Inteligentes pero sin carácter, logran poco David Levin, cofundador de la famosa red de escuelas intermedias charter “KIPP” de Estados Unidos, que fomentan el estudio intensivo por parte de estudiantes de bajos recursos logrando que obtengan muy altas calificaciones para ingresar a la alta secundaria y a la universidad, encontró que sus ex alumnos tendían a abandonar los estudios superiores graduándose solamente 33% al cabo de los 4 años del primer título universitario. Si bien seguía siendo superior al 31% del promedio nacional y 8% del promedio del quintil más bajo, estaba muy lejos de su meta de graduar al 75% de los egresados. Levin encontró algo curioso: los alumnos que se mantenían en la universidad no eran los que tenían las mejores notas en el colegio, sino los que evidenciaban tener muchas fortalezas de carácter, como optimismo, perseverancia e inteligencia social. Sobre este tema Paul Tough publicó el 14/9/2011 un interesante artículo en el New York Times “What if the Secret to Success Is Failure?”
Language, Camera, Action! Motivating Young Learners with Video (by David Dodgson) Back in the sepia-tinged days of 2010 when I was still very much finding my way around blogs and Twitter, I was virtually introduced to Barbara and she kindly offered me the chance to do a guest post here on Teaching Village about how I used PowerPoint in class. 18 months on, we again get the chance to collaborate as part of the EVO 2012 Digital Storytelling for Young Learners team along with some other fantastic educators, namely Shelly Terrell, Özge Karaoğlu, Esra Girgin, Jennifer Verschoor, Michelle Worgan, and Sabrina De Vita (full details are included at the end of this post). As part of our EVO event, I will co-moderate a session about Video Stories with Young Learners with Özge. As a prelude to that, am delighted to have the chance to return to Teaching Village to share some of the ideas I’ve used in class, often with little more than a video-recording device and some editing software – and creative young students of course! The Strange Show! Life on Mitrax
modern rules Rule of Thirds The Rule of Thirds is perhaps the most well known principle of photographic composition. The “Rule of Thirds” one of the first things that budding digital photographers learn about in classes on photography and rightly so as it is the basis for well balanced and interesting shots. I will say right up front however that rules are meant to be broken and ignoring this one doesn’t mean your images are necessarily unbalanced or uninteresting. What is the Rule of Thirds? The basic principle behind the rule of thirds is to imagine breaking an image down into thirds (both horizontally and vertically) so that you have 9 parts. As you’re taking an image you would have done this in your mind through your viewfinder or in the LCD display that you use to frame your shot. With this grid in mind the ‘rule of thirds’ now identifies four important parts of the image that you should consider placing points of interest in as you frame your image. Another Rule of Thirds Example
Razones para empezar a usar facebook en el aula Las redes sociales por su gran potencial de crear comunidades, se han convertido en una alternativa interesante para ser incluidas en los procesos educativos. Facebook empezó en la universidad de Harvard para que los alumnos pudieran conectarse de forma divertida. Desde entonces su popularidad ha crecido exponencialmente y por tanto, ofrece un gran potencial para su uso en el aula. Si bien los centros escolares y profesores se muestran reacios a esta idea ya que en general la ven como una distracción en clase, con un poco de ayuda, Facebook puede convertirse en una esencial herramienta de aprendizaje colaborativo. De hecho, la práctica demuestra que cuando se utiliza Facebook en una clase, los estudiantes no sienten la tentación de usarla de forma inapropiada. Por ejemplo, puedes usar facebook para que los estudiantes accedan a información sobre sus deberes, generar un debate sobre un tema expuesto en clase o solucionar preguntas o problemas que surgen cuando les asignas un trabajo.
Futurelab - Resources Archive - Publications, reports & articles - Web articles - Machinima and education Flag for follow-up - use this tool to flag up items that you’d like to read later (use the customise page to view and manage these flagged items)Print - send a print-friendly version of this page to your default printerSend to friend - e-mail a link to this page to a friend September 2007 Diane Carr CSCYM, London Knowledge Lab, IOE, University of London During machinima production a computer game’s protagonists become actors, its dungeons or domestic interiors become virtual sets, and the player takes the role of director. As with computer games, teachers and practitioners are considering machinima’s relevance to education from a variety of perspectives. According to ‘Machinima: Making Animated Movies in 3D Virtual Environments’ (Kelland, Morris and Lloyd 2005), the four most common machinima production techniques are: straight recording, the ‘puppetry’ approach, ‘recamming’ and scripting. Educators working with machinima weigh the advantages posed by different games. References
Digital Video in the Classroom Students are exposed to basics in video project composition. Activities include learning how to build visually effective shots, how to use music to enhance the feel of the presentation, and how to create a movie project that is designed to keep a student’s attention in the context of teaching standards-based material. Review materials, get links from class, and view the syllabus. Email me with any questions. Assignment: YouTube Channel Create a channel (or homepage) for broadcasting on YouTube. Custom URLChannel Art (Image Header)Featured Video (Unsubscribed Trailer)Avatar/Profile PictureTwo educational playlists on your channel Additionally, submit the YouTube Channel form (found online at How to share a folder in Google Drive For your first assignment, you’ll need to upload 9 photos, and share them with me.
