«Bored in school, failing classes, at odds with peers: This child might be an entrepreneur, says Cameron Herold. At TEDxEdmonton, he makes the case for parenting and education that helps would-be entrepreneurs flourish -- as kids and as adults.»
See more at www.ted.com
RSA Animate - Changing Education Paradigms
For more information on Sir Ken's work visit: http://www.sirkenrobinson.com
Interview With an Egyptian Blogger
Gigi Ibrahim, a recent graduate of the American University in Cairo, uses Twitter to document and share information about street protests.
See more at video.nytimes.com
Gradebook, lesson planner, and more. Free for teachers and schools.
Also available in the Google Apps Marketplace.
With several free apps available.
Education apps in the Google Apps Marketplace
See more at www.youtube.com
«Charles Leadbeater went looking for radical new forms of education -- and found them in the slums of Rio and Kibera, where some of the world's poorest kids are finding transformative new ways to learn. And this informal, disruptive new kind of school, he says, is what all schools need to become.»
See more at www.ted.com
Artigo completo, com 18 páginas, disponível em http://www.innosightinstitute.org/innosight/wp-content/uploads/2011/01/The-Rise-of-K-12-Blended-Learning.pdf
The rise of K-12 blended learning
By Michael B. Horn and Heather Staker
In Disrupting Class,* the authors project that by 2019, 50 percent of all high school courses will be delivered online. This pattern of growth is characteristic of a disruptive innovation—an innovation that transforms a sector characterized by products or services that are complicated, expensive, inaccessible, and centralized into one with products or services that are simple, affordable, accessible, convenient, and often customizable. Think personal computers, the iPod and mp3s, Southwest Airlines, and TurboTax. At the beginning of any disruptive innovation, the new technology takes root in areas of nonconsumption—where the alternative is nothing at all, so the simple, new innovation is infinitely better. More users adopt it as the disruptive innovation predictably improves.
Online learning fits the pattern. It started by serving students in circumstances where there is no alternative for learning—in the advanced courses that many schools struggle to offer in- house; in small, rural, and urban schools that are unable to offer a broad set of courses with highly qualified teachers in certain subject areas; in remedial courses for students who need to recover credits to graduate; and with home-schooled and homebound students.
Nearly all of these instances tended to be in distance-learning environments initially—outside of a traditional school environment and removed from an in-person teacher. A simultaneous explosion in home schooling—from roughly 800,000 students in 1999 to roughly 2 million today—was fueled by the rise of online learning and full-time virtual schools.
In classic disruptive fashion, online learning is expanding beyond distance learning. Educators and entrepreneurs are increasingly creating blended-learning environments—where rather than doing the online learning at a distance, students learn online in an adult-supervised school environment for at least part of the time. At the outset, this occurred in areas of nonconsumption, such as credit-recovery labs and dropout-recovery schools. A small but growing number of schools, however, are now starting to introduce blended learning into their core programming for mainstream students.
Policymakers and education leaders must adopt the right policies for this to happen. There is a significant risk that the existing education system will co-opt online learning as it blends it into its current flawed model—and, just as is the case now, too few students will receive an excellent education. State elected officials, districtsuperintendents, and school principals must act now to prevent the cramming of online learning into the traditional system and to foster its transformative potential. As policymakers open the gates for innovation by creating zones with increased autonomy, they must simultaneously hold providers accountable for results so that the adoption of online learning leads to radically better outcomes for students.
«Bennington president Liz Coleman delivers a call-to-arms for radical reform in higher education. Bucking the trend to push students toward increasingly narrow areas of study, she proposes a truly cross-disciplinary education -- one that dynamically combines all areas of study to address the great problems of our day.»
See more at www.ted.com
«Education scientist Sugata Mitra tackles one of the greatest problems of education -- the best teachers and schools don't exist where they're needed most. In a series of real-life experiments from New Delhi to South Africa to Italy, he gave kids self-supervised access to the web and saw results that could revolutionize how we think about teaching.»
«At TEDxPSU, Ali Carr-Chellman pinpoints three reasons boys are tuning out of school in droves, and lays out her bold plan to re-engage them: bringing their culture into the classroom, with new rules that let boys be boys, and video games that teach as well as entertain.»
See more at www.ted.com
Conforme anteriormente anunciado pela LL, no dia 21 de Janeiro começaram as transferências de contas (e de "terra") dos utilizadores menores de 18 anos. Para já, a medida abrange apenas utilizadores com 16 ou 17 anos e aqueles que, tendo 13 a 15 anos, se encontram afiliados a uma organização educacional.
«The State of Wikipedia not only explores the rich history and inner-workings of the web-based encyclopedia, but it's also a celebration of its 10th anniversary. With more than 17 million articles in over 270 languages, Wikipedia has undoubtedly become one of the most visited and relied upon sites on the web today.
