tA map of real time lightning data from the World Wide Lightning Location Network (WWLLN) is now available here. The map is best viewed in Google Chrome. Try selecting the Cloud Overlay and Stroke Density options.
'Big data' reveals human interests, behavior Phys.Org Arizona State University professor Ying-Cheng Lai and his research partners are combining expertise in computer science, engineering, mathematics, statistics and physics in analyzing big data to...
By Gail Dutton Public schools nationwide are taking a cue from business, harnessing big data to improve student outcomes, help school districts make better hiring decisions and help governments use their education dollars more effectively. The results may be more successful students, better teacher retention and more finely tuned administration policies. Some [...]
Bonnie Bracey Sutton's insight:
Keep it coming.. make school an interesting place to be.
There's no dearth of resources for learning to code these days. Add to your collection Game Maven, which walks you through through, step-by-step, writing the code for three casual games (in the spirit of Asteroids, Angry Birds, and Mario Bros).
I wanted to share this infographic with you this week, which gives a good overview of what gamification is all about. You may have read my article in March: ‘Gamifying the Classroom: 10 Inspiring Articles’. Well since then I have come across many more interesting pieces of reading about gamification and games based learning in education. As gamification is such a hot topic (in colleges and universities as well as for young children), I have formed a list of ten articles, below the infographic
ThingLink continues to add new features for educators, and one new item is the ability to create a ThingLink Channel (and you can also create a class and have your students create ThingLink). Check out this interactive album that provides access to some posts from the ThingLink blog...and if you have not yet created a ThingLink account you might want to head over to ThingLink (http://www.thinglink.com/) and create an account.
"Setting limits on how students use technology can unleash their creativity as they explore their boundaries, principal Matt Renwick writes in this blog post. In an after-school computer club focusing on the game Minecraft, Renwick shares how limiting the time and tools and setting rules, such as being kind, led to impressive creations. "In their attempt to maintain a fair playing environment, the students are using the imposed limits to their creative advantage," he writes."
"It is important for teachers to consider the audience's role in the final phases of project-based learning work, journalist and PBL advocate Suzie Boss writes in this blog post. The audiences for students' projects can come in the form of online interactions, such as Facebook, or in-person presentations. One teacher's students have presented their projects as recommendations to their city's mayor"
"I'm putting my twin, 10-year-old boys, Toby and Callum, through the Hour of Code - a campaign that seeks to ignite an interest in programming - the part we're doing using specially created web-based exercises.
"The campaign, begun in the US, has landed in the UK where it also coincides with government calls for as many children as possible to get coding.
"Programming is being pushed because in an ever more technological world it can only be a good thing to give people a peep into what goes on behind the touch screen, cash point and website.
"The Hour of Code is supposed to be the start of that journey and I, like many other parents, feel it's one my children should be embarking on. I do feel like a clock somewhere is ticking and unless they get started with this essential skill they'll be left behind.
"In the future kids are going to be doing programming," said Callum when I asked him why it was worth learning how to code. "We need to learn so we can do stuff with the computer otherwise it will be a blank page and never work."
Get Tynker - .Solve fun puzzles and learn to code. Simply drag & drop visual code blocks and program your characters to beat the level. The first adventure includes 20 puzzles that are free to play. Additional adventures and puzzle levels are available as in-app purchases.
"When principal Matt Renwick mentioned “Minecraft” in a flyer about an afterschool computer club, 30 percent of his elementary students showed up. In his first reflection on this passion-based learning experience, Renwick considered his kids’ high engagement through Dan Pink’s three lenses: autonomy, purpose & mastery. Here he digs deeper into what educators mean when they talk about passion – and where frustration comes in."
"But is this type of activity all we want for our kids? A glorified arcade? I feel like public schools should hold ourselves to a higher goal. We should have more purpose behind the programming we provide. As the lead learner in my school, I also feel obligated to consider how to extend these technologies in ways that can enrich students’ lives academically, socially, and emotionally.
T"his leads into our essential question: Where do we begin?
"The teacher I am teaming with on this club wanted to show the students some cool tools they could use on the iPads and iMacs. I was focused more on designing a series of activities that would lead to outcomes that would benefit our community. What we both eventually realized was we hadn’t asked our students what they wanted.
"Yes, they want to play lots of Minecraft. But what is it about this game that engages them to such a degree that they would stick around after school two nights a week to play it? Why are they so passionate about it?
"I reference the three motivators Daniel Pink describes in his book Drive: The Surprising Truth About What Motivates Us (Riverhead, 2011) to consider some possible answers."
"Both of these classes exemplify the trend that is pushing its way into more schools-the maker movement. The shift to "making" represents the perfect storm of new technological materials, expanded opportunities, learning through firsthand experience, and the basic human impulse to create. It offers the potential to make classrooms more child-centered: relevant and more sensitive to each child's remarkable capacity for intensity. Making is predicated on the desire that we all have to exert agency over our lives, to solve our own problems. It recognizes that knowledge is a consequence of experience, and it seeks to democratize access to a vast range of experience and expertise so that each child can engage in authentic problem solving."