tag:blogger.com,1999:blog-3276633158150252942024-03-08T05:56:38.332-08:00Lennie NotesLenniehttp://www.blogger.com/profile/02653573233764395491noreply@blogger.comBlogger52125tag:blogger.com,1999:blog-327663315815025294.post-73453089441761506762010-06-30T12:02:00.003-07:002010-06-30T12:02:17.426-07:00Beyond Tools: Thoughtful 21st-Century School Reformhttp://center.uoregon.edu/ISTE/2010/program/search_results_details.php?sessionid=50015529<br /><br />we need to tell a better story:<br />caring institution--we teach kids, not subjects<br /><br /><br /><br /><br />- Posted using BlogPress from my iPad<br />Lenniehttp://www.blogger.com/profile/02653573233764395491noreply@blogger.com0tag:blogger.com,1999:blog-327663315815025294.post-71709770256076543242010-06-30T12:02:00.001-07:002010-06-30T12:02:06.308-07:00geotaggingedgis.org/geotag<br /><br />embed geo info to digital media , pics, video, etc<br />don't have to have gps, often can drag on map<br /> geoimgr.com browse for image to upload; move place mark, then click tag photo; download photo<br /><br />puts it on metadata: exif data in the header that includes<br />jpg tiff; raw format handled somewhat different, sometimes sidecar xml<br /><br />beansprout by argus--25 pics $10<br /><br />geoimgr web based, desktop tools faster:<br />drag and drop: iphoto09, picasa <br />gps + pics: microsoft pro photo tools; <br /><br />iphoto click i then find on map ; places map of all photos tagged so far; <br />picasa geotag button is a plugin to google earth; rather use places button with google map; can multiple select; can move to picasaweb<br /><br />if have gps, couple way to collect info ; can do a timestamp match to gps and photo; can use tracks with certain tools; files are gpx format; <br />gps photolinker for mac is free<br />MS pro photo tools for windows is free<br /><br />can also save tracks with apps on iphone<br /><br /><br /><br />tom baker trbaker@gmail.com @trbaker<br />shannon white witeshan@missouri.edu<br /><br />- Posted using BlogPress from my iPad<br />Lenniehttp://www.blogger.com/profile/02653573233764395491noreply@blogger.com0tag:blogger.com,1999:blog-327663315815025294.post-69199407377281775792010-06-29T15:32:00.000-07:002010-06-29T15:45:47.227-07:00Classrooms for the Future: Development of 21st-Century Skills and Online Supports for Project-Based Learning in U.S. High Schoolshttp://center.uoregon.edu/ISTE/2010/program/search_results_details.php?sessionid=50091838&selection_id=59452396&rownumber=1&max=1&gopage=<br /><br />classrooms for the future: one of the largest in nation $180 M project<br />provided tech and coaching support; nearly 95% of schools in penn<br /><br />contracted penn state ; built on nets but really about school reform<br />eval surveys teacerh and students twice a year, observations by principal and submit twice a year, and achievement data dept of ed; <br /> <br />one of 44 research questino <br />is ther a difference in attention paid to ...<br /><br />observations :<br />visual it<br />sic lit<br />cultural lit<br />teaming or collab<br />exommun skills<br />social responsibility<br />self direcdtio <br />creativity<br /><br />student quesiton : my classes are helping me build skills that will help me be successful int eh modern workplace<br /><br />used metiri setda 2003 surveys; 60% direct use, not adapted from this <br /><br />levels on use and importance:<br />direct instrucitojn <br />inquiry<br />mediate student thinking<br />experiential <br />collab learning<br />indpendent study by teams or individual<br /><br />independent study into 10 schools--no sig difference<br /><br />trends <br />teachers are attending to 21cs<br />many teachers believe that 59% or more of their instruciotn dedicated to 21cs<br />student increasingly exposed<br /><br />cff.psu.edu/public/Home.html<br />rlc237@pus.edu<br /><br />much pd and coaches<br /><br /><br />Online supports for pbl<br />http://center.uoregon.edu/ISTE/2010/program/search_results_details.php?sessionid=50062206&selection_id=59452396&rownumber=1&max=1&gopage=<br /><br />jason ravitz<br />jason@bie.org<br />buck institute for education<br /><br />gates funded eval found pal is most commonly cited instructional strategy<br />online featurs contribute to pal use<br />survey 1200 pal using teachers 400 valid responses ; public hs teachers core subjects; invested in pbl in workshops or products<br />some high profile school reform models: new tecdh hs, high tech high, envision schools, nor cdar new schools pro, center for effective school practices, san diego renewal<br />pbl includes: extended investigation, in-depth inquiry, student self directions or choice, presentation of resutlts or conclusions<br />Online Features: resources lists, project libraries, design and management tools, collab tools, student feedback , teacher feedback, access to experts (in order)<br /><br />1/2 or more time spent on pbl 25-80%<br />lack of pd--small schools low percent rate it as a challenge<br />lack of time in curr to carry out proj--much higher percent <br /><br />use of :<br />online collab tools<br />tools for linking you or students to outside experts or other schools<br />studet post work to get feedback<br />you to get feedback <br />tools created to help you or students desing and manage projects online <br />online collection of pbl<br /><br />teachers who spend more time on pbl also use more features above<br />correlation high<br /><br />large comprehensive hs much less likely to use online feedback and resources<br /><br />even when control risk takers, there is still relationship between pbl use and online resource use<br /><br />further questions: how tech use differs when pbl is used <br /><br />- Posted using BlogPress from my iPad<br />Lenniehttp://www.blogger.com/profile/02653573233764395491noreply@blogger.com0tag:blogger.com,1999:blog-327663315815025294.post-68873343227707209232010-06-29T13:53:00.000-07:002010-06-29T13:53:00.067-07:00Mobile Wireless Devices that Empower Engagement, Learning, and Assessmenthttp://center.uoregon.edu/ISTE/2010/program/search_results_details.php?sessionid=48691690<br /><br />national tech plan section on infrastructure talks about traditional infrastructure and then emerging infrastructure<br /><br />now mobile category that looks like laptop but really scaled up cell phone<br />can hold charge all day and location aware and couple with cell phone and ereaders, different ecology of mobile network; <br /><br />not only empower anyplace anytime learning, also novel ways of using<br /><br />marie qualcom<br />wireless reach group: we look at underserved populations, many emerging economy ; one group is students in our nation schools<br /><br />remember how one computer per worker, then work changed;<br /><br />work patterns have changed with mobile wireless; kids also <br /><br />1:1 students want to know why limit me to one?