Claire Fontaine (clairefontaine)'s Public Profile in the Diigo Community

Grad student in Urban Education Policy.

Formerly a HS teacher of English lit, poetry, and urban sociology to 17-21 year old students in Brooklyn.

Also an educational technology consultant in the city schools.

I am interested in cartography,crafting of bookmarks and related paper crafts,biking for transportation,wine. TV: the wire,in treatment,low-brow true crime shows. Books: the plot against america - roth,jane eyre - bronte,wide sargasso sea (jane eyre's bastard cousin) - rhys,a small place - kincaid,enduring love - mcewan,the sheltering sky - bowles,russian debutante's handbook - shteyngart,the brief wonderous life of oscar wao - diaz,the plague - camus,winter's bone - drury,fun home - bechdel.

Member since Mar 30, 2008, follows 18 people, 17 public groups, 1433 public bookmarks (1462 total).

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Recent Tags:	oer(0), textbook(0), obama(0), opencontent(0), copyright(0), policy(0), NCLB(0), teacher-retention(0), gaming(0), edupunk(0), school2.0(0), NYS(0), ebook(0), funding(0), ebooks(0), social-justice(0), downes(0), inequality(0), PLE(0)
Top Tags:	research(114), resources(102), OER(95), education(91), curriculum(89), tools(79), film(66), history(66), nyc(61), academia(58)

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Recent Bookmarks and Annotations

HICSS on 2009-04-19
- Advances in Teaching
  and Learning Technologies
  
  This Minitrack
  encourages research contributions that deal with learning theories, cognition,
  tools and their development, enabling platforms, communication media, distance
  learning, supporting infrastructures, user experiences, research methods, social
  impacts, and/or measurable outcomes as they relate to the area of technology and
  its support of improving teaching and learning. Appropriate usage environments
  range from same-time, same-place to anytime, anywhere that increase interactions
  among the learners and the teacher/facilitator.
  
  In this
  respect, we intend to include all aspects of teaching and learning technologies
  from the original inceptions of theories and tools through the measurement of
  learning outcomes. On an increasing basis, these types of activities take place
  in collaborative settings, both academic and industrial, thus providing a
  natural fit within the Collaboration Systems and Technology Track.
  
  Additional
  details and information may be found online at:
  
  http://www.facstaff.bucknell.edu/esantane/atlt.html
  
  Eric
  Santanen (primary contact)
  
  Bucknell University
  
  Lewisburg PA 17837
  
  Phone: (570) 577-3652
  
  Fax: (570) 577-1338
  
    Email:
  esantane@bucknell.edu
  
  
  
  http://www.facstaff.bucknell.edu/esantane/
  
  David H. Spencer
  
  NJIT / Rutgers University
  
  Newark NJ 07102
  
  Phone: (908)213-8908
  
      Email:
  
  dspencer@njit.edu
  
  
  
