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Premier forum for the presentation of new advances and research results in the fields of Computer Supported Education.
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Konstantinos Kalemis
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Digital Storytelling is the practice of using computer-based tools to tell stories. As with traditional storytelling, most digital stories focus on a specific topic and contain a particular point of view. However, as the name implies, digital stories usually contain some mixture of computer-based images, text, recorded audio narration, video clips and/or music. Digital stories can vary in length, but most of the stories used in education typically last between two and ten minutes. The topics that are used in Digital Storytelling range from personal tales to the recounting of historical events, from exploring life in one's own community to the search for life in other corners of the universe, and literally, everything in between. A great way to begin learning about Digital Storytelling is by watching the following video introduction to Digital Storytelling. According to Bernard Robin, at the University of Houston, she states in her Power Point presentation that the educational uses of digital storytelling are immeasurable. She clearly shows that if this type of technology is used appropriately by classroom teachers its results will be effective in helping students with research skills, writing skills, organizational skills, technology skills, presentational skills, interviewing skills, interpersonal skills, problem-solving skills, and assessment skills. She also mentions that students will learn information from digital storytelling that will influence and improve their digital, global, technology, visual, and information literacy skills. The questions that arise around the practicality of using such technology have lead others to write about how digital storytelling can be integrated into the classroom to allow students to construct their own learning. In an article in Library Media Connection (2003) titled, What’s Your Digital Story? the authors explain that when we integrate digital storytelling into classroom projects we also enable students to construct their own stories. This pursuit requires students to become active participants instead of passive viewers. They further state that when students structure in narrative stories they are more likely to remember this information and commit it to memory as it is believed that our brains are wired in narrative stories and the construction of these stories help us to better cope with conflict and give us the ability to put incongruity into neat little packages we call stories. There is also reason to believe that by producing digital stories students become more critical when viewing media such as television, computers, and video games. They can now see how easy it can be to manipulate images and text to produce information that is less than truthful.
Via Ana Cristina Pratas 
Konstantinos Kalemis's comment,
September 5, 2012 12:29 AM
Digital Storytelling is the practice of using computer-based tools to tell stories. As with traditional storytelling, most digital stories focus on a specific topic and contain a particular point of view. However, as the name implies, digital stories usually contain some mixture of computer-based images, text, recorded audio narration, video clips and/or music. Digital stories can vary in length, but most of the stories used in education typically last between two and ten minutes. The topics that are used in Digital Storytelling range from personal tales to the recounting of historical events, from exploring life in one's own community to the search for life in other corners of the universe, and literally, everything in between. A great way to begin learning about Digital Storytelling is by watching the following video introduction to Digital Storytelling.
According to Bernard Robin, at the University of Houston, she states in her Power Point presentation that the educational uses of digital storytelling are immeasurable. She clearly shows that if this type of technology is used appropriately by classroom teachers its results will be effective in helping students with research skills, writing skills, organizational skills, technology skills, presentational skills, interviewing skills, interpersonal skills, problem-solving skills, and assessment skills. She also mentions that students will learn information from digital storytelling that will influence and improve their digital, global, technology, visual, and information literacy skills. The questions that arise around the practicality of using such technology have lead others to write about how digital storytelling can be integrated into the classroom to allow students to construct their own learning. In an article in Library Media Connection (2003) titled, What’s Your Digital Story? the authors explain that when we integrate digital storytelling into classroom projects we also enable students to construct their own stories. This pursuit requires students to become active participants instead of passive viewers. They further state that when students structure in narrative stories they are more likely to remember this information and commit it to memory as it is believed that our brains are wired in narrative stories and the construction of these stories help us to better cope with conflict and give us the ability to put incongruity into neat little packages we call stories. There is also reason to believe that by producing digital stories students become more critical when viewing media such as television, computers, and video games. They can now see how easy it can be to manipulate images and text to produce information that is less than truthful. According to (Barrett, 2006) she sees digital storytelling as a means of creating a reflective portfolio that ties into a new type of learning environment whereas the instruction is student centered with multi-sensory stimulation. As students work collaboratively exchanging information in an active mode with real opportunity they develop and use critical thinking skills. The new learning environment has application because it is authentic and the learning is not isolated or out of context. She states that students will be able to: • Communicate using a variety of media and formats • Access and exchange information in a variety of ways • Compile, organize, analyze, and synthesize information • Draw conclusions and make generalizations based on information gathered • Know content and be able to locate additional information as needed • Become self-directed learners • Collaborate and cooperate in team efforts • Interact with others in ethical and appropriate ways Delete the scoop?
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This module on Interactive Lectures provides strategies and specific examples of techniques and activities designed to involve students in large and small lecture-based classes. The module is designed for the instructor who does not want to replace lecture, but rather to enhance and punctuate lecture to create an interactive classroom experience
Τake a moment to reflect on some lectures that you have delivered or attended. Think about both the good ones and the bad ones. What are some of the assets of the lecture as a strategy for learning? What are some of the liabilities of the lecture as a strategy for learning? Record your thoughts in the space below. Your goal here is to examine the lecture as a technique for presenting and acquiring information, not to analyze the characteristics of the person who presented a given lecture. After you have come up with some assets and liabilities of the lecture, think about how you might improve the lecture as a presentation technique. Discuss your ideas with your learning club.All teaching strategies have both assets and liabilities. We need not abandon the lecture because of its liabilities; rather, we need to find ways to make it work better. In fact, a well-designed Interactive Lecture can help teachers and students meet at least six critical learning goals. Let's take a look at these six goals. Do any of them correspond with your ideas for redesigning the lecture? Via Nik Peachey
Konstantinos Kalemis's comment,
August 9, 2012 9:44 AM
Interactive lectures can increase student engagement with course material and facilitate learning. In traditional lectures, the majority of class time is devoted to the instructor’s delivery of information. During interactive lectures, the instructor interrupts the lecture to allow time for short activities.
These activities can take on many forms as discussed later, but they are important in that they allow students to use material learned in class and contribute to their own learning.During lecture breaks, the instructor poses a question or problem that promotes students to actively work with the concepts learned in class. Because learners tend to retain information based on their involvement in the learning process, transforming students from passive receivers of information into active users of information leads to increases in student retention of material. The idea of incorporating activities within lecture time is often met with the criticism that it wastes time that could be used to cover additional course material. However, sustained lectures that exceed the typical attention span of 10-20 minutes do not ensure that the material is actually reaching students. In fact, students record in their notes a greater percentage of material from short lecture segments than they do from longer lectures. Many of the activities described below take only a few minutes to implement, but still provide important learning opportunities for students.Another benefit of using activities within lectures is that it can create a feedback loop for instructors to get information about student learning earlier than the exam or major assignment date. Seeing students struggle with an activity can be the stimulus for the instructor to review important concepts related to that activity. In recent years, the lecture has fallen on hard times. Prominent researchers have raised doubts about its use, claiming that lectures rely on rote learning and fail to promote active engagement. Yet most of us have either attended or delivered wonderful lectures—lectures that have expanded our thinking, provided fresh insights, or opened our eyes to new worlds. Clearly, lectures can be an efficient way of transmitting large amounts of information in a relatively small amount of time. Delete the scoop?
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The 44th Annual Conference
of the International Visual Literacy Association Click here for information on the Call for Proposals
Mapping the Visual Beyond the Visible DEADLINE EXTENDED TO MONDAY, JULY 30, 2012
Suggested topics include: The mapping of territories and minds Mental maps (subjective perception on a place) Linguistic landscape Ethno-visual research Cognitive geography (spacial perception and cognition) Gestalt (theories of visual perception) Blindness/illusion of attentiveness The art of mapping and maps as Art/in the Arts Simulations (digital and physical) Conceptual maps (visualization of knowledge) Imaginary maps (holy maps, maps of unknown territories) Political maps
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The International Academic Forum in partnership with Waseda University (Japan), Birkbeck University of London (UK), The National Institute of Education (Singapore), The National University of Tainan (Taiwan), Lincoln University (UK), the Hong Kong Institute of Education, and its global partners is proud to announce the Fourth Annual Asian Conference on Education, to be held from October 24-28 2012, in Osaka, Japan. As previous Asian Conferences on Education have shown, education and lifelong learning can be seen as a solution to a host of local and global problems whilst globalized education systems are becoming increasing socially, ethnically and culturally diverse. Nevertheless, knowledge is often defined through discourses embedded in Western paradigms, whilst globalised education systems become increasingly determined by dominant knowledge economies. The Fourth Asian Conference on Education extends these discussions to consider the pedagogic challenges of developing transformative spaces for learning and teaching. The conference organizers encourage submissions that consider learning and teaching through one of the following sub-themes, although submission of other topics for consideration is also welcome: - Challenges and transformations in learning and teaching - Virtual spaces: digital technologies and communications - Connections and disconnections in learning and teaching - Learning and teaching in glocal spaces of transformation - Space, Architecture and Learning - Global education and education for sustainable development - 'Englishes' and cultural communications - (Inter)cultural communications & understanding: challenging and preserving cultural differences - Leadership in in learning and teaching - Bi-cultural, bilingual and bi-national education Delete the scoop?
