FELA & IDEC
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FELA & IDEC
FELA Federation of European Literacy Associations & IDEC International Development in Europe Committee of the IRA
Curated by Jeroen Clemens
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Open Textbook - An Open Resource on Digital Literacy for Educators, Teachers and Schools

Open Textbook - An Open Resource on Digital Literacy for Educators, Teachers and Schools | FELA & IDEC | Scoop.it
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Score Rubrics on Your iPad

Score Rubrics on Your iPad | FELA & IDEC | Scoop.it
If you use rubrics to grade student work you have to try ForAllRubrics! Once you set up your class list, this website allows users to import rubrics they've already made, or easily create new ones....

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Alfredo Corell's curator insight, July 18, 2013 5:57 PM

Really good information

Brian Romero Smith's comment, July 19, 2013 12:09 AM
Awesome! Definitely an asset to the iPad classroom.
ChristopherBell's curator insight, July 24, 2013 4:09 PM

YEAH!

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The Paperless iPad Classroom with the Google Drive App

The Paperless iPad Classroom with the Google Drive App | FELA & IDEC | Scoop.it

"Have you read The Paperless Classroom with Google Docs by Eric Curts? http://bit.ly/104vztx ; If not, you should. It is a great way for Google schools to harness the power of Google for sharing documents, and establishing a workflow for students to turn in work for teachers to grade and return in a paperless environment. I love it. In fact, I liked it so much that I decided to pay homage to it with a version that is dedicated to doing the very same thing on the iPad using just the Google Drive app.

 

Regular readers will have seen my last post, How to Use Comments on the Google Drive iPad app http://bit.ly/14koJzE . For me, this was a key change to the Google Drive iPad app, and one that had huge implications for the iPad classroom. It inspired me to think about just how much you can do in Google with an iPad and the Drive app, and I soon discovered that you can do a lot more than you might think.

 

So, with the blessing of Eric Curts himself, I sat down and went through all the steps he meticulously outlined for the desktop version of Google Drive, and converted as many as I could to the equivalent actions in the Google Drive iPad app. Then I added some additional steps for other things like taking documents offline, or grading PDFs, images and movies."


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Dico Krommenhoek's curator insight, June 21, 2013 3:00 AM

And again, and improved. Thanks, John

Dico Krommenhoek's curator insight, June 21, 2013 3:01 AM

Et ça marche!

Pierre Bailly's curator insight, June 26, 2013 6:26 AM

Very nice ideas to work with Google Drive in the classroom.

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Learning Theory - What are the established learning theories?

Learning Theory - What are the established learning theories? | FELA & IDEC | Scoop.it
This Concept Map, created with IHMC CmapTools, has information related to: Learning Theory, zone of proximal development The area of capabilities that learners can exhibit with support from a teacher., Montessori constructivism, Lave & Wenger...
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A Must Have Chart Featuring Critical Thinking Skills ~ Educational Technology and Mobile Learning

A Must Have Chart Featuring Critical Thinking Skills         ~          Educational Technology and Mobile Learning | FELA & IDEC | Scoop.it
A Must Have Chart Featuring Critical Thinking Skills ~ Educational Technology and Mobile Learning http://t.co/4vlJL5a7pZ

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Anne McKay's curator insight, September 4, 2013 3:29 PM

I wonder if this is critical thinking as we use it in the NZC or HPE in NZC or HOT - Higher order thinking?

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Talking Book: Bringing Knowledge to Remote Rural Villages

Talking Book: Bringing Knowledge to Remote Rural Villages | FELA & IDEC | Scoop.it
Talking Book: Bringing Knowledge to Remote Rural Villages (More good news: MT @GOOD: .@LiteracyBridge has designed the Talking Book 2 bring knowledge 2 remote villages http://t.co/20h2ltQx #literacy)...
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Cite from search results - Google Scholar Blog

Cite from search results - Google Scholar Blog | FELA & IDEC | Scoop.it

"I remember writing research papers as a student and being frustrated at the tedium of formatting citations according to the strictures of the Modern Language Association. Today we’re simplifying this process by adding the ability to copy-and-paste formatted citations from search results. To copy a formatted citation, click on the “Cite” link below a search result and select from the available citation styles (currently MLA, APA, or Chicago)"


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Flipping Blooms Taxonomy | Powerful Learning Practice

Flipping Blooms Taxonomy | Powerful Learning Practice | FELA & IDEC | Scoop.it

I think the narrowing pyramid also posits that our students need a lot more focus on factual knowledge than creativity, or analyzing, or evaluating and applying what they’ve learned. And in a Google-world, it’s just not true.
Here’s what I propose. In the 21st century, we flip Bloom’s taxonomy. Rather than starting with knowledge, we start with creating, and eventually discern the knowledge that we need from it.


