Social Bookmarking with students: Quality not quantity! Knowing how to organise, filter, research, evaluate and bookmark resources online is a valuable skill for students to gain. However, we can’t assume giving students access to a social bookmark tool means they’ll know what’s expected or will gain the necessary skills. This guest post by Donal O’ Mahony shares his experience and advice using social bookmarking with students. Image by The iconoclastic yet iconic ionic icon licensed under Creative Commons Attribution 2.0 Social bookmarking with students When I first taught social bookmarking we jumped straight into using Diigo, a social bookmarking tool, and I soon discovered that the students dumped links irrespective of their quality. I’ve now learnt that: Students need explicit instructions and instructions to get the most out of social bookmarking.Students must see the point of aggregating bookmarks that they can return to for further use. Teaching quality bookmarking skills Nowadays I use a different approach.
Dicas diárias de tecnologia Hoje a minha dica é um site para você se sentir dentro da natureza. Meio que um DJ da natureza. É o Nature Sounds Mix, (acessado dia 02/01/2012), com ele é possível escolher e misturar (mixar) os sons da natureza. É interessante para trabalhar com os alunos em diversos momentos, por exemplo, para som ambiente enquanto eles escrevem sobre ecologia, natureza e afins, ou então se vai trabalhar com a produção de áudios, já tem uma trilha sonora para fundo. Outra possibilidade é trabalhar com os menores, no reconhecimento dos sons, tem sons de água, praia, ventos e diversos animais. Além disso, os alunos podem criar sua própria composição com os sons disponíveis, exercitando a imaginação e mixar a vontade! É uma metodologia desenvolvida a partir de 1995 por Bernie Dodge e colaboradores, que visa a utilização da internet como ferramenta pedagógica. Para saber mais sobre webquest: (acessado dia 03/01/2012).
Khan Academy Is Not The Progressive Model You Are Looking For There has been a great deal written about Khan Academy just recently and the concept of personalised instruction and how this is somehow revolutionary or some sort of game changer. But why is it engaging at all? Where does this type of instruction lead us? In my opinion the instructional maths videos posted on the Khan Academy are “resources” and the structure surrounding it suggests some sort of recipe for how to best use it. Looking at the videos as stand alone resources or items that could be used to support teaching and learning in the classroom – how do you rate them? The Khan Academy is a dressed up YouTube channel and purportedly the statistical tracking and indication of “progress” is what is driving any sense of engagement. My son is just learning to read and he is also learning some spellings, he is 5 years old. Seth Godin suggests that it is long overdue to actually create something with these tools – “Knowing about a tool is one thing.
klassen-i-dialog-liten.pdf The National Student Survey Developing digital literacies Overview Many learners enter further and higher education lacking the skills needed to apply digital technologies to education. As 90% of new jobs will require excellent digital skills, improving digital literacy is an essential component of developing employable graduates. Courses that embed core digital skills, as well as subject specific use of technology, enable students to gain the skills and confidence they need to use digital technology not only to support their learning but also in the workplace. We’re working with colleges and universities to embed core digital skills into the curriculum. Developing Digital Literacies programme JISC has funded a £1.5 million Developing Digital Literacies programme 1which runs from July 2011 to July 2013, with benefits realisation activities continuing until the end of December 2013. Further information about the funded projects is available from the programme page 5and the programme blog6. Overview of JISC Digital Literacies activities
organizando um projeto de audiovisual no OpenShot No post anterior, mostramos o resultado parcial do nosso audiovisual com desenhos. só relembrando que, escolhemos dois softwares: o PhotofilmStrip para fazer o stop motion e o open shot para fazer o audiovisual. Já falamos do open shot aqui, um softwate livre de edição de filmes e muito simples de usar. Rapidamente, vamos acompanhar como fizemos a finalização da primeira versão do nosso filme que está exibido aqui: Tharam!!! para começar a trabalhar nele inciando um novo projeto é só clicar no botão de novo arquivo que ele mostrará essa janela: Coloque o nome do projeto e a sua duração e salve-o. Agora, clicando no botão do + verde, podemos inserir imagens, áudio e filmes! depois de inserir os arquivos é só arrastá-los para a linha do tempo. Depois de feito isso é só salvar. PAASO 03: Escolha o perfil do seu vídeo. Você também pode decidir sobre a qualidade do seu vídeo entre outras opções.