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IC`12...Objectives of The 2012 International Symposium on The Intelligent Campus (IC12) ~ iCampus ~ Theme: Intelligent Educational Environments for the Next Generation The educational landscape is changing; some have termed it as the “climate change” in education. The students of today engage with the learning environment differently from the students of yesterday. The traditional landscape is often perceived as “formal”, “passive”, “direct”, and “push” learning environment designed largely for the knowledge consumers; and the modern landscape is often perceived as “informal”, “active”, “collaborative”, “social”, and “pull” learning environment designed not only for the knowledge consumers but also for the knowledge creators. The attempt to redefine the educational landscape has gathered a lot of interests in the recent years to create and/or adapt the education environments for the 21st century. Various terms, such as “School 2.0 Architecture”, “Virtual Campus”, “Education 3.0”, “Edutainment”, “Hyperconnected Learner”, “mLearning”, and many others, have since been coined to signify and describe this paradigm shift in the campus environment. To keep up with the changing landscape, this year International iCampus Symposium 2012 (IC’12) will address the various topic-of-interests with regard to the next generation intelligent campus environment. A new paradigm of thinking pertaining to a holistic intelligent campus (iCampus) environment will also be discussed which encompasses (but is not limited to) several pillars of campus intelligence, such as iLearning, iSocial, iGreen, iHealth, iManagement, and iGovernance. The aim of the symposium is to gather like-minded individuals, online or onsite, to share and discuss as well as be informed of the current frontiers of research in this domain. The idea here is thus to encourage different insights and perspectives, and more importantly, to foster cross-collaboration and networking, in the various areas of interest within the domain. An international iCampus initiative will also be presented in the event to invite feedbacks or contributions. All interested participants are welcome to join us in this year International Symposium on the Intelligent Campus (iCampus) to be hosted within the 2012 World Intelligence Congress. Topics of Interest of The 2012 International Symposium on The Intelligent Campus (IC12) ~ iCampus ~ Theme: Intelligent Educational Environments for the Next Generation To keep up with the changing educational landscape, this symposium event aims to address the various research area-of-interests in order to create a holistic next-generation intelligent campus environment that is suited for the 21st century. It encompasses (but is not limited to) several themes of campus intelligence, such as iLearning, iSocial, iGreen, iHealth, iManagement, and iGovernance. Some of the topics of interests include, but are not limited to, the following: Cloud Computing in Education (Cloud Learning) Social/Collaborative Learning Blended/Hybrid Learning Personalised E-Learning Mobile Learning Edutainment & Game-Based Learning Context-Aware Learning Intelligent Classroom Virtual and Mixed-Reality for Education Virtual Classroom/Laboratory Educational Technology Innovations Educational Intelligence Educational Analytics Distributed Intelligence Web-Based Education using Intelligent Agent Technologies Intelligent Pedagogical Agents Agent-based Teaching and Learning Environment Virtual Agents for Education Socially Intelligent Agents Computational Intelligence in Remote Education Artificial Intelligence in Education Web Intelligence of E-Learning Information Retrieval and Recommender Systems Information Extraction and Retrieval Ontologies and Semantic Web for E-Learning Pedagogy for the Internet Age Ubiquitous Learning Systems Digital Library or E-Education E-Document Clustering and Classification Student Care Mentors Virtual Humans Virtual and Web Communities Peer-to-Peer Learning Learning User Profiles Social Networks Analysis/ Mining for Social Learning Web/Text/Behaviour/Sentiment / Usage Mining Trust and Reputation in Collaborative Learning Knowledge Discovery in Social Networks Other research issues for iCampus
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Cartoons are a very interesting and powerful way to teach and especially for learners when the creator of the cartoons knows how to use them on an efficient way...
Gust MEES: e.g.: create cartoons on a "dialogue way" so you can display the questions your learners asked you and you give the answers also as the "master avatar" in your cartoons, visually learning... As people don't have anymore that much time to learn and are stressed, cartoons are THAT way to teach... Time saving, but efficient ;)
I use cartoons also for teaching IT-Security, check here:
- http://gustmeesen.wordpress.com/2012/02/13/why-ict-security-why-the-need-to-secure-a-computer/ Many thanks for this. I also use muvizu.com as alternative tool for cartoon creation. K .Kalemis Via NikolaosKourakos, Gust MEES Delete the scoop?
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If we want to gain respect as a profession, then we must embrace a 21st century model of constant growth and improvement.
Be a reflective practitioner.
This is probably one of the most important areas, as we as a profession have in many ways not changed in 100 years. Tools in our classrooms have changed, but the pedagogy and practice have not. A 21st-century teacher is able to look at his or her practices and adapt and change based on the needs of learners. Too many teachers are teaching as they did when they started their careers 10, 20 or 30 years ago. What we know about student learning and motivation has changed; so, too, must the art of teaching.
===> Stagnation is the death of any teacher. <===
Read more: http://smartblogs.com/education/2012/06/22/what-21st-century-teacher/ Student motivation is influenced by both internal and external factors that can start, sustain, intensify, or discourage behavior (Reeve, 1996). Internal factors include the individual characteristics or dispositions that students bring to their learning, such as their interests, responsibility for learning, effort, values and perceived ability (Ainley, 2004). For example, are students confident or fearful when they approach new learning tasks? Do they attribute success to luck, or do they appreciate the effort required? Do they feel in control of the factors that lead to success? It is also important to understand the external factors, which schools can affect--the variables in learning conditions and environment that trigger, support, or change student motivation. Certain types of schooling practices may promote or hinder motivation, such as features of the classrooms, peer groups, tasks, and instructional practices (Ainley, 2004). For example, challenging, relevant instruction helps to engage students. Another way to increase motivation is through positive connections to others, such as mentors and role models. Students' beliefs about their ability to learn are shaped by messages and experiences at home, at school, and in the larger society. Low expectations can be subtly communicated by parents and teachers, and through school practices such as tracking, ability grouping, or curriculum that is not challenging. Conversely, high but achievable expectations convey the message that all students are capable of achieving. Schools can positively influence student motivation through: Varied and integrated instructional strategies and resourcesAn open and caring school environmentA wide range of student supportsSharing information and responsibilities for student learning among the staff These techniques all promote student motivation for educational success (Einspruch, Grover, Hahn, Guy, & Deck, 2001; Shore, 1998; Yair, 2000). Key Research Findings High motivation in students is linked to reduced dropout rates and increased levels of student success (Dev, 1997; Blank, 1997; Ames, 1992; Newmann, Bryk, & Nagaoka, 2001).Students are more engaged in learning when they are active and have some choice and control over the learning process, and the curriculum is individualized, authentic, and related to their interests (Anderman & Midgley, 1998).Intrinsically motivated students retain information and concepts longer, and are less likely to need remedial courses and review (Dev, 1997).Intrinsically motivated students are more likely to be lifelong learners, continuing to educate themselves outside the formal school setting long after external motivators such as grades and diplomas are removed (Kohn, 1993).
Via Gust MEES
Konstantinos Kalemis's comment,
July 1, 2012 6:14 AM
Teachers have a lot to do with their students' motivational level. A student may arrive in class with a certain degree of motivation. But the teacher's behavior and teaching style, the structure of the course, the nature of the assignments and informal interactions with students all have a large effect on student motivation.
