SUPER SECONDARY SOURCES
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The document discusses using secondary sources to answer questions. It emphasizes that asking the right questions is difficult, but answers are easy when using the right resources. The document contains various links to websites about education, assessment, and community learning.
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Unit 2 ENG 120
Critique Assignment
Due: 11:59 PM EST Sunday
The critique does have a negative connotation, but it doesn’t have to be a strictly negative piece. After reading through the readings about Artificial
Intelligence and how to write critiques, choose one of the required readings (listed below) to write your critique. The critique will be two to three
pages in length and employ APA format.
Follow these guidelines to write your critique:
The critique should be two to three pages in length. Choose one of the following articles:
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o “The AI Revolution is on”
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Include an APA title page
Include APA in-text citations wherever you reference the text.
Include a reference page in APA format.
Be objective and avoid using “I”, “you”, and “we”.
Students: Be sure to read the criteria, by which your paper/project will be evaluated, before you write, and again after you write.
Critique Rubric
Unsatisfactory – 1 Developing – 2 Proficient – 3 Exemplary – 4
Organization
The critique lacks a topic
sentence, does not state the
main idea of the original
selection, and lacks an
appropriate conclusion.
The critique does not begin with
a topic sentence that states the
main idea of the original
selection but has an effective
concluding statement.
The critique begins with a topic
sentence that states the main
idea of the original selection
but lacks a concluding
statement that brings the
critique to a close.
The critique begins with a
clear topic sentence that states
the main idea of the original
selection. A concluding
sentence effectively brings the
critique to a close.
Support
The critique states few major
ideas and does not use a
logical order. The writing
lacks unity, coherence, and
supporting details.
The critique does not include all
major ideas but the writing is
unified and coherent. Missing
most supporting details.
The writing is unified and
coherent and all major ideas
are represented, but is lacking
in some supporting details.
All major ideas are arranged
in logical order. The writing is
unified and coherent
throughout. Includes all
supporting details.
Elements of
Critique
Student neither evaluates nor
analyzes the piece and offers
no commentary or personal
interpretation.
Student does little to evaluate or
analyze the piece. Offers little
commentary or personal
interpretation.
Student evaluates and analyzes
the piece with some insightful
commentary. Uses some
personal interpretation to
strengthen claims.
Student appropriately
evaluates and analyzes the
piece, accurately presents
insightful commentary on the
validity of the piece, and uses
personal interpretation to
strengthen claims.
APA
Format
Th ...
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3/28/2016 Additional Book Resources
https://courserooma.capella.edu/bbcswebdav/institution/ITFP/ITFP3300/Version0715/Course_Files/cf_additional_book_resources.html 1/2
To conduct additional research, you may search your local library or bookstore for the following course
related books:
BagtesBrkljac, N. (2012). Computer science, technology and applications: Virtual reality. Hauppage, NY:
Nova Science Publishers.
Crandall, B., Klein, G., & Hoffman, R. R. (2006). Working minds: A practitioner's guide to cognitive task
analysis. Cambridge, MA: MIT Press.
Dautenhahn, K., Bond, A. H., & Cañamero, L. (2002). Socially intelligent agents: Creating relationships
with computers and robots. Hingham, MA: Kluwer Academic Publishers.
Emerald Publishing Group. (2005). Digital library usability studies. Bradford, UK: Emerald Group
Publishing.
Fowler, S., & Stanwick, V. (2004). Interactive technologies: Web application design handbook: Best
practices for webbased software. Burlington, MA: Morgan Kaufmann.
Hillis, K. (1999). Digital sensations: Space, identity, and embodiment in virtual reality. Minneapolis, MN:
University of Minnesota Press.
Hashimoto, A. (2003). Visual design fundamentals: A digital approach. Irvine, CA: Delmar Cengage
Learning.
Holland, J. M. (2003). Designing autonomous mobile robots: Inside the mind of an intelligent machine.
Burlington, MA: Newnes Publishing.
