Miguel guhlin's Public Library

07 Dec 09

Using Screencasting to Engage and Build Community with Online Learners

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Using Screencasting to Engage and Build Community with Online Learners

By: Jacqueline Mangieri, PhD. in Online Education
Screencasting allows you to take a digital video of what you are doing on your computer desktop, and most screencasting tools allow you to narrate your video while recording. The possible uses for screencasting are endless; these include providing course orientations, delivering instructional lectures, providing feedback, and encouraging student collaboration.
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- Provide course orientations: A faculty member might create a brief screencast to provide a welcome and visual orientation to a class.
- Deliver instructional lectures: Screencasting also allows the professor the opportunity to provide some direct instruction in the online classroom.
- Provide student feedback: Screencasting can be a highly effective tool for giving feedback. It’s a great way to have an asynchronous “conference” with students about their work.
- Encourage student sharing: An important online learning opportunity in many classes occurs when students are encouraged to share their work, and screencasting can take this sharing to a powerful level. In a screencast, students can articulate what they have learned and can explain their work process.
- To explore some free screencasting tools, visit the following online resources:
  
  Jing - http://www.jingproject.com/
  
  Screencast-O-Matic - http://screencast-o-matic.com/
  
  Free Screencast - http://freescreencast.com/
  
  ScreenToaster - http://www.screentoaster.com/
  
  ScreenCastle - http://screencastle.com/
  
  uTIPu - http://www.utipu.com/app/download
  
  Dr. Jacqueline Mangieri is an Associate Professor in the School of Education and in the Student Success program at American Public University System.
  
  Permalink: http://www.facultyfocus.com?p=7439

BBC News - Children who use technology are 'better writers'

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Children who use technology are 'better writers'
Children who blog, text or use social networking websites are more confident about their writing skills, according to the National Literacy Trust.
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- A survey of 3,001 children aged nine to 16 found that 24% had their own blog and 82% sent text messages at least once a month.
  In addition 73% used instant messaging services to chat online with friends.
  However, 77% still put real pen to paper to write notes in class or do their school homework.
- Of the children who neither blogged nor used social network sites, 47% rated their writing as "good" or "very good", while 61% of the bloggers and 56% of the social networkers said the same.
- Young people aged nine and upwards are texting like crazy - inside and outside the classroom," he said.
  "It is a form of reading and writing. It might not be conventional but they are communicating, so there is a general gain."

