These are quotes from speakers and delegates that were tweeted from the Teaching & Learning with Vision Conference, Nov 2011. See: http://tlvconf.wordpress.com
A short presentation about the process that Yokohama International School went through to develop our Connected Learning Community (1:1 program) for the Learning 2.014 Africa conference.
These are quotes from speakers and delegates that were tweeted from the Teaching & Learning with Vision Conference, Nov 2011. See: http://tlvconf.wordpress.com
A short presentation about the process that Yokohama International School went through to develop our Connected Learning Community (1:1 program) for the Learning 2.014 Africa conference.
At Yokohama International School we use Google Apps for just about everything from managing shared homework calendars for homeroom groups, to student rubrics for student/parent/teacher feedback, to assignment sheets, and Google Sites to store templates, forms and important documents. This session will share strategies for keeping yourself, students, colleagues and parents organized and running smoothly with the many options that Google Apps for Education provide.
Young people are connecting with one another through technology in unprecedented ways. Computers, wi-fi networks, and smart phones allow young people 24/7 access to technology and to one another. Using smart devices in educational settings as learning and community building tools can promote interpersonal communication and encourage young people to positively express their individuality and build their student-to-student, student-to-educator relationships. The activities that will be presented and experienced during this workshop use the technology that young people use - cell phones, social networking sites, laptops, blogs, and digital cameras. These activities focus upon and build diversity and cultural sensitivity, teamwork and problem solving, self-reflection and self-exploration, and communication and self-expression (adapted from Wolfe & Sparkman, 2009).
A presentation by Kim Cofino given to Qatar Academy staff in February 2009. Find more details on the presentation wiki: http://the21stcenturylearner.wikispaces.com
This proposed presentation was prepared for delivery at the New Media Consortium Future of Education summit held near Austin, TX January 22-24, 2013. It's based on work I've done with my colleagues Maurice Coleman, Buffy Hamilton, and Jill Hurst-Wahl, and is part of our continuing efforts to support the development of social learning centers onsite and online for libraries and other learning organizations.
This slideshow lists what techy tools you can’t teach without this academic year and how you can use them with your students in and outside the classroom.
Presentation for integrating the flipped classroom in higher education with a focus on experiential learning with videos and other content supporting not driving the instruction.
At Yokohama International School we use Google Apps for just about everything from managing shared homework calendars for homeroom groups, to student rubrics for student/parent/teacher feedback, to assignment sheets, and Google Sites to store templates, forms and important documents. This session will share strategies for keeping yourself, students, colleagues and parents organized and running smoothly with the many options that Google Apps for Education provide.
Young people are connecting with one another through technology in unprecedented ways. Computers, wi-fi networks, and smart phones allow young people 24/7 access to technology and to one another. Using smart devices in educational settings as learning and community building tools can promote interpersonal communication and encourage young people to positively express their individuality and build their student-to-student, student-to-educator relationships. The activities that will be presented and experienced during this workshop use the technology that young people use - cell phones, social networking sites, laptops, blogs, and digital cameras. These activities focus upon and build diversity and cultural sensitivity, teamwork and problem solving, self-reflection and self-exploration, and communication and self-expression (adapted from Wolfe & Sparkman, 2009).
A presentation by Kim Cofino given to Qatar Academy staff in February 2009. Find more details on the presentation wiki: http://the21stcenturylearner.wikispaces.com
This proposed presentation was prepared for delivery at the New Media Consortium Future of Education summit held near Austin, TX January 22-24, 2013. It's based on work I've done with my colleagues Maurice Coleman, Buffy Hamilton, and Jill Hurst-Wahl, and is part of our continuing efforts to support the development of social learning centers onsite and online for libraries and other learning organizations.
This slideshow lists what techy tools you can’t teach without this academic year and how you can use them with your students in and outside the classroom.
Presentation for integrating the flipped classroom in higher education with a focus on experiential learning with videos and other content supporting not driving the instruction.
