Archive of ‘learning’ category
http://blogs.kqed.org/mindshift/2014/01/beyond-angry-birds-five-apps-that-test-your-physics-skills/
All the above games have physics in common but they’re also all in 2D. If students love these games, consider challenging them with 3D and even 4D games that put physics knowledge to the test. Valve’s Portal series is a great choice, or look into the equally mind-bending first-person games Antichamber or Quantum Conundrum, both of which go beyond the boundaries of Newtonian physics and Euclidean geometry.
http://blogs.hbr.org/2014/10/the-real-revolution-in-online-education-isnt-moocs/
Say a newly minted graduate with a degree in history realizes that in order to attain her dream job at Facebook, she needs some experience with social media marketing. Going back to school is not a desirable option, and many schools don’t even offer relevant courses in social media. Where is the affordable, accessible, targeted, and high-quality program that she needs to skill-up?
http://blogs.kqed.org/mindshift/2014/10/a-problem-solving-game-for-teachers-and-administrators/
This activity empowers all stakeholders. It gives everyone an opportunity to share pain points and observations and to brainstorm solutions. By building a card deck of context-specific pain points and observations, there’s buy-in from the start. All participants have a vested interest in the cards they create. Likewise, the activity has enough structure built in to drive toward solutions.
Smartphones, tablets, e-readers — today’s students have a variety of mobile technologies at their fingertips. Here’s a look at some mobile-learning resources from Edutopia and around the web.
https://chroniclevitae.com/news/768-teaching-and-the-university-of-tomorrow
MOOC promoters continually claim that their products provide technologies that have never appeared in face-to-face classrooms. While I don’t disagree that my courses have lacked fun ways to draw molecules (because I teach in the humanities), I do find their insistence that traditional higher ed lacks technological advances to be odd. If you took the MOOC prophets seriously, it would seem that all real-time professors do is lecture to bored students. – See more at: https://chroniclevitae.com/news/768-teaching-and-the-university-of-tomorrow#sthash.RuCJxbAU.dpuf
What I believe Kelly Backer [intentionally?] misses to say is that MOOC claims to be progressive, meaning “a new mode/model” of teaching, but it relays on the old (from medieval times) values: the attempt to put “skin in the game” or pay for certificates, fails, since, according to Backer, the employers don’t care about those certificates. It is not sufficient to “move” the teaching process in the “future,” if the evaluation process remains in the medieval terms.
http://higheredmanagement.net/2014/10/22/stuck-in-the-90s-online-course-design-in-traditional-higher-education/
Of course, not all aspects of online course design require a team of specialists, a longer development time, and more funding. Some things can be done quickly, cheaply and by individuals with focused skill sets.
But technology can, when built with a deep understanding of how students learn, meet both of these needs. We can build online courses that provide students with hundreds of opportunities to test their knowledge. Using scientifically-based learning analytics, we can provide each learner with immediate, context-specific feedback. We can build software that constantly responds to each student’s cognitive and educational differences and serves up activities that address these differences.
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http://blogs.kqed.org/mindshift/2014/10/survey-finds-teachers-underutilize-resources-for-digital-games-in-the-classroom/
Certain types of games are favored over others, and that duration plays a key part. “Teachers tend to use shorter form games that could be finished in a class period or just a few minutes. Because developers realize that teachers can fit a shorter form game into a classroom period, they’re going to make those games.”
http://blogs.kqed.org/mindshift/2014/06/surprising-insights-how-teachers-use-games-in-the-classroom/
Periodic Table with videos
http://www.educatorstechnology.com/2014/10/ted-ed-new-interactive-periodic-table.html
http://ed.ted.com/periodic-videos
TED-Ed launched a clickable periodic table with videos on every element. This work is a fruit of a partnership between TED-Ed and Brady Haran, the creator of the popular YouTube channel Numberphile. The purpose behind this period table is to provide students with both a refresher and a study aid to help them better understand the different chemical elements and their properties.
http://www.pinterest.com/pin/122441683594666802/
Offers over 20 Million of Free Usable Media
http://www.cnet.com/pictures/apples-refreshed-ipad-line-pictures/
Apple created the A8X processor specifically for the iPad Air 2. The new chip has a second-generation 64-bit architecture, houses 3 billion transistors, and compared to the iPhone 6‘s A8 chip, has a 40 percent faster CPU, while its GPU is 2.5 times faster.
rear 8-megapixel iSight camera boasts a new sensor to capture 3,264×2,448 resolution photos and 1080p HD video.
Apple added an impressive anti-reflective coating to the iPad Air 2, which allegedly reduces glare by 56 percent.
http://www.edtechmagazine.com/k12/article/2014/10/review-microsoft-surface-pro-3-packs-punch
250-gigabyte hard drive, the Surface Pro 3 offers 15GB of online storage through Microsoft OneDrive
12-inch screen’s 3:2 aspect ratio
Intel Core i5 that could crunch large Adobe Photoshop and Microsoft PowerPoint files with ease