Educational psychology has identified two basic classifications of motivation - intrinsic and extrinsic. Intrinsic motivation arises from a desire to learn a topic due to its inherent interests, for self-fulfillment, enjoyment and to achieve a mastery of the subject. On the other hand, extrinsic motivation is motivation to perform and succeed for the sake of accomplishing a specific result or outcome. Students who are very grade-oriented are extrinsically motivated, whereas students who seem to truly embrace their work and take a genuine interest in it are intrinsically motivated. As the population of the World Wide Web (WWW) increases, its use as a means of delivering instruction is also growing. Several researchers (Parson, 1998; Alexander, 1995; Miller, 1995a & 1995b) argued that while implementing a new technology, educators should evaluate how and why students learn via the new technology in order to help with curriculum and instructional designs. Additionally, Parson (1998) stressed the importance of understanding how the new technology can affect learning when it is used by different types of learners. Identifying students’ learning styles helps educators understand how people perceive and process information in different ways. According to Cano, Garton, and Raven (1992), one of the most widely studied learning style theories contrasts field-dependence and field-independence. Several studies (Annis, 1979; Moore & Dwyer, 1992; Ronning, McCurdy, & Ballinger, 1984) have shown that field-independent people tend to outperform field-dependent people in various settings. However, in their study related to the effects of learning styles on achievement in a WWW course, Day, Raven, and Newman (1997) found learning styles had no effect on student achievement or attitudes toward Web-based instruction, which echoes the findings of the study on learning styles in a hypermedia environment conducted by Liu and Reed (1994). The taxonomy of learning styles developed by Curry (1990) used the concepts of learning styles, student achievement, and motivation to explain the process of learning. Learning styles consist of a combination of motivation, engagement, and cognitive processing habits, which then influence the use of metacognitve skills such as situation analysis, self-pacing, and self-evaluation to produce a learning outcome. Curry’s taxonomy (1990) suggested that motivation, learning styles, and student achievement are associated 
Gust MEES's comment,
July 1, 2012 10:45 AM
@Konstantinos Kalemis
Hi, Thanks for your valuable comment, much appreciated. Have a nice Sunday. Gust Delete the scoop?
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You can avoid these risks and enjoy social networking sites by following a few sensible guidelines: Don’t let peer pressure or what other people are doing on these sites push you into doing something you’re not comfortable with.Be wary of publishing any identifying information about yourself. NO: phone numbers, pictures of your home, workplace or school, your address, birthday or full name.Pick a user name that doesn’t include any personal information.Set up a separate email account that doesn’t use your real name and use that to register and receive mail from the site. That way if you want to shut down your connection, you can simply stop using that mail account.Use a strong password.Keep your profile closed and only allow your friends to view your profile.What goes online stays online. Don’t say anything or publish pictures that might cause you embarrassment later.Learn how to use the site. Use the privacy features on the site you use to restrict strangers’ access to your profile. Be guarded about who you let join your network.Be on your guard against phishing scams. Via Nik Peachey
Konstantinos Kalemis's comment,
June 22, 2012 9:51 AM
Virtually every week, there's another news report about employers using Facebook to evaluate or screen employees or potential employees, making assumptions about character, trustworthiness, or conduct based upon Facebook postings or "friends."
Whether you're active or not on Facebook, if you haven't visited the Privacy Settings area, you should put this on the top of your to-do list. In short, Facebook pages get indexed very well by the major search engines, and unless you know both what's on your page and what could be on your page as a result of friends' postings, you should take control pronto. From Facebook, click Account in the upper right-hand corner, and from the drop-down menu, choose Privacy Settings. The Choose Your Privacy Settings page opens. Under Sharing on Facebook, go directly to the "Customize settings" link at the bottom of the Settings table, and make the most appropriate selections for what you wish to share with the world, your friends, and friends of your friends. But don't stop there. Under the Connecting on Facebook section, click the "View Settings" link. The Connecting on Facebook page appears, and from there you make important decisions such as whether you can be found as a result of a standard search on Facebook and whether others can view your list of friends. Consider Facebook a close relative of e-mail. That means that anything you say, any picture you post, any member you befriend can be made public without too much trouble - regardless of your privacy settings. In the digital age, after all, everyone knows how to copy and paste, and screen captures can easily link you with a post on your wall. If you really want something to remain private, don't post it on Facebook. A growing number of third-party social networking applications and websites - such as TweetDeck for Twitter and Digsby for instant messaging - are asking for access to your Facebook account so that updates can be sent two ways. Don't allow such access requests unless you know what you're getting into. Using third-party tools that are tied into Facebook might make you appear "online" on Facebook far more often than you actually are, for example - a potentially embarrassing situation. You can avoid these risks and enjoy social networking sites by following a few sensible guidelines: • Don’t let peer pressure or what other people are doing on these sites push you into doing something you’re not comfortable with. • Be wary of publishing any identifying information about yourself. NO: phone numbers, pictures of your home, workplace or school, your address, birthday or full name. • Pick a user name that doesn’t include any personal information. • Set up a separate email account that doesn’t use your real name and use that to register and receive mail from the site. That way if you want to shut down your connection, you can simply stop using that mail account. • Use a strong password. • Keep your profile closed and only allow your friends to view your profile. • What goes online stays online. Don’t say anything or publish pictures that might cause you embarrassment later. • Learn how to use the site. Use the privacy features on the site you use to restrict strangers’ access to your profile. Be guarded about who you let join your network. • Be on your guard against phishing scams. Delete the scoop?
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Home page for ECGBL 2012.Details and links to all confernce information... Over the last ten years, the way in which education and training is delivered has changed considerably with the advent of new technologies. One such new technology that holds considerable promise for helping to engage learners is Games-Based Learning (GBL). The Conference offers an opportunity for scholars and practitioners interested in the issues related to GBL to share their thinking and research findings. Papers can cover various issues and aspects of GBL in education and training: technology and implementation issues associated with the development of GBL; use of mobile and MMOGs for learning; pedagogical issues associated with GBL; social and ethical issues in GBL; GBL best cases and practices, and other related aspects. We are particularly interested in empirical research that addresses whether GBL enhances learning. This Conference provides a forum for discussion, collaboration and intellectual exchange for all those interested in any of these fields of research or practice. Delete the scoop?
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Higher education-- colleges and universities -- represent the ultimate knowledge organizations. These institutions of learning embody centers of knowledge creation, knowledge acquisition, sharing and ultimately, application for innovation. Students flock to these knowledge centers for learning and application of knowledge. Faculty and staff similarly invest their human capital in learning, applying, and creating new knowledge to benefit society and the world in many creative ways. A faculty also uses their unique expertise to transfer their knowledge to students in the classroom. Thus, it is intuitive that colleges and universities have extraordinary and vast resources in intellectual capital. Universities establish strategic plans to achieve their goals. However, these plans may not be successful if the needed resources are not available. Arguably, the most valuable resources in any University are the expertise of its faculty and staff; it’s intellectual capital. Therefore, if a University effectively measures and manages these valuable resources, it can more effectively create and deploy strategies to achieve its goals. This paper explores methods to effectively measure the intellectual capital in a university. It examines methodologies in the for-profit sector, creates analogies in the academic world, and then seeks to develop classifications which are meaningful in an academic environment. The employees working in these organizations don’t care that much anymore about having a job that implies working formally at the same desk; these persons are able to meet all the requirements in several work places; today, in a work place, the importance of traditional specifications of tasks to be performed has greatly diminished, as well as respecting a rigid time table, with exact hours. Via Dennis T OConnor
Konstantinos Kalemis's comment,
June 19, 2012 2:31 AM
Over the past decade, the rapidly growing realization of the importance of intangible assets and intellectual capital as a whole in the operation of organizations has led to the need to manage companies in a new way and to measure their performance in a new way.
In the business world where most of the organizational value is based on intangible assets, the ability to recognize and estimate the sources of this value has become vital for companies. In order to be able to manage intellectual assets we have to recognize where this value is coming from and how it is created in an organization. It has become very popular to define and study intellectual capital, and several authors have tried to define it in a unique way and propose their own measurement methods. Though the definitions of intellectual capital are all very similar, describing more or less the same source of intellectual assets, the approaches to measure them differ substantially. They differ primarily in the purpose of the measurement, where some methods are more appropriate for external communication and some for internal use. But what is common to all the methods is their difficult implementation in practice. There are several problems with the implementation of different measurement methods, such as the lack of necessary data, of accounting standards for intellectual capital, and of detailed method descriptions. Some of these limitations can be overcome by approximation, by subjective evaluation or simply by choosing a different method. The key elements have evolved through just being there, to physical capital dominated to organizational capital dominated and now to human capital dominated. It could be argued that agricultural and industrial societies required human capital too, however, in these societies the use of humans tended to be as extensions of machines rather than as assets employing the intellectual capital attributes of humans such as intellectual agility and creativity. Delete the scoop?
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Robin Good: DisplayNote is an cross-platform app which allows a presenter to share (over WiFi) his presentation live to his audience, by allowing them to capture, view, edit and contribute to it in real-time fom whichever device they use.
Key features include:
Capture - Capture the presenter's notes, slides, images and video in real-time and all on your own device.
Annotate- Highlight what is important to you, underline key phrases, mark / tag important items for later review, and send annotations to other connected devices.