Presentation slides for virtual presentations about the flipped classroom-the full picture http://usergeneratededucation.wordpress.com/2013/01/28/the-flipped-classroom-the-full-picture-presentation-materials/
Clint Hamada & Keri-Lee Beasley shared this presentation at the IB AP Conference in Singapore on March 16th 2012.
It provides ideas for teachers getting started in building their own Personal Learning Network (PLN).
Building Community in the Classroom - this is a presentation from a workshop for faculty at the American University in Cairo and has sample activities one can do to build community at various times in the semester.
Pivot Points for Change: Connecting the Dots of Information Literacy with Soc...Buffy Hamilton
In this session, we explore how to use social media to help students create, collaborate, and connect while seamlessly integrating the AASL Standards for 21st Century Learners. You’ll discover concrete and strategic approaches for using and teaching social media tools with students to cultivate information literate learners, including blogs, wikis, social bookmarking, feed aggregators, and Google tools. Visit me at http://theunquietlibrarian.wordpress.com or http://theunquietlibrarian.wikispaces.com
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Adversarial Attention Modeling for Multi-dimensional Emotion Regression.pdf
Curation: Making Meaning & Adding Value
1. Curation in the Classroom:
Making Meaning & Adding Value
Shayne Russell
http://sqworl.com/xum2hf School Librarian
Presentation examples
Kenneth R. Olson Middle School, Tabernacle, NJ
shayne.russell@gmail.com
10. ...
identifying and organizing
information about a topic that
others have produced to share
with a learning community using
socially powered tools.
Spell with Flickr: http://metaatem.net/words/
11. Meeting Standards
AASL Standards for the 21st
Century Learner
1. Inquire, think critically and gain
knowledge
2. Draw conclusions, make
informed decisions, apply
knowledge to new situations, and
create knowledge.
3. Share knowledge and
participate ethically and
productively as members of our
democratic society.
4. Pursue personal and aesthetic
growth.
12. Meeting Standards
ISTE Nets for Students
1. Students demonstrate creative
thinking, construct knowledge and develop
innovative products and processes using
technology.
2. Students use digital media and environments
to communicate and work
collaboratively, including at a distance, to
support individual learning and contribute to the
learning of others.
3. Students apply digital tools to
gather, evaluate, and use information.
4. Students use critical thinking skills to plan
and conduct research, manage projects, solve
problems, and make informed decisions using
13. Going
1 beyond
Google
http://www.flickr.com/photos/wilhei/109403331/
14. Going
2 Seeing
the Big
Picture
1 beyond
Google
http://www.flickr.com/photos/wilhei/109403331/
15. Going
2 Seeing
the Big
Picture
1 beyond
Google
3 Learning
how to learn
http://www.flickr.com/photos/wilhei/109403331/
29. . . . powerful!
http://sqworl.com/xum2hf
Presentation examples
Shayne Russell
School Librarian
Kenneth R. Olson Middle
School, Tabernacle, NJ
shayne.russell@gmail.com
Editor's Notes
Curation is a buzzword that has been kicking around the business and marketing worlds for a few years now, and has started to filter down to education. We’re familiar with the term as it relates to museums, but not everyone is clear as to what it means when we talk about curation in school.
You may have read articles or blog posts referring to curation as “the new search”. What does that mean???
There’s simply too much information out there. People are less satisfied with a web search that yields millions of links to information. What they really want is either an answer or a few good resources that will help them construct their own meaning.
They want that information to be filtered by a trusted source—not sorted by some secret algorithm or possibly driven by advertising interests. And that’s what curators do.
Maybe you’ve heard that “Curation is the New Content Creation.”An equally mysterious claim, but an interesting one.
This is tied to the idea that there are no new ideas—everything’s a remix. View this great video when you have a chance: https://vimeo.com/25380454. The video talks about creativity not as something that happens in a flash, like the lightbulb turning on over your head, but as something that happens only after we copy or tinker with other people’s ideas.