Making a Silent Movie (| Digital - teacher | Education in a technological world) During this half term, I've been busy working with our three lower school classes on a rather special project in their ICT lessons. It all began back in April when I blogged about an app I discovered in the app store that would allow a user to create an aged movie. My brain began to think just how I could incorporate this technology into our planned topic of 'Movie Making'. It seemed too good to be true - crowbarring a video creation app into a topic on movie making? So, my plans began to take shape. However, I quickly threw all of that out of the window, because the BBC showed the first part of a series from Paul Merton all about the birth of Hollywood. Lesson One consisted of watching parts of the Paul Merton programme. In our second lesson we began to sketch out the ideas for the storyline. During the evolution of their work, some of these ideas were amended, or dropped, as they realised that it was either too hard to achieve, or too hard to film.
StoryKeepers - StoryBoarding Skip to main content Create interactive lessons using any digital content including wikis with our free sister product TES Teach. Get it on the web or iPad! guest Join | Help | Sign In StoryKeepers Home guest| Join | Help | Sign In Turn off "Getting Started" Loading...
10 Video Projects Every Teacher Should Try Making classroom movies has gotten much easier now that cell phones, tablets and other devices feature video capabilities that are high quality and simple to use. And happily, we’ve found that students love to use video—it’s a format that they understand and that sparks their creativity. Here are ten ideas to try in your classroom today. Make a Book Trailer: Challenge students to design a movie-style trailer that excites their classmates about a must-read novel or nonfiction book. What’s the best video project you’ve ever done?
10 Ideas for Classroom Video Projects “… ten years ago, not one student in a hundred, nay, one in a thousand, could have produced videos like this. It’s a whole new skill, a vital and important skill, and one utterly necessary not simply from the perspective of creating but also of comprehending video communication today.” (Stephen Downes) If you follow my Twitter-stream, you know that I spend a lot of time viewing, collecting & sharing videos. In this post, I share ideas on certain types of videos that I’ve gathered and how educators might use related methods or styles to engage students in constructing and deconstructing media while becoming critical consumers and producers of digital media. 1) Conversation with Future Me/You: “A Conversation with My 12 Year Old Self: 20th Anniversary Edition” is a recently popular video by Jeremiah McDonald. Another angle for this activity could be to create a video or a dialogue with a literary, historical or popular media character. 2) Genre Shifting Movie Trailers: 5) Stop Motion:
Students create Moodle-based treasure hunt When most people think about using Moodle, the first word that comes to mind is probably not “fun.” But a group of Honors Fellows recently found a creative and, yes, even fun way to use the site—they employed Moodle to run the second semesterly National Treasure Scavenger Hunt for their fellow Honors students. How it began Jacquelyn Lanphear, a senior biochem/psych double major and the Honors Community Director, hosted the treasure hunt for the first time last spring. “I was really excited about the idea of a game that was National Treasure-esque,” Lanphear says, “and my hope was that the scavenger hunt/riddle series would be a fun way to get more fellows to engage in Honors activities.” Last spring, Lanphear and a few other students developed the clues and delivered them to members of the Honors program via email. Crafting clues in Moodle This semester, Lanphear decided to let Moodle handle the grunt work of managing student submissions. Example of a clue on Moodle. Drawbacks Follow Me:
Indicateur d'accélération - Suivi de Webi (page 1) | Systèmes de Trading Posté le : le 06-01-2010 23:17:03 [-] Bonsoir Un membre sympa du site ayant suivi le webi sur " l'indicateur d'accélération' m'envoie un mail privé et me pose quelques questions concernant l'utilisation de l'indicateur. Plutot que de lui répondre en direct - et comme j'écoute un super album de Blues (Willie Dixon / Willi'es Blues) , en ayant (pour une fois) un peu de temps devant moi , - je crée cette file pour lui répondre et ainsi permettre a ceux que cela intéresse - si il y en a - de lire les réponses et de se faire la main avec l'indicateur. ça peut etre utile ;-) Donc , mon copain (On va l'appeller Willie ) me dit grosso modo : "ton truc c'est pas concluant, y'a un truc qui marche pas. Et me donne l'exemple suivant : signal foireux. 2 points de gain théorique. A ce niveau, je vous demande d'arréter la lecture et de réfléchir a ce que vous feriez (ou du moins ce que je conseille tout le temps de faire en situation de trading) . ça y est ? L'UT ou il a repéré le signal est du 5 mn. yes ?
Optimiser une stratégie grâce aux agrégations | NanoTrader Qu'est-ce-que les agrégations? Les agrégations sont simplement des unités de temps différentes. Par ex.: nous tradons sur un graphique en 5 min. mais utilisons un indicateur MACD sur un graphiqe en 15 min pour filtrer nos signaux de trading. Cette approche permet de filtrer ou de trader dans des unités de temps différentes. Dans cette example, nous développons une stratégie sur le Future allemand Bund (FGBL). Dans le paramétrage de notre stratégie, nous avons 3 indicateurs: Le RSI Dynamique qui indique les niveaux de sur-vente & sur-achat;Le Canal Breakout qui montre les mouvements des réelles cassures;L' indicateur Supertrend qui ferme la position lorsque la tendance se retourne. Etape 1: chargement des données Nous chargeons les données du contrat future en 5 min sur 300 jours. Nous plaçons aussi 2 filtres temps: De 00:00 à 08:05 flat, c.à.d aucune position.De 21:55 à 23:59: flat aucune position. Ainsi le trading ne sera possible qu'entre 08:05 et 21:55. Etape 2: installation de l'indicateur