<br /><br />Project K-Nect: north carolina; put math problems on cell devices; each student different problems so talked more about how get answer rather than answer; saw kids develop communities of learning develop and more work getting done outside of school; teachers methods evolved with experimentation--using texting became democratizing ; also saw hots transfer to other classes; 30% increase proficiency but several factors contributed<br />2 things to take away: not kids magically learn better with cell--rather how community helped learning and devices helped; fun was being a part of a network, whether monsters or math; <br /><br />wireless reach initiative two categories:<br />friday institute: mobile impact on assessment<br />sdsu mobile learning engagement project<br /><br />if you want teachers to teach with mobile, they need to know mobile<br />teachers cant teach what they don't know; teachers need to experience that themselves<br /><br />augmented reality game overlays on real environment; <br />hp video<br />info tags in layers on mobile with info and quests<br /><br />lots of interesting inventions to be made yet<br /><br /> <br /><br /><br /><br /><br /><br /><br /><br />- Posted using BlogPress from my iPad<br />Lenniehttp://www.blogger.com/profile/02653573233764395491noreply@blogger.com0tag:blogger.com,1999:blog-327663315815025294.post-69203861992305729372010-06-29T13:37:00.000-07:002010-06-29T13:37:00.916-07:00Next Generation Professional Development: Learning about Teaching and Vice Versahttp://center.uoregon.edu/ISTE/2010/program/search_results_details.php?sessionid=50820507http://center.uoregon.edu/ISTE/2010/program/search_results_details.php?sessionid=50820507<br /><br />www.gee.harvard.edu/~dedech<br />chris_dede@<br /><br />core challenge<br />shifts in the knowledge and skills society values<br />development of new methods of teaching and learning<br />changes in the characteristics of learners<br /><br />emerging info tech sreshaping these and changing how we learn <br />video<br />if we were to redisign educ not to make history models of schools more efficient but instead to prepare students for 21c<br /><br />automation vs amplification<br /><br />many scientific discoveries make knowledge obsolete<br /><br />new tools for 21c<br />microsoft video productivity future vision<br />life-size telepresence with translation<br />complex visual interfaces on touch screens<br />digital ink cards, transfer from screen to paper and back, customized newspaper<br /><br />precursor to future web2.0:<br /><br />The spectrum of web2.0 media<br />sharing (asocial bookmarking, photo share, etc)<br />thiknking (blogs, podcasts,)<br />cocreating (wikis, mashups, collective media creation, collaborative social change commuities)<br />may 2009 educational researcher<br /><br />science is now done by distrubuted teams sharing<br /><br />implications for research<br />thru commmuncal bookmarking geo distributed research group could continuously scan for resources<br /><br />chanllengs<br />web2 requires fluency in rhetoric<br />almost any piece of info can be found online<br />greatest change in epistemology: represented by wikipedia vs britannica<br />strengths and weakness to both; understand knowledge is now bottom up and adult top down<br /><br />Jenkins framework for new literacies<br />play, performance, simulation, appropriation, multitasking, distributed<br /><br />Leu's characteristics of new Literacies<br />novel skills for emerging ict tools<br />new literacies central to full economic, civic, and personal participation<br /><br />one big challenge for teacher PD: education infeasible to use industrial model; rather distributed model in time, space, people<br />parent tutors, informal educator coaches, community mentors<br />schools of education prepare teacher, tutors, coaches mentors <br /><br />core principles of PD<br />important issue is not technology usage but changes in content, pedagogy, assessment, and learning outside of school<br />continuous peer learning is the best strategy for long term improvement<br /><br />web2 and<br /><br />collaborative problem resolution via mediated interaction:<br />problem finding before problems solving<br />comprehension by a team nto indiv<br />making meaning out of complexity: using sophisticated tools, recognizing and matching patterns, judging value of alternative forms<br /><br />situated learning and transfer<br />eg medical internship<br />classrooms removed from opportunities<br /><br />ecoMUVE<br /><br />how do you measure sophisticated psycho-social? paper measures invalid;<br /><br />NSES model of inquiry<br />identify question that can be answer thorugh sic investigation...<br /><br />students complete virtual quests; logfiles indicate with timestamdps:<br />where studnt went, whi whom the commun, what artifacts they activated, what database they viewed; what data they gathered , what streenshots<br /><br />backend database so teacher can read through what student do<br /><br />what does this mean for pd<br /><br />differences from item based tests: multiple forms of complex measures<br />products of inquiry: create conclusions and select evidence <br />gather data and interview people<br /><br />formative diagnostic rather than summative<br />measure while still able to do something about itl; richer more substantive; can replace summative<br /><br />much based on mobile devices; to get out of industrial school, something NOT a laptop<br /><br />national tech plan not technology but different system of education<br />ed.gov/technology/net-2010<br />read the learning section of the plan<br /><br />hardest problem in PD is not learning but rather UNlearning<br /><br /><br /><br />- Posted using BlogPress from my iPad<br />Lenniehttp://www.blogger.com/profile/02653573233764395491noreply@blogger.com0tag:blogger.com,1999:blog-327663315815025294.post-81573055443455705962010-06-29T11:06:00.000-07:002010-06-29T11:06:00.374-07:00Empathy: The 21st-Century Skillhttp://center.uoregon.edu/ISTE/2010/program/search_results_details.php?sessionid=51697279<br />Developing countries have a sense of urgency for using the internet not for search for stuff in google but rather extablishing relationships <br /><br />The main focus: globalize the curriculum<br />eg principal who finds teachers around the world to connect for each teacher in the building<br /><br />children should graduate with a network of people they can tap beyond school<br />knowledge and skill is not enough<br /><br />schools in developing countries students work harder than teachers; <br /><br />biggest bank in the world moved from london to china<br />ceo: what skill to be successful in banking:<br />"easy, it's empathy" "most important skill are people who can hold different views at the same time--that is the most important skill"<br /><br />military has learned the most important mission is not to win the war but rather win the peace<br /><br />education needs to change the mission: <br />in a global economy, you cannot make test scores your mission; if NCLB wins, the us economy loses<br /><br />stunned at how many kids do not understand the grammar of web search; there is a basic skill set<br />root zone database of country codes<br /><br />read british students essays on american revolution; that should be first assignment; site:sch.uk<br /><br />teachers worry about students cut/paste: not a problem