Searching for "teach"
Mark Zuckerberg’s Sister Published A Book About A Child Whose Mom Takes Her iPad Away
http://www.businessinsider.com/randi-zuckerbergs-kids-book-dot-2013-11#ixzz2jmchiAAf
social media etiquette
unplug
http://www.nytimes.com/2013/11/03/books/review/randi-zuckerbergs-dot-complicated-and-dot.html
Contemplative Pedagogy and Dealing with Technology
Dan Barbezat, Amherst College; David Levy, University of Washington
https://docs.google.com/viewer?pid=sites&srcid=cG9kbmV0d29yay5vcmd8d2lraXBvZGlhfGd4OjY4MDVkOTRlNGQyODY0ZjY&docid=9ffbca34d1874ac24b0a339bd01f94cf%7Cbeba8a8cdb041811cbd3136e0fdbd53b&a=bi&pagenumber=45&w=800
The accelerating pace of life is reducing the time for thoughtful reflection and in particular for contemplative scholarship, within the academy. The loss of time to think is occurring at exactly the moment when scholars, educators, and students have gained access to digital tools of great value to scholarship. This interactive session reviews research on technology’s impacts and demonstrates some contemplative practices that can respond to them. Contemplative pedagogy can offset the distractions of our multi-tasking, multi-media culture, and show how the needs of this generation of students can be met through innovative teaching methods that integrate secular practices of contemplation.
Topics: Faculty Professional Development, Teaching & Learning
Walking the Labyrinth: Contemplative Instructional Techniques to Enhance Learner Engagement
Carol Henderson and Janice Monroe, Ithaca College
Bringing ancient traditional meditative skills into the contemporary classroom, con-templative learning techniques serve as an effective counterbalance to the speedi-ness and distractions of today’s fast-paced technology-based cultural environment. Applicable to both faculty development programs and to faculty working directlywith students, contemplative methods create a richer, more engaging learningenvironment by allowing participants to quiet their minds and focus deeply on the material at hand. This interactive session provides instruction and practice in con-templative techniques, offers examples of their use, and supports the integration of these techniques into any discipline or subject area.
Topics: Faculty Professional Development, Teaching & Learning
Contemplative Computing and Our Future of Education
Alex Soojung-Kim Pang, Stanford University
A generation of educators have spent their professional lives hearing that technol-
ogy is changing the world, transforming the way we think, and that higher educa-
tion must evolve or become obsolete. In case you didn’t get the message in the
1960s and 1970s, with cassette tapes, television and mainframe computers, it was
repeated in the 1980s when personal computers appeared; repeated again in the
1990s, with CD-ROMs (remember those) and the World Wide Web; repeated again
in the early 2000s with blogs and wikis; and recently, repeated once again in the
wake of social media, YouTube and the real-time Web.
This language of technological revolution and institutional reaction is backward. It
gives too much credit and agency to technology, and makes today’s changes seem
unprecedented and inevitable. Neither is actually true. Contemplative computing—
the effort to design technologies and interactions that aren’t perpetually demanding
and distracting, but help users be more mindful and focused—provides a language
for talking differently about the place of technology in teaching, learning, and edu-
cation. We think of today’s technologies as uniquely appealing to our reptilian, dopa-
mine- and stimulation-craving brains. In reality, distraction is an ancient problem,
and the rise of contemplative practices and institutions (most notably monasteries
and universities) is a response to that problem. Abandoning our traditional role as
stewards of contemplative life is as dangerous for the societies we serve as it is
short-sighted and counterproductive. Contemplative computing argues that even
today, people have choices about how to interact with technologies, how to use
them, and how to make the parts of our extended minds; and that part of our job
as educators is to show students how to exercise that agency.
http://www.edudemic.com/social-media-in-education/
How Social Media Is Being Used In Education
good graph on the bottom of the article (http://www.edudemic.com/wp-content/uploads/2013/10/social-media-for-teaching.jpg)
- The level of personal use of social media among faculty (70.3 percent) mirrors that of the general population
- 55 percent of faculty use social media in a professional context (any aspect of their profession outside of teaching), up from 44.7 percent last year
- Only 41 percent of faculty use social media in the classroom, but this use continues to experience steady year-to-year growth
- Faculty are sophisticated consumers of social media. They match different sites to their varying personal, professional, and teaching needs
- Concerns remain about privacy, maintaining the class as a private space for free and open discussion, and the integrity of student submissions
- Most faculty agree that “the interactive nature of online and mobile technologies create better learning environments” and that digital communication has increased communication with students
- Faculty believe that online and mobile technologies can be distracting, and that they have resulted in longer working hours and more stress
http://www.edutopia.org/blog/coding-new-foreign-language-requirement-helen-mowers
Coding, Cognition and Communication
In terms of cognitive advantages, learning a system of signs, symbols and rules used to communicate — that is, language study — improves thinking by challenging the brain to recognize, negotiate meaning and master different language patterns. Coding does the same thing. Students who speak English and Mandarin are better multitaskers because they’re used to switching between language structures. Coding, likewise, involves understanding and working within structures.
