
Showing 20▼ items per page