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A little over a week ago, my Dad passed away after a four year battle with lung cancer. Wrestling with the loss, I wrote to him here on the Radical. For me, writing to my Dad made sense simply because he read everything that I wrote. My post was one way for me to say thank you and goodbye to him all at once. I felt better after finishing it even if I was silently crying in the back of the McDonalds where I was writing. The interesting twist is what happened next. Dozens and dozens of readers started sharing kind words and warm thoughts with me in comments that streamed in over the course of three or four days.
Each comment and message meant the WORLD to me, y'all. #oweyouone That got me thinking about the fact that what I've built using social tools in the past few years is so much more than a personal LEARNING network. Sure, we learn together. But somewhere along the line, our togetherness reached a tipping point that goes far beyond learning together. Any of this make sense? Like this: 10 Reasons Every Teacher Needs A Professional Learning Network - 10 Reasons Every Teacher Needs A Professional Learning Network by TeachThought Staff What’s a professional learning network? According to Marc-André Lalande, “a Personal Learning Network is a way of describing the group of people that you connect with to learn their ideas, their questions, their reflections, and their references.
Your PLN is not limited to online interactions, but it is that online, global interactive part that really makes it special. It is personal because you choose who’s part of that group; you choose if you want to lurk–just check out what people are saying–or if you share; because you choose when to do so, and how to do so.” As for this graphic? You can thank Sylvia Duckworth, who always does a great job sharing simple sketch notes to help teachers. Let us know in the comments if you have other suggestions! 1. Consider: OER Commons Resources 2. Consider: 23 Ways To Use The iPad In PBL 3. Consider: 52 Education Blogs You Should Follow 4. 5. 6. 7. 8. 9. 10. Why Research Fails in the Classroom. Personalized learning is one of the buzzier buzz words in higher education. But it’s not a word without merit, and the motivation to bring personalized learning to campuses is getting stronger.
So it’s not surprising that a profusion of products, broadly called courseware, aimed at facilitating personalized learning, has packed the higher education market. While the efficacy of personalized learning is proven, the products are often not. In a category like courseware, which is evolving rapidly and difficult to define, academic research and efficacy studies are vital to getting this proof. Finding evidence may seem simple, after all it’s really about research and development, and other industries do this well. With that in mind, I sat down for a conversation with Larry Rudman of Kaplan, Inc. Gates Bryant: What are the key challenges for colleges and universities looking to apply the insights of academic efficacy studies to online learning environments? Connected to Learn: Teachers' Experiences with Networked Technologies in the Classroom.
Report: Young Canadians in a Wired World, Phase III: Connected to Learn For more than twenty-five years, Canadian teachers have been at the forefront of getting students online and preparing them to use the Internet in safe, wise and responsible ways. Thanks to the SchoolNet program in the 1990s, many young Canadians had their first experiences with networked technologies in their classrooms and school libraries. However, MediaSmarts’ recent Young Canadians in a Wired World, Phase III study shows that even now, our so-called “digital natives” still need guidance from their teachers. But over the past decade, as digital technology has become nearly ubiquitous and an increasingly central part of young people’s lives, Canadian schools have fallen behind in integrating it.
As the 2009 paper What If? Technology in the 21st Century Classroom put it, Networked technologies are well-established in elementary and secondary classrooms Providing access and support remains a challenge  What If? Six-year-old exposed to porn on class-provided tablet, Ottawa father says. An Ottawa father is livid after his six-year-old son came home from school Friday claiming to have watched a pornographic video in class on a school-issued tablet. Sean McLean, whose son is in Grade 1 at St. Marguerite d’Youville Catholic elementary school, said he picked his son up after school on Friday, Feb. 12, and was driving to a family dinner when his son “blurted out that a boy in his class had shown him a pornographic video.”
According to McLean, the incident unfolded when a teacher handed out school-owned tablets and allowed students to “play and learn on them.” McLean pressed his son further, asking if he had seen pictures or a video, and asked him to describe what he’d seen. The child described what McLean says was a sexual encounter involving two women. McLean said he’s since spoken with the school principal and complained to the superintendent. “In the early grades, all classroom lessons using devices are guided by the teacher. Both parents believe their son. IoT And The Looming Mobile Tidal Wave. If you thought handling BYOD was hard, wait until you see what managing mobile devices for the Internet of Things entails. 11 IoT Programming Languages Worth Knowing (Click image for larger view and slideshow.) Most of us first think of mobile and its relationship to the Internet of Things (IoT) in terms of the many consumer services being launched – from HVAC control systems to wearables -- with the smartphone front-and-center as the user interface for these other "smart" devices.
That's only a small part of how mobile plays into, and with, IoT. "The invention of the BlackBerry and iPhone created a huge market for sensors in those devices," said Frank Gillett, industry analyst at Forrester, in an interview with InformationWeek. Beyond spurring sensor development and new data-gathering capabilities, such as geolocation and user activity tracking data, mobile technologies provided much needed connectivity for sensors placed practically anywhere. A World Of Mobile Everything More Insights. Everything for Everybody: Doing Away With Gender In Design. It will come as no surprise that, when it comes to design, I can be a bit of a junky. The bigger, the badder, the crazier, the better. One of the most fulfilling and enriching parts of working in and writing about design is that I am hardly ever at a lack for new, interesting, beautiful things to see and think about.