Via susiemandley, Jenny Pesina, Dennis T OConnor, Ilkka Olander, Stefano D'ambrosio, Professor Jill Jameson
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Paula King, Ph.D.'s comment, October 6, 2012 11:15 AM
This makes infinite sense to me.\
Anica Petkoska's curator insight, January 12, 2013 4:25 AM

Start with what you want your students to create when designing your lesson plan.

Cori Davis's curator insight, August 20, 2014 9:58 AM

For higher level thinking.

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Strategies for online reading comprehension

Strategies for online reading comprehension | FELA & IDEC | Scoop.it

This article examines the differences between reading in print and reading online, and proposes some tools and strategies to help aid students' reading comprehesion

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The New Literacies of Online Reading Comprehension: Expanding the Literacy and Learning Curriculum - Leu - 2011 - Journal of Adolescent & Adult Literacy - Wiley Online Library

The New Literacies of Online Reading Comprehension: Expanding the Literacy and Learning Curriculum - Leu - 2011 - Journal of Adolescent & Adult Literacy - Wiley Online Library | FELA & IDEC | Scoop.it
The New Literacies of Online Reading Comprehension: http://t.co/YUMQjv3E Interesting look @ online literacy #medialiteracy...
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Making sense of the 8 Elements of Digital Literacy: Doug Belshaw’s framework

Making sense of the 8 Elements of Digital Literacy: Doug Belshaw’s framework | FELA & IDEC | Scoop.it

Over the past few months the Pride Project Team have been exploring how we might make use of Doug Belshaw’s framework for understanding digital literacies (outlined in his book The Essential Elements of Digital Literacies and in his Ed.D thesis). Following the excellent work undertaken by our researchers Jo and Charlotte in mapping the discipline-specific statements of graduate skills, attributes and practices to the 8 elements outlined in Doug’s book, we are now beginning to delve deeper into what these elements might mean for students at the University of Bath. One output from this work will be the creation of a diagnostic skills survey where students are able to self-assess their digital literacies and be given guidance as to the options and pathways available to them to develop their skills, attributes and practices..


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A Comprehensive List of Educational Wikis you might Need

A Comprehensive List of Educational Wikis you might Need | FELA & IDEC | Scoop.it

"What I want to do in this post is to introduce you to some successful educational wikis created and run by educators like you and me . This list of wiki is a must see by every teacher and it would be better if you bookmark it for later reference."


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Sharing Technology: SAMR Model of Technology Integration

Sharing Technology: SAMR Model of Technology Integration | FELA & IDEC | Scoop.it

"SAMR is an acronym that I have been hearing quite a bit lately on the Internet.  It was also referred to at several of the sessions I attended at ISTE13.


SAMR stands for Substitution, Augmentation, Modification and Redefinition.  The SAMR Model represents a way to look at the different levels of integrating technology into the classroom."


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Shea Stehm's curator insight, August 10, 2013 1:05 PM

Cool 120 sec video!

Stepanov Sergey Mikhailovich's curator insight, August 11, 2013 8:55 AM

Considering the Benefits of Digital Grammar in a Music Educational Program

REFLECTION
Music Teaching Technology for Beginners.
Synapse transmission between neurons in different systems of dimension -
how can it improve the music education for beginners ?

Physiological Base

The physiological substantiation on the application of the digital system for coding and decoding of a melody is the following : children begin their contact with digits already in preschool age , when they are taught to count and this system is learned by children quite firmly , since it is often used in their daily life. But the generally accepted music grammar is new for them and, naturally, requires some additional period of time to be acquired by children.It is for that reason that in the initial period of musical teaching, children inevitably spend a lot of time and efforts to read a melody written down in music signs.Naturally, it slows down rate of training, causes psycho-emotional discomfort , lowers the child’s interest to music. Therefore , in the initial stage of teaching , besides work with the generally accepted music grammar , will be useful to replace it with a digital system for a certain period. This does not mean that we want to do without standard music grammar, but at the initial stages of musical education, the system of digital coding and decoding of music sounds is undoubtedly useful , as it speeds up teaching of children.