06 Dec 09

NASSP - Shifting Ground

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Shifting Ground
Stand outside any U.S. high school at dismissal time and face the doors. As you watch the students file out, you will see them pull out all sorts of devices—most of them banned in school— and get on with the way they live their lives, often viewing school as nothing more than a necessary evil in an otherwise modern life. For most students, the tools and talents they employ outside of school have little place in their academic classes.
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- Moreover—and perhaps most damning—by blocking and banning many of the tools and Web sites that form the cornerstone of teenagers’ experiences, educators deny themselves access to the conversations that students are having about how to use these tools intelligently, ethically, and well. And given the overwhelming flow of information that students can access using such tools, it is essential that educators become part of those conversations.
- Postman (1992) wrote that certain technologies are transformative, not additive, and used the Guttenberg printing press as his example: when the printing press was invented, the outcome wasn’t Europe plus some books, but a whole new Europe. Despite investing billions of dollars in hardware, wiring, and professional development, too many schools are the same as ever, only with some computers, when they should be whole new schools where kids are accomplishing things that no one ever dreamed possible.
- Christensen (2008) makes the claim that by 2019, half of all high school classes will be taught either fully online or in a “blended” fashion, with between 30% and 80% of the interaction happening online
- there is no technological reason why classes can’t be taught online or become blended, but what will those classes look like? How will they be taught? Who will teach them? Everyone—parents, teachers, administrators, and students—must be willing to rethink many of their basic assumptions about what classes—and schools—can be.
- schools should strive for is student empowerment.
- interactive whiteboards only enable a teacher-centric style of teaching to be more engaging than it would have been with a traditional chalkboard.
- True empowerment comes when students take the skills they have learned in classrooms and apply them to ends of their own creation.
- The tools to achieve John Dewey’s dream of what schools can be are in place, but schools must embrace the opportunity to harness the 21st century tools and marry them to a more progressive pedagogy to put the responsibility—and the joy—of learning and creation into the students’ hands.
- we as a society need to understand what schools can be if they become transparent through the use of 21st century tools. When the classroom, the teacher at the front of the room, and the school library are not the be-all and end-all of gaining information, schools can become truly inquiry driven.
- The single greatest challenge schools face is helping students make sense of the world today.
- Schools must create ways for students to come together as a community to ask powerful questions and dare them to bring all of their talents to bear on real-world problems. With technology tools at their disposal, students can research, collaborate, create, present, and network in meaningful ways. Those activities blend and blur and cross boundaries, but they all stem from an inquiry-driven process that allows students to build knowledge with the help of a skillful teacher.
- After students have created questions, they must conduct research to find answers.
- the tools that are available now can allow students to collaborate in new and powerful ways. Collaboration does not have to be limited to time spent in class or be bound by geography. Students can use instant messaging; text messaging; course management software; and collaborative writing tools, such as Google Docs, to work together at all hours of the day. The idea of community has changed dramatically in the past 10 years, and that idea should be reflected in classrooms.
- Once students have worked together, the question must become, What can they create? Students have access to powerful, easy-to-use production tools to create authentic content that can be shared. Students can make films and podcasts, presentations and poetry, and they can publish them and share them with the world.
- Whether they are making documentary films, writing blog entries, or collaborating on a wiki project, students can create original work and share it with virtually everyone.
- Social networking has changed the landscape of society. High school reunions are being planned on Facebook, so this is no longer simply a “kid” thing. But it is not enough for educators to simply be aware of social networking; they have an obligation to teach students the difference between social networking and academic networking. Students can be known for more than just photos they took on their latest vacations; they can be known as serious evolving scholars. Educators can help them understand how to paint a digital portrait of themselves online that includes the work they do in school and help them network, both locally and globally, to enrich themselves as students.
- Schools can and must be transformative—when they encourage kids to harness the new tools at their disposal to create real work of meaning, students can be authentic voices in the world. In the end, it is time to stop thinking of school as preparation for real life and instead show students that the time they spend in school can be a vital and enriching part of their very real and very important lives.
- References
  
  Christensen, C. (2008). Disrupting class: How disruptive innovation will change the way the world learns. New York: McGraw-Hill.
  Postman, N. (1992). Technopoly: The surrender of culture to technology. New York: Knopf.
- Chris Lehmann (chris@practicaltheory.org) is the principal of the Science Leadership Academy in Philadelphia, PA.

Community colleges -- South Florida Sun-Sentinel.com

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Online learning opens doors wider for students in tough economy
expand online learning for strategic purposes: 1) to be able to offer access to education in the absence of funds to construct buildings; 2) to provide our students with courses and degrees entirely online, which reduces their need to commute to one of our campuses; 3) to enable higher education to "fit into" the busy and complicated lives of our students; and, 4) to position Broward College as an accessible, affordable and convenient provider of higher education. This year, 10 percent of our enrollment will be attributable to online students, and that comes during a year when our "traditional" student enrollments will increase by more than 10 percent.
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- Already we have close to 200 courses online and nine full degrees and four certificates that are accessible on our website, http://www.broward.edu . We will be embracing the notion of "blended learning" for those that prefer a mix of the best of traditional and online learning.
- in an era of diminishing state support, we must find ways to reduce cost while increasing access. Clearly, the face-to-face model cannot be sustained in an era of diminished public support and demand for increased access. Nor can higher education increase degree production, as we need to do, by building capacity through tuition increases that make higher education unaffordable. We must build in new ways — we must reach out to adults to help them complete their college education while maintaining employment, and we must use redesigned online learning opportunities to connect with students.