So curators are not necessarily contributing original work—they are making the ideas of other people readily available to us. But the value that they’re adding is that when ideas are combined, and people begin to make connections, and maybe look a things just a little differently—dramatic things can happen. People are inspired by and build upon the ideas of others.
This is a common thread throughout history. Isaac Newton had some good ideas, and he acknowledged that they weren’t completely original!
so with that in mind, What is curation really? It helps to clarify What it’s notIt’s not “sharing” on social networks. That’s more of an “it’s all about me” kind of thing—what you’re doing and what you find interesting. And it’s not building an all-encompassing collection. We saw this done especially in the early years of the web where someone would post a big long list of sites on a school website and call it “resources”. There was no discernable order, and no annotation to give you a clue what criteria the sites had to meet to make the list.
Curation is Content curation consists of identifying and organizing information about a topic that others have produced to share with the learning community using socially powered tools. Curation has a specific audience—and what you’re doing for that audience is helping them to make sense of a specific topic, person, event/product, etc. It involves finding information in a variety of formats from many sources, identifying subject experts, filtering, analyzing, and organizing and sharing the best pieces of content selected for a specific audience and a specific purpose. You’re not just collecting—you’re adding value. You may be blogging about it and adding your own comments and annotations—and you’re putting it out there in a forum where others can discuss it (because, remember, you had a specific audience for it). Not that this is anything new. Librarians have been doing this for years. But I’m suggesting we pass the torch to students and teach them to be curators. Why would we want to do that?
If we look at any set of standards dealing with technology and information literacy, we see that this is exactly what we want students to be doing. AASL Standards…
ISTE Nets for Students…
A lot of the benefits students can gain by being curators are clear in these standards: critical thinking, evaluation of information, constructing meaning… but there are others that are just as powerful. They need to learn how to find information without relying totally on Google. They’ll need to use databases and specialized search engines. They’ll learn about different information “containers”—how is the information you’ll find in an encyclopedia different than what you can expect to find in a magazine? They’ll learn about primary and secondary sources. Hopefully they’ll compare, and question, and consider the source of the information—oh, to give credit to those sources.
Only in school do “subjects” fit into neat 40 minute boxes. We teach “science” by itself; we teach “social studies” by itself… but the two never overlap. In the real world, all these subjects are interconnected and topics cross disciplines. People who curate information gain a broader understanding of their topic because they are able to look at it from different perspectives. How would a scientist view the topic? How would an anthropologist look at it? Curating helps us to make connections and construct a deeper understanding of a subject.
We’re really teaching them how to learn. Let’s say we take a social studies class and we give them the assignment to become a curator on a current event that interests them, or maybe on some aspect of history that is underrepresented in their text book. We’re not asking them to memorize facts and be tested on them. We are asking them to construct knowledge by piecing together information in different formats from a variety of sources. This is how people make decisions and solve problems in the real world.
So let’s take a quick look at some of the tools students could use to curate. There are LOTS of curating tools available. I’ve chosen to show just a few that I consider “entry level” tools. If you’re ready to stick a toe in the curation waters, or teach students to become curators, this might be good tools to begin with. Just be aware that there are many, many more.
First of all, we want them to have a way to save online resources they find and be able to find them again. They can save them using browser bookmarks, but then they’re only available on the computer they were using when they bookmarked them. A social bookmarking tool would be a better choice. Diigo and Delicious are both popular choices. There are some things that all of the curating tools have in common. One of them is the ability to put a bookmarklet on your toolbar to make it easy to save the sites you want to collect. The bookmarklet is just a button that you drag to your toolbar. It shouldn’t present a problem to put them on the computers at school since you are not installing anything.
When you click on your bookmarklet, a window will open. Some of the information will already be populated for you. Another common feature is the ability to add “tags”– a word or phrase that describes the content of the site that will help you locate it again in your bookmarks. This is a good skill for students to learn, especially since it helps get them thinking in terms of keywords. This helps them become better searchers. We don’t want them typing entire questions into search engines– efficient searchers construct search strings using relevant keywords for better results.