Neurophysiological Aspect

It is well known that the difficulties in the perception of any information, including musical one, cause strain of the main functional systems in the child’s organism. The developed digital technology of musical training is perspective, has a practical result, but it requires the physiologic and psychology researches devoted to studying of an influence of a recommended method to psycho - emotional status and to a condition of the main functional systems of the child’s organism : the central nervous system, the muscular system and others. For this purpose , the experimental researches are to be performed, namely: ENG, EMG, EEG – tests to study the degree of mental load that the child has received in perception of the information recorded in the note signs compared to the load that a child has received in perception of the music information written down in number signs.Test Electronystagmography allows us to investigate eyeshot, positional nystagmus and also to determine the quantity of fluctuations of the eyeballs during the perception of melody written in the music marks and digital symbols. Electromyography test, allows us to investigate the threshold of muscular irritability ( min – max ) and amplitude of muscle tension , depending on effort and accuracy of pressing of a key on the keyboard of the instrument. The method of ENG and EMG joins the visual analyzer with neuro motor function of the hands and explains, on the scientific point of view, the ratio between the load on muscles of eyes and muscles of hands, and also it proves the possibility of development of muscular fatigue in hands depending on the quantity of eyeballs’ fluctuations. EEG - test allows us to make up the comparative diagrams of dynamics of the proceeding neurophysiological processes, and also it offers an opportunity to investigate the functional activity of neurons during the synthesis both of music and digital patterns.
The realization of the described scientific researches in this direction will allow us to approach closer to understanding of more subtle mechanisms of the child’s mental activity and to detect the new creative abilities.

Parallel Description

In practice, using the generally accepted music grammar, the child connects the definition of the location of the melody to the pitch i.e., to the system of dimension , which is written down in the form of an expanded construction , both on x – the horizontal and on y - the vertical. By reading the music information ,the direction of eyeballs’ movements is spasmodic, and it has a multi–step combination both on y – the vertical , from the G - key up to the F - key , and on x - the horizontal often with a return of eyesight to the starting point of support. For en integration , synthesis and the modification of the complex pattern of the received information the structures of the central nervous system require an additional period of time. It is a neurophysiological process proceeding in an interval of time between the moment of perception of the music information from the sheet and the moment of the hands’ response on the keyboard of an instrument. A great number of irregular nervous impulses is transferred to the central nervous system per unit of time and , as the consequence of this , the fatigue of hand muscles is considerably increased (Berosov, Korovkin1990). An amplitude of muscle tension is directly dependent on the frequency of innervation, where each subsequent nervous impulse coincides with the phase of increased excitability of the muscle ( Green, Stout,Taylor 1990 ). At the level of the synaptic terminal we can see untimely synthesis of the neurotransmitter, deep and stable depolarization of the postsynaptic membrane and,as a result,the convulsive reflexes are thus formed.An important neurophysiological moment has been marked : within a short time interval the contracture , that is , constantly high muscular tension is formed, which in turn , is harmfully reflected on the content and character of the melody.
In practice , using the method of the digital key, the child connects the definition of digital melody to the system of dimension which is written down in the form of an integral construction both on x – the horizontal and on y – the vertical . Reading the digital information the trajectory of eyeballs’ movements on y– the vertical is projected to the exact determinant ( digit ,sign, symbol ), the trajectory of eyeballs’ movements on x – the horizontal is projected in one direction, forward. In the given system of dimension the integration of the digital information proceeds instantly, its realization on an instrument proceeds in reflexive time - ratio. The paradoxical phenomenon is revealed : the time interval between the moment of perception of the digital information and the moment of the hands’ response on the keyboard of an instrument, is contracted to the minimum .We achieve a reduction of load on hand muscles at the expense of decreasing of an amplitude between muscle tension and the resulting movement and, consequently , the time intervals between effort and accuracy of pressing of a key are considerably shortened .At the level of the synaptic terminal we can see an allocation of neurotransmitter directly proportionally to the frequency of generated impulses by neurons and , as a result , the coordinated reflexes are thus formed. An important neurophysiological moment has been marked : the reciprocal muscular innervation is formed , that is, the rational distribution of the manual technique on the keyboard of an instrument, which in turn, is considerably reflected on the content and character of the melody. Grain of truth lies in the fact that at the expense of perception of melody by means of digits its realization becomes faster and easier, which in turn , is positively reflected on the psycho-emotional status of the child and enables him to dynamically realize the potential music abilities in psychosomatic action as a result .