04 Dec 09

New Full Text Report: “Lessons Learned: How College Students Seek Information in the Digital Age” « ResourceShelf

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New Full Text Report: “Lessons Learned: How College Students Seek Information in the Digital Age”
A report of findings from 2,318 respondents to a survey carried out among college in six campuses distributed across the U.S. in the spring of 2009, as part of Project Information Literacy. Respondents, while curious in the beginning stages of research, employed a consistent and predictable research strategy for finding information, whether they were conducting course-related or everyday life research. Almost all of the respondents turned to the same set of tried and true information resources in the initial stages of research, regardless of their information goals.
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- Access the Complete Paper (42 pages; PDF)

03 Dec 09

Rafe Esquith Offers His Fiery Teaching Methods : NPR

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Teach Like Your Hair's on Fire: The Methods and Madness Inside Room 56, which Esquith likens to a cookbook for teaching in an urban classroom. The title of the book comes from an incident that occurred while he was helping a student in class with a chemistry experiment.
"In trying to get her alcohol burner to light, I set my hair on fire and didn't even know it until the kids started screaming," he says. "But as ridiculous as that was, I actually thought, if I could care so much I didn't even know my hair was on fire, I was moving in the right direction as a teacher — when I realized that you have to ignore all the crap, and the children are the only thing that matter."

Poll finds sexting common among young people - Yahoo! News

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Poll finds sexting common among young people
Sexting — sharing sexually explicit photos, videos and chat by cell phone or online — is fairly commonplace among young people, despite sometimes grim consequences for those who do it. More than a quarter of young people have been involved in sexting in some form, an Associated Press-MTV poll found.
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- Sammy, a 16-year-old from the San Francisco Bay Area who asked that his last name not be used.
  
  Sammy said he had shared naked pictures of himself with girlfriends. He also shared naked pictures of someone else that a friend had sent him.
  
  What he didn't realize at the time was that young people across the country — in Florida, Indiana, Ohio and Pennsylvania — have faced charges, in some cases felony charges, for sending nude pictures.
- Research shows teenage brains are not quite mature enough to make good decisions consistently. By the mid-teens, the brain's reward centers, the parts involved in emotional arousal, are well-developed, making teens more vulnerable to peer pressure.
- But it is not until the early 20s that the brain's frontal cortex, where reasoning connects with emotion, enabling people to weigh consequences, has finished forming.
- Beyond feeling invincible, young people also have a much different view of sexual photos that might be posted online, Bogle said. They don't think about the idea that those photos might wind up in the hands of potential employers or college admissions officers, she said.
- Sexting doesn't stop with teenagers. Young adults are even more likely to have sexted; one-third of them said they had been involved in sexting, compared with about one-quarter of teenagers.
- helma, a 25-year-old from Natchitoches, La., who didn't want her last name used, said she's been asked more than once to send naked pictures of herself to a man.
  
  "It's just when you're talking to a guy who's interested in you, and you might have a sexual relationship, so they just want to see you naked," she said, adding that she never complied with those requests.
  
  "But with my current boyfriend, I did it on my own; he didn't ask me," she said, adding that she was confident he would keep the image to himself.
  
  Those who sent nude pictures of themselves mostly said they went to a boyfriend, girlfriend or romantic interest.
- 14 percent said they suspect the pictures were shared without permission, and they may be right: Seventeen percent of those who received naked pictures said they passed them along to someone else, often to more than just one person.
  
  Boys were a little more likely than girls to say they received naked pictures or video of someone that had been passed around without the person's consent. Common reasons were that they thought other people would want to see, that they were showing off and that they were bored.
- Girls were a little more likely to send pictures of themselves. Yet boys were more likely to say that sexting is "hot," while most girls called it "slutty."
- 10 percent said they had sent naked pictures of themselves on their cell phone or online.
- Criminal charges aren't the worst consequences. In at least two cases, sexting has been linked to suicide. Last year in Cincinnati, 18-year-old Jessica Logan hanged herself after weeks of ridicule at school; she had sent a nude cell phone picture to her boyfriend, and after they broke up, he forwarded the picture to other girls.
- And three months ago, 13-year-old Hope Witsell hanged herself, after relentless taunting at her school near Tampa, Fla. She had sent a nude photo of herself to a boy she liked, and another girl used his phone to send the picture to other students who forwarded it along.
- Other teenage suicides have been linked to online bullying, also a subject of the AP-MTV poll. Half of all young people said they have been targets of digital bullying.
- That can mean someone wrote something about them on the Internet that was mean or a lie, or someone shared an e-mail or instant message that was supposed to be private. Less often, it can be more serious, such as taking pictures or video of someone in a sexual situation and sharing it with others.