  http://pegasus.rutgers.edu/~dspencer
How People Learn: Brain, Mind, Experience, and School on 2009-04-08
- Internet-based communities of teachers are becoming an increasingly important tool for overcoming teachers' sense of isolation. They also provide avenues for geographically dispersed teachers who are participating in the same kinds of innovations to exchange information and offer support to each other (see Chapter 8). Examples of these communities include the LabNet Project, which involves over 1,000 physics teachers (Ruopp et al., 1993); Bank Street College's Mathematics Learning project; the QUILL network for Alaskan teachers of writing (Rubin, 1992); and the HumBio Project, in which teachers are developing biology curricula over the network (Keating, 1997; Keating and Rosenquist, 1998). WEBCSILE, an Internet version of the CSILE program described above, is being used to help create teacher communities.
Teacher Professional Development Sourcebook: Reinventing Professional Development in Tough Times on 2009-03-26
- It is instructive, however, because it combined a number of the elements that experts say are needed to provide effective professional development in times of budgetary constraint. These include a focus on instructional priorities, reliance on in-house leaders, resourceful use of technology, and, perhaps most importantly, the ability to let go of old assumptions.
- But Nussbaum-Beach also contends that schools could vastly increase teachers' learning opportunities by integrating current online-networking tools with professional development. She cites the micro-blogging platform Twitter and the social-bookmarking site Delicious as examples of free services that can help educators get "just-in-time-answers" to instructional questions and build on their own research by connecting with colleagues nationwide. More broadly, on social-networking sites like Ning, teachers can join and build interactive learning communities—perhaps expansions of existing in-house PLCs—based on particular instructional topics or subject areas. "Out of collaboration, over time," Nussbaum-Beach says, "deep learning comes."
"The Future of ePortfolio" Roundtable | Academic Commons on 2009-03-02
- She
  said they try not to start with student deficiencies but with student
  competencies.
- We did a lot
  of planning before we started talking about systems. So the systems
  supported the process, as opposed to buying a system and then tweaking
  the process to fit.
- 7 more annotations...
- - s a genre,
    an ePortfolio is not just any reflection supported by technology or
    any digital evidence of learning, but reflection on evidence of learning
    that is also part of the portfolio
  - Making the link between reflection
    and evidence is what distinguishes an ePortfolio
  - that we don’t
    want to do prior censorship.
  - But we can do
    post-production editing with the students.
  - a lifelong process of self-directed learning.
  - “Reflection,
    what does that really mean? Thinking about myself?” It boils
    down to thinking about choices.
  - There’s some
    unlearning that has to happen for a lot of students to take advantage
    of open resources and social learning networks. A lot of my students
    want to be told what to do, step by step
apophenia: Internet Safety Technical Task Force Report on 2009-02-12
- I can think of many reasons for why people refuse to listen to data that conflicts with their perception. But what breaks my heart about this is that folks are doing it in a way that dismisses the thousands of youth who are truly in trouble. This shouldn't be about whether or not the Internet is "safe" or "not safe" but whether or not the kids are ok. And many of them are NOT ok.
apophenia on 2009-02-12
- For the our Task Force Report, I helped create a Research Advisory Board Literature Review where, along with the tremendous help of Andrew Schrock, we aggregated research to highlight the known issues around online safety. The patterns are brutally clear. The same issues continue to emerge with each new technology. The kids who are in trouble offline are more likely to be in trouble online and offline psychosocial factors contribute to online risks. Many more youth experience bullying than sexual contact and the realities of "predation" look very different than most people imagine and, thus, require vastly different solutions than most people propose.
- but I've never before witnessed so many people reject solid quantitative studies done by reputable organizations that are replicated with different sampling techniques across different studies.
- 2 more annotations...
- - After staring at the data, I strongly believe that we need to stop talking about the Internet as the cause and start talking about it as the megaphone. The Internet makes visible how many kids are not ok.
  - The problems that exist cannot be solved by preventing adults from communicating with minors (and there are huge unintended consequences to that... including limiting social workers from helping kids) and they cannot be solved by filtering the content.
Dries Buytaert | Personal website of Dries Buytaert on 2009-02-07
- Drupal's steep learning curve filters out far too many smart, motivated people who could benefit from Drupal
- f we want Drupal to remain competitive, we have a challenge we have to face: we need to create a user experience that makes it easier for people new to Drupal to discover all of its richness and power.
The Drupal overview | drupal.org on 2009-02-06
- Drupal, on the other hand, treats most content types as variations on the same concept: a node (more on these in a moment). Pages, blog posts, & news items (some possible node types) are all stored in a common pool, and the sitemap (its information architecture) is an overlay that is designed separately by managing and editing navigation menus. It’s a lot like the separation you find in standards-compliant page coding – XHTML provides the meaningful structure of the information, while CSS arranges it for presentation. In Drupal, nodes hold the structured information pertaining to a blog post (such as title, content, author, date) or a news item (title, content, go-live date, take-down date), while the menuing system creates the sitemap as a separate layer. Other elements (node layout themes, and modules like Views and Panels) provide the onscreen display of node contents.
Henry on 2009-02-06
- The principles include: the online world is a medium unto itself; sense of community and social presence are essential to online excellence; in the online world, content is a verb; great online courses are defined by teaching, not technology.
- Rather than merely presenting learners with content, online instruction needs to purposefully and strategically engage learners in activities and interaction (Koszalka & Ganesan, 2004; Sadik, 2004).
- 6 more annotations...
- - “Do we confuse providing content with creating a learning environment or delivering a course?” (p. 15).
  - Mandernach also discovered that despite the outward, tech-savvy appearance of her course, the pedagogical effectiveness had actually decreased.
  - . Rather, aspects of technology – like all components of an effective course – should be chosen according to how they help meet the learning objectives (Levin et al, 1999). To achieve excellence in online education, these resources must be applied judiciously. In the online world, technology is a vehicle, not a destination.
  - It is through sustained communication that participants construct meaning (Garrison, et al., 2000) and come to a more complete understanding of the content.
  - Principle 7: A great web interface will not save a poor course; but a poor web interface will destroy a potentially great course.
  - Adding little extras to courses can include things such as exemplars, rubrics, guides, tutorials, personal email messages, calendar reminders, audio clips and video segments. These additions, and others like them, often go a long way in contributing to student satisfaction and learning.
Drupal's features for knowledge management. | webschuur.com on 2009-02-06
- Taxonomy: Drupal allows all content to be categorised into taxonomy trees. Allowing for hierarchical categorisation of all types of content. For example all content from departments can be categorised into categories “department a” and “department b”. But it can also be categorised on knowledge. Building general knowledge trees will allow one to cross reference to certain categories. For example looking for all content that is in both categories “php” and “department b” is real easy.
  - Claire Fontaine on 2009-02-06
    
    tagging

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