if you give an assignment where they can't plagiarize<br /><br />staff development for teachers on how to change assignments for students<br />compare contrast american british versions; have students send their ideas to a teacher in britain; not all respond but students find connection<br /><br />if we teach teachers to use internet what is the mission? its not teh internet, its for kids to think globally; using google docs collaboratively internal rather globally and give a cult<br /><br />our kids have to manage relationships; our response is to block the most powerful relationship building tools; the tools needed to become the us president are blocked<br /><br /><br /><br />- Posted using BlogPress from my iPad<br />Lenniehttp://www.blogger.com/profile/02653573233764395491noreply@blogger.com0tag:blogger.com,1999:blog-327663315815025294.post-47357830896531486622010-06-29T09:49:00.000-07:002010-06-29T09:49:00.605-07:00Tuesday Morning Keynote Innovation & Excellence: Buzzwords or Global Imperative?Tuesday Morning Keynote Innovation & Excellence: Buzzwords or Global Imperative?http://center.uoregon.edu/ISTE/2010/program/keynotes.php#tuesday<br />dictatorship of standardized tests<br /><br />learning to learn:<br />what if I want to know more about...how do I begin to think about something? Do I just go to wikipedia?<br />denmark now letting students use internet to answer questions on final exam<br /><br /><br /><br />- Posted using BlogPress from my iPad<br />Lenniehttp://www.blogger.com/profile/02653573233764395491noreply@blogger.com0tag:blogger.com,1999:blog-327663315815025294.post-25958593977996034102010-06-28T16:36:00.000-07:002010-06-28T16:36:00.056-07:00cheryl lemkeb. baron research 2006 life center at standard<br /><br />because of lifelong learning, school becoming a smaller portion of student learning<br /><br />role school leader<br />develop understanding working effectively in learning community<br />2 managing the curr and creating a classroom environment<br />transform schools<br /><br />seven ideas<br />1 own the innovation <br />don't delegate innovation or creativity<br />harvard innovates dan--ceo's owned the innovation <br /><br />actions<br />tech media ecommunication inform every decision<br />cto part of decisions<br />digital content<br />student voice<br /><br />2 drive change through creativity and knowledge<br /><br />positive deviance<br /><br />- Posted using BlogPress from my iPad<br />Lenniehttp://www.blogger.com/profile/02653573233764395491noreply@blogger.com0tag:blogger.com,1999:blog-327663315815025294.post-66365925810691641382010-06-28T16:35:00.001-07:002010-06-28T16:35:00.080-07:00What Do You Want to Learn Today?: ISTE Learning Professional Developmenhttp://center.uoregon.edu/ISTE/2010/program/search_results_details.php?sessionid=51861787<br /><br />Learning lab more hands on and self paced<br />Based on nets<br /><br />Tools mechanism for curr , create new spaces for students<br />Iste cafe to discuss and share ideas<br /><br />Get web2.0 area<br />Community roundtable<br />Can builds pd portfolio<br /><br />Iste u is more formal pd area<br />Eg 6week online courses<br />Ssync and asynchronous<br /><br />Commons devel<br />Lab and cafe launch oct1<br />Iste learning conference launch June 28<br />Iste u Jan 11<br /><br />Pdu/cud units right now<br />2nd a life pd hands on-6 month competion ;more gaming and sim with project brased learning-next year<br /><br /><br />- Posted using BlogPress from my iPad<br />Lenniehttp://www.blogger.com/profile/02653573233764395491noreply@blogger.com0tag:blogger.com,1999:blog-327663315815025294.post-74747518770315599852010-06-28T16:35:00.000-07:002010-06-28T16:36:52.820-07:00Iste keynoteistelearning.org<br />iste.org new website this fall//<br /><br /><br /><br />jean francois richard<br />navigating in turbulent times' the worlds urgent need for an innovation approach to global problem solving<br /><br />and the crucial role of education<br /><br />main points <br />fast forward globalization chipper change hyper complexity<br />two distinct forces producing explosion in change<br />twenty urgent global problems on your hand unresolved<br />problems are unresolved because current intl system is paralyzed<br />/<br />one thousand year perspective<br />hyperchange with curve goes straight up<br />hyper complexity eg gulf, lehman bros<br /><br />one force population increase<br />new economic revolution<br /><br />people institutions cannot keep up<br /><br />we have lost forty percent of wilife in the last forty years<br /> water issues, large rivers not reaching the sea<br /><br />full list of un resolved global problems<br />sharing on our planet: climate changer , bidiversity, etc<br />sharinign our humanity: fight against poverty, peacekeeping <br />sharing our rulebook: reinventing tactioation, bitechnology rules<br /><br />all have solutions<br />solutions aren't that closely<br />we haver less than twnety years to act<br />none being solved<br /><br />one crisis on hands, four coming<br />global credit crisis<br />aging time bomb<br />conventional oil depletion<br />eological footprint overshoot <br />dangerous climate change<br /><br />intl system of treaties and conventions too slow and inadequate<br />big un summits <br />g eight g twenty grouping too reactive and superficial<br />some forty-five intl organizations; cannot handle global problems alone<br /><br /><br />nation state since seventeenth century; watch out for their own people<br />and territory, short term election cycles<br />glogal problems non territorial and long term<br /><br />redesigned intl system woud do nothing about the clash<br />take long time to get done<br />only produce trivial changes<br />a world govt over nation states but take forever to set up;<br /><br />innovative ideas; do sometyhing about the clash; ge able to be booted up fast; inject new forces that coas nationstate their political class towards mroe planet long term<br /><br />global issues network<br />take experts where they are not where located; an expert logic; come up with detailed norm packages<br />experts forget where they came from and represent all humanity<br /><br />network adopt norms and rate all nations ; gold, silver bronze, brown, black medal nations<br />in absence of world govt put presure on countries<br />voter info and mobilizations<br /><br />need new gerrations leaving school in a a mindset knowledge and ksills combination that will give wings to any new method<br />more knowledge of these twenty problems, make it our problems<br />lmindset global citizens first, national second, local third<br />perspective multicultural thinking<br />skills:more reflective, communicative, problem solvers; research skills, teamwork second nature<br /><br />iste has good fit global issues<br />pericurricular initiatives: eg students participate in gin like experiment, debate the problems in student led conferences<br />www.global_issues_network.?