Foreign language instruction today emphasizes practical communication — what students can do with the language. Similarly, coding is practical, empowering and critical to the daily life of everyone living in the 21st century.
Coding is Ubiquitous
Programming is the global language, more common than spoken languages like English, Chinese or Spanish.
5 Reasons Why You Should Teach Kids to Code ~ Educational Technology and Mobile Learning
http://www.educatorstechnology.com/2013/10/5-reasons-why-you-should-teach-kids-to.html
https://blog.stcloudstate.edu/ims/2013/11/19/finland-eyes-programming-classes-for-elementary-school-students/
Why We’re Learning about Coding in Our 6th Grade Writing Class
http://www.middleweb.com/11559/learning-coding-in-writing-class/
Should coding replace foreign language requirements?
http://www.educationdive.com/news/should-coding-replace-foreign-language-requirements/361398/
Washington state and Kentucky have both proposed legislation that mirrors this trend, with Washington asking that students be allowed to count two years of computer science courses as two years of foreign language studies.
In an October post, Washington Post columnist Valerie Strauss wrote that coding is something like “cursive 2.0” — a practice that will soon become compulsory in schools across the nation.
http://www.washingtonpost.com/blogs/answer-sheet/wp/2013/10/16/howard-gardner-multiple-intelligences-are-not-learning-styles/
Gardner now teaches at the Harvard Graduate School of Education. He is the author of numerous books on intelligence and creativity. His new book ”The App Generation,” co-authored with Katie Davis, explains how life for young people today is different than before the dawn of the digital age, and will be published on Oct. 22 by Yale University Press.
Gardner’s theory initially listed seven intelligences which work together: linguistic, logical-mathematical, musical, bodily-kinesthetic, spatial, interpersonal and intrapersonal; he later added an eighth, naturalist intelligence and says there may be a few more.
+++++++++++++++++++++++++++++
Excerpts from the blog entries under the article
Emily Sedlock
The idea that multiple intelligences and learning styles have become interrelated is so true. Learning about all the different types of intelligences and learning, it can be hard to keep them all straight. This article was helpful in pointing out the differences. Educators should be aware of these differences, so that they might be able to better teach their students.
GRoo
1) Learning
The basis:
– how how human capacities are represented in the brain,
Multiple Intelligences:
– a number of relatively independent mental faculties
– a number of relatively autonomous computers—[that compute] … information
A strong intelligence:
– an area where the person has considerable computational power
What matters
– the power of the mental computer, the intelligence, that acts upon that sensory information, once picked up
So “learning” = us[ing … (different) cognitive faculties?
Q1: Is that ok to assume and say?
Q2: What of “dimensions” – cognitive processing (higher order thinking) and knowledge (concrete to abstract) and sense of self, or affect[ive]?
2) Teaching
– Individualize your teaching
– Pluralize your teaching. Teach important materials in several ways, …reach students who learn in different ways… [present] materials in various ways
5 Free Cloud-Based Document Collaboration Tools to Power Your Productivity
http://ow.ly/qkji8
- Evernote
Learn More about Evernote with These Excellent Video Tutorials ~ Educational Technology and Mobile Learning
- Google Docs
Kaizena: add audio comments to the content of your Google documents http://www.educatorstechnology.com/2013/10/a-great-tool-to-add-audio-feedback-to.html
- MindMeister (paid, might want to skip it)
- Trello
- WordPress
http://www.21things4teachers.net/3—collaboration-tools.html#!
Lino
Doodle – Meeting Wizard
Google Drive, formerly known as Google Docs
The 10 best powerPoint Alternatives!
http://www.powtoon.com/blog/10-best-powerpoint-alternatives/
33 Highly Useful Presentation Tools
http://smallbiztrends.com/2009/09/33-useful-presentation-tools.html#!
Prezi http://philpresents.wordpress.com/2011/08/30/two-reasons-i-dont-recommend-prezi/
http://edtechreview.in/news/news/products-apps-tools/825-20-options-for-real-time-collaboration-tools
Neat Chat: It is one of the easiest and fastest ways to have online conversations with a group of friends or colleagues. It provides a clean, fast and robust chat room where you can share files, send private messages and even access conversations that happened in your absence.