Entire description on related research You can read at the webpages :
http://educationinjapan.wordpress.com/2011/02/04/considering-the-benefits-of-digital-music-grammar-in-a-music- educational-program/
http://www.m-piremagazine.com/Sergey.html review by Joe Gentile
http://reflectionmusic.ucoz.com/

 

Dr Pam Hill's curator insight, August 12, 2013 8:40 AM

Well said.

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700 iPad Lessons Pinned HERE!!!

700 iPad Lessons Pinned HERE!!! | FELA & IDEC | Scoop.it
If you would like more iPad resources, visit my blog www.techchef4u.com, download the TechChef4u app, or find all things TechChef4u at www.kimtag.com/techchef4u.
Also check out the new TechChef4u FB!

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Jerry Busone's curator insight, January 4, 2014 8:58 AM

Looking for innovative ways to use your iPad...check this out

Javier Antonio Bellina's curator insight, March 6, 2014 7:06 AM

iPad para todo el mundo ...

Nicole Sprainger's curator insight, May 18, 2014 7:15 AM

Interesting Resource for iLearn

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21 Century Learning Design workshop

21 Century Learning Design workshop | FELA & IDEC | Scoop.it
29/30 of May I participated  in a workshop 21st Century Learning Design (21CLD Workshop)  in Kopenhagen organized by Microsoft as part of the Partners in Learning Initiative. European countries wer...
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Ken Robinson: How to escape education's death valley | Video

Sir Ken Robinson outlines 3 principles crucial for the human mind to flourish -- and how current education culture works against them.

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AlGonzalezinfo's curator insight, May 28, 2013 10:40 AM

Fantastic post Susan!  I love the following line:

 

Whoever thought of the title "no child left behind" gets irony!

 

 

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How to Use Google Drive Free Stock Images for Google Docs, Slides

How to Use Google Drive Free Stock Images for Google Docs, Slides | FELA & IDEC | Scoop.it
Google Drive now offers a collection of 5000 high quality free stock images for use with your Google docs, presentation slides and spreadsheets.

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The Flip: End of a Love Affair

The Flip: End of a Love Affair | FELA & IDEC | Scoop.it
Most teachers who opt for the flipped classroom strategy are not pursuing a student-centered approach to learning. The traditional model is simply being reversed.
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Educational Technology and Mobile Learning: The 33 Digital Skills Every 21st Century Teacher should Have

Educational Technology and Mobile Learning: The 33 Digital Skills Every 21st Century Teacher should Have | FELA & IDEC | Scoop.it

There are actually several pluses for the use of technology in education and to try and list them all here is way beyond the scope of this short post. Generally speaking, no two argue over the fact that technology advantages in education ( and in our life at large ) way outnumber its downsides. It is thanks to technology that you are now reading this post and will probably share it with your colleagues.


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GIBS Information Centre / GIBSIC's curator insight, January 31, 2013 1:07 AM

Applies student-levels for tech requirements, also HE

Kathryn LeGrove's curator insight, July 21, 2013 8:46 PM

hope this helps

Miep Carstensen's comment, September 17, 2013 6:52 PM
very useful information with links to delve further and learn vital skills
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The Why and How of Using Facebook For Educators – No Need to be Friends At All! | The Edublogger

The Why and How of Using Facebook For Educators – No Need to be Friends At All! | The Edublogger | FELA & IDEC | Scoop.it

If you are one of those out there that believe that Facebook has no place in the classroom, then, well maybe this post isn’t for you. But please first take a look at just a few reasons why you should reconsider:

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Survey and Online reading tests

Just finished the expanded version of my research plan and I will discuss this with my university tutor dr Amber Walraven at the end of this week. Then we will take the next steps.
I also have to ...
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Rubrics for Evaluating Educational Apps

Rubrics for Evaluating Educational Apps | FELA & IDEC | Scoop.it

How do you choose the best educational app for your classroom? Check out this great post from Tony Vincent on LearningHand, sharing his own rubric to help teachers evaluate educational apps and other rubric resources.


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