<br />nais.org<br />taking it global initiative<br /><br /><br /><br /><br /><br />- Posted using BlogPress from my iPad<br />Lenniehttp://www.blogger.com/profile/02653573233764395491noreply@blogger.com0tag:blogger.com,1999:blog-327663315815025294.post-72249511117553466972010-06-28T16:34:00.001-07:002010-06-28T16:34:00.047-07:00Get Your iPod Touch in Orderbyol byol2010<br /><br /><a href="http://center.uoregon.edu/ISTE/2010/program/search_results_details.php?sessionid=50009315"> BYOI: Get Your iPod Touch in Order </a><br /><br />Chris O'Neal, Virginia<br /><a href="http://ipodclassroom.wikispaces.com/"> workshop handout</a><br /><br />ipod initiative fluvanna SD<br />lessons learned: don't only have one laptop for several classrooms--one per laptop classroom<br />we got cart $1600; get a couple hubs and locking file cabinet<br />can charge simultaneously, not sync all simultaneously<br />some content takes long time to sync<br />get rubber cases<br />take home 2nd semester<br />kid ipods not install without teacher permission<br />can't use it as disciplinary device<br />contract: parents only this student, do not sync with home account;<br />no external ipod touches<br />if sync you have licensing for one copy with only one computer, eg buy one .99 app then any ipod on the computer; different with amazon audio books; <br /><br />it set up wireless separate--can track ip activity if claim lost<br />gradually worked with teachers to use large group, small group, individual<br />email chris for agendas of trainings<br /><br />lanschool may have ipad screen view option<br /><br />mophie has hard iphone case with extra battery built in.<br /><br />autolockon set time to shut off<br /><br />poll4.com is polleverywhere.com/vote<br /><br />if get video that is incompatible, on itunes Advanced menu can make video work with ipad or ipod <br /><br />hippo remote<br />icall will let you make calls<br /><br />- Posted using BlogPress from my iPad<br />Lenniehttp://www.blogger.com/profile/02653573233764395491noreply@blogger.com0tag:blogger.com,1999:blog-327663315815025294.post-4616200382339524792010-06-28T16:34:00.000-07:002010-06-28T16:36:52.559-07:00writing in the 21st centuryWriting in the 21st Century<br />http://center.uoregon.edu/ISTE/2010/program/search_results_details.php?sessionid=51696284&selection_id=59403999&rownumber=2&max=2&gopage=<br /><br />ncte 21cs literacies<br />http://www.ncte.org/positions/statements/21stcentdefinition <br /><br />technology change: before 1900 letters; san fan earthquake had camera pics that became postcards;<br />writing with visuals depends on purpose<br />1purpose <br />what is new is the choice <br /><br />tectonic plate example<br /><br />2 relevance <br /><br /><br />3 ethics<br /><br />4 genre<br /><br />What visuals available? where belong with text and why? what do they add?are they a good match with the genre? will your adience need help understanding them and if so how will you provide it? do you need another visual or none at all?<br /><br />key terms translation<br />genre, medium, adaptations<br />remediation, circulation, reinvention<br /><br />what happens with a change in medium: eg novel on hbo vs movie because more time;<br /><br />rather have book or hypertext? how do we read? how do we research?<br /><br />reflection:<br />process by which you arfe able to asses your own work<br />aprocess that allows you to make connections and think about your leaning<br />ap process that allow you to make knowledge<br /><br />to reflect 1stop flow of work<br />2review what you have done<br />3prepare to share what you have learned<br /><br />reflection is a practice for all professionals; often must do together, a social process<br />new blooms reflection used to be evaluation, now create<br /><br />writing process map: not social, linear<br />decide topic, research, rough draft, etc<br /><br />writing should be recursive with research, peer review, revise, rough draft<br /><br />framework for electronic portfolios; students think writing at school is not related to their world; in portfolio have inside and outside school, <br />collect, reflect, relationships between subjects become evident<br /><br />national gallery of writing<br />galleryofwriting.org<br /><br />can set up your own gallery; can identify other curators<br />want more than just text: links, media, anything that contributes to writing<br /><br /><br />- Posted using BlogPress from my iPad<br />Lenniehttp://www.blogger.com/profile/02653573233764395491noreply@blogger.com0tag:blogger.com,1999:blog-327663315815025294.post-81776873032102490572010-06-26T15:44:00.000-07:002010-06-27T09:55:13.539-07:00Creating Treks with Google MapsMaps Mashup<br /><br />Many educators may be familiar with Lit Trips on Google Earth--teachers and/or students post geographical information around the storyline of great literature. Google Treks follow the same concept, but are not limited to just literature; you can create treks around any content area. <br /><a href="http://alicechristie.org"> Alice Christie </a> offered a workshop on using Google Maps for student to create content related to curriculum: <br /><a href="http://center.uoregon.edu/ISTE/2010/program/search_results_details.php?sessionid=49947707"> Mapping Mash-ups that Motivate: Deepen Learning Using Web 2.0 Tools </a>. (Specific info for the class is found on the <a href="http://alicechristie.org/workshops/ISTE2010/index.html"> class website page </a>).<br /><br />Educators or students can create content by created place marks on Google Maps that contain text information, links to websites, photos, movies, or any web2.0 content that can be embedded. A series of these place marks can be grouped as a "custom map" that is shared publicly or limited to specific individuals. Google Maps also allows multiple users to collaborate on the same custom map, which is ideal for classroom small group projects. Because it is web based, students can even collaborate from their respective homes if they have an internet connection.<br /><br />Alice provides <a href="http://googletreks.org/science.html"> examples </a> and a <a href="http://googletreks.org/tutorial/index.htm"> tutorial </a> to help educators learn the process.<br /><br />There are many pluses to using Google Maps to create Google Treks content:<br /><ul><br /><li>virtually any content area can be used </li><br /><li>it is a collaborative tool </li><br /><li>higher order thinking is engaged with the process </li><br /><li>students can incorporate any web links, media, or web2.0 tool for the content </li><br /><li>Google Maps is much less network intensive than Google Earth (any of you who have tried to run multiple machines with GE will know what I am talking about) </li><br /></ul><br />I highly recommend teachers look for ways to incorporate Google Treks into their curriculum.