Favorite Tweets 2012

December 31st, 2012 llcowell Posted in micro blog No Comments »

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Favorite Tweets 2011

December 31st, 2011 llcowell Posted in micro blog No Comments »

  • Migrating a webpage is so time consuming. Hard to find the time alongside instructional needs. #
  • Must read research for the data heads… http://t.co/3eRP82C … while not surprising, enlightening! #
  • MetaGame, and ideas for using in the classroom available at metaga.me #gls7 #
  • Moving games forward WITH other digital media…? how do we merge these conversations… #gls7 #
  • Get ready 2 …Prepare to parent, close early lit gaps, 4 healthy kids, girls in STEM careers, activate global prob solving #gls7 #
  • Digital Teacher Corp…project to prepare teaches or the new learning community by mobilizing a corps of teacher leaders. #gls7 #
  • Games that address national core standard on the horizon…. #gls7 #
  • Great point…Need to norm children’s use of digital media around developmentally appropriate activities… #gls7 #
  • Can’t reposition games for learning without looking at challenges to creating effective digital media…. #gls7 #
  • Key point…school isn’t the only place kids learn! #gls7 … but sometimes where they stop learning :(  #
  • Modern family economy = connect what is going on at home across the “moat” of school. #gls7 #
  • stem video w kids talking about their game design would be a powerful prof dev tool in schools. I want to show it to my HS teachers! #gls7 #
  • Filament’s You Make Me Sick http://t.co/w6yZ7ah #
  • COONEY Center reports http://t.co/89OeR8c #gls7 #
  • Coney reports here http://t.co/89OeR8c #gls7 #
  • Coney center reports here http://t.co/89OeR8c #gls7 #
  • Again…awesome lunch, and Keynote meaningful! Cooney Center Games and Learning Initiatives. #gls7 #
  • Love the driving analogy…GREAT discussion. #gls7 #
  • “collaborative literacy” as in “collaborative knowledge” as opposed to common knowledge. #
  • adapt tools 4 assess 1 “art form” 2 another as literacy assessment model? yes! Cross pollinate 2 deal w RAPID emergence of new forms #gls7 #
  • Collective narrative…collective knowing…collective learning…really a new field of understanding we are just touching on. #gls7 #
  • Via Constance…if a gamer is a new kind of reader…what do we know about this process. Exciting new area of study. #gls7 #
  • Further study will be done on how imposed query differs from natural query practices. #gls7 #
  • Students often did not believe their own search strategies were the best strategies…#gls7 #
  • Students respond very differntly ton Imposed query than voluntary query. Push back! #gls7 #
  • Simultaneous not sequential (figure out who to ask) more complex info seeking process…#gls7 #
  • Call and response (answer) call and refer (where to find) call and avalanche (lots of answers coming in) #gls7 #
  • Type of info exchanged 1) how to manipulate environment 2) directional #gls7 #
  • Chat log = seeking and quick dissemination of information…too distracting otherwise. #gls7 #
  • Focused on info literacy process (seeking, finding, evaluative, etc.) #gls7 #
  • Online reading skills different than print based text…#gls7 #
  • Designing Computer Games into Books with 6th Grade Partners…#gls7 #
  • Would be interesting to read more research on how students read comics. #gls7 #
  • Interesting…they spent more time on the game (engagement?) but learned the same. #gls7 #
  • Capture was more difficult with DS, due to technical issues. #gls7 #
  • In comic book, kids did not look at images, just tracked text. In DS game, they looked at graphics as well. #gls7 #
  • Comic book was on screen…wonder if screen has any impact on reading…#gls7 #
  • Eye track compared comic book v. adventure game (parallel graphics)…#gls7 #
  • No significant difference in detail learning between traditional text, comic, and adventure game style reading #gls7 #
  • Presentation focusing on focus in multimodal reading (eye tracking research). #gls7 #
  • Presented last session as @hattiebb (private me)…a few of my students might find that tombe “news” #
  • Hmmm…will my Tweetdeck crash again today? #
  • “@mridley: Copyright scare tactics unlikely to deter Cdn educational institutions: they’re moving to a new model http://t.co/qEHxxs8” #gls7 #
  • #gls7 one last day to soak it in…much to take home…and a whole summer to play with it. It love the timing of the conf this year. #
  • “@infodiva: Mobile devices erode traditional gaming space (video) – CNET News:http://t.co/EdyciAh” #gls7 #
  • RT @cooneycenter: Can digital games be used to measure kids’ learning? Yes! And parents want to be involved. http://bit.ly/lPxJFN #gls7 #
  • RT @MindShiftKQED: Figuring out copyright laws for content used in classroom is a major headache for educators.