That is not to say, though, that there aren’t some things that I could live without when it comes to design—things that I am totally and completely sick to death of seeing. If there is one single thing that consistently irks me in design, it’s over-gendered design objects—items that, for some arbitrary reason or another, have been deemed “masculine” or “feminine,” seemingly suitable for only one half of the population. When I was a child, I’m not sure if I really knew what gender was. It wasn’t really until I began school that I started to suspect that something was up. Despite my more than fluid predilections, I’ve always identified as male throughout my life. Delivering Happiness: A Path to Profits, Passion, and Purpose: Tony Hsieh, Author: 9781609412807: Amazon.com: Books. The Hive Hypothesis. How Zappos CEO's obsession with raving helped him create a billion-dollar company | VentureBeat | Business | by Jillian D'Onfro, Business Insider. Flickr / Stewtopia Tony Hsieh at SXSW in 2009 On the way to his very first rave ever, Tony Hsieh, 26 years old and not yet the CEO of e-commerce site Zappos, was already excited for the night to be over.
He found electronic music annoying and didn't understand the appeal of packing into a space to dance to some repetitive beat without words. As he waited in the 20 minute line outside the gigantic empty warehouse, he secretly wondered how long he'd have to stay there. "What I experienced next changed my perspective forever," he writes in his book Delivering Happiness: A Path To Profits, Passion, And Purpose. The people packed into the enormous warehouse were dancing differently than anything he'd ever seen at in a nightclub. Instead of grinding against each other, the people all faced the DJ, who seemed to be channeling his energy to the pulsing crowd. "The entire room felt like one massive, united tribe of thousands of people," he writes. Flickr / Matt Dunlop Getty Images/Ethan Miller.
Andragogy Visually Explained for Teachers. Prt%3A978-1-4419-1428-6%2F1.pdf?auth66=1427162177_def8360ed41743a0efbb53aac1c04258&ext= Formative Assessment Is Transformational! I think formative assessment is one of the single most important things that teachers can do -- and already do -- for their students. In fact, great teachers use formative assessment whether or not they know it.
Formative assessment may not be new, but it certainly has begun to crystallize into particular elements and components that are currently in the spotlight. When teachers practice great formative assessment, it can be a transformational experience for them as practitioners and, more importantly, for their students. Grading Transformation When teachers check for understanding, they are doing so as a means to ensure that students are successful in the summative assessment. It's important to remember that formative assessments are for learning, not necessarily of it. Teaching Transformation Teachers work smarter, not harder, when they use formative assessments. Student Learning Transformation Classroom of Empowerment. 50-Pound Weight-Loss Story.
Re-imagined Authenticity. Over the last couple of weeks, a YouTube video (above) of New York artist Richard Renaldi has continued to populate my Facebook News Feed. Renaldi’s project Touching Strangers is such that he positions strangers together in an intimate poses and photographs them. Despite lack of prior contact, these photographs depict what look to be quite sincere expressions of emotion. Moreover, the subjects interviewed in the video say that they feel some sort of connection towards those with whom they posed.
This is certainly moving, admittedly interesting, but as a trained social psychologist, not very surprising. It does, however, offer interesting implications for people’s oft-spouted rants against in-authenticity and identity work on social media. Let me begin by discussing the sociology of the work. The punch of the work is particularly punch-y due its location in New York City. In short, what we see here are people engaging in unusual behaviors. Unfortunately, it’s not all quite so easy. Notes to Self: Stage Two. Being & Becoming: Profiles as Identities. This is post #2 in a series outlining my ongoing dissertation research into how scholars using online networks build identity positions, reputations, and influence. The original call for participants for the research project is here, and the first post in the series is here.*** In November of 2013, I created a new identity for myself.
I didn’t entirely realize it at the time. But neither, I think, are they as different as I’d have claimed before I spent three months looking at the world through the eyes of my short-lived alter-ego, @BonResearch. Becoming: Giving Account of an Account I created the @BonResearch account as a lens for the participant observation portion of my dissertation study, a portal through which to observe and take notes on the networked practices of the 14 participants and 8 exemplar identities who agreed to be part of my research. I opened the account on November 21st, 2013, and worked with it almost daily through February 25th, 2014. I knew this. 3: Key Measures of Academic Influence. Introduction 3.1 Assessing how well an author is cited 3.2 Assessing how far journals and books are cited 3.3 Who cites a little or a lot: Hub and authority patterns Summary Introduction So far we have focused chiefly on finding out which parts of an academic’s outputs are being cited and achieving influence.
Some of the concepts discussed in this section (like the h-index versus the g-index) may sound overly technical or complex. We first consider the indicators which are useful in assessing an academic’s citations records. 3.1 Assessing how well an author is cited Straightforward totals are the simplest type of indicators for judging how widely a researcher or academic is being cited: 1) An author’s total number of publications is obviously fewer for new researchers, and tends to grow over time. 2) The total number of citations for an author solves this problem somewhat (we’d expect a book to be more cited than a short report). Figure 3.3 shows how this approach works. Back to top.