Collaborate- Work together in groups of any size and on any device. Share annotations with the presenter and other connected devices. Create and join groups for collaborative learning.
Note Taking- Add written notes, post-its and references to any slide, image and video.
Display Control- In presenter mode, use your tablet device to present from anywhere in the room, access and control your desktop, create collaborative groups, pass control to other participant's devices and even view the screen of another connected device.
Private messaging- Send and receive private messages with the presenter and other connected devices while you work.
Any Device, any Platform - Works on any device (smartphone, tablet, laptop etc.) and across all the major platforms including iOS, Android, Windows, Mac OS and Linux.
More info: http://www.displaynote.com/ ; Via Robin Good Delete the scoop?
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Robin Good: MiroCommunity is a video publishing and curation platform which allows you to create a video web site where you aggregate and publish any number of video clips (up to 500 for free) while being able to sort and organizing them in several ways.
MiroCommunity allows you to import video clips into your dedicated video site (xxxxx.mirocommunity.org) by either providing a specific URL or by inputing a YouTube specific username URL, or video RSS feed.
Outside of some minor issues with the interface organization, small bugs and the non-existent support infrastructure (you can write but nobody answers) this is a super-solution, like no other, to create a compelling and professional looking video site on just about any topic you want.
I would highly recommend it.
Key benefits:
-> Works with your existing video hosting setup and workflow - no need to re-post videos.
-> Lets you bring together videos from a wide-variety of hosts and sources, into one curated experience.
-> Automatically imports and publishes RSS feeds of videos from any source.
- > Generates multiple RSS feeds for your curated sections and categories
-> Runs on open-source software.
Here is a sample video site I have created in less than 30 mins: http://robin-good.mirocommunity.org/ ;
Free to use.
More info: http://www.mirocommunity.org/ ; Via Robin Good Delete the scoop?
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I am interested in this post and post on critical thinking. Is critical thinking a skill? Can one teach critical thinking? Stephen has delivered the course on Critical Literacies MOOC in the past....
Robert H. Ennis, Author of The Cornell Critical Thinking Tests
Assuming that critical thinking is reasonable reflective thinking focused on deciding what to believe or do, a critical thinker:
1. Is open-minded and mindful of alternatives
What are the principles of critical thinking?
- Knowledge is acquired only through thinking, reasoning, and questioning. Knowledge is based on facts.
Read more, very interesting: http://suifaijohnmak.wordpress.com/2012/09/16/critical-thinking-2/
Critical thinking is the intellectually disciplined process of actively and skillfully conceptualizing, applying, analyzing, synthesizing, and/or evaluating information gathered from, or generated by, observation, experience, reflection, reasoning, or communication, as a guide to belief and action. In its exemplary form, it is based on universal intellectual values that transcend subject matter divisions: clarity, accuracy, precision, consistency, relevance, sound evidence, good reasons, depth, breadth, and fairness. It entails the examination of those structures or elements of thought implicit in all reasoning: purpose, problem, or question-at-issue; assumptions; concepts; empirical grounding; reasoning leading to conclusions; implications and consequences; objections from alternative viewpoints; and frame of reference. Critical thinking — in being responsive to variable subject matter, issues, and purposes — is incorporated in a family of interwoven modes of thinking, among them: scientific thinking, mathematical thinking, historical thinking, anthropological thinking, economic thinking, moral thinking, and philosophical thinking. Critical thinking can be seen as having two components: 1) a set of information and belief generating and processing skills, and 2) the habit, based on intellectual commitment, of using those skills to guide behavior. It is thus to be contrasted with: 1) the mere acquisition and retention of information alone, because it involves a particular way in which information is sought and treated; 2) the mere possession of a set of skills, because it involves the continual use of them; and 3) the mere use of those skills ("as an exercise") without acceptance of their results. Critical thinking varies according to the motivation underlying it. When grounded in selfish motives, it is often manifested in the skillful manipulation of ideas in service of one’’s own, or one's groups’’, vested interest. As such it is typically intellectually flawed, however pragmatically successful it might be. When grounded in fairmindedness and intellectual integrity, it is typically of a higher order intellectually, though subject to the charge of "idealism" by those habituated to its selfish use.
Via Ana Cristina Pratas, Gust MEES 
Ana Cristina Pratas's comment,
September 17, 2012 1:36 PM
Thank you too Kostantinos Kalemis for the link you forwarded - much appreciated! :-)
David Luigi FUSCHI's comment,
April 9, 3:21 AM
Are we sure that Critical Thinking is really appreciated as it should? In my personal experience critical thinker are often opposed if not hunted. Deciding to be a critical thinker may have a high price especially in certain context like industry or management. Definitely it brings better results and can easily foster innovation, but it is hated by man of power and yes-men. I pride myself of constantly trying to be a critical thinker and most of all to be critical of myself and my actions, but I have to say that this has taken me quite a toll in my life, yet I do not regret it. Sorry for stepping in, I do hope this two-penny thought could help in sparkle some discussion on how to foster critical thinking.
ajo monzo's comment,
April 9, 3:32 AM
Hello David, I agree with you, to be a critical thinker sometimes can be even dangerous, buttheyare the people who move the world...thanks a lot for your comment!
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Many reform efforts, from reducing class size to improving reading instruction, have devolved into fads or been implemented with weak fidelity to their core intent. The 21st century skills movement faces the same risk. To complicate the challenge, some of the rhetoric we have heard surrounding this movement suggests that with so much new knowledge being created, content no longer matters; that ways of knowing information are now much more important than information itself. Such notions contradict what we know about teaching and learning and raise concerns that the 21st century skills movement will end up being a weak intervention for the very students—low-income students and students of colour—who most need powerful schools as a matter of social equity. What will it take to ensure that the idea of "21st century skills"—or more precisely, the effort to ensure that all students, rather than just a privileged few, have access to a rich education that intentionally helps them learn these skills—is successful in improving schools? That effort requires three primary components: First, educators and policymakers must ensure that the instructional program is complete and that content is not short-changed for an ephemeral pursuit of skills.Second, states, school districts, and schools need to revamp how they think about human capital in education—in particular how teachers are trained.Finally, we need new assessments that can accurately measure richer learning and more complex tasks. Skills and knowledge are not separate, however, but intertwined. In some cases, knowledge helps us recognize the underlying structure of a problem. At other times, we know that we have a particular thinking skill, but domain knowledge is necessary if we are to use it. For example, a student might have learned that "thinking scientifically" requires understanding the importance of anomalous results in an experiment. Thus, without content knowledge we often cannot use thinking skills properly and effectively. The importance of content in the development of thinking creates several challenges for the 21st century skills movement. The first is the temptation to emphasize advanced, conceptual thinking too early in training—an approach that has proven ineffective in numerous past reforms. Learning tends to follow a predictable path. When students first encounter new ideas, their knowledge is shallow and their understanding is bound to specific examples. They need exposure to varied examples before their understanding of a concept becomes more abstract and they can successfully apply that understanding to novel situations. Another curricular challenge is that we don't yet know how to teach self-direction, collaboration, creativity, and innovation the way we know how to teach long division. The plan of 21st century skills proponents seems to be to give students more experiences that will presumably develop these skills—for example, having them work in groups. But experience is not the same thing as practice. Experience means only that you use a skill; practice means that you try to improve by noticing what you are doing wrong and formulating strategies to do better. Practice also requires feedback, usually from someone more skilled than you are. Because of these challenges, devising a 21st century skills curriculum requires more than paying lip service to content knowledge. Outlining the skills in detail and merely urging that content be taught, too, is a recipe for failure. We must plan to teach skills in the context of particular content knowledge and to treat both as equally important. In addition, education leaders must be realistic about which skills are teachable. If we deem that such skills as collaboration and self-direction are essential, we should launch a concerted effort to study how they can be taught effectively rather than blithely assume that mandating their teaching will result in students learning them. Greater emphasis on skills also has important implications for teacher training. Advocates of 21st century skills favour student-cantered methods—for example, problem-based learning and project-based learning—that allow students to collaborate, work on authentic problems, and engage with the community. These approaches are widely acclaimed and can be found in any pedagogical methods textbook; teachers know about them and believe they're effective. And yet, teachers don't use them. When students collaborate, one expects a certain amount of hubbub in the room, which could devolve into chaos in less-than-expert hands. These methods also demand that teachers be knowledgeable about a broad range of topics and are prepared to make in-the-moment decisions as the lesson plan progresses. There is little point in investing heavily in curriculum and human capital without also investing in assessments to evaluate what is or is not being accomplished in the classroom. The first challenge is the cost. Although higher-level skills like critical thinking and analysis can be assessed with well-designed multiple-choice tests, a truly rich assessment system would go beyond multiple-choice testing and include measures that encourage greater creativity, show how students arrived at answers, and even allow for collaboration. Such measures, however, cost more money than policymakers have traditionally been willing to commit to assessment. Substantial delivery challenges also remain. Delivering these assessments in a few settings, as is the case today, is hardly the same as delivering them at scale across a state—especially the larger states. Because most of these assessments will be technology-based, most schools' information technology systems will require a substantial upgrade. None of these assessment challenges are insurmountable, but addressing them will require deliberate attention from policymakers and 21st century skills proponents, as well as a deviation from the path that policymaking is on today The point of our argument is not to say that teaching students how to think, work together better, or use new information more rigorously is not a worthy and attainable goal. Rather, we seek to call attention to the magnitude of the challenge and to sound a note of caution amidst the sirens calling our political leaders once again to the rocky shoals of past education reform failures. Without better curriculum, better teaching, and better tests, the emphasis on "21st century skills" will be a superficial one that will sacrifice long-term gains for the appearance of short-term progress. Curriculum, teacher expertise, and assessment have all been weak links in past education reform efforts—a fact that should sober today's skills proponents as they survey the task of dramatically improving all three. Efforts to create more formalized common standards would help address some of the challenges by focusing efforts in a common direction. But common standards will not, by themselves, be enough. Via Ana Cristina Pratas
Konstantinos Kalemis's comment,
August 9, 2012 9:53 AM
To work, the 21st century skills movement will require keen attention to curriculum, teacher quality, and assessment.