The fourth video in our the "State of" series, JESS3 is proud to release The State of Wikipedia as our first video of 2011. And, as if it weren't good enough, the video features none other than one of the co-founders himself, Jimmy Wales, as the narrator. »
Tunisia – the Facebook Revolution
In the case of WikiLeaks, the web was used to disseminate leaks that will change diplomacy and in some cases perhaps even the fates of nations. (The public revelation that China was prepared to weaken its links with North Korea, for example, could put back hopes of a lasting peace in that region for many years.)
Now we see the importance of the internet in helping topple the dictatorial Zine El Abidine Ben Ali in Tunisia.
First it seems that a group of hackers – many of them Paris-based – targeted the online structures of the authoritarian Tunisian regime early in January.
When the Tunisian government retaliated by shutting down websites and servers, the hackers called up reinforcements from across the internet to keep their operations going.
Then a number of citizens bloggers, faced with the censorship of the authorities, kept fellow Tunisians and the world informed of events in their area.
Finally, Tunisians managed to keep in touch with events and each other through the social media network Facebook.
'We followed everything thanks to Facebook,' says Najeh Mazlini, a member of the Tunisian expat community in Angoulême. 'It allowed us to come together to communicate, to show the videos.'
He adds: 'Ben Ali was brought down by Facebook!'
It makes you wonder what past revolutions would have been like had they had the internet.
The revolutionaries of 1789...would they all today have their own Facebook pages?
O artigo pode ter sido publicado há quase dois anos, mas o tema permanece actual...
João Amado, Teresa Pessoa e Armanda Matos consideram ser urgente fazer um diagnóstico de avaliação dos portugueses na área das TIC. "Preocupamo-nos muito com a utilização e a valorização académica da sociedade portuguesa, mas é preciso fazer esta alfabetização digital neste momento", refere Teresa Pessoa, citada pela Lusa.
by Sahana Chattopadhyay
#CCK11: Highlights from Week 1
Políticas Ideias e Práticas
Estão abertas as inscrições para o Superar Barreiras com TIC
Convidamos-los a participar neste encontro e contribuir para uma melhor utilização das TIC e Tecnologias de Apoio na educação de alunos com Necessidades Educativas Especiais.
Nenhuma necessidade estará excluído, abrangendo-se as necessidades particulares das NEE mais frequentes, bem como as especificidades no apoio a alunos sobredotados, com Dificuldades de Aprendizagem Específicas, Risco Social, entre outras.
The contest with China moves into the classroom and nursery
SOME 2,400 years ago Mencius, a Confucian sage, endured a peripatetic Chinese childhood. His tigerish mother moved house three times before settling on one good enough for the infant genius—close to a good school. Many modern parents, anxious to give their child a winning start in the postcode lottery of life, would sympathise. They agonise about how to raise their children. Chinese mothers, however, still know what’s best.
So contends Amy Chua, a Chinese-American law lecturer, who has whipped up a storm with her book “Battle Hymn of the Tiger Mother”, and, in particular, a provocative extract published in the Wall Street Journal. The article’s starting-point is that “Chinese parents raise such stereotypically successful kids”, because “Chinese mothers are superior”. Chinese matriarchs are better because they are tougher, stricter and readier to be loathed for banning children from almost any form of fun, from play dates to—horrors!—computer games. Indulgent Western parents, cosseting their baa-lambs’ self-esteem and releasing them to play in the mud when they could be doing extra arithmetic or practising scales, are condemning them to a life of underachievement.
In December the OECD published the results of a test pitting teenage students around the world against each other in reading, science and maths. Shanghai students comfortably pipped the South Koreans, Singaporeans and Hong Kong Chinese, with only eccentric Finns bucking the Western-slacker trend. America was 17th in reading and even lower in maths and science.
The results will not have surprised the creator of a self-explanatory American website, Asians Sleeping in the Library, “meant to celebrate…the hardest workers at our universities.” Recent research in Sydney, Australia showed that diligence begins early: primary-school children from Chinese backgrounds spent an hour doing homework every night of the week, compared with 20 minutes some nights for Anglo-Australians. In Singapore Chinese children do notably better academically than the Malay and Indian minorities, though the reasons why are disputed.
How To Use Advanced Twitter Search To Find A Job
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by Stephen Downes
It shares with some other theories a core proposition, that knowledge is not acquired, as though it were a thing. Hence people see a relation between connectivism and constructivism or active learning (to name a couple).
Where connectivism differs from those theories, I would argue, is that connectivism denies that knowledge is propositional. That is to say, these other theories are 'cognitivist', in the sense that they depict knowledge and learning as being grounded in language and logic.