    http://ow.ly/58YHv #gls7 #
  • RT @MindShiftKQED: Games, gadgets, the cloud: coming soon to a school near you
    http://ow.ly/5f9TO #gls7 #nmc11 #
  • RT @MindShiftKQED: iCivics, Classroom Inc + get $7 million in grants to boost college readiness.
    http://ow.ly/5hQOa #gls7 #nmc11 #
  • RT @MindShiftKQED: 5 reasons why video games power up learning.http://ow.ly/5iyZG @mediatwit #gls7 #nmc11 #
  • Ap Dev using Buzztouch.com looks interesting #gls7 #nmc11 #
  • RT @brainpicker: The evolution of workstyle, in an infographichttp://j.mp/kjDS3R #gls7 #
  • RT @brainpicker: Book artists who work on a tiny scale – amazinghttp://j.mp/lMVUpP (via @michaelnobbs). PLAYFUL! #
  • RT @fastcompany: Double Impact Gamifies Saving The Planet, Makes Giving To Charity Free http://bit.ly/lI2lTw #gls7 #
  • Xcode templates that you can get going by simply changing variables… #
  • Although dont have 2 code App, comforting that it reads so logically that laymen can recognize the patterns and read. #
  • Xcode is based in object oriented programming…much more intuitive. #gls7#nmc11 #
  • Developer account gets you Xcode and access to sample code. Presenter recommends SAMS iPhone development guide. #gls7 #nmc11 #
  • Will you brand to institution or to self as individual teacher? Consider legal issues per App #gls7 #nmc11 #
  • Register as a developer…don’t really need to pay the $99 until you are ready to distribute…let’s you play. #gls7 #nmc11 #
  • Attending “Aps to Go, No Coding Required” #
  • Participant questions loss of ability to go back through and highlight, underline. Use VideoANT! #gls7 #nmc11 #
  • Different grammar at work makes it different to teach… #gls7 #nmc11 #
  • Digital essay can be more rigorous in terms of layers… #gls7 #nmc11 #
  • New ways of knowing = scholarship! #gls7 #nmc11 #
  • So, do we need to make greater efforts to RECOGNIZE the rigor, rather than IMPOSE it ? #gls7 #nmc11 #
  • Social networking globally gives them new/ unexpected data sets ot available to students just one generation ago. #gls7 #nmc11 #
  • Ethnographic approach=True scholarship’ original research. Agree! #
  • Students have access (as citizen journalist?) that pros don’t…may = new insights we aren’t accustom to seeing in academics #gls7 #nmc11 #
  • The personal nature of the devices they use & their ubiquitous access to technology naturally makes approach more personal… #gls7 #nmc11 #
  • Good thought…inclusion of people farther afield (secondary) makes it more rigorous, more “valid.” #gls7 #nmc11 #
  • What is different? Egocentric … Interview people they know. Hmmm…more primary info than secondary. #gls7 #nmc11 #
  • So is digital essay a NEW genre of writing/authorship? #gls7 #nmc11 #
  • Rhetorical essay is professionally produced while digital essay is “mass tech” by non-traditional authors… #gls7 #nmc11 #
  • Labs (or workshops, or studio time) with coaches helps reduce cognitive load. #gls7 #nmc11 #
  • If cognitive load is high (new technical skills) the content area suffers. #gls7#nmc1 #
  • What PD prepares content area teacher have collaborative conversations…some threat to their own position of expertise. #gls7 #nmc11 #
  • Meta conversation needs to take place when technologist and content area teacher are collsborative planning media project. #gls7 #nmc11 #
  • Showing good example (Shama) alongside script…helps student understand the interplay between text and visual/aural elements, #gls7 #nmc11 #
  • Voice over becomes the expository writing…musical elements set some mood/ again evoking reaction… #
  • Consider Shama’s Power of Art series…opening questions, visuals that immediately engage viewer to THINK…evoke connection #gls7 #nmc11 #
  • Digital essays are more than a hybrid of written essay and documentary or rhetorical film… #gls7 #nmc11 #
  • Formative assignments –>Responsive writing to stills, audio assignment, production training. #gls7 #nmc11 is this enough? #
  • What is the intersection between academic essay–>digital essay–>rhetorical film?