A growing number of business leaders, politicians, and educators are united around the idea that students need "21st century skills" to be successful today. It's exciting to believe that we live in times that are so revolutionary that they demand new and different abilities. But in fact, the skills student’s needs in the 21st century are not new. Critical thinking and problem solving, for example, have been components of human progress throughout history, from the development of early tools, to agricultural advancements, to the invention of vaccines, to land and sea exploration. Such skills as information literacy and global awareness are not new, at least not among the elites in different societies. The need for mastery of different kinds of knowledge, ranging from facts to complex analysis? Not new either. Today we cannot afford a system in which receiving a high-quality education is akin to a game of bingo. If we are to have a more equitable and effective public education system, skills that have been the province of the few must become universal. This distinction between "skills that are novel" and "skills that must be taught more intentionally and effectively" ought to lead policymakers to different education reforms than those they are now considering. If these skills were indeed new, then perhaps we would need a radical overhaul of how we think about content and curriculum. But if the issue is, instead, that schools must be more deliberate about teaching critical thinking, collaboration, and problem solving to all students, then the remedies are more obvious, although still intensely challenging. Delete the scoop?
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Of late, I’ve been both reviewing eLearning, and designing processes & templates. As I’ve said before, the nuances between well-designed and well produced eLearning are subtle, but important. Reading a forthcoming book that outlines the future but recounts the past, it occurs to me that it may be worthwhile to look at a continuum of possibilities.What makes e-learning successful? This question arises at the beginning of a large number of debates on the subject of quality in e-learning. On the one hand, the increasing importance attached to the topic of quality in general is evident in many publications, discussions and lectures. On the other hand, however, there is also great uncertainty among decision-makers and managers as well as among developers, trainers and learners: instructors find themselves confronted with a new role in which they are tutors and facilitators for learning processes. Software developers more and more have to go beyond the paradigms of their own discipline when designing and implementing learning software; they are in need to seek interdisciplinary exchange with teachers, authors and learners. Authors are required to think in a new way: no longer the instructional material is built in a series of straight consecutive units where each presentation is based on the preceding one, but learning modules that are decontextualized and therefore easier to reuse are to be created. On the learner's side, the question arises which characteristics are most important for good e-learning-environments and which providers offer the best performance at a reasonable price in a market that is continuously differentiating further. Learning Management System (LMS) providers, for their part, find themselves confronted with the continually progressing didactization of the technological "delivery structure" of e-learning and are thus faced with an increasing learner orientation Via Andreas Link
Konstantinos Kalemis's comment,
August 1, 2012 3:44 PM
The evaluation framework here draws on three main influences: a countenance approach ; action evaluation and report and respond. Distinctive to the approach is that it permits insider evaluation, led by internal agents within the organization who are well placed to use the evaluation research on an ongoing basis to guide and influence decision-making.
Stake’s countenance approach to evaluation is represented schematically with three phases: antecedent, transaction, and outcome. At each phase there are two categories of data: descriptive data and judgement data. The process of countenance evaluation is to portray both the degree of congruence between the descriptive data and the judgement data and the logical contingency between the intents and outcomes of each phase with the next. The term “portrayal” is significant here, because a distinctive aspect of countenance evaluation is the generation of depictions of what is observed. What is observed is then compared with the intended outcomes of the programme, and inferences can then be formulated. These inferences not only identify the intended outcomes that have or have not been achieved, but also identify the unintended and observable outcomes of the programme. For the evaluation of the e-learning implementation, the strength in this approach lies in its facility in organizing a large amount of quite diverse data.A second guiding influence on the development of the evaluation framework is taken from the arena of conflict resolution, namely, action evaluation. In action evaluation, there are similarly three phases: baseline, formative, and summative. Action evaluation is, unlike countenance evaluation, very much a participatory evaluation method and involves stakeholders from the outset. The purpose of the evaluation is to make a difference to the actions of individuals and groups within the stakeholder body. Therefore, stakeholders are involved at all stages of the evaluation. For example, in the first, baseline phase, stakeholders identify what the terms of success might be for the intervention on an individual, group, and organizational level. The emphasis is not only on the “what,” but also on the “why,” thus making explicit inner motivations for action (Rothman, 2003). This approach was helpful in providing a context for the evaluation meetings held intermittently throughout the evaluation process. The third major element to the evaluation framework is a reporting method taken from Stronach and McLure’s work on educational evaluation (1997). According to this method, the evaluator presents a structured report to the stakeholders at a number of points within an evaluation. In the report the evaluator makes provisional, and sometimes provocative, statements resulting from analysis of documentation, discussions, and observations. The report raises questions for consideration by the readers, and provides space within the printed document for the insertion of stakeholder responses, be they further clarification, correction, support, or objection to the evaluator’s formulations. This approach enabled early feedback on the evaluation work and brought to light useful additional viewpoints and facts that increased the validity of the evaluation work. Delete the scoop?
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Conference topics will include economics, management, marketing and e-learning. The 1st Multidisciplinary Academic Conference Conference Program Dates Thursday - Friday, December 6-7, 2012 VenuePark Inn Prague, conference hotel in Prague, Czech Republic About the Conference The 1st Multidisciplinary Academic Conference in Prague 2012 is an important international gathering of scholars, educators and PhD students. The 1st MAC will take place in conference facilities located in Prague, the touristic, business and historic center of Czech Republic. Conference topics will include economics, management, marketing and e-learning. Conference language: Czech and English language. Scientific topics of the conferenceEconomic growth Deadlines The 1st Multidisciplinary Academic Conference in Prague 2012 Important dates: Submission Deadline for Submissions of Papers: September 30, 2012 Early Registration Ends: October 10, 2012 Final Registration Ends: November 30, 2012 Delete the scoop?
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As e-learning is increasingly being embraced and implemented in Higher Education, it is important to explore and measure whether it is empowering, engaging and performance driven. Over the last decade, many e-learning projects have been initiated and many impactful research papers have been published. The next step is to make sense of the past, the present and the future e-learning research initiatives to strategize and implement e-learning that is engaging and performance driven. The Ministry of Higher Education Kingdom of Saudi Arabia and the National Centre for e-Learning and Distance Education are taking leadership roles in transforming e-learning into engaging performance driven learning experiences, by organizing the Third International Conference of e-Learning and Distance Education (eLi13) (this reads like 13)This conference will bring together educators, trainers, researchers, practitioners, futurists, policy makers, and users to discuss and propose how this transformation can be empowered. Title: e-Learing: From Practice to Performance. Vision: Utilizing e-Learning to achieve desired performance. Mission: To transform e-learning into engaging performance driven learning experiences. Objectives: 1. Present recent scientific research in the field of e-Learning and its impact on performance.
Themes
Theme I: successful e-learning experiences designed to improve learning and ensure quality.
1. Present successful e-learning experiences and projects designed to improve learning and ensure quality. 2. Case studies on problem solving-based e-learning applications. 3. Latest research on problem solving-based e-learning. 4. Case studies of successful blended learning projects. 5. Case studies of global initiatives linking practice and performance. 6. Examples for successful implementation of e-Learning concepts.