DigiCitizen - home

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digitalcitizenship digicitizen wikis

Her teen committed suicide over ‘sexting’ - Parenting & Family

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Her teen committed suicide over ‘sexting’
Cynthia Logan’s daughter was taunted about photo she sent to boyfriend
The image was blurred and the voice distorted, but the words spoken by a young Ohio woman are haunting. She had sent nude pictures of herself to a boyfriend. When they broke up, he sent them to other high school girls. The girls were harassing her, calling her a slut and a whore. She was miserable and depressed, afraid even to go to school.
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- The interview was in May 2008. Two months later, Jessica Logan hanged herself in her bedroom. She was 18.
- It is a growing problem that has resulted in child pornography charges being filed against some teens across the nation. But for Cynthia Logan, “sexting” is about more than possibly criminal activity: It’s about life and death.
- Last fall, the National Campaign to Prevent Teen and Unplanned Pregnancy surveyed teens and young adults about sexting — sending sexually charged material via cell phone text messages — or posting such materials online. The results revealed that 39 percent of teens are sending or posting sexually suggestive messages, and 48 percent reported receiving such messages.
- When Cynthia Logan decided to go public with her story, she told Lauer that a school official told a local television station that he had given Jesse the option of prosecuting her tormentors. “That was not so. It’s absolutely not true,” she told Lauer. “And if he did, why didn’t I get a notice in the mail that he gave her that option?”
  TODAY
  Cynthia Logan is still contending with her grief over her daughter Jesse’s suicide.
  After her daughter’s death, Logan quit her job and was hospitalized for a time with what she described as a mental breakdown.
- Jesse had been talking about going to the University of Cincinnati to study graphic design. Her mother thought she was over the worst of the bullying. Then one of Jesse’s acquaintances committed suicide. Jesse went to the funeral. When she came home, she hanged herself.
  “I just had a scan of the room, her closet doors were open,” Logan told NBC News. “And I walked over into her room and saw her hanging. The cell phone was in the middle of the floor.”
- If somebody’s under the age of 18, it’s child pornography, and even the girl that posted the pictures can be charged. They could be registered sex offenders at the end of all of this. Even at the age of 18, because it was sent to somebody under age, it’s disseminating pornography to a minor. There are criminal charges that could be made here.”
- “Forty-four percent of the boys say that they’ve seen sexual images of girls in their school, and about 15 percent of them are disseminating those images when they break up with the girls.”

Belarc Advisor - Free Personal PC Audit

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The Belarc Advisor builds a detailed profile of your installed software and hardware, missing Microsoft hotfixes, anti-virus status, CIS (Center for Internet Security) benchmarks, and displays the results in your Web browser. All of your PC profile information is kept private on your PC and is not sent to any web server.
- Operating Systems: Runs on Windows 7, 2008 R2, Vista, 2008, 2003, XP, 2000, NT 4, Me, 98, and 95. Both 32-bit and 64-bit Windows is supported.
- Browsers: Runs on Internet Explorer, Firefox, Safari, Opera, and many others.
- File size: 2155 KB.
- License: The license associated with this product allows for free personal use only. Use on multiple PCs in a corporate, educational, military or government installation is prohibited.

01 Dec 09

Project Based Learning Checklists

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pbl assessment rubrics Checklist

Innovate: Past Issues

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journal education technology research innovate

30 Nov 09

Ping on AIR - Application Installer

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ping

29 Nov 09

virtual museum

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museum

23 Nov 09

Unlearning How to Teach

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Creativity
or Conformity? Building Cultures of Creativity in Higher Education

A conference
organised by the University of Wales Institute, Cardiff in collaboration
with the Higher Education Academy