<br /><br /> <br /><br />- Posted using BlogPress from my iPad<br /><br />Lenniehttp://www.blogger.com/profile/02653573233764395491noreply@blogger.com0tag:blogger.com,1999:blog-327663315815025294.post-46195415275554484762009-10-26T11:57:00.000-07:002009-10-26T11:58:19.908-07:00National Educational Technology Plan Webinar<p style="margin:0in;font-family:Calibri;font-size:9.0pt">20091026 webinar national tech plan</p> <p style="margin:0in;font-family:Calibri;font-size:9.0pt"> </p> <p style="margin:0in;font-family:Calibri;font-size:9.0pt">National<span style="mso-spacerun:yes"> </span>coalition for tech in ed and training</p> <p style="margin:0in;font-family:Calibri;font-size:9.0pt">Jim Shelton office innovation and improvement doe, barbara means sri, linda roberts netplan, melinda george, mark schneiderman</p> <p style="margin:0in;font-family:Calibri;font-size:9.0pt"> </p> <p style="margin:0in;font-family:Calibri;font-size:9.0pt">Jim</p> <p style="margin:0in;font-family:Calibri;font-size:9.0pt">Reality-oportunity in crisis; failure of system to serve students well; economic crisis;</p> <p style="margin:0in;font-family:Calibri;font-size:9.0pt">We must get dramatically better in increasing productivity of our sector; this plan how we fundamentally improve student learning; improve effectiveness of educators</p> <p style="margin:0in;font-family:Calibri;font-size:9.0pt"> </p> <p style="margin:0in;font-family:Calibri;font-size:9.0pt">Barbara: different from prior: this is to be something with transformational vision; also wanted draft by end of 2009; group of 16 people working on draft; now outreach and info gathering</p> <p style="margin:0in;font-family:Calibri;font-size:9.0pt">ID 4 themes: learning assess & continuaous imrpovement, teaching and productiviyt & infrastructure</p> <p style="margin:0in;font-family:Calibri;font-size:9.0pt">Learning: enabling unprecedented access to high quality learning experiences</p> <p style="margin:0in;font-family:Calibri;font-size:9.0pt">Assessment: measuring what matters and providing the info that enables continuous improvement process at all leve3ls of ed system</p> <p style="margin:0in;font-family:Calibri;font-size:9.0pt">Teaching: new ways to support those who support learning</p> <p style="margin:0in;font-family:Calibri;font-size:9.0pt">Productiity & infra: ubiquitous broadband infrastructure to support all these goals . Redesigning systems and process to free up ed system resources to support;</p> <p style="margin:0in;font-family:Calibri;font-size:9.0pt">Edtechfuture.org</p> <p style="margin:0in;font-family:Calibri;font-size:9.0pt"> </p> <p style="margin:0in;font-family:Calibri;font-size:9.0pt">QA</p> <p style="margin:0in;font-family:Calibri;font-size:9.0pt">Jim-Focus on low income first; as prices drop, how get tech to students; difficult with current funding environment;</p> <p style="margin:0in;font-family:Calibri;font-size:9.0pt">?-more of the same not what we are looking for; </p> <p style="margin:0in;font-family:Calibri;font-size:9.0pt"> </p> <p style="margin:0in;font-family:Calibri;font-size:9.0pt">How will plan relate with state plans? Hope for bubble up and trickle down; \</p> <p style="margin:0in;font-family:Calibri;font-size:9.0pt"> </p> <p style="margin:0in;font-family:Calibri;font-size:9.0pt">Funding: how plan address funding? Framework drive policy action; </p> <p style="margin:0in;font-family:Calibri;font-size:9.0pt"> </p> <p style="margin:0in;font-family:Calibri;font-size:9.0pt">Any recommendations for skills to be taught? Any relationship with Partnership21cs?</p> <p style="margin:0in;font-family:Calibri;font-size:9.0pt">Group aware of partnership; some efforts , eg 8th grade tech literacy; need to look globally at tech literacy</p> <p style="margin:0in;font-family:Calibri;font-size:9.0pt"> </p> <p style="margin:0in;font-family:Calibri;font-size:9.0pt">Ntechplan deal with growing Gap with equity?</p> <p style="margin:0in;font-family:Calibri;font-size:9.0pt">Not just equipment; very first topic technical working group tackled; can't answer yet, can say want it addressing</p> <p style="margin:0in;font-family:Calibri;font-size:9.0pt"> </p> <p style="margin:0in;font-family:Calibri;font-size:9.0pt">Hope to see examples of networking often prohibited in many schools</p> <p style="margin:0in;font-family:Calibri;font-size:9.0pt">Well intentioned policies ha ve limited students to important educational resources; </p> <p style="margin:0in;font-family:Calibri;font-size:9.0pt"><span style="mso-spacerun:yes"> </span></p> <p style="margin:0in;font-family:Calibri;font-size:9.0pt">R uecommendations to erate? Fcc broadband plan comment period right now; hope for alignment; </p> <p style="margin:0in;font-family:Calibri;font-size:9.0pt"> </p> <p style="margin:0in;font-family:Calibri;font-size:9.0pt">How will plan address dropouts? 2 ways to look a this: address students already in this stage & engage students while we have them</p> <p style="margin:0in;font-family:Calibri;font-size:9.0pt"> </p> <p style="margin:0in;font-family:Calibri;font-size:9.0pt">What role for teacher pd in plan?</p> <p style="margin:0in;font-family:Calibri;font-size:9.0pt">Talks about supporting supporters of learning; move away from one-occasion and more online, finding time in busy schedules--this will be theme in plan</p> <p style="margin:0in;font-family:Calibri;font-size:9.0pt"> </p> <p style="margin:0in;font-family:Calibri;font-size:9.0pt">Higher ed--teacher training divide? How guide professors of ed?</p> <p style="margin:0in;font-family:Calibri;font-size:9.0pt">Welcome input; some discussion for needs of preparing teachers;</p> <p style="margin:0in;font-family:Calibri;font-size:9.0pt">Hybrid mode emphasis and assessment techniques; more in alignment with what we expect them to do with their own students</p> <p style="margin:0in;font-family:Calibri;font-size:9.0pt"> </p> <p style="margin:0in;font-family:Calibri;font-size:9.0pt">Not gotten volume of response we expected; </p> <p style="margin:0in;font-family:Calibri;font-size:9.0pt"> </p> <p style="margin:0in;font-family:Calibri;font-size:9.0pt">Problem plan: how many audiences we write to, the more we add, the less likely to become policy; </p> <p style="margin:0in;font-family:Calibri;font-size:9.0pt"> </p> <p style="margin:0in;font-family:Calibri;font-size:9.0pt"> </p>Lenniehttp://www.blogger.com/profile/02653573233764395491noreply@blogger.com0tag:blogger.com,1999:blog-327663315815025294.post-88983208332716488612009-10-26T07:25:00.001-07:002009-10-26T07:25:54.470-07:00Offiline NECC notes 2Earth Mashing: Web 2.0 Meets Google Earth<br />www.digitalgoonies.com<br />www.curriculummagic.com<br /><br />web20tools.wetpaint.com<br />googleearthlessons.wetpaint.com<br /><br />lesson exampless:<br />add haiku to picture placemark<br />Several placemarks, use strikethrough for incorrect placemarks<br />measurement lessons<br /><br />voki narrarate<br />polls<br />slideshows<br />leafletter<br />photopeach<br />scrapblog<br />vocaroo<br />wix<br />magtoo<br />slideroll<br />photostory<br />timetoast<br /><br />students can piggyback on teachers' gmail<br />eg holland@gmail.com holland+johnsmith@gmail.com<br /><br />jholland.otherinbox.com so that anything@jholland.otherinbox.com will come to one email box<br /><br />slideboom.com<br /><br />timetoast can make or find timeline , click embed/share<br /><br />scrapblog needs some maniputaiton<br />on digitalgoonies.com we describe 3 lines of code you must replace first line of scrapblog, then it will work<br /><br />magtoo.com<br />slideshow where click addphotos ; can grab from flickr [teachers can collect photos and point students to folder]<br />example: jayleesdaddy washdc folder<br />add style, skin, music<br />uncheck autostart<br /><br />[online-stopwatch.com]<br /><br />voki.com<br />use myspace code embed<br /><br />http://creativeedgeresources.com/<br />jim@crea... susan@crea...