The Internet and social media have opened up new vistas for people to share preferences in films, books and music, providing what Facebook CEO Mark Zuckerberg calls “frictionless sharing.” But a world of automatic, always-on disclosure should give us pause,” says Neil M. Richards, JD, privacy law expert and professor of law at Washington University in St. Louis.
“’Frictionless sharing’ isn’t really frictionless – it forces on us the new frictions of worrying who knows what we’re reading and what our privacy settings are wherever and however we read electronically. It’s also not really sharing – real sharing is conscious sharing, a recommendation to read or not to read something rather than a data exhaust pipe of mental activity.
This Ithaka S+R report is a landscape review of important developments in online learning today. It is the first in a series that will provide leaders in higher education with lessons learned from existing online learning efforts to help accelerate productive use of these systems in the future. The goal of this research was to understand what benefits colleges and universities expect from online learning technologies, what barriers they face in implementing them, and how these technologies might be best shaped to serve different types of institutions.
As blended learning continues to expand across the K-12 sector, definitions are important to help people talk about the new phenomena. This white paper refines our previous work in helping to create a shared language for the emerging field so that innovators can build upon each other’s ideas, rather than talk past each other. In the white papers titled, “The rise of K-12 blended learning” and “The rise of K-12 blended learning: Profiles of emerging models,” we suggested a preliminary definition of blended learning and categorization structure. This white paper introduces a refined definition and description of models based on feedback from over 80 organizations and 100 educators who commented on the initial research.
It is a fact universally ackowledged that Internet has radically changed the way we percieve of the world. Reality has been supplanted by virtual reality and geographical borders have dissolved to give birth to a highly interwired world where the information travels both poles in a matter of a click. This drastic change brought about by Internet has touched upon every facet of our life and most important of all on education.
Education has exponentially developed over the past two decades to engulf new forms and methods that no one would have ever anticipated before. Gone are the days when students used to attend school with backpacks full of weighty books, pens, and pads. Now a single laptop can hold in its memory what the whole school library has of books and documents. Free writing and drawing software are availabe on every gadget and with just the use of ones finger , students can draw intuitively and share their productions in real time. This educational revolution has transformed the old traditional ways of teaching and learning and before we know it there emerged a second revolution that started with the introduction of web 2.0 tools in 2004. Now we started talking about social computing and social learning.
With ultra-affordable e-ink readers, mid-priced color tablets like the Kindle Fire and Nook Tablet, and even the more expensive iPads all vying for your e-book dollar, what's the best choice for you? It depends.
There are some wonderful professional development experiences that teachers can tap into during the summer. Some even pay the teachers to participate. But when you look at the numbers, the “workshop in the summer” model is not sufficient. Whether it’s the number of existing teachers who want to become more proficient in teaching science, or accelerating the success of the new teachers who are replacing throngs of retirees, it’s clear that PD on a massive scale can only be accomplished with a multi-pronged strategy that includes:
-Face to face PD experiences -Online (asynch and synch) PD experiences -The creation of a strong professional Community of Practice among science teachers, both on-site and online. -Encouraging every teacher to develop a “personal learning network” that extends beyond their immediate circle of colleagues to educators across the country and around the world.
There has been a lot of research and media coverage around the concept of bullying and cyberbullying, and we wanted this study to be able to speak to that, but through our own focus group work and through other qualitative work from experts such as danah boyd and Alice Marwick, we knew the term bullying was not really resonating with all youth. An alternate term “drama” was much more widely recognized, and when asked to describe it in these qualitative research moments, youth often described what we would call -- as adults – bullying and ascribed this term drama to that. It became clear that the term bullying wasn’t doing all the work that needed to be done to fully understand what was going on in this digital space.
Some 3D educators are purchasing 3D video cameras these days, like the low-cost Panasonic model shown opposite, so that students can begin to make their own 3D content. This arena will be an increasingly important category of 3D content development in the future—student-created content. So, when asked by 3D educators to recommend a resource guide for teaching tips on how to film in 3D versus 2D, I can easily recommend a new book by 3D expert Clyde DeSouza. The book is called "Think in 3D.” It is quite easy to read, practical, and offers easy entry into this field. In particular, “Think in 3D” offers worthwhile educational and psychological insight about the effective use of the 3D medium.
The Learning Lab at Los Sueños Academy, in downtown San Jose, is not unlike the computer labs you’d find at many elementary schools-it’s just much bigger. Tightly packed computer cubicles, 100 in all, form long rows along the 2,000-square-foot open-plan room.
Students sit in the test-taking room, with full access to computers and wireless connections. As they work on national exams, they can be seen accessing the Internet from time to time. Are the results from this test going to be corrupted because these test-takers are not isolated from global information resources?
What is high-tech cheating exactly? Is it really a problem, or do our old-school definitions of cheating need rethinking?
Most educators agree that students must meet certain requirements if they’re going to succeed as citizens and workers. “The term ’21st-century skills’ is generally used to refer to certain core competencies such as collaboration, digital literacy, critical thinking, and problem-solving that advocates believe schools need to teach to help students thrive in today’s world, according to Education Week.
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Some innovations change everything. The rise of personal computers in the 1970s decimated the mini-computer industry. TurboTax forever changed tax accounting, and MP3s made libraries of compact discs obsolete. Even venerable public institutions like the United States Postal Service, which reported an $8.5 billion loss in 2010, are not immune. It experienced a 6 billion piece decline in mail volume that fiscal year, thanks mostly, of course, to email.
These innovations bear the traits of what Harvard Business School Professor Clayton M. Christensen terms a disruptive innovation. Disruptive innovations fundamentally transform a sector by replacing expensive, complicated, and inaccessible products or services with much less expensive, simpler, and more convenient alternatives. This pattern is as common in heavy industrials as in professional services, consumer packaged goods, and nonprofits. In one of its most recent manifestations, it is little by little changing the way people think about education.
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"Qwikstory.com is a new social media site where people come together to create and write a story about a particular topic (or no topic at all). Here's the catch - once you start a story, you have only 1,000 characters to tell your part of the story and you can't continue the story until at least one person has added to your Qwikstory."
One of our main goals at Powerful Learning Practice is to turn educators into 21st Century educators. That is, teach them how to use social media and other powerful Web 2.0 tools to transform their classrooms into learning environments that are ready for today’s iGeneration students. One of the most common questions we get is, “But where do we find the time to use all this new technology?” To answer that question, we developed this infographic – A Day in the Life of a Connected Educator to show that using social media in your classroom and in your life can be integrated, easy, and fun.