    #gls7 #nmc11 #
  • What strategies and structures are used to deliver the argument? #gls7 #nmc11 #
  • IOW Rhetorical film is noT narrative (digital storytelling) #gls7 #nmc11 #
  • Intersection between essay and rhetoric film…argument, thesis, new knwlg, evidence based, NOT story driven. #gls7 #nmc11 #
  • Rhetorical film (Bordwell & Thompson)…equiv of Research Essay…just higher tech. #gls7 #nmc11 #
  • Critical writing properties 4essay = thesis, organization, form (depending on purpose).
    #gls7 #nmc11 #
  • If writing is thought made visible, what is digital comp? #gls7 #nmc11 #
  • Write a research paper / essay implies a proces( at least for teacher)…”make a video” implications ar not clear. #gls7 #nmc11 #
  • 1996–>2011 Digital composition moves from Comm Arts to cross-curricular… #gls7 #nmc2011 #
  • Attending digital essays…opportunity 2 support AP Writing/Comp teacher in refining end of year video “free-4-all” project. #nmc11 #gls7 #
  • Popcorn JS posts text and other media alongside video! credits with bib citation! #nmc11 #gls7 #
  • Use Internet Archive as a place to PUBLISH remix that is clearly fair use (YouTube doesn’t recognize fair use!) #gls7 #nmc11 #
  • Students need to ask themselves these “appropriateness” questions in order to keep remix effective. Break the mores only purposely! #
  • Getting mighty tired of iPad tweetdeck closing after each tweet! #
  • What is is rhetorically appropriate? How do connotations effect this? Hw do institutions effect this? #
  • “witnessing ton the process of witnessing itself” … Compelled to act, not simply watch…remix #Gls7 #nmc11 #
  • Yes…real literacy in authoring can’t be achieved until adept at reading those same texts. Includes remix http://t.co/7Bjne2G #gls7 #nmc11 #
  • http://scalar.usc.edu/anvc/kuhn/iraqi-doctors-on-the-front-lines-of-medicinehighlights us of remix w/ academic rigor #gls7 #nmc11 #
  • Remix as research based digital arguements…going beyond the bells and whistle #gls7 #nmc11 #
  • Ways of Seeing was a BBC video prior to book! Unusual iteration…. #gls7 #nmc11#
  • filmic texts and the rise of the fifth estate (cent pub) #gls7 #nmc11 #
  • Attending “Remix: Critical strategies for t&l with video archives. #gl7 #
  • Excited to take this opportunity to attend some breakout sessions at the NMC Summer Cnfr #
  • RT @mashabletech: Send Multiple iPhone Pics in One Digital Postcard with Photogram - http://on.mash.to/kDFeI1 #
  • Gaming education (via Amplify) http://amplify.com/u/a15ce8 #
  • Activate is available here: http://tinyurl.com/3c6lu6g #
  • Excited about this concept (Activate) as a way of implementing a purposeful “gaming club” at school. #gls7 #
  • Next they’ll be trying a workshop with game design sessions interrelated with “service learning” activities during other sessions. #gls7 #
  • Worth looking at gender differences in response to Activate approach…and how splitting up the genders effects outcomes…. #gls7 #
  • Use a “grow a game” deck to ideate other options. #gls7 Now web based at Tiltfactor, #gls7 #
  • interesting….Q: “board game based approach might speed up iteration?” #gls7Answ: paper/pencil tends to make it “math like.” #gls7 #
  • Method: break the game (system) in order to learn how to build or fix it. #gls7 #
  • Q?posed: Does (Acitvate) have similar methods 4 teaching complex skills needed for troubleshooting? Answ: Lots of facilitators. #gls7 #
  • Interesting: beyond just programming to understanding “game rules” #gls7 #
  • “personification helps in filling in the gap” when thinking about the actions and complete system. #gls7 #
  • Reminds me of when I learned PS, needed that physical demo of layers before it “clicked” for me. #gls7 #
  • Mix of physical activities and computer activities spreads the energy out and meets the needs of a variety of learning stlyes. #gls7 #
  • WOW! The physical play really reinforced the concept for me! #gls7 #