Leung, L. (2008). Digital experience design: Ideas, industries, interaction. Bristol, UK: Intellect Ltd
Publishers.
Mavor, A. S., & Durlach, N. I. (Eds.). (1994). Virtual reality: Scientific and technological challenges.
Washington, DC: National Academies Press.
Proctor, R. W., & KimPhuong, L. V. (2004). Handbook of human factors in web design. Boca Raton, FL:
CRC Press.
Salvendy, G. (2012). Handbook of human factors and ergonomics. (4th ed.). Hoboken, NJ: John Wiley &
Sons.
Sherman, P. (2006). Usability success stories: How organizations improve by making easiertouse software
and web sites. Burlington, VT: Ashgate Publishing Company.
Steinfeld, E., & Maisel, J. L. (2012). Universal design: Creating inclusive environments. Hoboken, NJ:
John Wiley & Sons.
Westwood, J. D., Haluck, R. S., & Hoffman, H. M. (2007). Studies in health technology and informatics:
Medicine meets virtual reality. Amsterdam, Netherlands: IOS Press.
Print
Additional Book Resources
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Woolgar, S. (2002). Virtual society?: Technology, cyberbole, reality. Oxford, UK: Oxford University Press.
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The document discusses emerging technologies that will change education, including gesture recognition, electronic books, and semantic-aware applications. It describes how these technologies offer benefits like accommodating students with disabilities but also face challenges like high costs and issues with file formats and software compatibility. The document envisions a future where these interactive digital tools enhance learning by making it more natural, diverse, and accessible through 3D interfaces, virtual environments, and collaborative features, though care must be taken that interactive aspects are age-appropriate.
The Place of Schema.org in Linked Ocean Data
This document discusses using Schema.org to describe marine data and link ocean data on the web. It provides background on linked data and Schema.org. It describes work done by various organizations to apply Schema.org to describe datasets, organizations, projects, and other marine data. This includes developing schemas and cataloging various types of marine data. Future work is discussed, such as supporting tabular data and linking to other vocabularies for different data types.
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This document discusses the role of learning analytics in the transformation of higher education. It explains that learning analytics involves collecting trace data from learners' activities and using that data to improve learning. As learning moves online, more trace data from sources like discussion posts, assignments, and online activities can be collected. This data can be leveraged through personal analytics, web analytics, dashboards, and other visual analytics tools to provide insights about learning. The document also discusses issues around privacy and the need to link analytics with learning design and pedagogy.
Technology integration proposal presentation
This technology integration proposal suggests infusing technology into the science curriculum to enhance how students learn about the natural world. It proposes using devices like student response systems, laptops, and interactive learning programs to engage students through discovery learning and hands-on experiences. The proposal cites research showing that these technologies can make lessons more interactive and improve student understanding when integrated effectively into the classroom.
Code for science (rev 2)
Andrew Lenards works on the core software team at the iPlant Collaborative at the University of Arizona. He has a computer science background and experience in software development. He is learning about requirements, software design, and computational biology. His interests include open source software, bioinformatics, and empowering future generations of biologists to solve problems related to fuel, food, and water supply through interdisciplinary collaboration and cyberinfrastructure.
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More from Brian Housand
Virginia Gifted Conference October 2020
Great teachers personalize learning, take interest in students' interests, have great expectations for students, and create meaningful learning experiences. The document discusses how great teachers differentiate, individualize, and personalize learning for students. It also explains how great teachers design learning experiences that heighten anticipation, stimulate interest, and deepen understanding through techniques like Connect-Extend-Wonder discussions. The overall message is that great teachers make learning engaging and personalized for each student.
MAGC Webinar October 2020
This document contains details about Brian Housand's upcoming speaking tour for various gifted education associations in Fall 2020. It lists the dates and locations for his presentations, which will be either online or in-person. It also advertises his virtual conference presentations in November and December. The text promotes Brian's approach of engaging students through choice, creativity, complexity, and curiosity to increase engagement. It provides his email addresses and website for more information.