Today’s Meet: Allows you to have quick conversations in private online chat rooms. It has a back channel which gives you the ability to adjust your audience’s needs and emotions. In your chat room you can use live stream to make comments, ask questions and use that feedback to tailor your presentations to address your audience’s needs
Zoho Writer: Is a powerful rich text-editor for Android devices, which allows you to create documents seamlessly with a rich feature-set. You can either save these docs in local devices or cloud devices like Zoho Docs. Zoho Docs workspace is a collaboration tool, which allows you to share work on the same doc with other people in real-time.
Scriblink: Is a free digital whiteboard that users can share online in real-time. It can be used by up to 5 users at the same time. It can be used just for fun or for more practical things like layout planning, concept diagramming, or tutoring a friend.
Stinto: Is for creating free chats and inviting others to join just by sending a simple link. It allows you to share photos and images with others. You can upload photos, sketches, diagrams, etc. to your chat for others to view.
Mind42: Allows collaborative online mind-mapping and brainstorming. It runs in your browser and allows you to manage your ideas alone or while working in a group. It allows you to quickly create, manage and edit the data structure required for mind maps.
Scribblar: Offers you an online whiteboard, real-time audio, document upload, text-chat and more. It is a perfect online-tutoring platform. You can use it to revise artwork and images; create brainstorming, product demos, interviews and tests.
CoSketch: Is a multi-user online whiteboard designed to give you the ability to quickly visualize and share your ideas as images. Anything you paint is shared in real-time and can be saved and embedded on forums, blogs, etc.
Twiddla: Is a real-time online collaboration tool, which allows text and audio chat in real-time. It also allows you to review websites within the application.
Etherpad: Is an open source online editor providing collaborative editing in real-time. You can write articles, press releases, to-do lists and more along with your friends or colleagues all working on the same doc at the same time.
Tinychat: It lets you create a private chat room in an instant, the URL of which can be emailed to others to participate in real-time. It is very easy to use and also has features to support video capability.
FlashMeeting: Is an easy-to-use online meeting application. A meeting is pre-booked by a registered user and a URL, containing a unique password for the meeting, is returned by the FlashMeeting server, which is passed on to the people who want to participate.
BigMarker: It combines messaging, file sharing and video calls into one place. BigMarker communities have features for conferencing for up to 100 people, presenting PowerPoints and other docs, sharing your screen, recording, storing, exporting sessions and more.
Meetin.gs: Is a web and mobile meeting organizer which brings the benefits of online collaboration to both online and offline meetings. It provides a dedicated online meeting space for scheduling, material sharing and agenda setting.
Conceptboard: It provides instant whiteboards to create a platform for you to communicate with your team. Feedback on visual content is easy and there is support for tasks, reports and more. It simplifies and improves collaboration on visual content and accelerates collaboration processes within your team.
Speek: Allows you to simply organize conference calls. Speek uses a personal or business link instead of a phone number and PIN for conference calls. Participants can join or start a call from their phone, web or mobile browser. You can see who’s joined, who’s talking, share files, use call controls and more.
Draw It Live: Is a free application that allows you to work together with other people to draw in real-time. You can create a whiteboard and share its URL with other people to let them join.
LiveMinutes: Is an online conferencing app. A unique URL address is created for your conference that you can share with people you want to connect with. You can share audio, virtual whiteboards, documents, etc. and a feature to share videos is coming soon.
FlockDraw: Is an online whiteboard based painting and drawing tool. It makes it easy to draw online free with multiple people participation. There can be unlimited people in a room with drawing updates in real-time.
VIDquik: Is a video-conferencing platform where you can connect and talk with anyone you want. You just need to enter the Email of the person you want to call, they click on the link and the two of you are in a web-based video call.
list of peer reviewed literature on “flipped classroom”
Findlay-Thompson, S., & Mombourquette, P. (2013). EVALUATION OF A FLIPPED CLASSROOM IN AN UNDERGRADUATE BUSINESS COURSE. Global Conference On Business & Finance Proceedings, 8(2), 138-145.