Cardiff
January 8-10 2007
Unlearning
How to Teach

Erica McWilliam
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- arguing the need for a more interventionist role for academic teachers
  and a greater emphasis on an experimental culture of learning, rather
  than a culture in which curriculum and pedagogy is fully ‘locked in’
  in advance of engagement. The challenge for academic teachers is to
  promote and support a culture of teaching and learning that parallels
  a post-millennial social world in which supply and demand is neither
  linear nor stable, and in which labour is shaped by complex patterns
  of anticipations, opportunities, time and space.
- To develop the sorts of learning dispositions
  that are appropriate in such contexts, academic educators will need
  to spend less time explaining through instruction and more time in experimental
  and error-welcoming modes of engagement. If higher education is to play
  a key role in capacity building for graduates’ professional
  workforce futures, then a pedagogy of induction into disciplinary knowledge
  needs radical reworking into a pedagogy in which teachers and students
  work as co-creators and co-assemblers (and dissemblers) of trans-disciplinary
  knowledge applications for digital work futures.
- ‘unlearning’
  will be as important to social success in the 21^st millennium
  as learning has been in the 20^th millennium, then the habit
  of ‘lifelong learning’ will need radical re-thinking in terms of
  the nature and purposes of pedagogical work. Put simply, we will need
  to see a further shift from sage-on-the-stage and guide-on-the-side
  to meddler-in-the-middle (McWilliam, 2005).
- The challenge for academic teachers is to
  promote and support a culture of teaching and learning that parallels
  a post-millennial social world in which supply and demand is neither
  linear nor stable, in which labour is shaped by complex patterns of
  anticipations, opportunities, time and space, and in which new combinations
  of ‘creative’ skills and abilities are increasingly in demand. It
  also takes up the challenge posed by Pat Kane (2005), that of getting
  universities and other learning organisations to become more serious
  about play.
- University graduates, as potential future ‘creatives’ (Cunningham,
  2005, 2006; Florida, 2002; Florida & Goodnight, 2005: Pink 2005),
  will be performing work that is much less focused on routine information-seeking,
  executing transactions and routine problem-solving and much more focused
  on forging relationships, tackling novel challenges and synthesising
  ‘big picture’ scenarios. The challenge of the “Conceptual Age”,
  as Daniel Pink (2005) describes it, is not just the ability to work
  in high technology environments, but to utilise “high concept/high
  touch” abilities to make and re-make our personal and professional
  environments in ways that serve both functional and aesthetic needs
  simultaneously.
- the de-routinisation of present and future creative work has profound
  implications for what university teachers do and how they do it. Yet
  there is little evidence that the nature and purposes of teaching and
  learning have changed in any substantive way in recent times. Mainstream
  pedagogical practice within the academy very much parallels a work culture
  focused on accessing information and using it to solve relatively predictable
  problems or complete routinised transactions of one kind or another.
  Lectures allow students to ‘access’ the wisdom of ‘the best’;
  tutorials allow students support as they seek to ‘master’ the knowledge
  of the ‘master’; assessment tasks focus on how well the young apprentice
  has been able to perform ‘knowing’ the discipline.
- young
  people increasingly experience formal learning and work in parallel
- “an English speaking thirteen
  year old in Zaire with internet connection can find out the current
  temperature in Brussels, or closing price of IBM stock or name of Winston
  Churchill’s second finance minister as quickly as the head librarian
  in Cambridge university” (pp.100-101).
- engage with the challenges of the
  less predictable, less routinised work made possible in the “Conceptual
  Age”, higher educational policy has certainly been saturated with
  calls for more innovation and/or creativity within the sector.
- The collapse of calls to innovation
  is evident in the framing of what is sanctioned as evidence of literacy,
  numeracy, citizenship and employability skills. The evidence is overwhelmingly
  drawn from standardised test results (see Corson, 2002). In broad terms,
  the funders of education, both government and non-government, have come
  to fix almost exclusively on performance data that can be standardised
  in order to allow for intra-national and international comparisons.
  In a performative culture that makes it possible, in theory, to quantify
  the value of higher education on a national and even global scale, winners
  can be highly visible and valued, however that calculation is arrived
  at.
- The capacity to learn and reproduce
  appropriate social behaviours, he argues, is no longer the key to success.
  Instead of opening up possibilities, such learning may actually be unhelpful
  because it assumes a fixed or predictable social world. Bauman elaborates:
  