WAETAG Superheroes
This document discusses different archetypes or personality types that gifted individuals may relate to, including Orphan, Wanderer, Warrior, Altruist, Innocent, and Magician. Each type has a core task and gift, such as the Orphan's task of survival and gift of resilience. The document provides guidance on how to support students who identify with each type, such as by modeling compassion for Altruists or allowing independence for Wanderers. It also discusses theories of identity development and features quotes about giftedness and heroism from movies.
Meddler uncw april 24 2020
This document discusses the role of a "meddler-in-the-middle" teacher based on Erica McWilliam's research. A meddler teacher allows students to struggle through problems without rushing to provide answers, encouraging independent and creative thinking. Examples are provided of questions a meddler teacher may ask students to stimulate discussion and different perspectives. The document also promotes strategies like assigning perplexing projects and having students slow down and closely examine ideas and problems from multiple angles. Overall, the summary promotes the benefits of a teacher taking a meddling approach to bring out students' creative thinking.
Math, memes, and Maintaining a Social Distance
The document shows a diagram with points A, B, C, and D positioned 6 feet apart in a square formation. It then demonstrates that the distance between points A and B is the square root of 18, or 4.24 feet. Next, it asks how far point A is from point C if A is maintaining 6 feet of social distance from point B. Using the Pythagorean theorem, it calculates the distance between A and C is the square root of 72, or 8.49 feet. The document encourages maintaining a 6 foot social distance.
NCAGT 2020 - The Age of Adaptability
1) The document discusses how technology and constant change require students to be adaptable, able to collaborate, and improve skills.
2) It notes that in the past, jobs like elevator operators, pinsetters, and switchboard operators no longer exist due to technology.
3) The key to surviving and thriving in today's world is being adaptable to change, rather than being the strongest or most intelligent. Students must learn collaboration and improvisation.
NCAGT 2020 - Visions of the Future: The Road Ahead for Gifted Ed
This document summarizes key ideas from a presentation about gifted education and equity. It discusses the need to promote both equity and excellence in gifted programs to ensure all students have access and opportunities. Specifically, it outlines that equity in gifted education does not mean sacrificing the needs of some students or having barriers to access, but rather expanding opportunities for students from all backgrounds to demonstrate their potential. Realizing equity and excellence requires intentionally creating environments where talents in all students can be recognized and developing mindsets, policies and practices that approach gifted education from this shared perspective.
NCAGT 2020 - FAILURE IS THE ONLY OPTION
This document provides an agenda for Brian Housand's upcoming training session. It includes:
- Details about the live online training session on April 7th and asynchronous online sessions from April 8th-15th.
- A list of Brian's past speaking engagements from January to March 2020 at various schools and conferences around the country.
- Information about Brian's 360 Gifted professional learning experiences which are available online or in person.
Meddler in the Middle NAG 2020
This document provides examples of techniques a "Meddler teacher" might use to engage students in active, complex thinking. It describes how Meddler teachers avoid simply providing answers and instead allow students to struggle productively and think through problems on their own. Examples shown include posing thought-provoking questions, assigning perplexing open-ended projects, and pointing out logical fallacies in clickbait headlines to encourage critical thinking. The goal of a Meddler teacher is to prepare students to think independently and creatively solve complex issues.
What's your problem? NAG 2020
This document contains a collection of slides on gifted education from Brian Housand. The slides discuss puzzles as a way to engage students, the importance of simulations and hands-on activities, and Joseph Renzulli's three-ring conception of giftedness which involves above-average general and/or specific abilities, high levels of task commitment, and high levels of creativity. Later slides discuss pursuing real problems and having students directly engage with societal issues through independent investigations to bring about change.
Tech Tips 2 Defeat Distraction NAG 2020
This document discusses strategies for promoting productivity and creativity while reducing distraction from digital devices. It begins by outlining some of the negative impacts of excessive smartphone and social media use, such as only spending 2% of time creating and feeling constantly distracted. It then provides several solutions, including tracking app and screen time usage, creating boundaries by turning off notifications and scheduling email checks, focusing on one task at a time using the Pomodoro technique, reducing consumption by deleting unneeded apps or social media accounts, and collaborating with others on creative projects. The overall message is that digital technologies should serve our goals of learning, creating and problem-solving rather than distracting or limiting us.