http://search.ebscohost.com/login.aspx?direct=true&AuthType=ip&db=buh&AN=89496806
Davies, R., Dean, D., & Ball, N. (2013). Flipping the classroom and instructional technology integration in a college-level information systems spreadsheet course. Educational Technology http://search.ebscohost.com/login.aspx?direct=true&AuthType=ip&db=keh&AN=88785048
Davies, R., Dean, D., & Ball, N. (2013). Flipping the classroom and instructional technology integration in a college-level information systems spreadsheet course. Educational Technology Research & Development, 61(4), 563-580. doi:10.1007/s11423-013-9305-6
http://search.ebscohost.com/login.aspx?direct=true&AuthType=ip&db=keh&AN=88785048
Missildine, K., Fountain, R., Summers, L., & Gosselin, K. (2013). Flipping the Classroom to Improve Student Performance and Satisfaction. Journal Of Nursing Education, 52(10), 597-599. doi:10.3928/01484834-20130919-03
http://search.ebscohost.com/login.aspx?direct=true&AuthType=ip&db=rzh&AN=2012318677
Butt, A. (2014). STUDENT VIEWS ON THE USE OF A FLIPPED CLASSROOM APPROACH: EVIDENCE FROM AUSTRALIA. Business Education & Accreditation, 6(1), 33-43.
http://search.ebscohost.com/login.aspx?direct=true&AuthType=ip&db=buh&AN=90567007
Strayer, J. F. (2012). How Learning in an Inverted Classroom Influences Cooperation, Innovation and Task Orientation. Learning Environments Research, 15(2), 171-193.
http://search.ebscohost.com/login.aspx?direct=true&AuthType=ip&db=eric&AN=EJ977852
Critz, C. M., & Knight, D. (2013). Using the Flipped Classroom in Graduate Nursing Education. Nurse Educator, 38(5), 210-213. doi:10.1097/NNE.0b013e3182a0e56a
http://search.ebscohost.com/login.aspx?direct=true&AuthType=ip&db=rzh&AN=2012296027
Herreid, C., & Schiller, N. A. (2013). Case Studies and the Flipped Classroom. Journal Of College Science Teaching, 42(5), 62-66.
http://search.ebscohost.com/login.aspx?direct=true&AuthType=ip&db=keh&AN=86988365
Jottings by Saquarrah. (2013). Medical Teacher, 35(6), 532-533.
http://search.ebscohost.com/login.aspx?direct=true&AuthType=ip&db=aph&AN=89131643
search.ebscohost.com/login.aspx?direct=true&AuthType=ip&db=tfh&AN=85672747
Brunsell, E., & Horejsi, M. (2013). Science 2.0. Science Teacher, 80(2), 8.
http://search.ebscohost.com/login.aspx?direct=true&AuthType=ip&db=sch&AN=85127911
Greg Jorgensen emailed us with his new darling:
Explain Everything – https://play.google.com/store/apps/details?id=com.morriscooke.explaineverything
and raises a very good question:
What do we know and how do we organize our tools and apps for whiteboard screencasting and lecture capture?
Greg’s choice of the day is atop of a list from the Ed Tech/y and Mobile Learning web site:
http://www.educatorstechnology.com/2013/05/6-useful-ipad-apps-for-creating.html
next on that top-6-list are
Teach
Show Me
Educreations Interactive Whiteboard
Doodlecast Pro
Pixntell
Doceri (http://doceri.com/) is a very promissing app, which Bob Lessinger was pushing to be installed on campuos computers (being free), but it is ONLY iPAD-bound (not even iPHone or iTouch)
In addition to Doceri: Stage : Interactive Whiteboard and Document Camera and Splashtop Whiteboard per: 3 Apps to Turn Your iPad into Interactive Whiteboard ~ Educational Technology and Mobile Learning
Here is a neat table about the compatibility (iOS and Android) for several of these apps:
http://www.elcamino.edu/administration/staffdev/training/whiteboardscreencasting.pdf
Here is another good resource from Alaska. The screencasting apps reviewed are the same as above, but other good sources regarding a pedagogy involving the technology.
A broader approach to this issue (Presentation & Screencasting Apps) on Pinterest: http://www.pinterest.com/itechservices/presentation-screencasting-apps/
More apps and possibilities, as well as “how-to” directions here:
http://castingoutnines.wordpress.com/2011/06/07/how-i-make-screencasts-the-whiteboard-screencast/
Here is an useful blog entry, comparing ExlpainEverything with Educreation —
http://freebiologyschool.blogspot.com/2013/04/explaineverything-app-better-than.html
More apps:
Lecturnity ( http://www.lecturnity.com )
Tegrity http://tegr.it/
FlySketch http://flyingmeat.com/flysketch/
http://presentationtube.com/
a lengthy review is available here: http://smorgastech.blogspot.com/?goback=%2Egde_2038260_member_5807615489219772416#%21
The Awesome Power of Gaming in Higher Education
EDUCAUSE 2013 welcomes Jane McGonigal and considers the potential of games in education.
http://www.edtechmagazine.com/higher/article/2013/10/awesome-power-gaming-higher-education
The University of Washington’s Foldit game enables anyone to contribute to scientific research through virtual protein folding. The university’s game developers posit that human gamers’ propensity to not give up on a gaming task – resiliency – make them much more adept at solving complex protein structure prediction and design than supercomputers. And in some ways, they’ve already proven that to be so. Foldit game participants have been named in several published scientific journal articles, including one that describes how a protein structure could be solved and used in the treatment of HIV.
