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This link recently saved by vancestevens on January 10, 2013
This one comes via Downes.ca: predictions for 2013, and don't mention za MOOC (he might have once or twice but I think he got away with it)
Much of the oxygen in the world of technology and higher education in 2013 will continue to be consumed by headlines around MOOCs. This is a positive development. The current instantiations of MOOCs are unlikely to have a long and enduring impact but they have catalyzed conversations on the future of higher education in the United States like little else since the GI Bill (The Servicemen’s Readjustment Act of 1944). Punctuated equilibrium is likely to set in some time this year and with it, hopefully, an opportunity to assess the pathways forward.
Read more: http://www.insidehighered.com/views/2013/01/03/predictions-about-higher-ed-technology-2013-essay#ixzz2HXkxmYGo
Inside Higher Ed
This link recently saved by vancestevens on January 22, 2012
A Tick List of 21st Century Digital Skills for Teachers
I've just been brainstorming digital skills that I believe are required by teachers in the 21st Century. So far I've come up with 45 of them.
What's striking for me about this is:
few of these skills will have been taught to anyone who trained as a teacher longer than 5 years ago.
few of these skills are being taught to teachers training now.
the 21st century teacher needs to be a pretty amazingly skilled professional.
Please look through the list at https://urtak.com/u/1826
This link recently saved by vancestevens on January 16, 2012
Bloom's taxonomy on a matrix rubric
The Technology Integration Matrix (TIM) illustrates how teachers can use technology to enhance learning for K-12 students. The TIM incorporates five interdependent characteristics of meaningful learning environments: active, constructive, goal directed (i.e., reflective), authentic, and collaborative (Jonassen, Howland, Moore, & Marra, 2003). The TIM associates five levels of technology integration (i.e., entry, adoption, adaptation, infusion, and transformation) with each of the five characteristics of meaningful learning environments. Together, the five levels of technology integration and the five characteristics of meaningful learning environments create a matrix of 25 cells as illustrated below.
This link recently saved by vancestevens on January 10, 2012
Research in Learning Technology is the journal of the Association for Learning Technology. It aims to raise the profile of research in learning technology, encouraging research that informs good practice and contributes to the development of policy. The journal publishes papers concerning the use of technology in learning and teaching in all sectors of education, as well as in industry. Read more.
Open Access – Research in Learning Technology is free from all access barriers, allowing for global dissemination of your work.
This link recently saved by vancestevens on August 24, 2011
E-readers are a fascinating example of a technology seems to be working in the developing world. At a very basic level, having an e-reader is equivalent to having a set of books at hand. Happily, even in schools with only the most rudimentary learning tools available, both teachers and students are well-versed in the importance of books and the ideas within, and readily recognize the value of having great access to them. This represents an enormous improvement over the status quo, where access to books is extremely limited: .. Students can walk around holding a library of books larger than all those in the bookstores and libraries of their country. It's a device that is bigger on the inside
This, then, may be a model for use of technology in education: Find or develop technology that allows us to strengthen the basic triangle between teacher, student, and ideas.
This link recently saved by vancestevens on August 16, 2011
This facebook page is like a crowdsourced blog on educational technology. All it needs is an RSS feed. Actually it's not crowdsourced, just crowd commented. All the posts are by FT4Teachers. Still excellent resource, but seems hard to reach old posts as opposed to a blog. Still for the FB crowd, reaches teachers where they hang out.
Hang on, further exploration, there IS a blog, project of Richard Byrne, http://www.freetech4teachers.com ... so that blog perhaps updates this Facebook page? hmmm (so much to learn; the blog and page go well together, though comments are now distributed ... )
This link recently saved by vancestevens on July 31, 2011
This link recently saved by vancestevens on July 13, 2011
PLN Challenge #7: Using Diigo as part of your PLN
Posted by Sue Waters on Tuesday, July 12th 2011
This guest post was written by Keith Ozsvath self-professed techie who is passionate about helping others. This is post #7 in the “30 Days to a Whole New PLN” challenge!
This link recently saved by vancestevens on July 08, 2011
Insidious Pedagogy: How course management systems impact teaching by Lisa M. Lane
Course management systems, like any other technology, have an inherent purpose implied in their design, and therefore a built–in pedagogy. Although these pedagogies are based on instructivist principles, today’s large CMSs have many features suitable for applying more constructivist pedagogies. Yet few faculty use these features, or even adapt their CMS very much, despite the several customization options. This is because most college instructors do not work or play much on the Web, and thus utilize Web–based systems primarily at their basic level. The defaults of the CMS therefore tend to determine the way Web–novice faculty teach online, encouraging methods based on posting of material and engendering usage that focuses on administrative tasks. A solution to this underutilization of the CMS is to focus on pedagogy for Web–novice faculty and allow a choice of CMS.