  • Start w/ natural language, letting student “guess” at what the word might be prior to identifying the correct work (i.e. collision). #gls7 #
  • 1st students are taught some basic syntax (logic) and terminology. #gls7 #
  • Sprites define object ability? #gls7 #
  • sprite–>object–>event–triggers “action” ??? I’m anxious so see if the physical helps my mind grasp this. I’m no programmer. #gls7 #
  • This is right on SO many levels! #gls7 #
  • Bridging the gap for kinesthetic learners…helping them to undersand what’ going on in software with a physical model (bodies). #gls7 #
  • Modeling systems thinking physically activates student understanding of how the software (gamemaker) works. #gls7 #
  • Activategames.org curriculum designed for in-school after school programs #gls7#
  • Smithsonian MIT project backbone will be open source, available soon. #gls7Significantly cuts replication costs. #
  • RT @ShellTerrell: A post I wrote about using games to get students learning English in the summer http://bit.ly/mdFOdZ #eltchat #gls7 #
  • RT @mashable: Could Game Mechanics Turn Work Into Play? [INFOGRAPHIC] -http://on.mash.to/jJl7QZ #gls7 #
  • Chu’s key arguements about museum space games = short and simple, broad audience, multiple players, learning by doing #gls7 #
  • Makes me wonder how we might employ games that allow users 2 attach mobile devices (iPad) 2 local server to play interactively #gls7 #
  • computer/competitive games are inexpensive. Many of us have the computers and servers already in space. #gls7 #
  • “Spy Party” engages two players (two screens) each engaged individually. #gls7 #
  • RT @LibraryRemix: How do we design games that engage all visitors (or groups of visitors? Collaborative learning? #gls7 #
  • People visit museums in groups or pairs…so when we have a game, risk one person “doing” the exhibit and others watching. #gls7 #
  • Non-gamers don’t have certain “gaming” literacies we might assume. #gls7 #
  • Target audience…tricky to design for non-gamers. #gls7 #
  • RT @charlesj: Boy scout patches are achievements aren’t they? #gls7 True.. So badge collection appeals to the younger, more “playful” me. #
  • Science museums are phenomena based and suited to quick, casual games. #gls7 #
  • “Games in museums need to be more casual than casual games.” Chu #
  • Could extended play element keep player’s engaged for deeper learning? Or enrich learning? Or individualize learning? #gls7 #
  • Considering these embedded games, I have to wonder about augmenting (or continuing) the experience online (or in a take-away) #gls7 #
  • 1990, Semper “A museum is an educational county fair.’ Pockets for exploration, free choice, hands on, local culture…. #gls7 #
  • NOT alternate reality, augmented reality, or online games (which tend to stagnate). RATHER games that embedded into exhibits. #gls7 #
  • Intersection of design–>games–>museum–>play #gls7 #
  • On designing games and play for museum contexts (Chu, UW-Madison) #gls7 #
  • audience engagement vs. disciplinary content (tension) requires frame negotiation in design #gls7 #
  • Letting context feed rather than hinder practice…interesting concept considering gaming….SIMS vs. Challenge style games. #gls7 #
  • Frame alignment = reducing tensions between artists and learner experiences. #gls7 #
  • Art Frame (artists experience) vs. Exhibit frame (learner experience) #gls7 #
  • Framing = “what is going on here” – concept more often applied in science, applied to art, #gls7 #
  • Tough Art program – artists design art that can withstand hands on nature of a children’s museum… #
  • Design collaboration – contemporary artists and children’s museum…#gls7 #
  • U of Pittsburg presentation (children’s museum) #gls7 #
  • Virtual component meets need to allow players to complete task that are not physically possible. #gls7 #
  • Camp counselors/guides to nudge (promote research skills). #gls7 #