<br /><br />can make powerpoint slides into jpg instructions on digital goonies<br /><br />when make placemarks, can drag into folders and rightclick saveplaceas for kmz file<br /><br /><br />iste.org/byoleval2009Lenniehttp://www.blogger.com/profile/02653573233764395491noreply@blogger.com0tag:blogger.com,1999:blog-327663315815025294.post-74825569518396593232009-10-26T07:23:00.000-07:002009-10-26T07:24:23.788-07:00Offiline NECC notes 1Computational constructs and techniques fo rprovlems oslving<br />www.nationalacademies.org<br /><br />3 exqmples<br />Multitasking: psych studies to dermine if mroe efficient or not<br />info management “interpreting code as data and data as code”<br />k12 - honey bees-joshua danash complex model...<br /><br />CT the 4th r<br /><br />to teach ct must you use tech in some way in the classroom<br /><br />magic machine<br />fues any number between 1-10 in 4 tries or less<br />1-20 in five guess<br />1-50 in 7 tries<br />1-100 in 8 trires<br />how about 1000--how many guesses<br /><br />information theory--strategy<br />20 questions-guess animal what is a good first question<br /><br />hangman<br /><br /><br />csunplugged.com<br />activity 5 info theory<br />Activity 6 Searching algorithms<br /><br />important skills: mamaging large voumes of data<br /><br />Alice a 3d interactive animation envronment<br />program visualization tool<br />free at alice.org<br /><br />smart drag and drop editor<br /><br />Studies:<br /><br /><br />chris moersch<br /><br />Loti survey<br /><br />lotiounge.org.com<br />can get school levels and teacher levels<br /><br />web 2.0<br />wordle<br />backboard<br /><br />what gets measured gets improved<br /><br /><br />1:1<br />note teacher linear/text organizers “translate” with student visual concept organization<br /><br />Smartboard recordings available to all immediately<br /><br />whole grp passage analysis in englisht with smargboard<br /><br />Jing--students can follow other’s directions; can record whatever we want; eg student demonstrating virtual lab<br /><br />(we allow open access to install) some of hte best software has been found by students; eg iflash for creating stacks of flashcards<br /><br />delivery does not have to be syncronous<br /><br />student production can be taking a test to interviewing community; what teachers assess; usually limit ways students to produce; now wide variety<br />eg voice composition instead of written, speech to text for writing problems; found a way to reach this kid<br />eg raps in foreign language<br />eg oral history<br /><br /><br />Leslie fisher great gadgets<br />tripit<br />yelp<br />twitter--backchannel<br />jott<br />rememberthemilk<br />evernote-can take comptuer pic and ocr<br />ustream.tv<br /><br />adium adiumx.com mac and windows trillian<br />mozy.com backup; pc maxtor at home with remote<br />orbicule.com/undercover (mac) if stolen<br /><br />istockphoto.com artexplosion.com dreamstime novadelelopment.com clipart.com$12/wk<br />theflip.com now hd<br /><br />sd cards can be slow, may need faster card; sandisk extreme<br /><br />smugmug - can set up passwords for galleries or download size or sell<br />free - $99<br /><br />if 100% education, then can get pro level ($200) free<br /><br />Pnnacle pctv hd pro stick<br />pinnaclesys<br /><br />speakers: harman-multimedia.com<br /><br />slingbox<br /><br />netflix roku<br /><br />ion-audio converst records to mp3<br /><br />Iphone apps<br />saisuke -google calendar<br />shazam id songs<br />smug mug<br />twitterfon can do searchs<br />remember the milk<br />beejive multiple im clients<br />yelp<br />aroundme<br /><br />inflightpower.com<br />badkup power on plane using sound<br /><br />solio.com<br />solar power--company handed out during katrina<br /><br />kensington.com<br />one charge and a half<br /><br />mophie juce pack<br />case that will add to batterylife<br /><br />cradlepoint.com<br />can make wifi out of phone<br /><br />virtual-laser-keyboard.com<br />keypan present remote<br /><br />sfbags.com<br />northface surge backpack for 17” laptop<br /><br />thinktankphto.com<br /><br />diy.despair.com/motivator.php<br /><br />Scott Mcleaod<br /> !<br /> Effective Leadership in an Era of Disruptive Innovation https://center.uoregon.edu/ISTE/NECC2009/program/search_results_details.php?sessionid=43600747<br /><br />http://www.schooltechleadership.org/<br /><br />bit.ly/neccmcleod1<br /><br />two books innovators delema and disrupting class<br /><br />what is disruptive innovation<br /><br />http://k12onlineconference.org/?p=344<br /><br />good orgs with goo people will disappear if don’t understand the natrual loaws of disruptive innovew<br />ver difficult fo rexisitng suuccesful orgs to become dominant in new market<br />it easier to create new or or buy one thatn to turn and existing org around<br />its difficutl to anlayze the unkowable<br />first-mover advantage is important when it comes to disruptive innovations<br /><br /><br />1. education disruptive innovation--it’s personalized learning (not online learning)<br />existing educational model is not a given<br />? 2019<br /><br />what do we do?<br />dont wait until it is good enough<br />start with underserved student groups<br />us different metrics for success<br />compete directly with the existing organizationLenniehttp://www.blogger.com/profile/02653573233764395491noreply@blogger.com0tag:blogger.com,1999:blog-327663315815025294.post-86684435390784362432009-07-01T09:01:00.000-07:002009-07-01T09:58:33.680-07:00necc09: Strong Nests, Successful Students: Skills and Strategies for 21st- Century Learning<a href="http://center.uoregon.edu/ISTE/NECC2009/program/search_results_details.php?sessionid=43679814&selection_id=48083245&rownumber=9&max=23&gopage=">Strong Nests, Successful Students: Skills and Strategies for 21st- Century Learning</a><br />Annette Lamb<br /><br /><a href="http://eduscapes.com/sessions/nests/">eduscapes.com/sessions/nests</a><br /><br />[imbee]<br /><br />what do we want kids to know, involve deepthinking and creativity<br /><br />Students write a historical fiction book called <a href="http://www.lulu.com/content/paperback-book/that-a-man-can-stand-the-evolution-of-a-nation/5284469">That A Man Can Stand</a> by Decatur Discovery Academy Grades 7-8 and publish it on Lulu. worked with local library for promotion community<br /><br />changing how we communicate<br /><br />Students read a graphic novel such as <strong><a href="http://www.firstsecondbooks.com/laika.html">Laika</a></strong> by Nick Abadzis and create their own comic using Comic Life exploring the fact and fiction in the book.