Plugged into learning: Computers help students advance Technology has grown by leaps and bounds, yet are computers helping students progress in their learning? Absolutely, says a 40-year retrospective on the impact of technology in classrooms. Published in the journal Review of Educational Research, the findings gathered by Concordia University researchers suggest that technology delivers content and supports student achievement. Expanded from a doctoral thesis by Rana Tamim, the study's first author, the research brought together data from 60,000 elementary school, high school, and post-secondary students. In those classrooms where computers were used to support teaching, the technology was found to have a small to moderate positive impact on both learning and attitude. The research team found technology works best when students are encouraged to think critically and communicate effectively. The team now plans to evaluate what technologies work best for what subjects.
DATORN i UTBILDNINGEN library.wales.org: Dyma neges ddwyieithog felly sgroliwch i lawr am y fersiwn Saesneg / This is a bilingual post, please scroll down for an English translation Model cyflogadwyedd newydd ar gyfer yr unfed ganrif ar hugain: y pwysigrwydd o gyfryngau cymdeithasol a sgiliau cyflogadwyedd digidol Mewn digwyddiad Academi Addysg Uwch yn ddiweddar dan arweiniad Prifysgol John Moores < yn Lerpwl, cafodd pawb y cyfle i ddarganfod cyngor cyflogaeth a roddwyd i ddysgwyr AU gan diwtoriaid a swyddogion sy’n rhoi arweiniad ar yrfaoedd. Bu’n ddiwrnod llawn gwybodaeth ac mae’n haeddu mwy o sylw nac un neges yn unig. Yn y farchnad swyddi cystadleuol sydd ohoni heddiw, nid yn unig byddwch yn gweld cyfanswm diflino o benderfyniad ond hefyd synnwyr cyffredin wrth ddefnyddio eu sgiliau cyfryngau cymdeithasol er mwyn sefyll allan. Dysgwyr DYLl Darllen y Llyfryn – rydym yn golygu’r pecyn cais ond mae hyn yn andros o BWYSIG. Oes angen ailadrodd yr hyn a nodwyd yn gynharach? Learners Got you thinking?
Free Nature Sounds Mixer Answering the Big Question on New Technology in Schools: Does It Work? (Part 1 What drives many district and state technology leaders bonkers is being asked time and again by their school boards, superintendents, parents, and media: What does the research say about whether we should invest in iPads, tablets, and 1:1 laptops? What they really want to know is: does the new technology work? Is it effective? Of course, some district technology leaders and superintendents already know the answer; they forge ahead to buy iPads for kindergartners in Auburn (ME) or hand out over 6,000 to every high school student and teacher in Lexington (SC). For those technology leaders, however, who want to provide credible answers to the inevitable question that decision-makers ask about the effectiveness of new devices, they might consider a prior question. Drawn from reports of superintendents, school board members, and technology champions, here is a short list of those problems that will get solved by 1:1 laptops and other devices. Like this: Like Loading...
Adventstips: Så här slipper du rätta! - Sara Bruun I dessa stressiga tider är det skönt att ha hittat ett sätt som optimerar min och elevernas tid. Mitt mål denna termin var att lära mig hur jag skulle kunna jobba smartare och samtidigt kunna ge mina elever individuell och snabb feedback. Jag har valt att arbeta med Google formulär och tillägget Flubaroo. Vi jobbar mycket så här i mitt klassrum. Jag kan också innan lektionen få en snabb överblick över vilka som gjort uppgiften och vad jag behöver undervisa mer om. Här nedan har jag gjort en instruktionsfilm om hur det går till. Om du själv vill prova att göra samma quiz som jag visar i filmen kan du prova det här: Sara Bruuns Klassrum Har du fyllt i din mailadress korrekt så får du ett mail från Flubaroo Grader inom några minuter. Tänk dock på att eleverna måste svara som du gjort i “facit” för att det ska fungera. Jobbar du med yngre barn? Då kanske du inte vill att det ska gå iväg ett automatiskt mail, då de inte har egna adresser. Lycka till! Sara
Plagiarism You have something in common with the smartest people in the world. You see, everyone has ideas. We use our minds to create something original, whether it’s a poem, a drawing, a song, or a scientific paper. Some of the most important ideas are published and make it into books, journals, newspapers and trustworthy websites that become the building blocks for things we all learn. But ideas are also very personal, and we need dependable ways to keep track of the people behind the ideas we use because they deserve credit for their contribution, just as you do if someone uses your idea. Meet Cassie, a university student. She’s not the kind of person who would plagiarize by turning in someone else’s work, but she is aware that plagiarism can happen accidentally, so she follows some basic rules: First, when she quotes an author directly, she uses quotations marks around the words to show that they are not hers, alongside a mention of the author’s name.