One of the problems we run into with most of the curating sites is that in order to log in, you need an email address,Facebook account or Twitter account. This is problematic if you’re in a middle school or elementary school. A way around this is to create an account for your class and give the students the user name and password so they can add their bookmarks. Diigo (one of the social bookmarking sites) lets you create “dummy” email addresses for the students so that each student can have their own log in. For class projects, I have students all contribute to a class account, but I encourage them to create their own accounts at home so they can bookmark other sites not related to the class project.
This is an example of a class account. Students tag their bookmarks with words or phrases that relate to their topic and with their first name and last initial. That way, when a student clicks on their name in the tag list, they will get a list showing just the sites that they have saved.
At some point, kids begin to “get it”. Notice in the second paragraph of this blog post where a 7th grader notes that “Delicious really helps me and I found out that I have been helping some others that have the same artifact as me.” This gives students a sense of what it’s like to be a curator! He has also begun to think in terms of keywords and lists some of the keywords he’s been using in his searches. We’re making progress!
Delicious used to let you organize your bookmarks as “Delicious stacks” that showed you a thumbnail of the site you bookmarked. This feature was popular with curators, but it “went away” in the beginning of August (2012). This site, Sqworl, also offers a thumbnail of the site and allows you to add a brief description below the thumbnail. I like this, especially for younger students– it will be easy for them to recognize and return to the sites they found most useful. You can drag the thumbnails around to organize them. I’ve found the developer of this site to be very responsive to requests and suggestions, too.
Whilecurating sites have similar features, each one has its own strengths. This is Symbaloo. If I was working with students to help them learn to organize the sites they were curating in a way that made sense, I might choose this tool to use. In this example, which provides students with resources on the Civil Rights movement, resources for pictures show up as green tiles (with a little camera icon on them), red tiles are video clips, and orange ones are resources with information about specific events.
This is a video created by a 7th grader showing how she uses Symbaloo as a Personal Learning Environment. Her Symbaloo account has tiles for all of the websites and resources she uses on a daily basis. While this is not exactly the same as curation, it shows how these sites can also be used to create an individual “start page.”
Pinterest could also be used to curate information. You can “pin” information in many different formats– this example shows a video, a Google doc, websties, and blogs. While other people are pinning cupcake recipes and pictures of shoes, you (or your students) could be curating educational content!
EduClipper is a relatively new tool that is very similar to Pinterest, but designed for educational use. It’s important to recognize that although most of the curating sites were not originally created for educational use, educators who are early adopters (people like you) will figure out ways to make them work, and will work with the site’s developers to suggest ways to make them more education-friendly. It probably won’t take long for the site developers to recognize that there are educational applications for the tool, and that the education market is huge. Eventually they will roll out an education version. We’ve seen this happen with Voicethread, and with Glogster, for example. So if there is a tool you like, but there are reasons that you can’t use it with your students right now, stick with it! When the education version comes along, you will already be familiar with the tool and you will be ready to adopt it– or to defend its use to your tech people, if necessary.
Mentor Mob is another new curation tool. This one lets you develop “playlists”. A playlist is a step-by-step series of articles, websites, and other content. You can go through them in the order in which they were intended to be viewed by clicking on the big NEXT button near the top of the screen, or you can use the collapsible menu (shown expanded in this screenshot on the left side of the page) to see all the steps and select the one you want to view. All of the curation tools have a search feature so you can search for a topic and see the collections curators have put together (“curation is the new search”). Both Mentor Mob and EduClipper are relatively new, so there will not be that much content available yet, but it will come and you can help to build it.
There are many, many more curation tools. As you work to learn about topics, you want to get to know who the curators are that you should pay attention to. For the topic of curation, Robin Good is one of the most respected gurus. This is just a small piece of a Mindomo map he created that will link you to all kinds of curation tools, organized by content type. Take some time to explore and see if you can find the tool that’s perfect for your purpose.