The rich, interactive universe of Grand Theft Auto was the inspiration for this game, developed for The World Bank as a way to teach Sub-Sahara African youths to solve social problems in ways that also could provide a sustainable living. The platform is free and available online and can be used by schools to teach social entrepreneurship. A graphic novel serves as the game’s centerpiece, and players build out their gaming profiles as a comic or graphic novel might retell a superhero’s origin story. Participants complete projects in real life to solve real problems, such as securing a community’s food supply or establishing a sustainable power source, then progress through levels of the game. Those who successfully complete their 10-week missions ultimately earn certification from the World Bank Institute. In 2010, 50 student participants saw their entrepreneurship models funded by the World Bank, including Libraries Across Africa (now Librii), a franchise operating in Ghana.
Not all games must be played out in a virtual space. This game – developed by McGonigal with Natron Baxter and Playmatics – combines real-world missions with virtual clues and online collaboration, resulting in young people working together overnight in the New York Public Library to write and publish a book of personal essays about what they learned.
“The game is designed to empower young people to find their own futures by bringing them face-to-face with the writings and objects of people who made an extraordinary difference.”
Participants spend a night wandering throughout the library’s stacks and research materials, scanning QR codes to prove they found and interacted with the objects of their clues or missions. One 2011 participant, upon discovering the library’s early draft of the Declaration of Independence wrote an essay called a “Declaration of Interdependence.”
More on Jane McGonigal on YouTube:
http://www.youtube.com/watch?v=ZjSVo8N31r4
http://www.ted.com/talks/jane_mcgonigal_gaming_can_make_a_better_world.html
http://www.ted.com/talks/jane_mcgonigal_the_game_that_can_give_you_10_extra_years_of_life.html
http://www.youtube.com/watch?v=5t3y7EeBhxg
On Tuesday, October 15, 2013, Patrice Torcivia Prusko wrote:
Sloan defines blended as anywhere between 30-79% online, so there is a pretty wide range. (I attached a document with the reference). The following are from a Blended Workshop I attended by Dr. Norman Vaughan
https://docs.google.com/document/d/1MZbe8xi-ckHjkkgJzEMKDB_JC2pNA4eFt2ZY7_vlp3Q/edit
https://docs.google.com/document/d/1Ky_AEciMmKdbftEymD0lsZglX0uhA-DhPsMaXwvJOrI/edit
More information on BL:
basic definition :
via YouTube
http://m.youtube.com/watch?v=UM_Y2NSJcmE
https://www.youtube.com/watch?v=Q5txJfv2q0chttps://www.youtube.com/watch?v=3xMqJmMcME0
https://www.youtube.com/watch?v=KD8AUfGsCKg
https://www.youtube.com/watch?v=lIh4jJlvF44
TED: https://www.youtube.com/watch?v=7k5myOclBTI
Slideshare:
http://www.slideshare.net/evan_abbey/blended-learning-in-your-classroom
http://www.slideshare.net/DavidSquire1/defining-blended-learning-29682247?qid=5df9f6b9-5500-4b38-9c38-cf861824849c&v=qf1&b=&from_search=3
Infographics:
http://elearninginfographics.com/blended-learning-teaching-profession-infographic/
http://www.avatargeneration.com/2013/06/k-12-distance-learning-and-blended-learning-trends-on-the-rise/
http://elearninginfographics.com/how-to-choose-digital-curricula-for-blended-learning-infographic/?utm_source=feedburner&utm_medium=feed&utm_campaign=Feed:+eLearningInfographics+(eLearningInfographics)
http://www.pinterest.com/pin/54746951692791167/
Concepts
BL wikis:
http://blended–learning.wikispaces.com/
http://blog.wowzers.com/4-tips-for-educators-new-to-the-blended-learning-classroom?utm_campaign=Blended%2520Learning&utm_source=twitter&utm_medium=social&utm_content=4256455
Tools
http://www.slideshare.net/drbexl/the-21st-century-learner-blended-learning-tools-and-the-use-of-social-networks?qid=77928fb8-aa38-48fe-902a-1344e37e4a38&v=qf1&b=&from_search=1
https://getkahoot.com/
http://www.educatorstechnology.com/
A Resource of educational web tools and mobile apps for teachers and educators