Theme II: Challenges facing performance-driven e-Learning. 1. Explore the most outstanding challenges facing e-Learning in the 21st century. 2. Challenges to face e-Learning in the future. 3. Challenges in implementing e-Learning for global use. 4. Security and safety issues. 5. Intellectual Rights challenges
Theme III: Developing engaging e-Learning content to improve performance. 1. Instructional design models for developing quality e-Learning content. 2. Developing e-learning applications for training and development. 3. Developing games and simulations to improve performance.. 4. Use of learning technologies to build e-learning environments and content. 5. Designing problem solving-based e-learning programs 6. Designing e-Learning for global use. 7. Designing content for the handicapped.
Theme IV: Assuring e-Learning Quality. 1. A code of practice for quality e-Learning 2. Social and cultural issues related to e-Learning. 3. e-Learning and quality standards. 4. The impact of standards on e-Learning content. 5. Policies and mechanisms for implementing quality standards.
Theme V: Future of e-Learning and emerging technologies 1. Making sense of future of e-learning and emerging technologies. 2. Impact of emerging technologies and e-learning on the future of e-Learning. 3. Cloud computing, integrated data Systems, and Open source software. 4. Mobile learning and ubiquitous learning. 5. Use of Web 2.0 in e-Learning. 6. From E-learning 2.0 to E-learning 3.0
Important Dates # Item Date 1 Final date for paper submission 14/10/1433 - 01/09/2012 2 Notification of acceptance 29/11/1433 - 15/10/2012 3 Final date for Camera-Ready Paper 28/12/1433 - 13/11/2012 4 Final date for presentations submission 28/01/1434 - 12/12/2012 5 Conference dates 24-27/03/1434 - 04-07/02/2013
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Rescooped by Konstantinos Kalemis from 21st Century Learning and Teaching |
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Happiness interview: Andrew Mangino. By Gretchen Rubin...
How can we usher in a new era of happiness (and inspiration) in America's schools?
I had to include this question because it's the one I think about every day!
Our team at The Future Project believes that just as there is an achievement gap, there is also an inspiration deficit in our schools. When students (and teachers, administrators, custodians, coaches, and parents) are not inspired, they are not happy -- at least not as happy as they could be! Nor do they learn well; reform, we believe, must be built on a foundation of inspiration. So, we're aiming to bring about the world in which all students have found something that inspires and truly excites them, whether civil engineering, French food, botany, or the Roaring Twenties, and channeled it to improve the world around them. All before finishing high school!
Read more, very interesting...:
Nice tips and ideas. Thanks Edna.
1. Don’t make all the decisions
Allow choice. Encourage students to make decisions about how they learn best. Create opportunities for them to pursue their own interests and practise skills in a variety of ways. Cater for different learning styles. Don’t expect everyone to respond in the same way. Integrate technology to encourage creative expression of learning.
2. Don’t play guess what’s in my head
Ask open-ended questions, with plenty of possible answers which lead to further questions. Acknowledge all responses equally. Use Thinking Routines to provide a framework for students to engage with new learning by making connections, thinking critically and exploring possibilities.
3. Talk less
Minimise standing out front and talking at them. Don’t have rows of learners facing the front of the class. Arrange the seats so that students can communicate, think together, share ideas and construct meaning by discussing and collaborating. Every exchange doesn’t need to go through the teacher or get the teacher’s approval, encourage students to respond directly to each other.
4. Model behaviors and attitudes that promote learning.
Talk about your own learning. Be an inquirer. Make your thinking process explicit. Be an active participant in the learning community. Model and encourage enthusiasm, open-mindedness, curiosity and reflection. Show that you value initiative above compliance.
5. Ask for feedback
Get your students to write down what they learned, whether they enjoyed a particular learning experience, what helped their learning, what hindered their learning and what might help them next time. Use a Thinking Routine like ‘Connect, extend, challenge’. Take notice of what they write and build learning experiences based on it.
6. Test less
Record student thinking and track development over time. Provide opportunities for applying learning in a variety of ways. Create meaningful assessment tasks that allow transfer of learning to other contexts. Have students publish expressions of their learning on the internet for an authentic audience. Place as much value on process and progress as on the final product.
7. Encourage goal setting and reflection.
Help students to define goals for their learning. Provide opportunities for ongoing self-evaluation and reflection. Provide constructive, specific feedback. Student blogs are great tools for reflecting on learning and responding to their peers.
8. Don’t over plan.
If you know exactly where the lesson is leading and what you want the kids to think, then you‘re controlling the learning. Plan a strong provocation that will ‘invite the students in’ and get them excited to explore the topic further. But don’t plan in too much detail where it will go from there.
9. Focus on learning, not work.
Make sure you and your students know the reason for every learning experience. Don’t give ‘busy work’. Avoid worksheets where possible. Don’t start by planning activities, start with the ‘why‘ and then develop learning experiences which will support independent learning. Include appropriate tech tools to support the learning.
10. Organise student led conferences
Rather than reporting to parents about their children’s learning, have student led 3-way conferences, with teacher and parents. The student talks about her strengths and weaknesses, how her learning has progressed and areas for improvement. She can share the process and the product of her learning.
Via Gust MEES
Konstantinos Kalemis's comment,
July 5, 2012 4:51 AM
1. Explain. Some recent research shows that many students do poorly on assignments or in participation because they do not understand what to do or why they should do it. Teachers should spend more time explaining why we teach what we do, and why the topic or approach or activity is important and interesting and worthwhile.
2. Reward. Students who do not yet have powerful intrinsic motivation to learn can be helped by extrinsic motivators in the form of rewards. Rather than criticizing unwanted behaviour or answers, reward correct behaviour and answers.
3. Care. Students respond with interest and motivation to teachers who appear to be human and caring.
4. Have students participate. One of the major keys to motivation is the active involvement of students in their own learning.
5. Teach Inductively.
6. Satisfy students' needs. Attending to need satisfaction is a primary method of keeping students interested and happy.
7. Make learning visual. Use drawings, diagrams, pictures, charts, graphs, bulleted lists, even three-dimensional objects you can bring to class to help students anchor the idea to an image.
8. Use positive emotions to enhance learning and motivation. Strong and lasting memory is connected with the emotional state and experience of the learner.
2. Reward. Students who do not yet have powerful intrinsic motivation to learn can be helped by extrinsic motivators in the form of rewards. Rather than criticizing unwanted behaviour or answers, reward correct behaviour and answers.
3. Care. Students respond with interest and motivation to teachers who appear to be human and caring.
4. Have students participate. One of the major keys to motivation is the active involvement of students in their own learning.
5. Teach Inductively.
6. Satisfy students' needs. Attending to need satisfaction is a primary method of keeping students interested and happy.
7. Make learning visual. Use drawings, diagrams, pictures, charts, graphs, bulleted lists, even three-dimensional objects you can bring to class to help students anchor the idea to an image.
8. Use positive emotions to enhance learning and motivation. Strong and lasting memory is connected with the emotional state and experience of the learner.
Konstantinos Kalemis's comment,
July 5, 2012 4:52 AM
Also, we have a large number of WEB 2.0 tools for free use in our class.
Gust MEES's comment,
July 5, 2012 5:08 AM
@Konstantinos Kalemis,
Hi,
Thanks for your comment, much appreciated...
have a nice day :-)
Gust
Hi,
Thanks for your comment, much appreciated...
have a nice day :-)
Gust
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Rescooped by Konstantinos Kalemis from E-Learning and Online Teaching |
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Whether you are in a traditional classroom setting, or an online learning community, ice-breakers play a vital role in developing a sense of community in a learning environment.
Here's a wiki with many resources on ice-breaking and online community development.
Teachers are responsible for juggling knowledge of where students are and where they need to go; having insights into students' special needs and progress; choices of curricular activities and materials; rules that govern children's participation; expectations from parents and communities; and the norms and rules that govern them as teachers. The addition of technology further complicates the equation and presents many new questions.
Via Dennis T OConnor
Konstantinos Kalemis's comment,
June 24, 2012 4:41 AM
Classroom teaching is a demanding job. Most people outside education probably think teachers spend most of their time teaching, but teachers are responsible for many tasks that have little to do with classroom instruction.
Beyond planning and implementing instruction, teachers are also expected to be managers, psychologists, counselors, custodians, and community "ambassadors," not to mention entertainers.