  Just as long-term commitments
  threaten to mortgage the future, habits too tightly embraced burden
  the present; learning may in the long run disempower as it empowers
  in the short…. ‘Your skills and know-how are as good as their last
  application’. (p.22)
- To develop the sorts
  of learning dispositions that are appropriate in such contexts, academic
  educators will need to spend less time explaining through instruction
  and more time in experimental and error-welcoming modes of engagement.
- This is supported by findings from neuro-science about the way in which
  the brain is ‘changed’ (see Zull, 2004) through hands on, minds
  on experimentation and how it is not changed by instruction-led pedagogy.
- a pedagogy of induction into disciplinary
  knowledge needs radical reworking into a pedagogy in which teachers
  and students work as co-creators and co-assemblers (and dissemblers)
  of trans-disciplinary knowledge applications for digital work futures.
- Put simply,
  we will need to see a further shift from sage-on-the-stage and
  guide-on-the-side to meddler-in-the-middle (McWilliam, 2005).
- “What
  holds people back from taking risks”, he asserts, “is often as not
  …their knowledge, not their ignorance” (p.4). Useful ignorance,
  then, becomes a space of pedagogical possibility rather than a base
  that needs to be covered. ‘Not knowing’ needs to be put to work
  without shame or bluster. This sort of thinking is echoed in Guy Claxon’s
  (2004) call for a pedagogy for “knowing what to do when you don’t
  know what to do” (p.?) .
- value creation
- shifts thinking from consumers to co-creators of value,
  and from value chain to network.
- As co-creators, both would add value to the capacity
  building work being done through the invitation to ‘meddle’ and
  to make errors. The teacher is in there experimenting and learning from
  the instructive complications of her errors
  alongside her students, rather than moving from desk to desk or
  chat room to chat room, watching over her flock.
- if
  we consider the student’s learning network as a type of value network,
  then, we must also accept that such a network allows quick disconnection
  from nodes where value is not added, and quick connections with new
  nodes that promise added value - networks allow individuals to ‘go
  round’ or elude a point of exchange where supply chains do not. In
  blunt terms, this means that the teacher who does not add value to a
  learning network can - and will - be by-passed.
- The rhizomatic capacity
  of networks to flow around a point in a chain means that teachers may
  be located in a linear supply chain of pedagogical services but excluded
  from their students’ learning networks. That would be an effect of
  being perceived by students to be doing things that do not add value.
  And digital technologies can and are being used both to identify value-blocks
  and options for getting around them. Once again, this is not a just
  matter of how much take-up of technology is evident in the pedagogical
  work (Sassen, 2004), but whether or not pedagogical processes bring
  student and teacher together in their shared ignorance and mutual desire
  to make something new of their world.
- If the rethinking of pedagogy as
  co-creation of value re-positions teacher and student (or one student
  with other students) as project partners, as co-directors and co-editors
  of their social world, who then is the rightful assessor of the value
  of that cultural assemblage? What does it mean to make judgements to
  credential individuals on the basis of the quality of the co-creation?
  What new dilemmas does this set up around ‘objectivity’ and assessment?
- “[t]he opposite of play isn’t work.
  It’s depression’ (Sutton-Smith, cited in Pink, 2005: 179)

20 Nov 09

Gained something in the translation « BuzzMachine

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@rpaskin tweeted this: “In a link economy, there are values from creating content and linking to content. There’s no value in just reproducing content (Jeff Jarvis).”
There is no value left over for the copiers. Indeed, online, if one copies, one is considered a thief because it’s only the thieves who copy.

19 Nov 09

Education Innovation: Essential Education: "Myths and Opportunities: Technology in the Classroom" by Alan November

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education innovation technology videos videosforpresentation

16 Nov 09

Miguel guhlin's Public Library

Using Screencasting to Engage and Build Community with Online Learners

Using Screencasting to Engage and Build Community with Online Learners

BBC News - Children who use technology are 'better writers'

Children who use technology are 'better writers'

NASSP - Shifting Ground

Community colleges -- South Florida Sun-Sentinel.com

New Full Text Report: “Lessons Learned: How College Students Seek Information in the Digital Age” « ResourceShelf

Rafe Esquith Offers His Fiery Teaching Methods : NPR

Poll finds sexting common among young people - Yahoo! News

DigiCitizen - home

Her teen committed suicide over ‘sexting’ - Parenting & Family

Her teen committed suicide over ‘sexting’

Cynthia Logan’s daughter was taunted about photo she sent to boyfriend

Belarc Advisor - Free Personal PC Audit

Project Based Learning Checklists

Innovate: Past Issues

Ping on AIR - Application Installer

virtual museum

Unlearning How to Teach

Gained something in the translation « BuzzMachine

Education Innovation: Essential Education: "Myths and Opportunities: Technology in the Classroom" by Alan November

Virtual School Symposium 2009 Overlay - live

copyrightfriendly - home

StateU.com

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