  • Scientist video chats (live) injected expert – apprentice knowledge building #gls7 #
  • Forums utilized to encourage conversation/cooperative problem-solving (asynchronous). #gls7 #
  • Getting “real science” in…data missions incorporate physical evidence identification, documentation. #gls7 #
  • Having a small role for watchers gets MANY MANY more people involved! #gls7 #
  • What is pyramid squashing? Many watchers–>Active…few enthusiasts. Force enthusiasts to rely on help from watchers. #gls7 #
  • Live, active experience = greater complexity with less “maintenance in perpetuity” #gls7 #
  • Game afoot–>pyramid squashing–>real science–>flash games–>EPIC storyline–>anecdotes…all pieces within the WHOLE experience. #gls7 #
  • Game play engages players immediately to cooperate in problem-solving. #gls7 #
  • Goals to promote student self-identification as scientists…#gls7 #
  • MIT/Smithsonian ARG-llike science game. Effort to take the museum out to the WHOLE national audience. #gls7 #
  • Preview “MUSEUMS AT PLAY: GAMES, INTERACTION AND LEARNING” … anyone know the release date? #gls7 #
  • Attending Museums presentation… where I started my career as an educator. Intrigued w/ common ground between libraries and museums. #gls7 #
  • Game labs less expensive than traditional science labs…true. Also, can also pull lab concept into other content areas. #gls7 #
  • Game labs less expensive than traditional science labs…true. Also, can also pull lab concept into other content areas. #
  • Textbooks, along with other books become more game like in the interactive platforms being used via iPad, etc. #gls7 #
  • interesting concept to rate textbooks against same scale we ue to rate games. #gls7#
  • Getting admins on board … Tough to crack due to fear of social nature of gaming (letting go of control). #
  • National report here http://www.nap.edu/catalog.php?record_id=13078#toc#gls7 #
  • Discussion needed (via Constance) regarding distribution (other than traditional school or private sector marketing) #Gls7 #
  • PD support important, but teachers are even crunched for time for that! #
  • Role of assessment…design principles 1) set learning goals, 2) adapt content 3) formative/summative. Games great potential here #Gls7 #
  • Role of games and sims in assessment…research is just beginning (not on pace with tech available) #Gls7 #
  • National Academy “need to simplify” standards to allow for better employment of games and sims #Gls7 #
  • Gaps in evidence a “call to arms” #Gls7 #
  • Sims and games potential greatest in goals of motivation and conceptual understanding…thus far… #Gls7 #
  • Played arcade then came to my daughter’s place to crash for a nap. Motivated for tmrw session #GLS7 and insight from group think! #
  • Ready to start our session on copyright and remix…Hi all #GLS7 #
  • IDEO Design Guide for Teachers available. #GLS7 #
  • Institute of Play – mobile quest workshop – worth a review. #GLS7 #
  • READ “The Art of Game Design” – discusses the core mechanics of gaming. #GLS7#
  • Are there defined game core-mechanics? Read “Game Design Workshop” Tracy Fullerton. #GLS7 #
  • Pen and paper is a good platform of choice for design thinking. Simple. #GLS7 #
  • What is the core mechanic? Not necessarily tech-based, but rather what is the impetus for play? #GLS7 #
  • “Drift Deck” started with cards. New device tool called “serendipiter” uses similar concept to have students drift a city. #GLS7 #
  • What is mobile as a platform? QR code based? Twitter based? Four-square? Physical mobility? #GLS7 #
  • Wht do we mean by game? Fewer restraints will create situated documentaries, simslike non-goal oriented gmes, game features w/o agoal. #GLS7 #
  • Particularly when using a particular software tool #GLS7 #
  • Using a technology platform can create design constraints. #GLS7 #
  • Stakeholder = leveraging options. #GLS7 #
  • Students are unaccustomed to being “stakeholders” in schools.. makes design more difficult #GLS7 #