It is easy to understand how a teacher might become frustrated and disillusioned. Most teachers enter the profession expecting to spark the joy of learning in their students. Unfortunately, the other demands of the classroom are very distracting and consuming. We envision technology as a teacher's liberator to help reestablish the role and value of the individual classroom teacher. To do so, two things must happen. First the perspective of the classroom must change to become learner centered. Second, students and teachers must enter into a collaboration or partnership with technology in order to create a "community" that nurtures, encourages, and supports the learning process.
There is a difference. Technology in education is often perceived in terms of how many computers or videocassette recorders are in a classroom and how they might be used to support traditional classroom activities, but this is a misleading and potentially dangerous interpretation. It not only places an inappropriate focus on hardware, but fails to consider other potentially useful "idea" technologies resulting from the application of one or more knowledge bases, such as learning theory. Educational technology involves applying ideas from various sources to create the best learning environments possible for students.
Educational technologists also ask questions such as how a classroom might change or adapt when a computer is integrated into the curriculum. This integration means that the curriculum and setting may also need to change to meet the opportunities that the technology may offer.
Beyond planning and implementing instruction, teachers are also expected to be managers, psychologists, counselors, custodians, and community "ambassadors," not to mention entertainers.
It is easy to understand how a teacher might become frustrated and disillusioned. Most teachers enter the profession expecting to spark the joy of learning in their students. Unfortunately, the other demands of the classroom are very distracting and consuming. We envision technology as a teacher's liberator to help reestablish the role and value of the individual classroom teacher. To do so, two things must happen. First the perspective of the classroom must change to become learner centered. Second, students and teachers must enter into a collaboration or partnership with technology in order to create a "community" that nurtures, encourages, and supports the learning process.
There is a difference. Technology in education is often perceived in terms of how many computers or videocassette recorders are in a classroom and how they might be used to support traditional classroom activities, but this is a misleading and potentially dangerous interpretation. It not only places an inappropriate focus on hardware, but fails to consider other potentially useful "idea" technologies resulting from the application of one or more knowledge bases, such as learning theory. Educational technology involves applying ideas from various sources to create the best learning environments possible for students.
Educational technologists also ask questions such as how a classroom might change or adapt when a computer is integrated into the curriculum. This integration means that the curriculum and setting may also need to change to meet the opportunities that the technology may offer.
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Arts Education at the Crossroad of Cultures.
A Warm Welcome to InSEA 2012 Conference.
The InSEA (International Society for Education through Art) and the CySEA (Cyprus Society for Education through Arts) in collaboration with Frederick University and the European Parliament Office in Cyprus invite educational researchers to participate in and to submit proposals for InSEA 2012 European Regional Conference that will be held in Lemesos (Limassol), Cyprus.
The major theme of the conference is Arts Education at the Crossroad of Cultures.
On behalf of the Organizing Committee, we cordially invite you to the conference. We look forward to meeting you all in Lemesos for a productive and fruitful conference and we are sure you will enjoy your stay on our beautiful island!
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Home page of current International Conference on Intellectual Capital and Knowledge Management. Portal page for ICICKM 2012 conference managed by Academic Conferences.
Today, knowledge and intellectual capital plays a principal role in the delivery of corporate performance. This importance is reflected in the fact that companies, without the force of any regulations, start to measure their knowledge and intellectual capital, they even produce and externally publish intellectual capital statements; accounting guidelines are being developed and standards are being questioned and reviewed; and governments are beginning to measure the intellectual capital of cities, regions, and countries. Companies and investors alike are trying to measure their intellectual capital and the value of knowledge. However, it seems as if the field has reached a point of maturity where we need to address issues around taxonomies and research methodology. In a recent special issue of a leading journal in the field (Marr & Chatzkel, 2004) these issues were highlighted. The concept of knowledge or intellectual capital is often poorly defined and is addressed from multiple disciplinary perspectives which all give it slightly different meanings.
The conference committee welcomes contributions on a wide range of topics using a range of scholarly approaches including theoretical and empirical papers employing qualitative, quantitative and critical methods.
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Today’s students are different from the past. They are living in the digital world where technology is easily accessible. Working with information in the digital world is an essential skill, and computer-based learning has become more important than ever. For the contemporary student, learning does not always mean a formal situation in which acquiring knowledge from teachers directly is the only approach available, and learning approaches that worked well with students in the past do not necessarily work as well with the “digital native” students of today.
Frequently, serious games are built with education and training goals in mind from the beginning (e.g., Raybourn, 2004). Unfortunately, there is a conspicuous absence of rigorous evaluations for learning in serious games, so it is not clear yet if expected learning gains are simply not being realized or if more research needs to be done. It is possible that serious games are suffering from the same problems that plagued discovery learning environments (Kirschner, et. al., 2006), and so the role of intelligent tutoring represents an important area of future research to provide the necessary guidance for learners. Several systems represent early attempts to merge these two technologies. Murray (2006) has integrated intelligent tutoring with tactical planning and mission execution, Core et. al. (2006) have built a tutor to support acquisition of interpersonal skills and cultural awareness, and finally, Johnson et. al. (2006) provide a coach for players of a 3d game that teaches conversational Arabic and cultural awareness.
A final area of research that has received very little attention from the ITS community lies in the intelligent manipulation of the simulation itself to achieve pedagogical goals. For example, difficulty changes have been an important component of commercial games for years to enhance entertainment value. An interesting research challenge is presented by exploring the space of difficulty and game behavior adjustments to see how they might be “dialed” to promote learning. Because the best tutors “know when not to” (they intervene only when necessary), this kind of “stealth” tutoring is a particularly appealing path for future research.
Via Nik Peachey
Konstantinos Kalemis's comment,
June 19, 2012 2:22 AM
The educational environment is changing from traditional classroom teaching ecology from the adaptive individual/collaborative learning one by development of Internet, mobile and wireless technology. Therefore, we need to develop the new pedagogy in consideration of such new technologies. Especially, our knowledge and wisdom are cultivated by interactive learning/problem solving/building something through collaborative activities. In this paper, we would like to examine the meanings/ecology of "collaborative learning" again and explore the new technologies of communications which evokes and enhances it. Also, we aim to understand and share the concept of computer/Internet supported collaborative learning, and then we explore the technologies of collaborative tools and infrastructure to promote collaborative learning in consideration of the image of new e-pedagogy for collaborative learning. Teachers are now being told that e-Learning is way of the future. On the other hand, a lot of Universities offer a number of lessons using e-learning, m-learning and VLE’s (Virtual Learning Environments). Great teaching transforms pedagogy and subject matter into the joy of learning. Great teaching is transformational, encouraging and enabling students to become more than they are, by discovering who they might be. Research is beginning to suggest that computer games can help to stimulate a successful learning environment and provide motivational learning contexts that suit many learners. They also provide an opportunity to develop communities in which learners have a sense of ownership over what they do. Since, the invasion of digital technologies in classrooms three decades ago, many education providers has been streamlining their education philosophies. Further as new technologies allow for democracy in education for all, Information Communication technologies (ICTs) have become the enabler to ensure access to education. They encourage self-reliance and self-determination in terms of a learner’s ability to make progress within a demanding but incrementally staged environment, and help them to appreciate that the skills necessary for success in games such as problem solving and critical thinking can have relevance in other curricular areas and other social contexts such as study or work. They also create an implicit and explicit understanding that as a learner on our own we can be good but as a learner in a connected team we can be much better. As with rapid growth of the computer technology, E-learning systems usually require many hardware and software resources. The basic concept for designing the system is developing the learning games network using digital materials and Web 2 facilities, which is applied to the cloud learning platform to attract the immigrant residents and assist them to achieve digital literacy across the curriculum.
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Rescooped by Konstantinos Kalemis from Science News |
Scoop.it!
Using music to improve math skills is such an obvious integration of the arts with academics. The fact that many don’t get this seems unbelievable to me. Enough said. Let’s just make it...
More on MUSIC: http://www.scoop.it/t/science-news?q=music
The class of eighth graders at a Los Angeles middle school tap their rulers and nod their heads to the rhythm of the rap video projected on a screen. It's not Snoop Dogg or Jay-Z.
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It's their math teacher, LaMar Queen, using rhyme to help them memorize seemingly complicated algebra and in the process improve their grades.
"It gets stuck in your head," says Cindy Martinez, a 14-year-old whose math grade went from a C-average to a B.
Queen, 26, is now known at Los Angeles Academy as the rap teacher, but his fame has spread far beyond the 2,200-student school in this gritty neighborhood. He's won a national award and shows teachers and parents how to use rap to reach children.
"Math is a bad word in a lot of households," he says. "But if we put it in a form that kids enjoy, they'll learn."