NAG 2020 - Gifted - Honestly, it's not for everyone.
The document discusses gifted education and provides recommendations for its future. It notes that gifted education has a history of championing innovative instructional practices, but that many of these practices are now common in regular classrooms. It states that for gifted education to remain meaningful, the field needs a clear vision of what it wants the future to hold and to envision possible futures and outcomes for gifted education. The document emphasizes that gifted education should focus less on labels and more on ensuring all students receive an appropriate level of challenge and engagement in their learning.
Rowan Salisbury FEB 2020
- Brian Housand gave a presentation in Salisbury, NC on February 13, 2020 about creativity and gifted education.
- He shared his contact information and details about his upcoming winter speaking tour at various schools and conferences across the U.S. in January, February, and March.
- The presentation included exercises and discussions around noticing and wondering, brainstorming, thinking like a child, and developing creativity and curiosity.
What's your problem? GCS 2020
This document discusses problem-based learning and gifted education. It defines what makes a real problem, including that it must have personal meaning, no unique solution, and aim to create change. Real problems are different than puzzles or exercises. The document advocates for Type III investigations where students independently investigate real problems. Checklists are provided to ensure Type III work is high-quality and impactful. Overall, the document promotes helping students pursue meaningful problems through noticing, wondering, and independent investigation.
Splendora - Failure is the ONLY Option
The document discusses failure and the importance of embracing it. It provides several quotes from notable figures emphasizing that failure is an inevitable and necessary part of learning and innovation. Attempting new things carries the risk of failure, but avoiding failure can paradoxically make it more likely by preventing learning and progress. The document encourages an attitude of learning from mistakes and failures rather than seeing them as something to be avoided at all costs.
From Curious To Creative | Splendora
This document outlines Brian Housand's 2020 winter speaking tour schedule and topics. It promotes developing curiosity and creativity in students and adults. Some key messages are: curiosity fuels creativity; notice details in your environment; wonder about things instead of jumping to conclusions; and spend less time consuming on devices and more time creating and learning both independently and with others.
CHOOSE YOUR OWN ADVENTURE: Increasing Student Engagement
This document provides an overview of a presentation on increasing student engagement through choice, curiosity, creativity, and critical thinking. It encourages choosing your own adventure and engaging students through notice and wonder questions. Various quotes are presented on topics like creativity, curiosity, play, and thinking outside the box. Interactive activities like morphological matrices and clickbait traps are also discussed. The goal is to spark creativity and higher-level thinking in students.
Meddler in the Middle giftED19
This document provides information about Brian Housand's upcoming fall 2019 tour schedule presenting at various education conferences around gifted education. It also shares quotes and ideas about being a "meddler" or provocateur in the classroom to encourage students to think more deeply and consider problems from multiple perspectives. Some key ideas discussed are allowing students to experience confusion and struggle during learning, assigning perplexing open-ended projects, and asking questions to broaden students' thinking beyond typical or "right" answers.
Curious to Creative | Rutgers 2019
Brian Housand is a speaker giving presentations on creativity and curiosity. His upcoming schedule includes presentations in Ohio, North Carolina, Alabama, Pennsylvania, New Mexico, New Jersey and Texas between September and December. Some of his presentation topics include trying to think like a kid, exploring curiosity through websites like wonderopolis.org, and discussing different creative personality types. He emphasizes staying curious and learning throughout life.
Superheroes and the Gifted NAGC 2019
Superheroes and the gifted often possess virtues like compassion, altruism, and a sense of justice. Hope for the future relies not on superheroes miraculously saving the day but instead on empowering today’s gifted kids to conquer the problems of tomorrow. This session compares gifted youth to superheroes and examines the type of support necessary for their own hero’s journey.
@brianhousand
brianhousand.com
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