  • Schools are about perpetuating the system, not about resistance (as a form of civic engagement) or about change? #GLS7 #
  • Do kids design games linearly because they are goal oriented? Classic board game model? #GLS7 #
  • Why do students make conservative choices in game design? Are they mimicking what they know or do they doubt their social capital? #GLS7 #
  • How do you define successful civic engagement? Is there room for failure to engage? #GLS7 #
  • How we explore the boundries of what is acceptable in K-12 design learning? #GLS7 #
  • Because a large # of kids struggle with design learning-the square fillers-do we move towards alternative schls or changing schl? #GLS7 #
  • How do students cope with “freedom?” This is overwhelming. Socialization issue. #GLS7 #
  • Students sometimes resist co-design curriculum…want 2 get back 2 the lesson (i.e. what do you want me to DO next). #GLS7 #
  • Students sometimes resist co-design curriculum…want to get back to the lesson (i.e. what do you want me to DO next). #GLS amp; #
  • “Messing about space” = time for students to figure out what interests them. Co-design curriculum… #GLS7 #
  • School change is difficult because students don’t always buy in either. #
  • Hybrid design teams. Small groups, flow groups, game jams, cross-generational, cross-expert level. CREATE your learning environment 1st #
  • TIP: Model design. Cultivates communities of practice in the classroom. #GLS7 #
  • TIPS: Introduce things already built or broken (or half-built) … improve design. #GLS7 #
  • TIPS: Repeat process on different time scales. Make it design-centric rather than content centric #GLS7 #
  • Perhaps calls for a reiteration of the process…##GLS7 #
  • What do you measure…value of being lost, frustrated, etc. in the design process #GLS7 #
  • Students are very linear (school-like) in their thinking. #GLS7 #
  • Meta-discussion about design should reveal some explicit steps (i..e. design, prototype, etc.)… #GLS7 #
  • Talk about design process on a meta-level with kids! #GLS7 #
  • No perfect design solution…problem-solving model. #GLS7 #
  • Complexity is abt “trade-offs” ..not yes or no. This requires a cross content approach that is difficult to achieve in secondary. #GLS7 #
  • RT @LibraryRemix: In HS we teach the classic pro/con (duality of perspective. Politically critical thought is more complex. #GLS7 #
  • In HS we teach the classic pro/con (duality of perspective. Politically critical thought is more complex. #GLS #
  • Teaching design need to background content and foreground the design process. #GLS7 #
  • Situated Documentary – Designed by going out and immersing yourself in situation and replicate #GLS7 #
  • Design thinking is NOT natural for many students. This also must be taught #GLS7 within a “design environment.” #
  • Students conditioned by school setting to produce something that is “fair and balanced.” Not necessarily done critically. #GLS7 #
  • ?? “If you were to tell this story in one year to other students, how would you design that telling?” #GLS7 Civic Engagement #
  • When we study technology it is often decontextualized…how does this study change when we plant ourselves in context. #GLS7 #
  • Thinking about design … #GLS7 Matthews research documented Madison protests (observation, interview, imaging. #GLS7 #
  • Disconnects between civic engagement and school…. #GLS7 #
  • Some kids participating in multiple ways in Madison protests. #
  • Consider protests in Madison this year….what tools did students use to engage.? FB, Mobile Media (kids not tweeters). #GLS #
  • Design thinking=innovation. #GLS7 #
  • Mobile apps –> learning environments that encourage student game design as a civic activity…learning by design #GLS7 #
  • What does it mean to be “civically” engaged? #GLS7 #
  • Games across content areas … interesting concept considering civic engagement, which is cross-content as a life skill. #