Queen is doing what many veteran educators have done — using students' music to connect with them. Where teachers once played the rock n' roll tunes of "Schoolhouse Rocks" to explain everything from government to grammar, they now turn to rap to renew Shakespeare or geometry.
"Rap is what the kids respond to," Queen says. "They don't have a problem memorizing the songs at all."
Queen's math raps came about by chance. Two months after starting at LA Academy in 2007 — his first teaching job after graduating from college — he was stung when kids told him his class was boring. They told him he resembled singer Kanye West and challenged him to rap.
Little did they know Queen has been rapping since the seventh grade. Back then, he'd throw together rhymes as he walked home from school in Carson, a city neighboring Los Angeles.
His students' challenge on his mind, Queen pushed aside work on his lesson plans and wrote a rap song 'Slope Intercept.'
Word of his rapping soon reached the school's main office. Eyebrows raised, Principal Maria Borges went to investigate, and came out smiling. "It engages the kids," she says. "Kids seem to know all the rap songs, but they can't seem to remember different math rules."
None of his raps are in the Top 40, but "Mean, Median, Mode and Range," ''Polynomials," and "Quadratic Formulove Song" are chartbusters here.
"Some kids who aren't even in Mr. Queen's class go around singing his songs," says Kejon Closure, 13, who went from a C-average to an A.
In the raps, Queen defines a math concept and works through sample problems step by step. He follows up with more traditional class work on the whiteboard, maintaining a fluid banter with his students.
Queen also tries to inspire them. His lyrics exhort students "to be a math sensation," ''to get As on your papers," and even "be respectful. Listen to your parents." Sometimes the students appear in the videos as a reward for good grades and behavior.
Queen says making learning fun is key for kids who often seem burdened with adult problems — there wasn't enough food to go round at breakfast, they couldn't sleep well in overcrowded homes or they have to serve as translators for Spanish-speaking parents in difficult circumstances.
When they leave those troubles at home, they arrive at a school that's more fortress than learning sanctuary.
The campus is surrounded by a steel-bar fence and padlocked gate. Teachers conduct uniform checks to make sure students are not wearing local gang colors of red or blue. "I try to get them to leave their problems at the door," Queen says.
There was a point last year when he thought he might not be able to continue at LA Academy. He was laid off as an untenured teacher, but he returned to the school as a long-term substitute to continue to teach his students as he hoped to get his staff job back.
In April, he won a national award for outstanding math achievement from Get Schooled, a pro-education initiative launched by media giant Viacom and the Bill and Melinda Gates Foundation. He's also been honored by school district and county educators.
He's now hoping to make rap math a business and launched a website, MusicNotesOnline, with a colleague to market his rap CD and DVD, and expand the use of rap in education to other academic subjects.
During a recent class, Queen dons dark shades, sets his laptop to play a driving hip-hop beat and starts rapping about solving equations as he grooves up and down the aisles.
"Let's talk about slope intercept.
I don't mind if you interject,
Just don't disrespect.
I say, you have a question for me?
What's y equales mx + b?"
Via Ruth Catchen, Sakis Koukouvis
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Το Τμήμα Επιστήμης Φυσικής Αγωγής και Αθλητισμού του Εθνικού και Καποδιστριακού Πανεπιστημίου Αθηνών, διοργανώνει το 2ο Επιστημονικό Συνέδριο με κεντρικό θέμα "Άσκηση και Υγεία".
Το φετινό Επιστημονικό μας Συνέδριο θα διεξαχθεί στις εγκαταστάσεις του Τμήματος και θα διαρκέσει τρεις ημέρες, από την Παρασκευή 19 μέχρι την Κυριακή 21 Απριλίου 2013.
Στο Συνέδριο θα συμμετάσχουν ως προσκεκλημένοι ομιλητές εξέχουσες επιστημονικές προσωπικότητες από Πανεπιστήμια και Ερευνητικά Κέντρα της χώρας. Θα γίνει παρουσίαση επιστημονικών εργασιών υπό τη μορφή προφορικών και αναρτημένων ανακοινώσεων οι οποίες αντικατοπτρίζουν την ποιότητα του ερευνητικού έργου που παράγεται από το διδακτικό προσωπικό και τους μεταπτυχιακούς και διδακτορικούς φοιτητές του Τμήματός μας.
Είναι γεγονός ότι στο λυκαυγές του 21ου αιώνα αντιμετωπίζουμε μια νέα επιδημία, την επιδημία της υποκινητικότητας. Η σύγχρονη καθημερινότητα σε συνδυασμό με την επέλαση της τεχνολογίας έχει επιβάλλει στον σύγχρονο άνθρωπο ένα καθιστικό τρόπο ζωής που τον έχει αποκόψει σημαντικά από τη βιολογική του κληρονομιά με αποτέλεσμα την επιτάχυνση της βιολογικής φθοράς του οργανισμού, τον κλονισμό της υγείας και τη διαταραχή της ψυχοσωματικής του ισορροπίας. Πλήθος πειραματικών και επιδημιολογικών ερευνών έχουν δείξει ότι υπάρχει μια άρρηκτη και αιτιώδης σχέση μεταξύ σωματικής άσκησης και υγείας και έγκυροι επιστημονικοί φορείς προειδοποιούν ότι η ανεπαρκής άσκηση αποτελεί μείζονα παράγοντα εμφάνισης καρδιακού κινδύνου, εξίσου ή περισσότερο ακόμα και από το κάπνισμα, την παχυσαρκία, την υπερλιπιδαιμία, την υπέρταση και τον σακχαρώδη διαβήτη.
Κατά τη διάρκεια των εργασιών του Συνεδρίου θα γίνει εκτενής αναφορά στις κατευθύνσεις που έχουν δοθεί από τον Παγκόσμιο Οργανισμό Υγείας και στις στρατηγικές που έχουν αναπτυχθεί από τις προηγμένες χώρες ανά τον κόσμο, σχετικά με τα οφέλη που απορρέουν από την άσκηση για τη σωματική και την ψυχική υγεία των πολιτών. Οι ευεργετικές επιδράσεις της συστηματικής άσκησης στην υγεία και ευρωστία του ανθρώπου, στις οποίες θα εστιάσει κατά κύριο λόγο το Συνέδριό μας, είναι πολλαπλές.
Ενδεικτικά αναφέρεται ότι η τακτική άσκηση:
Βελτιώνει την ευρωστία και μπορεί να μειώσει την πιθανότητα εμφάνισης καρδιαγγειακού νοσήματος κατά 50%, ενώ αποτελεί και απαραίτητο μέσο αντιμετώπισής του.Βελτιώνει την ευαισθησία της ινσουλίνης επηρεάζοντας τα επίπεδα γλυκόζης στο αίμα και μειώνει έτσι την πιθανότητα εμφάνισης διαβήτη.Οδηγεί σε καλύτερο έλεγχο της αρτηριακής πίεσης και μειώνει τον κίνδυνο εμφάνισης υπέρτασης.Βελτιώνει τα επίπεδα χοληστερίνης και τριγλυκεριδίων στο αίμα.Μειώνει τον κίνδυνο παχυσαρκίας και οδηγεί σε καλύτερο έλεγχο του σωματικού βάρους.Προκαλεί σημαντική μείωση της επικινδυνότητας εμφάνισης καρκίνου του εντέρου κατά 30-40% και καρκίνου του μαστού κατά 20-30%.Προλαμβάνει και αντιστρέφει την απώλεια οστικής μάζας κατά 1% κάθε χρόνο και μειώνει την πιθανότητα πτώσης και κατάγματος.Αυξάνει τη λειτουργική ικανότητα των πασχόντων από αρθρίτιδα, οσφυαλγία και άλλα ορθοπαιδικά προβλήματα.Βελτιώνει την ψυχολογία του ατόμου μειώνοντς το στρες, το άγχος και την κατάθλιψη. Βελτιώνει την ποιότητα ζωής και επιμηκύνει το προσδόκιμο ζωής.Επιδρά πολύπλευρα και καθοριστικά στη διαμόρφωση της προσωπικότητας των παιδιών σχολικής ηλικίας.Τέλος, θα γίνει εκτενής αναφορά και στα οικονομικά οφέλη που μπορεί να επιφέρει η τακτική άσκηση σε μεγάλες ομάδες του πληθυσμού, καθώς η μείωση της νοσηρότητας και της θνησιμότητας που αυτή συνεπάγεται σχετίζεται άμεσα με τη χρηματοδότηση των φορέων υγείας και των συστημάτων υγείας των κρατών.
Η Οργανωτική Επιτροπή του Συνεδρίου