Connectivism is, by contrast, 'connectionist'. Knowledge is, on this theory, literally the set of connections formed by actions and experience. It may consist in part of linguistic structures, but it is not essentially based in linguistic structures, and the properties and constraints of linguistic structures are not the properties and constraints of connectivism.
In connectivism, a phrase like 'constructing meaning' makes no sense. Connections form naturally, through a process of association, and are not 'constructed' through some sort of intentional action. And 'meaning' is a property of language and logic, connoting referential and representational properties of physical symbol systems. Such systems are epiphenomena of (some) networks, and not descriptive of or essential to these networks.
Hence, in connectivism, there is no real concept of transferring knowledge, making knowledge, or building knowledge. Rather, the activities we undertake when we conduct practices in order to learn are more like growing or developing ourselves and our society in certain (connected) ways.
This implies a pedagogy that (a) seeks to describe 'successful' networks (as identified by their properties, which I have characterized as diversity, autonomy, openness, and connectivity) and (b) seeks to describe the practices that lead to such networks, both in the individual and in society (which I have characterized as modeling and demonstration (on the part of a teacher) and practice and reflection (on the part of a learner))
Course Description:
Connectivism and Connective Knowledge is a twelve week course that will explore the concepts of connectivism and connective knowledge and explore their application as a framework for theories of teaching and learning. It will outline a connectivist understanding of educational systems of the future.
This course will help participants make sense of the transformative impact of technology in teaching and learning over the last decade. The voices calling for reform do so from many perspectives, with some suggesting 'new learners' require different learning models, others suggesting reform is needed due to globalization and increased competition, and still others suggesting technology is the salvation for the shortfalls evident in the system today. While each of these views tell us about the need for change, they overlook the primary reasons why change is required.
Date: January 17, 2011 - April 11, 2011
Technologies Used: Through out this "course" participants mayl use a variety of technologies, for example, blogs, Second Life, RSS Readers, UStream, etc. Course resources will be provided using gRSShopper and online seminars delivered using Elluminate.
Facilitators: George Siemens and Stephen Downes will co-facilitate this innovative and timely course.
O artigo científico ou técnico deve seguir um método científico. No entanto, não é propriamente uma dissertação ou tese, nomeadamente na sua dimensão e rigor metodológico. Com frequência, é fixado um número de palavras, que pode ir das três mil às cinco mil palavras, embora haja para muitos outros limites. Por vezes, apresenta uma estrutura simples, menos elaborada, mas coerente com perfeita articulação entre a introdução, o desenvolvimento e a conclusão; outras vezes, sobretudo se é de pesquisa de campo ou experimental, deve conter:Fonte:
1. Título que reflecte, adequadamente, o assunto;
2. Resumo com apresentação concisa de todos os pontos relevantes. É frequente surgir, também, em inglês (abstract) e, algumas vezes, em francês (résumé).
3. Texto com introdução, corpo do trabalho e conclusão:
3.1. Na introdução, surge a apresentação do tema, a sua natureza e importância, o enquadramento, a problemática, as hipóteses, as metodologias, os objectivos.
3.2. No corpo do trabalho, aparece a moldura conceptual (com a revisão de literatura), para apoio teórico do tema, a partir de autores e estudos que o possam esclarecer. De seguida, deve haver uma breve descrição dos materiais e procedimentos básicos utilizados (amostragem, técnicas e métodos, análise dos dados). Por fim, há a apresentação e discussão dos resultados principais do estudo (dados concretos e estatísticos).
3.3. Na conclusão, deve afirmar-se, em síntese, a ideia central e os pontos relevantes, deduzidos, logicamente, do que foi apresentado e discutido no corpo do trabalho.
4. Bibliografia, com a lista de referências usadas para a realização do trabalho.
Se necessário, pode ter notas de rodapé.
As ilustrações - tabelas, quadros e gráficos - são numeradas consecutivamente para cada natureza.
Se indispensáveis, surgem em anexo os questionários e outros elementos ou matérias complementares.
Nota: em geral, os artigos científicos, quando apresentados numa comunidade académica, devem possuir uma parte pré-textual (Capa e folha de avaliação) e uma parte textual (artigo propriamente dito, incluindo referências). Nas publicações, surge apenas a parte textual.
Um projecto sem fins lucrativos que tem como objectivo recolher histórias, experiências e reflexões sobre o twitter.
We are convinced that twitter is a wonderful tool for sharing, collaborating and learning, and we want to share this feeling with lot of people. And we think you also want to do the same, don’t you?
We (Cristina Costa -@cristinacost- and Linda Castañeda -@lindacq-) kindly invite you to join us!
Please, take a minute and read how to participate, we sure you can not resist the invitation!