  • Interesting mixup…university instructors, PE teacher/innovator, K-5 tech coordinator, museum curator, MS teacher, library…. GLS#7 #
  • How do learning ecologies support people (regardless of age)… #GLS7 #
  • Roundtables beinging:. Sitting in on Mobile Civic Engagement #GLS7 #
  • Assumptions abt tech as a natural 4 kids – we r assuming skills, when they actually have MINDSET 4 play tht allows 2 explore tech. #GLS7 #
  • Oral History – how can we use technology to engage kids in intergenerational activities that serve the greater community. #GLS7 #
  • Speaking of Angrybirds RT @NicoleJAM: Angry Birds looks to conjure location-based Magic http://tinyurl.com/3zctz59 #GLS7 #
  • School technology to facilitate out-of-school learning! Great concept! Buccaneer Scholars! #GLS7 #
  • If filters r applied to teacher laptops when they are at home. When are they suppose to vet the resources so they can request unblock. #GLS7 #
  • Tech restrictions? Advocate w/ the filtering folks…they categorize evry blog, evry forum. Need toautomate requests for unblocking. #GLS7 #
  • Mting schools (iteachers) where they are at as we attempt to infuse technology into the curr. is still a TEACHER centered approach. #GLS7 #
  • TECH TAXONOMY in schools – 4) Use technology to help students learn in ways they never have before…redesign their own education. #GLS7 #
  • Gaming club…not just playing but designing infrastructure, service learning (intergenerational), etc. #GLS7 #
  • TECH TAXONOMY in schools – 3) enhancing existing instruction … careful, too often reinforces teacher centered instruciton #GLS7 #
  • TECH TAXONOMY in schools – 2) communication – relates to instruction as it builds community. Meet students WHERE THEY ARE! #GLS7 #
  • TECH TAXONOMY in schools – 1)administration – doesn’t directly relate to instruction. #GLS7 #
  • Shabazz (ECAP) a zero budget class, relying on donations. #GLS7 #
  • ECAP (Equity in Computer Access Program) – curriculum develops technical skills; end product = refurbished computers for schools. #
  • Service learning enriches a community…moving what you learn in one venue to another. #GLS7 #
  • Generation gaps…why do these seem so more pronounced in institutional schooling? #GLS7 #
  • Twitter announcements at school – ideal! No more wasted time “ignoring” the loud speaker. #GLS7 #
  • Here we go….#GLS7 #
  • Just uploaded ‘Visual literacy’ to SlideShare. http://slidesha.re/ki1tQT #
  • And yes…I’m back! Summer went FAST! #
  • Great concept…and ideas for teaching needed tech/media skills when tech resources are limited! http://t.co/bedF8Wt#
  • A literacy coach…librarian…in a new age of immersive technology where students can read AND write texts to learn by…MEdia. #
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Edmodo vs. Moodle

March 19th, 2010 llcowell Posted in micro blog 3 Comments »

The Edmodo social networking platform is a serious challenge to the Moodle environment.  Most notably, the interface –familiar/anytime/paperless would undoubtedly appeal to students already immersed in Facebook and MySpace.  What’s more, as noted at WEMTA conference sessions, Edmodo limits student peer-chat as non-private  (= less bullying potential) while allowing student-to-teacher communications to be private or public.  Less robust than Ning, Edmodo is probably safer for young students.

In my opinion, it’s a better fit for today’s 9-12 learners than Moodle.

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Newspapers 2.0

November 12th, 2009 llcowell Posted in literacy, micro blog, observations No Comments »

Sharing “Newspapers 2.0 … where we should be going in high school journalism,” blog entry addressing the future of journalism from the point-of-view of a 16 year old high school journalist …  http://kenleilenae.com/?p=18 (via @kenleilenae / Twitter).

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