<br /><br />new standards<br />will they challenge and engage you people in meaningful activities an assessments<br />will they motivate up to beyond the basics and ask high level questions<br /><br />nurturing compassion & collab<br />preparing independent learning<br />promoting a love of leanring<br />stimulating inquiry and thinking<br /><br />marry iste + aasl standards = strong nest<br /><br />real world connections<br />critical thinking ask students to check facts, eg factcheck.org<br />personal responsibility have to use tools to develop ethical behavior<br /><br />readwritethink profile publisher<br /><br />Strategies<br />focus on designing instruction for immersive learning environments<br />2.?<br />Connect to content - see the big picture<br />be a model<br />reinvent with tech toolsLenniehttp://www.blogger.com/profile/02653573233764395491noreply@blogger.com0tag:blogger.com,1999:blog-327663315815025294.post-75261263539235895432009-07-01T07:36:00.000-07:002009-07-01T07:59:16.692-07:00NECC09: School 2.0: Progressive Pedagogy and 21st-Century Tools<a href="http://center.uoregon.edu/ISTE/NECC2009/program/search_results_details.php?sessionid=43654821&selection_id=48083245&rownumber=12&max=23&gopage=">School 2.0: Progressive Pedagogy and 21st-Century Tools</a> <br />chris lehman<br /><br />What is good<br /><br />these teakss from the tools<br /><br />Research rss (delicious google wikipedia)<br />Collaborate (wiki google docs ning)<br />Create (drupal podcasting blogging)<br />Present<br />Network<br /><br />Tools don't teach, they change the way we teach<br /><br />hard to do as a single teacher; iterative process, not do once<br /><br />Common language to produce common inputs, common process, common outputs<br /><br />5 core valuse:<br />Inquiry, Research, collaboration, presentation, reflection (metacognition);<br />use UBD as process;<br />Outputs: project based, so every quarter project benchmark with common rubric<br /><br />Step1: Blank UBD template:<br />goals: understandings: essential questions:<br />big idea understanding versus content understanding<br />what students know vs what they will be able to know<br />assessment evidenceLenniehttp://www.blogger.com/profile/02653573233764395491noreply@blogger.com0tag:blogger.com,1999:blog-327663315815025294.post-3832696551696171642009-07-01T05:36:00.000-07:002009-07-01T06:31:45.257-07:00NECC09:Earth Mashing: Web 2.0 Meets Google Earth<a href="http://center.uoregon.edu/ISTE/NECC2009/program/search_results_details.php?sessionid=43621458&selection_id=48083245&rownumber=10&max=22&gopage=">Earth Mashing: Web 2.0 Meets Google Earth</a><br /><a href="http://www.blogger.com/www.digitalgoonies.com">www.digitalgoonies.com</a><br /><a href="http://www.blogger.com/www.curriculummagic.com">www.curriculummagic.com</a><br /><br /><a href="http://www.blogger.com/web20tools.wetpaint.com">web20tools.wetpaint.com</a><br /><a href="http://www.blogger.com/googleearthlessons.wetpaint.com">googleearthlessons.wetpaint.com</a><br /><br />lesson exampless:<br />add haiku to picture placemark<br />Several placemarks, use strikethrough for incorrect placemarks<br />measurement lessons<br /><br />voki narrarate<br />polls<br />slideshows<br />leafletter<br />photopeach<br />scrapblog<br />vocaroo<br />wix<br />magtoo<br />slideroll<br />photostory<br />timetoast<br /><br />students can piggyback on teachers' gmail<br />eg holland@gmail.com holland+johnsmith@gmail.com<br /><br />jholland.otherinbox.com so that anything@jholland.otherinbox.com will come to one email box<br /><br />slideboom.com<br /><br />timetoast can make or find timeline , click embed/share<br /><br />scrapblog needs some maniputaiton<br />on digitalgoonies.com we describe 3 lines of code you must replace first line of scrapblog, then it will work<br /><br />magtoo.com<br />slideshow where click addphotos ; can grab from flickr [teachers can collect photos and point students to folder]<br />example: jayleesdaddy washdc folder<br />add style, skin, music<br />uncheck autostart<br /><br />[online-stopwatch.com]<br /><br />voki.com<br />use myspace code embed<br /><br /><a href="http://creativeedgeresources.com/">http://creativeedgeresources.com/</a><br />jim@crea... susan@crea...<br /><br />can make powerpoint slides into jpg instructions on digital goonies<br /><br />when make placemarks, can drag into folders and rightclick saveplaceas for kmz file<br /><br /><br />iste.org/byoleval2009<br /><br />random.orgLenniehttp://www.blogger.com/profile/02653573233764395491noreply@blogger.com0tag:blogger.com,1999:blog-327663315815025294.post-68697068869781534782009-06-30T21:27:00.001-07:002009-07-07T04:59:51.603-07:00necc09:vendors1e-beam.com and mimio.com and eno polyvision.com<br />http://paratsolutions.com/ unusual carts and discoverycartav.com<br />http://www.ljcreate.com/ smartboard software accessories<br />livescribe.com pulse smartpen<br />soundzabound.com<br />http://board-of-the-future.com/<br />spinscape.com<br />camcore.com and mylumens.com and brilliantechnology.com<br />strscopes.com and ken-a-vision.com<br />http://learnwithvirsona.com/<br /><br />Pasco.com Spark<br /><br />wyse thin client<br />legoeducation.comLenniehttp://www.blogger.com/profile/02653573233764395491noreply@blogger.com0tag:blogger.com,1999:blog-327663315815025294.post-3799544118154336162009-06-30T11:03:00.000-07:002009-06-30T11:59:20.687-07:00NECC09: Top 10 Web 2.0 Tools for K-3 Learning<a href="https://center.uoregon.edu/ISTE/NECC2009/program/search_results_details.php?sessionid=43633024&selection_id=48083245&rownumber=8&max=22&gopage=">Top 10 Web 2.0 Tools for K-3 Learning</a><br /><br />Gail lovely twitter glovely<br /><br />10. vocaroo.com<br />record sound and imbed in website or url to point to it<br />easy to use<br /><br />9. simplybox.com<br />easy visual bookmark and captures screen; very graphical and will tweet when add<br />can type notes on sites<br />can share boxes<br /><br />8. kerpoof.com<br />interactive tool for making movies and stories, recently bought by disney<br />make a movie, choose background<br />characters for scene and timeline--gets smaller as move to background; actions, eg juggle, drag to timeline<br />has doodle tool to draw own character<br /><br />7. yackpack.com<br />closed community for voicemail , verbal communication<br />messages to each other but only within a pack<br />yackpack live-can communicate live<br />opportunity for conversation<br /><br />6. glogster.com/edu<br />glogster.com has a lot of teenage angst, but edu is usable, very straightforward<br />like a learning center, can imbed video; photos can thumnail and resize with click<br />this will capture and put it there; it will ask if want student accounts and generate accounts that can only communicate with each other<br /><br />5. animoto.com<br />education.animoto.com has education version<br /><br />4. skype.com<br />can connect to viturally anyone<br /><br />3. voicethread.com<br /><br /><br />2. blogs: list including classblogmeister.com, 21classes.com, gaggle.net,<br />new favorite: yola.com<br />blogger next blog can be removed<br /><br />1.wikis including wetpaint.com<br />little more flexible than blogs<br /><br />Special consideration:<br />voki<br />nces.ed.gov/nceskids/createAgraph/default.aspx<br />yola.com<br />bubbl.us<br /><br /><br />glovely09.webpaint.comLenniehttp://www.blogger.com/profile/02653573233764395491noreply@blogger.com0tag:blogger.com,1999:blog-327663315815025294.post-49303523151396660512009-06-30T09:19:00.000-07:002009-06-30T10:58:44.121-07:00NECC09: Winning Strategies to Conquer Information Overload<a href="https://center.uoregon.edu/ISTE/NECC2009/program/search_results_details.php?sessionid=43147856&selection_id=48083245&rownumber=19&max=23&gopage=15">Winning Strategies to Conquer Information Overload</a><br />Kathy <a href="http://kathyschrock.net/score/" target="_blank">http://kathyschrock.net/score/</a><br /><br />netbook<br />very smart phonnes<br />youtube.com/watch?v=wZRuF-H172s<br />Peek-email device<br />chumby device for email facebook<br />Kindle-text surfing; kindle app for iphone<br />Low-tech -- take photos of board, flipchart, slideshow<br /><br />Onlinetools<br />faxage: fax with pdf attachment<br />etherpad--new url on the fly up to 8 users, no account no password<br />glidedigital.com glidemobile.com glide OS 3.0<br /><br />getdropbox.com, ripway.com, box.net, drop.io<br /><br />thinkature<br />need to learn to extract the signal from the noise<br /><br />Measure the quality: make list of sources; percent of last 10 posts useful; elim botto 50<br /><br />data can be like clutter--dont't be packrat<br /><br />will it mean anything in a yearLenniehttp://www.blogger.com/profile/02653573233764395491noreply@blogger.com0tag:blogger.com,1999:blog-327663315815025294.post-88643697489088574992009-06-30T08:02:00.000-07:002009-06-30T09:14:28.054-07:00NECC09: Google Spatial Technologies: Maps Building Better Problem-Solving Skills<a href="https://center.uoregon.edu/ISTE/NECC2009/program/search_results_details.php?sessionid=43200354&selection_id=48083245&rownumber=1&max=1&gopage=">Google Spatial Technologies: Maps Building Better Problem-Solving Skills</a> <br /><br /><a href="http://www.isat.jmu.edu/stem" target="_blank">http://www.isat.jmu.edu/stem</a><br /><br />Recent Nationa acadey report<br />cocepts, tools of represenctaiotn , and processes fo reasoning<br /><br />visualize vs analyze; must move beyond visualize and get kids to analyze<br /><br />Google Earth: visualize not analyze<br />streetview<br />visualize the pattern of earthquakes, but need to analyze<br />can visualize past maps--not about maps, about making decisions<br />can get kml for more earthquakes at earthqueake website<br /><br />AEJEE<br />Mac & PC Gis tool free<br />GIS-maps meet databases<br /><br />ArcGIS row 3500<br />all about analysis<br />more detail work<br />PC only<br /><br />MyWorld Mac at pasco boothLenniehttp://www.blogger.com/profile/02653573233764395491noreply@blogger.com0tag:blogger.com,1999:blog-327663315815025294.post-56394415646805268462009-06-29T05:34:00.000-07:002009-06-29T09:55:48.372-07:00NECC09: Global Connections through Natural Disasters: A Project-Based Learning LessonGlobal Connections through Natural Disasters: A Project-Based Learning Lesson<br /><a style="" href="https://center.uoregon.edu/ISTE/NECC2009/program/search_results_details.php?sessionid=43653305">https://center.uoregon.edu/ISTE/NECC2009/program/search_results_details.php?sessionid=43653305</a><br /><br />handout<br /> <a href="https://center.uoregon.edu/ISTE/uploads/NECC2009/KEY_43653305/Rowland_LessonPlanNaturalDisastersNECC09final.pdf"> <img src="https://center.uoregon.edu/ISTE/NECC2009/presenters/submission/images/pdf_icon.jpg" border="0" height="16" width="16" /> Rowland_LessonPlanNaturalDisastersNECC09final.pdf</a> <strong> 178 KB </strong><br />(Global Connections PBL Lesson Plan)<br /><p> Available at <a href="http://naturaldisasterspbl.wikispaces.com/">http://naturaldisasterspbl.wikispaces.com</a></p>forces of nature website with tornado<br /><br /><br />Title IId initiative<br />21cs, hots, nets<br />Research based<br />Wednesday 8:30 159<br /><br />Collaborated with tsunami students, greensburg kansas, had a tornado and manhattan ks<br /><br /><br />essential question: how do natrual disasters affect people?Lenniehttp://www.blogger.com/profile/02653573233764395491noreply@blogger.com0tag:blogger.com,1999:blog-327663315815025294.post-80410372903633599872009-06-28T14:29:00.000-07:002009-06-28T21:33:00.070-07:00necc09: Sunday KeynoteMalcolm Gladwell<br />http://center.uoregon.edu/ISTE/NECC2009/program/keynotes.php<br /><br />Get ready for Fleetwood Mac references<br /><br />Growth of the Fleetwood Mac is a beautiful case study of "learning"<br /><br />Rumors not an early album- it is their 16th album;<br />the band goes through a long tortured history before they move to LA; 16 different band members; 10 years;<br /><br />When we come to people who master something, we telescope the learning took place--we underestimate the time and energy<br /><br />hard to find people who make it to the top in less than 10 years.<br /><br />Mozart first true masterpiece at age 23; beatles played 8 hours sets 7 days a week in germany<br />played 1200 times live before usa<br /><br />most important implication behind learning there has to be an approach for effort, not talent<br /><br />Math is an attitude to work and get through something that may appear to be difficult and impossible at the beginning<br />If u believe math is god-given talent, that is a terrible attitude toward learning.<br />when it comes to learning it is a simple funcition of what you put in.<br /><br />fm does not succed from success, but build on failures<br /><br />Learning style<br />Capitalization--people build on their strengths; until you reach some kind of optimal state.<br />Compensation strategy you compensate for weaknesses. harder strategy, more powerful learning strategy<br /><br />NFL quarterback study -- how can those who have every advantage underperform the ones chose 50-150<br />lower qbacks compensate via hunger and effort<br /><br />compensation a more important learning strategy than capitalization strategy<br />trying harder is a much more impotant strategy for being good than being blessed with extraordinary talent<br /><br />dyslexia need leadership to deveop a team; learn to designate, problem solve, oral communication skills-- learn to talk and be persuasive<br /><br />the lesson here is to have a respect for difficulty<br />overcomeing obstacles is a crucial part of an effective learning environment<br /><br />FM going through process of trial and error, figuring out what kind fo music therir talends were best suited for.<br />assumption that learning strategies are linear<br /><br />we tend to thinki of genius like picasso--more important genius, the experimental innovation--find genius via long circuitous path of trial and error<br /><br />value and treasure timely and targeted feedbackas an aid to effective learning<br /><br />overconfidence in field; as knowledge grows, confidence grows faster;<br />least overconfidence--bridge players make decision and instant feedback<br />Learning does not take place all at once in burst of genius<br /><br />no record lable would let group have 16 albums to get it right.<br /><br />get a picture of meaningful learning, approach wiht joy, hope, excitement. Note where the learning takes place but how the learning takes place.Lenniehttp://www.blogger.com/profile/02653573233764395491noreply@blogger.com0